Scholarly Writing - Parker, Pearman D.; Riley, Elizabeth
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Nurses are enrolling in graduate school at an exponential rate, yet few are prepared to meet the demands of scholarly writing within their programs. Often, associate and baccalaureate programs focus more on skills and critical thinking than scholarly writing, leaving graduate nursing students underprepared for the scholarly writing expectations of graduate school. Scholarly Writing: Techniques to Transcend Nurses' Notes equips nursing students with the basic knowledge and skills they need to embark on the scholarly writing process with joy and optimism. The workbook employs adult learning…mehr

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Produktbeschreibung
Nurses are enrolling in graduate school at an exponential rate, yet few are prepared to meet the demands of scholarly writing within their programs. Often, associate and baccalaureate programs focus more on skills and critical thinking than scholarly writing, leaving graduate nursing students underprepared for the scholarly writing expectations of graduate school. Scholarly Writing: Techniques to Transcend Nurses' Notes equips nursing students with the basic knowledge and skills they need to embark on the scholarly writing process with joy and optimism. The workbook employs adult learning theory principles to guide readers through a variety of scholarly writing principles and concepts. It focuses on an array of essential topics, including organization, paraphrasing, grammar, and peer review. Writing prompts and self-reflection opportunities throughout the guide enrich the learning experience. Real-life advice from the authors, as well as other researchers, nurses, and educators, offer nursing students a realistic perspective on the challenges and rewards of scholarly writing. Designed to help nurses flourish in higher education and beyond, Scholarly Writing is an ideal resource for nursing programs.
Autorenporträt
Pearman D. Parker, Ph.D., M.P.H., RN, PMH-BC is an assistant professor in the Science Department within the UAMS College of Nursing, where she teaches graduate nursing students and mentors medical students involved in research. She draws upon her clinical psychiatric nursing background and journalism experiences to foster growth and development of scholarly writing for not only her students, but also for graduate nursing students across the country.