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A 5-Year Evaluation of Faculty Use of Practical Within-Course Writing Development Strategies in a DNP Program

Hampton, Michelle DeCoux, PhD, RN

doi: 10.1097/NNE.0000000000000589
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Background Nursing students are underprepared for the rigors of graduate writing. The lack of sufficient writing opportunities and skill development in prelicensure nursing education creates barriers that threaten course and program progression.

Approach This study used a prospective, repeated-measures design to evaluate 5 years of faculty-implemented writing development strategies in a DNP program.

Outcomes Faculty adopted 12 strategies in 10 courses. The strategies addressed skill building in content, construction, format, plagiarism, and citation use. The most frequently used strategies were rubrics, plagiarism detection software, multistep assignments, and examples of well-written papers, all strategies that increased in use over the 5-year study.

Conclusions Graduate faculty interact with students and assess writing development outcomes firsthand. Changes in faculty practices over time can indicate the strategies they consider most valuable for writing development.

Author Affiliation: Professor and DNP Program Director, School of Nursing, Samuel Merritt University, Oakland, California.

The author declares no conflicts of interest.

Correspondence: Dr Hampton, 3100 Summit St, 3rd Fl, Oakland, CA 94609 (

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s Web site (

Accepted for publication: June 23, 2018

Published ahead of print: August 20, 2018

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