Improving the quality of academic reflective writing in Nursing: a comparison of three different interventions
Bowman, MC; Addyman, B;
Publisher: Association for Learning Development in Higher Education (ALDinHE)
Students are rarely explicitly taught how to develop their writing within a subject discipline, as there is usually a focus on teaching content. However, academic writing, and in particular Academic Reflective Writing (ARW), is very challenging for most students. In thi... View more
Ashworth, P., Bannister, P. and Thorne, P. (1997) 'Guilty in whose eyes? University students' perceptions of cheating and plagiarism in academic work and assessment', Studies in Higher Education, 22(2), pp. 187-203.
Dyment, J.E. and O'Connell, T.S. (2011) 'Assessing the quality of reflection in student journals: a review of the research', Teaching in Higher Education, 16(1), pp. 81-97.
English, L., Bonanno, H., Ihnatko, T., Webb, C. and Jones, J. (1999) 'Learning through writing in a first-year accounting course', Journal of Accounting Education, 17(2), pp. 221-254.
Gimenez, J. (2008) 'Beyond the academic essay: discipline-specific writing in nursing and midwifery', Journal of English for Academic Purposes, 7(3), pp. 151-164.
Gravetter, F.J. and Forzano, L-A.B. (2009) Research methods for the behavioural sciences, 4th edn. Canada: Wadsworth Cengage Learning.
Hamilton, J. and Druva, R. (2010) 'Fostering appropriate reflective learning in an undergraduate radiography course', Radiography, 16(4), pp. 339-345.
Kember, D., McKay, J., Sinclair, K. and Wong, F.K.Y. (2008) 'A four-category scheme for coding and assessing the level of reflection in written work', Assessment & Evaluation in Higher Education. 33(4), pp. 369-379.
Kitzinger, J. (1995) 'Qualitative research: introducing focus groups', British Medical Journal, 311, pp. 299-302.
Kitzinger, J. and Barbour, R.S. (1999) Developing focus group research: politics, theory and practice. London: Sage.
Lea M. and Street B. (1998) 'Student writing in higher education: an academic literacies approach', Studies in Higher Education, 23(2), pp. 157-172.