Nursing student‐faculty writing partnerships at the baccalaureate level: Research brief

Abstract

Preparing baccalaureate nursing students to become good writers is a faculty imperative. The literature is replete with examples of curricular models in nursing meant to introduce and develop student writing. Few coauthorship opportunities seem to be available for the undergraduate nursing student. Study subjects who participated in a successful student-faculty published article were asked quantitative and qualitative questions about how the project impacted them professionally and/or personally. Follow-up interviews were conducted with four study participants. Students reported that the experience positively affected them on both a professional and personal level. Four themes were identified in the responses: wanting to do more, working together, and having something. Results of this study indicate that student-faculty writing partnerships are beneficial for students at the baccalaureate level.