Evaluating Scientific Writing Skill in DNP Program Students

Publication Date

7-10-2020

Document Type

Article

Publication Title

Nurse Educator

Volume

46

Issue

3

DOI

10.1097/NNE.0000000000000883

First Page

164

Last Page

169

Abstract

Background/Problem
Scientific writing skill development interventions in nursing are widely represented in the literature, but the specific skills required are poorly defined and measured.
Approach
This study used a cross-sectional, descriptive design to compare scientific writing skill assessment of doctor of nursing practice students' final project reports using 2 rubrics.
Outcomes
Of 13 skills, the strongest were: adherence to a standard structure, paraphrasing, and grammar, punctuation, and style. The weakest were: use of primary sources, concise, nonredundant presentation, and critical appraisal. Overall interrater agreement for the general essay writing rubric was 69.6%, and that for the scientific writing rubric was 82.3%.
Conclusions
Compared to the essay rubric, the scientific writing rubric was more useful for identifying skill strengths and weaknesses and improved interrater consistency.

Keywords

doctor of nursing practice (DNP) students, scholarly writing, scientific writing, rubrics, writing assessment

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Department

Nursing

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