Perceptions and Writing Experiences of Nursing Students: A Mixed Methods Exploration of Writing Self-Efficacy
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Session presented on Thursday, July 23, 2015: Perceptions and Writing Experiences of Nursing Students: A Mixed Methods Exploration of Writing Self-Efficacy Purpose: The investigated research problem was the need to identify the facilitators and barriers to competent academic writing by examining writing self-efficacy and academic writing experiences of entry-level BSN students. The purpose of the mixed-methodology research study was to empirically determine writing self-efficacy and qualitatively explore writing experiences of entry-level Bachelor of Science in nursing (BSN) students. Methods: Bandura's self-efficacy theory and the reciprocal determinism model were used as the supportive framework. The study's participants included entry-level Bachelor of Science in nursing (BSN) students in a midwesteRNtate. The mixed methods study, using a concurrent triangulation design for data collection, incorporated a quantitative writing self-efficacy survey and focus group interviews. Descriptive statistics, one-way analysis of variance (ANOVA), and the Kruskal-Wallis test were used to analyze the quantitative data. Content analysis with identification of categories and themes was used to analyze the qualitative data. Results: A statistically significant (p = 0.05) difference was found related to the gender demographic variable. No statistically significant differences were found related to the demographic variables of age, nursing student status, employment status, primary care provider status, support system status, first speaking language, and prior college-level writing course. Findings indicated that a variety of facilitators and barriers hindered the achievement of academic writing for entry-level BSN students: environmental factors, personal factors, and behavioral factors as shown in the reciprocal determinism model (Bandura, 1977, 1986). Conclusion: Awareness of this study's data might inspire nurse educators to consider assessment of entry-level BSN students' writing self-efficacy and implement diverse teaching strategies to increase writing self-efficacy. Three main implications for nursing education included the following: increase writing self-efficacy, decrease hindrances to achieving competent academic writing, and increase facilitators to achieving competent academic writing. The achievement of competent academic writing for entry-level BSN students is imperative for academic student success and for the scientific sustainability of the nursing profession.