2014, Number 3
<< Back Next >>
Revista Cubana de Educación Médica Superior 2014; 28 (3)
Guidelines for the construction and evaluation of academic reports in nursing students
Catoni SMI, Arechabala MMC, Ávila RNA, Aedo CV, Riquelme HG
Language: Spanish
References: 20
Page: 519-530
PDF size: 97.01 Kb.
ABSTRACT
Introduction: Pontificia Universidad Catolica de Chile implemented a program
called Writing Across the Curriculum to help students to attain the necessary
competencies in reading and writing for a successful performance in the disciplines
and in the profession.
Objective: to draw up guidelines to write and to evaluate academic reports in nursing students.
Methods: for the drafting of guidelines to write and evaluate the academic
reports, the following activities were carried out a) literature review, b) analysis of
reports written by students c) surveys administered to students, d) semi-structured
interview for professors, e) guideline submission and f) validation of the contents of
guidelines through expert consultation.
Results: the most requested academic reports were literature review, case analysis
and letter of opinion. The most common mistakes made by students were related to
11 levels of linguistic analysis. The students were perceived as having little time
and many difficulties in writing; they suggested that clear guidelines should be
prepared for the report writing, the number of tutorials should be increased and
workshops or courses related to writing should be given. As to professors, it was
observed that they lacked formal studies in the field of Arts, they took a lot of time
to introduce writing in their courses, they lacked common criteria about correction
of mistakes and they did not have adequate methodologies to improve writing.
Taking the above-mentioned into account, preliminary guidelines were drawn up
and then validated by the experts.
Conclusions: guidelines for the writing of academic reports should be made on the
basis of a text production model including planning, writing and revising. Guidelines
for the evaluation of academic reports should consider writing indicators and
content indicators and also assess them on an equal footing.
REFERENCES
Castelló M, Iñesta A, Miras M, Solé I, Teberosky A, Zanotto M. Escribir y comunicarse en contextos científicos y académicos. Conocimientos y estrategias. Barcelona: Editorial Graó; 2007.
Hazel L. Nursing instructor must also teach reading and study skills. J Nurs Educ. 2004;41:334-49.
Carlino P. Escribir, leer y aprender en la universidad. Una introducción a la alfabetización académica. Buenos Aires: Fondo de Cultura Económica; 2005.
Luthy K, Peterson N, Lassetter J, Callister L. Successfully incorporating writing across the curriculum with advanced writing in nursing. J Nurs Educ. 2009;48(1):54-9.
Bickes J, Schim S. Righting writing: strategies for improving nursing student papers. Int J Nurs Educ Schol. 2010;7(1). [citado 3 Jun 2014] Disponible en: CINAHLDOI: 10.2202/1548-923X.1964. Pages -, ISSN (Online) 1548-923X, DOI: 10.2202/1548-923X.1964, February 2010
Arechabala MC, Catoni MI, Ávila N, Riquelme G, Aedo V. Géneros discursivos y errores más frecuentes en los informes académicos de estudiantes de enfermería. Invest Educ Enferm. 2011;29(3):400-6.
Bazerman C, Little J, Bethel L, Chavkin T, Fouquette D, Garufis J. Reference guide to Writing Across the Curriculum. Indiana: The Parlor Press & The WAC Clearinghouse; 2005.
McLeod S, Miraglia E, Soven M, Christopher T. WAC for the new millennium: strategies for continuing writing across the curriculum programs. Illinois: National Council of Teachers of English; 2001. [citado 3 Jun 2014] Disponible en: http://www.ncte.org
Riordan D, Riordan M, Sullivan MC. Writing across the accounting curriculum: an experiment. Bus Com Quart. 2000;63:49-59.
Caldera R, Bermúdez A. Alfabetización académica: comprensión y producción de textos. Educere. 2007;11(37):247-55.
Tapia M, Burdiles G, Arancibia B. Aplicación de una pauta diseñada para evaluar informes académicos universitarios. Revista Signos. 2003;36(54):249-57.
Arrieta B, Meza R. La comprensión lectora y la redacción en estudiantes universitarios. Revista Iberoamericana de Educación. 2005;35(2). Universidad del Zulia, Venezuela. [citado 3 Jun 2014] Disponible en: http://www.rieoei.org/deloslectores/825Barrieta.PDF
Farrington R, Easter M. Writing across curriculum: evaluating a faculty-centered approach. J Lang Inter Bus. 2006;17(2):22-41.
Broad B, Adler-Kassner L, Alford B, Detweiler J, Estrem H, Harrington S, et al. Organic writing assessment. Utah: Utah State University Press; 2009.
Avila N, González P, Peñaloza C. Creación de un programa de escritura en una universidad chilena. Revista Mexicana de Investigación Educativa. 2013;18(57):537-60.
Grupo Didactext (Didáctica del Texto). Universidad Complutense. Modelo sociocognitivo, pragmalingüístico y didáctico para la producción de textos escritos. Didáctica (lengua y literatura). 2003;15:77-104.
Montolío E, Garachana M, Santiago M. Manual práctico de escritura académica. Barcelona: Editorial Ariel; 2000.
Carnes L, Jennings M, Vice J, Wiedmaier C. The role of the business educator in a writing across the curriculum program. J Educ Bus. 2001;76(4):216-19.
Hennessy D, Evans R. Reforming writing among students in community colleges. Com Col J Res Pract. 2005;29:261-75.
Schmidt L. Evaluating the writing-to-learn strategy with undergraduate nursing students. J Nurs Educ. 2004;43(10):466-73.
Full text