academic nursing essays

How to Write a Nursing Essay for a Nursing Class | Student's Guide

A nursing essay is a focused piece of writing that develops nursing-related ideas using evidence, analysis, and interpretation.

In most cases, the content and length of the nursing essay will depend on the level of study, course requirements, instructor preference, and the type of nursing specialization you are taking. Nevertheless, you will primarily write nursing essays, including persuasive, definition, descriptive, argumentative, reflective, and narrative essays.

The process of writing an essay on a nursing topic is the same as the typical essay writing process; it entails three stages ( pre-writing, writing, and post-writing phases ), each with its steps. Although nursing is a noble career, everyone confuses the process of being easy. Nevertheless, completing nursing essays for a nursing class can be challenging, especially if you don't have a structured approach. Not to worry, though!

In this writing guide, we walk you through the steps to take, the structure to adopt, the top tips to use, and some topics to consider when writing an academic nursing essay.

Types of Nursing Essays Nursing Students Write

If you are wondering what types of essays, you are likely to be assigned when in nursing college or when pursuing a nursing degree from a university, let's introduce you to some of them. Academic writing is an essential skill for nurses that they require attaining proficiency in their careers. And because it is a crucial part of the profession, you will be assigned to write different essays. Here are different writings that you will do in nursing school:

• Nursing School Essays. These are the essays or personal statements written before joining nursing school. It is written to show your zeal, passion, and determination to be a nurse. It includes "why nursing" essays, "why I want to become a nurse" essays, or "the noble nursing profession." These are written as part of the application process.
• Reflective Essays. Nursing reflective essays entail expressing your feelings, thoughts, and experiences about an event, such as a practicum, hospital experience, shadowing experience, research project, or study experience. You can use reflective frameworks such as the Johari window, Gibbs reflective model, Kolb's reflective model, Era Cycle, or Driscoll's what model. Your personal nursing philosophy paper is also written in a reflective tone.
• Nursing Scholarship Essays. These are essays written to explain to a scholarship-selection committee why you deserve a scholarship to study nursing or to advance your degree.
• Nursing case study analysis essays
• Descriptive essays. These essays describe a process, topic, or phenomenon of interest in nursing practice.
• Comparative Essays. These essays compare and contrast two things, places, processes, and objects. You can be asked to evaluate middle-range theories and compare disease intervention processes, articles, texts, or events.
• Persuasive Essays. These essays entail convincing the readers to adopt a certain viewpoint or take a specific action. For example, you can be asked to write a marijuana legalization essay or an essay on why nurses should be involved in disaster management.
• Expository Essays. Expository essays are five-paragraph essays that explain something or educate/inform the reader. For example, you could be asked to write an essay on the advantages of adopting electronic health systems, why nurses should advance their studies, how to address the nursing shortage, or the legislation and legal requirements to become a nurse.
• Narrative Essays. These are essays that tell a story from the perspective of an individual. For instance, you can narrate how you came to love nursing, your nursing philosophy, or your leadership philosophy.

Nursing Essay Writing Process

A typical nursing essay writing process takes three stages: prewriting, writing, and post-writing. Of course, this also applies when writing a nursing research paper or a case study, for that matter.

Note that the time, effort, and dedication required may differ depending on the essay's type, length, and scope.

For example, if you are assigned to write a 3–4-page essay analyzing a healthcare policy, most of your time will be consumed by research, planning, and writing. And if you are to write an essay on why you love nursing, you will most likely spend less time researching because you are writing it from your perspective. In a nutshell, the three stages entail:

Prewriting stage

• Unpacking the question
• Defining and refining the essay topic
• Creating a title
• Researching and gathering sources
• Developing a thesis statement
• Creating an outline

Writing Stage

• Crafting the introduction, body, and conclusion
• Fixing the in-text citations

Post writing stage

• Editing, revising, proofreading, formatting, and polishing the essay.
• Checking for plagiarism
• Submitting the essay on time

Pre-Writing Phase for writing a nursing essay

Before you start writing a nursing essay, you have to ensure that you are clear about what is required of you

Unpack or Dissect the Question

The first step in the process of writing a nursing assignment is to know the question. You can do this by reading the prompt in the portal (Blackboard or Canvas), email from the lecturer, or PowerPoint slide presentations from class.

Understanding the question helps you structure your approach, limit the scope of your research, and write a nursing paper addressing the prompt. You should look for pointers, signal words, or terms such as evaluate, elaborate, explore, discuss, examine, illustrate, compare and contrast, cause and effect, make a case, etc.

When you get it right from the onset, you can achieve the goal of your nursing essay, which is to demonstrate that you have a better grasp of theoretical concepts and research processes and can write a professionally written paper.

Select a suitable topic

In most cases, you will be given a topic to write about because nursing essays focus on the same issues, unlike other subjects.

 The field is leveled in nursing classes. Nevertheless, due to the differences in communities, states, and nationalities that nursing students come from, you might be allowed to select a topic on your own.

After selecting a suitable topic that is neither too broad nor too narrow, submit it for approval by your professor or nurse educator. Ideally, choose a topic that aligns with the course concepts, theories, and readings. For instance, if discussing healthcare determinants in a specific community, focus on a website such as HealthyPeople to get the facts right.

Use the determinants mentioned in class when benchmarking nursing practice and community experiences.

The same applies to other areas such as anatomy, pathophysiology, epidemiology, care planning, assessment, leadership, education, practice, state laws, advocacy, policy analysis, etc.

When choosing the topic, go for the one you are interested in. Probably select a topic that aligns with your future ambitions/specialization.

Related Article: Nursing Research Topics for Essays and Nursing Papers.

Focus your Research and Select Sources

Once you have a topic, you must research widely from credible nursing sources.

Develop an understanding of the topic, understand what nursing scholars are saying about the topic, and select potential nursing references for your paper.

You can use scholarly nursing databases such as PubMed, Medline, Embase, BMC, the Cochrane Library, or the JBI EBP database.

Limit your search to articles and journals published within the last five years unless you have to reference a seminal work that has not been updated through the years.

Develop your thesis

A common question students ask is whether nursing essays have thesis statements. The response is that, like any other essay, you should include a thesis that announces your central aim or idea.

Your thesis statement should be assertive, specific, arguable, precise, and demonstrative. It should round up the gist of your entire paper.  The topic, supporting, and concluding sentences depends on the thesis statement.

Outline your essay

After creating a reasonable and focused thesis statement, map out a rough structure of your essay. Mapping out your essay helps you understand what falls where and stay focused when writing.

The essay outline should have your title, hook statement, thesis statement, and topic sentences. You will be filling this outline in the next step when writing the paper.

Writing stage for the Nursing Essay

In the writing phase, you must focus on filling your outline with content. Follow the following steps.

Write the introduction first

By now, you have identified the direction you want your essay to take, depending on the structured approach you have selected to answer the prompt/question. The introduction of your essay sets the tone, direction, and scope of your essay. since it is the invitation for your readers and the first contact point, it should grab their attention and then inform them what is to come. The introduction should be 15-20% of the word count. It should entail:

• Hook – this is the first sentence in your nursing essay, and it should raise the curiosity of your readers and pique their interests. You can use a statistical, epidemiological, or surprising fact related to the topic. In most cases, when writing essays on disease, epidemiology, and disease processes, shocking statistical/epidemiological facts can do the work. For instance, if you are writing an essay on mental health or illness, state the portion of the affected national, international, regional, or state population.
• Background of the topic – the background is where you give the context that helps your readers understand your arguments. Provide an overview of the topic, the importance of the nursing topic, and if possible, explain the complicated terms.
• Thesis statement – state your thesis statement as stated in the outline. In addition, the thesis should signal your position on the topic.
• Signposting – this is where you map out the content of your essay by stating the content in each section. It is specifically applicable to longer essays.

Develop the body paragraphs

After writing the introduction, you need to write the body paragraphs of your nursing essay. The body is approximately 75-80% of your essay's word count.

It is where you make arguments, give examples, and provide evidence to support the thesis. You should present, analyze, interpret, and organize the sources when supporting your claims and arguments.

In terms of writing the paragraphs, ensure that each body paragraph has an outstanding topic sentence, supporting sentences, and concluding sentences.

 The first sentence is the topic sentence, which announces what the paragraph is about.

The supporting sentences are where you present the facts, information, and examples from scholarly sources. Make sure to cite the information to avoid plagiarism.

Also, have transition words to help you write an essay with a good flow of ideas.

In nursing, you can use AMA, APA, ASA, or Harvard formatting; ensure you stick to the respective rules.

Write the conclusion

 The conclusion is the final paragraph of your nursing essay. You should write it to include 10-15% of the word count of your essay. A strong nursing essay conclusion restates the thesis, ties together the main arguments, has a call to action, or provides a sense of closure to the readers.

It should have an impactful or memorable sentence that lets the reader develop a strong connection and have a positive impression.

Your conclusion should not have any new facts, concepts, or examples. Instead, it should summarize your essay.

If you have a nursing essay that has a concept map, you can hire a concept map writer from our website and fulfil your assignment on time. 

Tips to help you write better Nursing Essays

As we began by saying, writing nursing essays follows the same steps as the essays you have written before. Apart from mastering the citations and structure and following the above steps to write a powerful essay, you can use these tips to ensure that your paper meets the requirements for the top grades in the rubric.

• Make clarifications early enough . When assigned to write a nursing essay, start by reading the instructions and unpacking what is required of you. Then, if you have any questions, contact your nurse educator or professor early enough.
• Allocate adequate time to complete the paper. To write a top-grade nursing essay, you must allocate enough time to research, draft, edit, and polish your essay. Therefore, completing and submitting the essay before the deadline is advisable.
• Research widely . If you are going to write a winning essay, you need to support your ideas with facts and pieces of evidence. Extract this evidence and supporting facts from nursing databases. Use journals, nurse organization websites, and government websites to support your arguments.
• Write first and edit later . When writing the paper, focus on writing first so that all your attention is focused on writing a paper with a good flow of ideas. Then, you can save everything else for later when proofreading and editing to turn the paper into a final draft.
• Incorporate concepts and theories from class . Nursing studies entail the learning and applying of nursing concepts, theories, and practical experiences. Therefore, focus your paper on these theories based on class readings, discussion posts and responses, and experiences during practice.
• Organize your paper well . As you write the essay, think creatively. Remember to present your facts logically and support your arguments using relevant in-text citations.
• Check for plagiarism . Before submitting your paper, check if it has plagiarism. You can do so using free plagiarism checkers such as Plagscan or Grammarly.
• Format your paper well . Ensure that you format and structure your paper according to the formatting and citation styles highlighted in your essay prompt. If you are unsure, refer to the citation machines or websites.
• Hire someone to write . If you cannot write the essay, hire a good nursing essay writer to write a model nursing essay that can demonstrate how to approach your topic. Then, you can edit, use it as a guide, and write an essay that addresses the prompt.

Related: Writing a nursing diagnosis statement.

Writing a nursing essay helps you develop critical thinking, creativity, and decision-making skills. For instance, writing an essay that applies the clinical reasoning cycle or SBAR communication model will help you know how to apply such models in practice. Therefore, ensure that your nursing essay meets your nursing class's content, structural, theoretical constructs, quality improvement models, and facts.

Related Articles:

• How to write a nurse student resume with no experience.
• Nursing theories to consider for your essay.
• Reasons to join the WGU RN to BSN Program.
• Writing a perfect nursing diagnosis.
• Steps for writing a perfect nursing care plan.

When in nursing school, essay writing is a critical aspect. You can hire a nursing essay writer from our website if you are strapped for time to complete your essays. Our experts can craft high-quality essays on any nursing essay topic of your choice. All papers are written in the appropriate format: APA, Harvard, AMA, or ASA. Check out our entire nursing class help package and make a deal today!

Struggling with

Related Articles

Nursing Diagnosis - An Ultimate Guide for Nursing Students

Ultimate Guide on how to Write A Student Nurse Resume

Making Concept Map for Nursing School : A Nursing Student's guide

NurseMyGrades is being relied upon by thousands of students worldwide to ace their nursing studies. We offer high quality sample papers that help students in their revision as well as helping them remain abreast of what is expected of them.

Nursing Essay Examples

Nursing Essay Examples That Will Help You Write a Stellar Paper

Published on: May 6, 2023

Last updated on: Jan 29, 2024

Share this article

Many nursing students struggle with writing effective nursing essays, which are an essential part of their education and professional development.

Poor essay writing skills can lead to low grades and an inability to effectively communicate important information.

This blog provides a comprehensive guide to writing nursing essays with examples and tips for effective writing. Whether you are a nursing student or a professional looking to improve your writing skills, this blog has something for you. 

By following the tips and examples provided, you can write compelling nursing essays that showcase your dedication to the field.

Let’s get started.

On This Page On This Page -->

What is a Nursing Essay?

A nursing essay is a type of academic writing that aims to explore a particular topic related to nursing. It also presents a clear and concise argument or viewpoint supported by evidence. 

Nursing essays can take many forms, including:

• Descriptive essays
• Reflective essays
• Analytical essays
• Persuasive essays

What is the Importance of the Nursing Essay?

Nursing essays are important for several reasons. First, they help nursing students develop critical thinking skills by requiring them to analyze and evaluate information.

Second, they help students develop research skills by requiring them to locate and use credible sources to support their arguments. 

Third, nursing essays help students develop communication skills by requiring them to present their ideas clearly and concisely in writing. Finally, nursing essays are important for nursing education because they prepare students for the types of writing.

Paper Due? Why Suffer? That's our Job!

To help students better understand how to write nursing essays, it can be helpful to review examples.

Below are some examples of nursing essays.

Nursing School Essay Examples

College Nursing Essay Examples

Graduate Nursing Essay Examples

Nursing Scholarship Essay Examples

Nursing Essay Conclusion Examples

Nursing Essay Examples of Different Fields

Nursing is a diverse field with many different specialties and areas of focus. As a result, nursing essays can take many different forms and cover a wide range of topics. 

Given below are some examples of different types of nursing essays:

Personal Philosophy Of Nursing - Essay Examples

Cal State Fullerton Nursing Essay Examples

Evidence Based Practice Nursing In Medical Field - Essay Examples

Leadership In Nursing And Healthcare Professionals - Essay Examples

Principles Of Professional Practice Of Nursing Professionals And Pharmacists

If you're seeking additional examples of nursing essays, you're in luck! 

Below are some more examples that can help you gain a better understanding of nursing essays:

Health Care And Reflective Models For Nursing - Essay Examples

History Of Nursing Essay Examples

Ethical Dilemma In Nurses Work - Essay Examples

Mental Health Nursing Essay Examples

Why I Want To Be A Nurse Essay

Working In A Team And Collaboration In Nursing

How to Write a Nursing Essay

Writing a nursing essay can seem daunting, but with the right approach, it can be a rewarding experience.

Here are the key steps involved in writing a nursing essay:

Understanding the Topic and Question

The first step in writing a nursing essay is to carefully read and understand the topic and question. 

This will help you determine what information you need to research and include in your essay. Make sure you understand any key terms or concepts related to the topic. Consider different perspectives or viewpoints that may be relevant.

Researching the Topic

Once you have a clear understanding of the topic and question, it's time to research. 

Start by gathering information from credible sources such as academic journals, textbooks, and government websites. 

Consider both primary and secondary sources, and make sure to take detailed notes as you read.

Organizing and Outlining the Essay

Once you have completed your research, it's time to organize your ideas and create an outline for your essay. 

Start by identifying the main points or arguments you want to make, and then organize them into a logical order that flows well. 

Your outline should include an introduction, body paragraphs, and a conclusion.

Writing the Essay

With your outline in place, it's time to start writing your essay. Make sure to follow your outline closely, and use clear and concise language that effectively communicates your ideas. 

Use evidence from your research to support your arguments, and cite your sources appropriately.

Editing and Revising the Essay

Once you have completed a first draft of your essay, take some time to edit and revise it. Look for any errors in grammar, spelling, or punctuation, and make sure your essay is well-organized and flows well. 

Consider asking a peer or instructor to review your essay and provide feedback.

What To Include In Your Nursing Essay

When writing a nursing essay, there are several key elements that you should include. Here are some important things to keep in mind:

• Introduction

Your introduction should provide a brief overview of the topic and purpose of your essay. It should also include a clear thesis statement that presents your main argument or point of view.

• Background Information

Provide some background information on the topic to help the reader better understand the context of your essay. This can include relevant statistics, historical information, or other contextual details.

• Evidence and Examples

Use evidence and examples from your research to support your arguments and demonstrate your knowledge of the topic. Make sure to cite your sources appropriately and use a variety of sources to strengthen your argument.

• Analysis and Evaluation

Provide analysis and evaluation of the evidence and examples you've presented. This can include discussing strengths and weaknesses, comparing and contrasting different viewpoints, or offering your own perspective on the topic.

Your conclusion should summarize the main points of your essay and restate your thesis statement. It should also offer some final thoughts or suggestions for further research or action.

Nursing Essay Topic Ideas

Choosing a topic for your nursing essay can be challenging, but there are many areas in the field that you can explore. Here are some nursing essay topic ideas to consider:

• The role of technology in nursing practice
• The impact of cultural diversity on healthcare delivery
• Nursing leadership and management in healthcare organizations
• Ethical issues in nursing practice
• The importance of patient-centered care in nursing practice
• The impact of evidence-based practice on nursing care
• The role of nursing in promoting public health
• Nursing education and the importance of lifelong learning
• The impact of nursing shortages on healthcare delivery
• The importance of communication in nursing practice

These are just a few ideas to get you started. You can also explore other topics related to nursing that interest you or align with your academic or professional goals. 

Remember to choose a topic that is relevant, interesting, and feasible to research and write about.

Tips for Writing an Effective Nursing Essay

Writing a successful nursing essay requires careful planning, research, and attention to detail. Here are some tips to help you write an effective nursing essay:

• Writing Concisely and Clearly

Nursing essays should be written in clear and concise language, avoiding unnecessary jargon or technical terms. Use simple language and short sentences to help ensure that your ideas are communicated clearly and effectively.

• Stating a Clear Thesis Statement

Your thesis statement should clearly state your main argument and provide a roadmap for the rest of your essay. It should be clear, concise, and located at the end of your introduction.

• Using Proper Citation and Referencing

Citing and referencing your sources is crucial in any academic writing, including nursing essays. Make sure to use proper citation and referencing styles, such as APA or MLA. Include a reference list or bibliography at the end of your essay.

• Seeking Feedback and Revising

Before submitting your nursing essay, seek feedback from peers, professors, or writing tutors. Use their feedback to revise and improve your essay. Make sure that it is well-structured, coherent, and effectively communicates your point of view.

By following these tips, you can write a nursing essay that demonstrates your knowledge and skills in the field.

In conclusion, writing a successful nursing essay requires careful planning, research, and attention to detail. 

To showcase your knowledge in the field of nursing, it is important to have a clear understanding of the topic at hand. When writing your nursing essay, be sure to include relevant examples, incorporate current research, and use proper citation and referencing. 

And remember , seeking feedback and revising your essay is key to ensuring that it effectively communicates your ideas and arguments.

If you need help with your nursing essay or any other type of academic writing, consider using our AI essay writer . 

Our nursing essay writing service can provide personalized support to help you succeed in your academic goals.

So, why wait? Contact us to get college essay writing help today! 

Cathy A. (Literature)

For more than five years now, Cathy has been one of our most hardworking authors on the platform. With a Masters degree in mass communication, she knows the ins and outs of professional writing. Clients often leave her glowing reviews for being an amazing writer who takes her work very seriously.

Paper Due? Why Suffer? That’s our Job!

Legal & Policies

• Privacy Policy
• Cookies Policy
• Terms of Use
• Refunds & Cancellations
• Our Writers
• Success Stories
• Our Guarantees
• Affiliate Program
• Referral Program
• AI Essay Writer

Disclaimer: All client orders are completed by our team of highly qualified human writers. The essays and papers provided by us are not to be used for submission but rather as learning models only.

How to Write a Nursing Essay with a Quick Guide

Ever felt the blank-page panic when assigned a nursing essay? Wondering where to start or if your words will measure up to the weight of your experiences? Fear not, because today, we're here to guide you through this process.

Imagine you're at your favorite coffee spot, armed with a cup of motivation (and maybe a sneaky treat). Got it? Great! Now, let's spill the secrets on how to spin your nursing tales into words that not only get you that A+ but also tug at the heartstrings of anyone reading. We've got your back with nursing essay examples that'll be your inspiration, an outline to keep you on the right path, and more!

What Is a Nursing Essay

Let's start by dissecting the concept. A nursing essay serves as a focused exploration of a specific aspect of nursing, providing an opportunity for students to demonstrate their theoretical knowledge and its practical application in patient care settings.

Picture it as a journey through the challenges and victories of a budding nurse. These essays go beyond the classroom, tackling everything from tricky ethical dilemmas to the impact of healthcare policies on the front lines. It's not just about grades; it's about proving, 'I'm ready for the real deal.'

So, when you read or write a nursing essay, it's not just words on paper. It's like looking into the world of someone who's about to start their nursing career – someone who's really thought about the ins and outs of being a nurse. And before you kick off your nursing career, don't shy away from asking - write my essay for me - we're ready to land a professional helping hand.

How to Start a Nursing Essay

When you start writing a nursing essay, it is like gearing up for a crucial mission. Here's your quick guide from our nursing essay writing service :

Choosing Your Topic: Select a topic that sparks your interest and relates to real-world nursing challenges. Consider areas like patient care, ethical dilemmas, or the impact of technology on healthcare.

Outline Your Route : Plan your essay's journey. Create a roadmap with key points you want to cover. This keeps you on track and your essay on point.

Craft a Strong Thesis: Assuming you already know how to write a hook , kick off your writing with a surprising fact, a thought-provoking quote, or a brief anecdote. Then, state your main argument or perspective in one sentence. This thesis will serve as the compass for your essay, guiding both you and your reader through the rest of your writing.

How to Structure a Nursing Essay

Every great essay is like a well-orchestrated performance – it needs a script, a narrative that flows seamlessly, capturing the audience's attention from start to finish. In our case, this script takes the form of a well-organized structure. Let's delve into the elements that teach you how to write a nursing essay, from a mere collection of words to a compelling journey of insights.

Nursing Essay Introduction

Begin your nursing essay with a spark. Knowing how to write essay introduction effectively means sharing a real-life scenario or a striking fact related to your topic. For instance, if exploring patient care, narrate a personal experience that made a lasting impression. Then, crisply state your thesis – a clear roadmap indicating the direction your essay will take. Think of it as a teaser that leaves the reader eager to explore the insights you're about to unfold.

In the main body, dive into the heart of your essay. Each paragraph should explore a specific aspect of your topic. Back your thoughts with examples – maybe a scenario from your clinical experience, a relevant case study, or findings from credible sources. Imagine it as a puzzle coming together; each paragraph adds a piece, forming a complete picture. Keep it focused and let each idea flow naturally into the next.

Nursing Essay Conclusion

As writing a nursing essay nears the end, resist the urge to introduce new elements. Summarize your main points concisely. Remind the reader of the real-world significance of your thesis – why it matters in the broader context of nursing. Conclude with a thought-provoking statement or a call to reflection, leaving your reader with a lasting impression. It's like the final scene of a movie that leaves you thinking long after the credits roll.

Nursing Essay Outline

Before diving into the essay, craft a roadmap – your outline. This isn't a rigid skeleton but a flexible guide that ensures your ideas flow logically. Consider the following template from our research paper writing service :

Introduction

• Opening Hook: Share a brief, impactful patient care scenario.
• Relevance Statement: Explain why the chosen topic is crucial in nursing.
• Thesis: Clearly state the main argument or perspective.

Patient-Centered Care:

• Definition: Clarify what patient-centered care means in nursing.
• Personal Experience: Share a relevant encounter from clinical practice.
• Evidence: Integrate findings from reputable nursing literature.

Ethical Dilemmas in Nursing Practice

• Scenario Presentation: Describe a specific ethical challenge faced by nurses.
• Decision-Making Process: Outline steps taken to address the dilemma.
• Ethical Frameworks: Discuss any ethical theories guiding the decision.

Impact of Technology on Nursing

• Current Trends: Highlight technological advancements in nursing.
• Case Study: Share an example of technology enhancing patient care.
• Challenges and Benefits: Discuss the pros and cons of technology in nursing.
• Summary of Key Points: Recap the main ideas from each section.
• Real-world Implications: Emphasize the practical significance in nursing practice.
• Closing Thought: End with a reflective statement or call to action.

A+ in Nursing Essays Await You!

Ready to excel? Let us guide you. Click now for professional nursing essay writing assistance.

Nursing Essay Examples

Here are the nursing Essay Examples for you to read.

Writing a Nursing Essay: Essential Tips

When it comes to crafting a stellar nursing essay, a few key strategies can elevate your work from ordinary to exceptional. Here are some valuable tips from our medical school personal statement writer :

Connect with Personal Experiences:

• Approach: Weave personal encounters seamlessly into your narrative.
• Reasoning: This not only adds authenticity to your essay but also serves as a powerful testament to your firsthand understanding of the challenges and triumphs in the nursing field.

Emphasize Critical Thinking:

• Approach: Go beyond describing situations; delve into their analysis.
• Reasoning: Nursing essays are the perfect platform to showcase your critical thinking skills – an essential attribute in making informed decisions in real-world healthcare scenarios.

Incorporate Patient Perspectives:

• Approach: Integrate patient stories or feedback into your discussion.
• Reasoning: By bringing in the human element, you demonstrate empathy and an understanding of the patient's experience, a core aspect of nursing care.

Integrate Evidence-Based Practice:

• Approach: Support your arguments with the latest evidence-based literature.
• Reasoning: Highlighting your commitment to staying informed and applying current research underscores your dedication to evidence-based practice – a cornerstone in modern nursing.

Address Ethical Considerations:

• Approach: Explicitly discuss the ethical dimensions of your topic.
• Reasoning: Nursing essays provide a platform to delve into the ethical complexities inherent in healthcare, showcasing your ability to navigate and analyze these challenges.

Balance Theory and Practice:

• Approach: Connect theoretical concepts to real-world applications.
• Reasoning: By bridging the gap between theory and practice, you illustrate your capacity to apply academic knowledge effectively in the dynamic realm of nursing.

Highlight Interdisciplinary Collaboration:

• Approach: Discuss collaborative efforts with other healthcare professionals.
• Reasoning: Acknowledging the interdisciplinary nature of healthcare underscores your understanding of the importance of teamwork – a vital aspect of successful nursing practice.

Reflect on Lessons Learned:

• Approach: Conclude with a thoughtful reflection on personal growth or lessons from your exploration.
• Reasoning: This not only provides a satisfying conclusion but also demonstrates your self-awareness and commitment to continuous improvement as a nursing professional.

As we wrap up, think of your essay as a story about your journey into nursing. It's not just about getting a grade; it's a way to share what you've been through and why you want to be a nurse.

Imagine the person reading it – maybe a teacher, a future coworker, or someone starting their nursing journey. They're trying to understand your passion and why you care about nursing.

So, when you write, remember it's more than just an assignment. It's your chance to show why nursing matters to you. And if you ever need help – there's always support from our essay writer online .

Ready to Excel in Your Nursing School Essay?

Order now and experience the expertise of our professional writers!

How to Write a Nursing Essay?

How can a nursing essay effectively address ethical considerations, what are some examples of evidence-based practices in nursing essays, related articles.

Writing Tips for Nursing School Students

• Nursing School Writing Types
• Writing a Nursing Essay
• Citations Guide
• Common Writing Mistakes
• Writing Resources

Are you ready to earn your online nursing degree?

Writing is an essential skill nurses should achieve proficiency in early in their career. It is a crucial part of the profession, as nurses need to be able to effectively communicate with patients, families, and other healthcare professionals.

While verbal communication also plays a vital role in nursing, being able to write well builds the nurse’s ability to provide better care.

Being able to accurately detail a patient’s personal history, symptoms, and diagnosis allows for the execution of a precise treatment plan that is clearly communicated to all parties involved, both professional and personal.

From registered nurses to clinical nurses and beyond, being able to communicate effectively and efficiently is a critical soft skill that will help nurses in any role increase their ability to treat their patients.

This guide provides an overview of the types of writing nurses will experience throughout their educational training. Utilize the following tips and tricks to help strengthen your writing skills, which will ultimately help in the development of transferable career skills .

Types of Writing Nurses Will Do in School

Personal statements for nursing school.

Nursing schools want candidates who meet academic and professional requirements. They also want a candidate who demonstrates a sincere passion for patient care and individual connections. You should always craft a personal statement, even when the application doesn’t explicitly require one. Personal statements allow you to describe your goals, characteristics, credentials, volunteer work, and meaningful life experiences. A well-crafted essay can help you stand out among other qualified applicants. And, as with any piece of writing, you must take the time to revise.

In your personal statement, you should portray yourself as determined and empathetic, with characteristics, goals, work ethic, and healthcare philosophy that align with a program’s values. Some nursing schools ask for a general personal statement, while others require a specific prompt. Colleges commonly ask students to describe a hardship they overcame, a difficult task they accomplished, or a professional goal they hope to achieve through the program. Many schools also ask students to detail previous experiences in healthcare. You may decide to write about how you connect with patients or how you provide practical and emotional support to loved ones.

You will also encounter writing prompts during examinations, including standardized tests like the GRE or MCAT, nursing school entrance exams , and course-specific evaluations. You may also take exams to get state licensure or professional certification. In most of these instances, you will need to write one or several long-form essays. Proper planning is key. Though you won’t know what specific prompt the test will require, you can expect certain common topics. You can search online or use study guides to determine which prompts usually appear on each test.

On test day, you should begin by creating an outline that lists three main points in response to the prompt. Using these points, work backwards to write a central thesis to guide the essay’s structure. Review what you’ve written to ensure that the essay actually responds to the prompt at hand. Be sure to leave time to correct spelling, grammar, and stylistic errors.

Research Papers

Like essays, research papers follow a long-form structure. Unlike an essay, which heavily relies on the writer’s point of view, a research paper presents an in-depth investigation of a topic using data, expert opinions, and insights. While an essay evaluates general critical thinking and writing skills, a research paper tests your knowledge, research skills, and original contributions. Research papers also allow you to prove you understand what has been argued and discovered about a topic. Research papers, especially at the graduate and doctoral levels, require independent research and analyses. These papers sometimes take months or years to complete.

To write a successful research paper, you should pick a topic relevant to your interests and the nursing field. Possibilities include elderly care challenges, patient safety and ethics, mental health treatment and regulations in the U.S., and nursing shortages and possible solutions. Whatever your choice, you must plan accordingly. Advanced papers such as dissertations may require funding or help from professors. Research papers often consist of the following sections: abstract, introduction, literature review, methods, results, discussion, conclusion, and references. You should keep this general structure in mind as you prepare notes and outlines.

How Do You Write a Nursing Essay?

In nursing school, essay writing includes academic papers, personal narratives, and professional compositions. You should become familiar with each of the five major forms below. There are many similarities between these essay types, such as an overarching thesis and a supportive, logical structure. You should support claims with factual, statistical, anecdotal, and rhetorical evidence. However, each form requires distinct skills to achieve specific results.

Comparative

Cause and effect, citations guide for nursing students.

Citations allow readers to know where information came from. By citing sources, you avoid plagiarizing or stealing another person’s ideas, research, language, and analyses. Whether intentional or unintentional, plagiarism is one of the most egregious errors one can make. Consequences for plagiarism include automatic course failure, disciplinary actions from the university, and even legal repercussions. You should take special care to ensure you properly cite sources.

American Psychological Association (APA) Style

APA is the most commonly used style among natural scientists, social scientists, educators, and nurses. Like other citation styles, APA emphasizes clarity of font style, font size, spacing, and paragraph structure. APA citations focus on publication date, and in most cases, the date comes right after the author’s name. This order makes the style particularly useful for scientists, who value new research and updates on current findings. For more information on APA style, visit this official website .

(Author and year of publication, page number) “Punishment, then, will tend to become the most hidden part of the penal process” (Foucault, 1977, p. 9).

Chicago Manual of Style (CMS)

CMS (also known as CMOS or, simply, Chicago) features two citation systems, the notes and bibliography, and the author and date. This style is used primarily by historians, who place high importance on a text’s origin. The notes and bibliography include a superscript number with a corresponding footnote or endnote. Scientific professionals use the author and date citation, a generic parenthetical system with similarities to other citation styles. The CMS official website provides additional information, including changes to citation systems in the current edition.

“Punishment, then, will tend to become the most hidden part of the penal process”. 1 1. Michel Foucault, trans. Alan Sheridan, Discipline and Punish: The Birth of the Prison (New York: Pantheon Books, 1977), 9.

(Author and year of publication, page number) “Punishment, then, will tend to become the most hidden part of the penal process” (Foucault 1977, 9).

Modern Language Association (MLA) Format

MLA format traces its history to 1951 when it was first published as a thin booklet. Today, MLA is the primary format used by academics and professionals in humanities, English, literature, media studies, and cultural studies. To adapt to the rapid growth of new mediums over the past few decades, MLA updates its citation system. Visit the MLA Style Center for in-depth information on new guidelines and ongoing changes. In general, in text citations consist of author and page number, or just page number if the author’s name appears in the text.

(Author and page number) “Punishment, then, will tend to become the most hidden part of the penal process” (Foucault 9).

Associated Press (AP) Style

Published in 1952, the original AP Stylebook was marketed to journalists and other professionals related to the Associated Press. AP now stands as the go-to style for professionals in business, public relations, media, mass communications, and journalism. AP style prioritizes brevity and accuracy. The style includes specific guidelines regarding technological terms, titles, locations, and abbreviations and acronyms. Unlike the previous styles, AP does not use parenthetical or in-text citations. Rather, writers cite sources directly in the prose. For more information, including style-checking tools and quizzes, visit the Associated Press Stylebook .

In the book, “Discipline and Punish: The Birth of the Prison,” first published in English in 1977, philosopher Michel Foucault argues that “Punishment, then, will tend to become the most hidden part of the penal process”.

Which Style Should Nursing Students Use?

Because nurses rely on scientific terms and information, professionals in the field usually use APA style. Regardless of the purpose and specific genre of your text, you should always strive for concise, objective, and evidenced-based writing. You can expect to learn APA style as soon as you enroll in a major course. However, you should also prepare to learn other styles as part of your academic training. For example, freshman composition classes tend to focus on MLA guidelines.

Common Writing Mistakes Students Make

Active vs. passive voice.

Active and passive voice represent two different ways to present the same piece of information. Active voice focuses on the subject performing an action. For example, the dog bites the boy. This format creates clear, concise, and engaging writing. Using active voice, nurses might write, I administered patient care at 11:00. Passive voice, on the other hand, focuses on the object of the sentence or the action being performed. For example, the boy was bitten by the dog. A passive sentence is usually one that contains the verb “to be.” Using passive voice, you might write, patient care was administered at 11:00.

Professionals in the sciences often use passive voice in their writing to create an objective tone and authorial distance. Passive voice can prioritize specific terms, actions, evidence, or research over the writer’s presence. Additionally, nurses use passive voice because it is usually clear that the reported thoughts, actions, and opinions come from them. However, you must also learn how to use active voice.

Punctuation

There are 14 punctuation marks in the English language, each with multiple and sometimes overlapping uses. Additionally, certain punctuation marks only make sense in highly specific and nuanced grammatical instances. To master punctuation, you must learn through practice, particularly by revising your own writing.

For example, colons and semicolons are often used interchangeably, when they actually serve distinct purposes. Generally used before itemized lists, colons stand in for the phrases “here is what I mean” or “that is to say.” For example, I am bringing three things to the picnic: applesauce, napkins, and lemonade. Semicolons separate two independent clauses connected through topic or meaning. For example, It was below zero; Ricardo wondered if he would freeze to death. Comma splices, which create run on sentences, are another common mistake. You can identify a comma splice by learning the differences between an independent and dependent clause.

Grammar refers to the rules of a particular language system. Grammar determines how users can structure words and form sentences with coherent meaning. Aspects include syntax (the arrangement of words to convey their mutual relations in a sentence) and semantics (how individual words and word groups are understood). Unless you major in writing, literature, etymology, or another related field, you generally won’t examine English grammar deeply. Through years of cognitive development and practice, native users implicitly understand how to effectively employ the language.

Distinct grammatical systems exist for each language and, sometimes, even within a single language. For example, African American Vernacular English uses different syntactic rules than General American English. You should learn grammatical terms and definitions. Common errors include subject/verb agreement, sentence fragments, dangling modifiers, and vague or incorrect pronoun usage. Hasty writers can also misuse phonetically similar words (your/you’re, its/it’s, and there/their/they’re).

Writing Resources for Nursing Students

Apa style central, reviewed by:.

Shrilekha Deshaies, MSN, RN

Shri Deshaies is a nurse educator with over 20 years of experience teaching in hospital, nursing school, and community settings. Deshaies’ clinical area of expertise is critical care nursing and she is a certified critical care nurse. She has worked in various surgical ICUs throughout her career, including cardiovascular, trauma, and neurosurgery.

Shri Deshaies is a paid member of our Healthcare Review Partner Network. Learn more about our review partners here .

Page last reviewed November 30, 2021

Whether you’re looking to get your pre-licensure degree or taking the next step in your career, the education you need could be more affordable than you think. Find the right nursing program for you.

You might be interested in

HESI vs. TEAS Exam: The Differences Explained

Nursing schools use entrance exams to make admissions decisions. Learn about the differences between the HESI vs. TEAS exams.

10 Nursing Schools That Don’t Require TEAS or HESI Exam

For Chiefs’ RB Clyde Edwards-Helaire, Nursing Runs in the Family

• Practice Test
• Fundamentals of Nursing
• Anatomy and Physiology
• Medical and Surgical Nursing
• Perioperative Nursing
• Psychiatric Mental Health Nursing
• Maternal & Child Nursing
• Community Health Nursing
• Pathophysiology
• Nursing Research
• Study Guide and Strategies
• Nursing Videos
• Work for Us!
• Privacy Policy

• Journals and Essays

The Nursing Essay: Learning How to Write

Writing is an important development of humankind, which started during ancient times. It is a graphic representation of various languages of learning. The product from the application of scientific knowledge in information collection, communication, dissemination, and data retrieval technology.

In the nursing history, nurse writers emerged during the first world war as writing became their weaponry to open the window of insights about the nature of nursing and the impact of warfare (Hallett, 2016). Nurse writers were created when nurses started to speak the language of nursing, a voice that echoed to a wider distance.

When nurse theorists ’ and their work begun publishing to indoctrinate the people and elevate the nurses into a profession that can be trusted, writing became a useful avenue for nurses to educate the society by gaining affordable access to medical knowledge, health awareness, and enlightenment to health-related issues concerning the public.

Who can write?

Anyone can write, but not everyone can become a writer. A nurse writer is a nursing professional with a passion for writing to educate people about health care issues. They must have a strong foundation of knowledge obtained from several years of experience in the academe, hospital, community, institution, and company to provide guidance and personal knowledge in medical writing.

Writings are the product of knowledge, education, experience, objectivity, and expertise. These specialized knowledge, skills, and training can be translated into a form of writing material that can be educative, informational, meaningful, and helpful to nurse practitioners and the society it serves.

Specialized courses in writing and publication are a must for a nurse writer to enter the world of writing. Nurse writers should have a strong foundation in grammar, spelling, and punctuation. Anti-plagiarism requires nurses’ knowledge of writing styles and referencing. They are skilled communicators who should have some form of writing charisma to attracts readers and make people read their works. A nurse must be a wide reader, as someone who knows how to write must know how to read as well.

Start the Passion by Writing a Nursing Essay

A nursing essay is a piece of writing to convey the nurse writer’s perspective, point of view, and story. It is the outline of the writer’s experience, knowledge, and expertise in the practice of nursing. Writing can be structured as formal or informal in the form of a story, documentary, research presentation, or article. Writings that are academic, intellectual, and poised relevant topics in nursing and health currents trends are generally formal. While informal writings are more personal with humorous elements.

“Exagium” meaning to present one’s case, is the Latin word of essay. Wherefore, a nursing essay writing is a presentation of a piece of writing about the writer’s side of argument and discussions acquired in the nursing practice.

Harvard College Writing Center (2020) defines an academic essay as means of fashioning a coherent set of ideas into an argument presented in an order that makes the most sense and comprehensible to the readers or “reader’s logic.”

Types and Format of Nursing Essay

Nursing essay focuses on issues and topics concerning health care, nurse practitioners, and patient-centered care. Essays can be written in the form of the following types, according to Curtin University* (2015):

• Descriptive*
• Analytical*
• Argumentative*
• Exploratory*
• Investigatory
• Explanatory
• Instructions
• Cautionary advice or notice

Parts of Academic Essay

A nursing essay is a theoretical framework composed of three structural components such as:

1. Introduction

The title and introduction are the most difficult parts in writing an essay. As the old saying says  “ starting anything is so hard ” . An  introduction  is a form of statement which presents an argument that gives the reader an idea of what the writing is all about, the things they are about to learn, and where they are going to while reading the essay. An introduction should be catchy and engaging to attracts readers. In the introduction, the writer is introducing a new idea.

The middle part of the essay is the  Body , the section that provides shreds of evidence used to prove, persuade, and convince the readers in accepting the writer’s point of view, perspectives, and its validity. The statements written in the body are the supporting pieces of evidence to prove your declarations and arguments written in the introductory part of your essay. Proofs are scientific basis gathered from the evidence-based practice, best practices, and the works and knowledge of other writers, researchers, and theorists. There are some legalities we need to observe in writing such as intellectual property rights, intellectual theft, and anti-plagiarism.

3. Conclusion and Suggestion

Writing a conclusion is not as easy as saying goodbye. A conclusion recapitulates and summarizes the entire writings’ content and findings. It should lead to learning and realization on the part of the readers. A nursing essay can be ended with a suggestion as well.

5 Step Process in Writing Nursing Essay

There are no difficult rough roads for a pathway guided with directions. The following are guidelines in writing a good nursing essay strategically:

1. Identify or develop your topic.

• Explore background information
• Formulate a criterion of a good topic
• Form a writing outline
• Formulate a provisional statement
• Write an introduction

2. Gather relevant data.

• Be a wide reader
• Conduct a research
• Taking down important critical notes
• Utilized scholarly sources and evidenced-based practice materials
• Organize data and information
• Reformulate statement (introduction should be supported by the pieces of evidence written in the body of your nursing essay)

3. Write the middle paragraphs (Body content) of your essay.

• Outline proof of arguments
• Integrate research evidence with properly formatted citations and references
• Create paragraphs of statements

4. Write a conclusion and/or suggestion.

• Summary and recapitulation
• Findings and evaluation
• Suggestion for future studies and writings

5. Edit and proofread.

• Edit and review
• Revision as needed
• Check for outline corrections
• Check for grammatical errors and English structural mistakes
• Check for plagiarism and stylistic issues

When you write an essay you are making a case for the validity of a particular point of view, analysis, interpretation, or set of facts or procedures. Careful selection, critical evaluation, analysis, comparative study, organization, and presentation of facts should have scientific basis formed from evidence-based practice.

Characteristics of a Good Nursing Essay

When writing a nursing essay for different target audiences, the nurse often relies on their expertise and from experiences shared by colleagues to create engaging academic writing, conveys emotions and to establish connections among readers.

The following are characteristics of a good nursing essay:

• Follows specific language
• Direct to the point
• Informative
• Intelligible (comprehensible and self-explanatory)
• patient-care centered
• Allows continuous patient care and safety

Importance of Writing to Writers

Writing improves five competencies which include: writing skills , reading comprehension, listening comprehension, information literacy, and teaching information literacy.

Curtin University (2015) added the development and practice of transferable skills which are beneficial for both nursing students and nurses in writing a professional role. These transferable skills are the following:

• Reading and note-making
• Critical thinking and analysis
• Organizing ideas
• Arguing a case
• Communicating effectively with a reader

The acquisition of these skills from writing can eventually lead to the rise of new breeds of nurse researchers and nursing theorists.

Topics and issues in nursing and health care will never be antediluvian, it will continue to grow and evolve, and nurse writing is a promising field for good candidates and passionate. A nurse can write for academic papers and dissertations which may have grants from the academe, hospital, or institution. They can also work as freelancers for medical journals, health-related publications, blog contents and educational websites. Nurses may put up writing business as well while working part-time or work from home.

To all aspiring nurse writers and for writers who want to advance their writing careers — writing and communication skills must be integrated with expertise along with a sense of compassion and empathy. Writing is the product of intellectual works and creativity, put your heart into writing and you will create life.

“ Writing requires time, focus, patience and practice. ”

• Hallet, C.E. (2016). Nurse Writers of the Great War (Nursing History and Humanities) 1st Edition. Manchester University Press.
• Harvard College Writing Center. (2020). Essay Structure. Retrieved on 19 September, 2020 from https://writingcenter.fas.harvard.edu/pages/essay-structure
• Curtin University. (2015). What is an Essay? Retrieved on 17 September 2020 from http://studyskills.curtin.edu.au/essays/introduction/what-is-an-essay/

RELATED ARTICLES MORE FROM AUTHOR

Autism: a comprehensive guide to raising and supporting a child with autism, methylprednisolone: a vital tool in the healthcare toolbox, adult adhd management, treatment and strategies, the most common types of eating disorder, health risks linked to obesity, 120+ fresh nursing essay topics (with faqs and essay writing tips), leave a reply cancel reply.

Save my name, email, and website in this browser for the next time I comment.

• Cancer Nursing Practice
• Emergency Nurse
• Evidence-Based Nursing
• Learning Disability Practice
• Mental Health Practice
• Nurse Researcher
• Nursing Children and Young People
• Nursing Management
• Nursing Older People
• Nursing Standard
• Primary Health Care
• RCN Nursing Awards
• Nursing Live
• Nursing Careers and Job Fairs
• CPD webinars on-demand
• --> Advanced -->

• Clinical articles
• CPD articles
• CPD Quizzes
• Expert advice
• Clinical placements
• Study skills
• Clinical skills
• University life
• Person-centred care
• Career advice
• Revalidation

Clinical education Previous     Next

Planning and writing academic essays, mike lowry senior lecturer in nursing, faculty of health and social care, leeds metropolitan university.

To write academic essays to a high standard takes time, practice and skill, hut the Eurocess can he facilitated by appropriate guidance. This article examines the requirements for planning and writing academic essays. It considers the reasons for writing them, and explains how best to plan and prepare the work for presentatitm. Some guidelines as to how essays may he assessed by tutors are also provided

For most of us, writing essays began in our early school years. Few of us will remember details of those early efforts, although how we were prepared for them will undoubtedly have influenced our work in later years. For the lucky few who seem to succeed, apparently with little effort, writing essays might not be a problem. For the majority, however, the thought of having to write an essay of several thousand words could resemble the prospect of having a tooth pulled. One initial concern could be how anyone could possibly produce so many words on any single topic. In addition, there is often a fear of failure ( 1 , 2 ). Each of these concerns can lie overcome by employing some basic principles.

Nursing Standard . 9, 22, 25-27. doi: 10.7748/ns.9.22.25.s42

Nursing education - Methods and media assessment

User not found

Want to read more?

Already have access log in, 3-month trial offer for £5.25/month.

• Unlimited access to all 10 RCNi Journals
• RCNi Learning featuring over 175 modules to easily earn CPD time
• NMC-compliant RCNi Revalidation Portfolio to stay on track with your progress
• Personalised newsletters tailored to your interests
• A customisable dashboard with over 200 topics

Alternatively, you can purchase access to this article for the next seven days. Buy now

Are you a student? Our student subscription has content especially for you. Find out more

22 February 1995 / Vol 9 issue 22

TABLE OF CONTENTS

DIGITAL EDITION

• LATEST ISSUE
• SIGN UP FOR E-ALERT
• WRITE FOR US
• PERMISSIONS

Share article: Planning and writing academic essays

We use cookies on this site to enhance your user experience.

By clicking any link on this page you are giving your consent for us to set cookies.

• Walden University
• Faculty Portal

Common Assignments: Writing in Nursing

Although there may be some differences in writing expectations between disciplines, all writers of scholarly work are required to follow basic writing standards such as writing clear, concise, and grammatically correct sentences; using proper punctuation; demonstrating critical thought; and, in all Walden programs, using APA style. When writing in nursing, however, students must also be familiar with the goals of the discipline and discipline-specific writing expectations.

Nurses are primarily concerned about providing quality care to patients and their families, and this demands both technical knowledge and the appropriate expression of ideas (“Writing in nursing,” n.d). As a result, nursing students are expected to learn how to present information succinctly, and even though they may often use technical medical terminology (“Writing in nursing,” n.d.), their work should be accessible to anyone who may read it. Among many goals, writers within this discipline are required to:

• Document knowledge/research
• Demonstrate critical thinking
• Express creative ideas
• Explore nursing literature
• Demonstrate understanding of learning activities. (Wagner, n.d., para. 2)

Given this broad set of objectives, nursing students would benefit from learning how to write diverse literature, including scholarly reports, reviews, articles, and so on. They should aim to write work that can be used in both the research and clinical aspects of the discipline. Walden instructors often ask nursing students to write position and reflective papers, critique articles, gather and analyze data, respond to case studies, and work collaboratively on a project. Although there may be differences between the writing expectations within the classroom and those in the workplace, the standards noted below, though more common in scholarly writing, require skills that are transferrable to the work setting.

Because one cannot say everything there is to say about a particular subject, writers present their work from a particular perspective. For instance, one might choose to examine the shortage of nurses from a public policy perspective. One’s particular contribution, position, argument, or viewpoint is commonly referred to as the thesis and, according to Gerring et al. (2004), a good thesis is one that is “new, true, and significant” (p. 2). To strengthen a thesis, one might consider presenting an argument that goes against what is currently accepted within the field while carefully addressing counterarguments and adequately explaining why the issue under consideration matters (Gerring et al., 2004). The thesis is particularly important because readers want to know whether the writer has something new or worthwhile to say about the topic. Thus, as you review the literature, before writing, it is important to find gaps and creative linkages between viewpoints with the goal of contributing innovative ideas to an ongoing discussion. For a contribution to be worthwhile you must read the literature carefully and without bias; doing this will enable you to identify some of the subtle differences in the viewpoints presented by different authors and help you to better identify the gaps in the literature. Because the thesis is essentially the heart of your discussion, it is important that it is argued objectively and persuasively.

With the goal of providing high quality care, the healthcare industry places a premium on rigorous research as the foundation for evidence-based practices. Thus, students are expected to keep up with the most current research in their field and support the assertions they make in their work with evidence from the literature. Nursing students also must learn how to evaluate evidence in nursing literature and identify the studies that answer specific clinical questions (Oermann & Hays, 2011). Writers are also expected to critically analyze and evaluate studies and assess whether findings can be used in clinical practice (Beyea & Slattery, 2006). (Some useful and credible sources include journal articles, other peer-reviewed sources, and authoritative sources that might be found on the web. If you need help finding credible sources contact a librarian.)

Like other APA style papers, research papers in nursing should follow the following format: title, abstract, introduction, literature review, method, results, discussion, references, and appendices (see APA 7, Sections 2.16-2.25). Note that the presentation follows a certain logic: In the introduction one presents the issue under consideration; in the literature review, one presents what is already known about the topic (thus providing a context for the discussion), identifies gaps, and presents one’s approach; in the methods section, one would then identify the method used to gather data; and in the results and discussion sections, one then presents and explains the results in an objective manner, noting the limitations of the study (Dartmouth Writing Program, 2005). Note that not all papers need to be written in this manner; for guidance on the formatting of a basic course paper, see the appropriate template on our website.

In their research, nursing researchers use quantitative, qualitative, or mixed methods. In quantitative studies, researchers rely primarily on quantifiable data; in qualitative studies, they use data from interviews or other types of narrative analyses; and in mixed methods studies, they use both qualitative and quantitative approaches. A researcher should be able to pose a researchable question and identify an appropriate research method. Whatever method the researcher chooses, the research must be carried out in an objective and scientific manner, free from bias. Keep in mind that your method will have an impact on the credibility of your work, so it is important that your methods are rigorous. Walden offers a series of research methods courses to help students become familiar with the various research methods.

Instructors expect students to master the content of the discipline and use discipline- appropriate language in their writing. In practice, nurses may be required to become familiar with standardized nursing language as it has been found to lead to the following:

• better communication among nurses and other health care providers,
• increased visibility of nursing interventions,
• improved patient care,
• enhanced data collection to evaluate nursing care outcomes,
• greater adherence to standards of care, and
• facilitated assessment of nursing competency. (Rutherford, 2008)

Like successful writers in other disciplines and in preparation for diverse roles within their fields, in their writing nursing students should demonstrate that they (a) have cultivated the thinking skills that are useful in their discipline, (b) are able to communicate professionally, and (c) can incorporate the language of the field in their work appropriately (Colorado State University, 2011).

If you have content-specific questions, be sure to ask your instructor. The Writing Center is available to help you present your ideas as effectively as possible.

Beyea, S. C., & Slattery, M. J. (2006). Evidence-based practice in nursing: A guide to successful implementation . http://www.hcmarketplace.com/supplemental/3737_browse.pdf

Colorado State University. (2011). Why assign WID tasks? http://wac.colostate.edu/intro/com6a1.cfm

Dartmouth Writing Program. (2005). Writing in the social sciences . http://www.dartmouth.edu/~writing/materials/student/soc_sciences/write.shtml

Rutherford, M. (2008). Standardized nursing language: What does it mean for nursing practice? [Abstract]. Online Journal of Issues in Nursing , 13 (1). http://ojin.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/Health-IT/StandardizedNursingLanguage.html

Wagner, D. (n.d.). Why writing matters in nursing . https://www.svsu.edu/nursing/programs/bsn/programrequirements/whywritingmatters/

Writing in nursing: Examples. (n.d.). http://www.technorhetoric.net/7.2/sectionone/inman/examples.html

Didn't find what you need? Email us at [email protected] .

• Previous Page: Collaborative Writing in Business & Management
• Next Page: Learning Agreements (LAs)
• Office of Student Disability Services

Walden Resources

Departments.

• Academic Residencies
• Academic Skills
• Career Planning and Development
• Customer Care Team
• Field Experience
• Military Services
• Student Success Advising
• Writing Skills

Centers and Offices

• Center for Social Change
• Office of Academic Support and Instructional Services
• Office of Degree Acceleration
• Office of Research and Doctoral Services
• Office of Student Affairs

Student Resources

• Doctoral Writing Assessment
• Form & Style Review
• Quick Answers
• ScholarWorks
• SKIL Courses and Workshops
• Walden Bookstore
• Walden Catalog & Student Handbook
• Student Safety/Title IX
• Legal & Consumer Information
• Website Terms and Conditions
• Cookie Policy
• Accessibility
• Accreditation
• State Authorization
• Net Price Calculator
• Contact Walden

Walden University is a member of Adtalem Global Education, Inc. www.adtalem.com Walden University is certified to operate by SCHEV © 2024 Walden University LLC. All rights reserved.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• v.4(4); 2017 Oct

Writing self‐efficacy in nursing students: The influence of a discipline‐specific writing environment

Kim m. mitchell.

1 Nursing Department, School of Health Sciences and Community Services, Red River College, Winnipeg, MB, Canada

2 College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada

Tom Harrigan

Diana e. mcmillan.

To explore if writing self‐efficacy improved among first‐year nursing students in the context of discipline‐specific writing. The relationship between writing self‐efficacy, anxiety and student grades are also explored with respect to various learner characteristics such as postsecondary experience, writing history, English as a second language status and online versus classroom instruction.

A one group quasi‐experimental study with a time control period.

Data was collected over the 2013–2014 academic year at orientation, start of writing course and end of writing course.

Writing self‐efficacy improved from pre‐ to post writing course but remained stable during the time control period. Anxiety was negatively related to writing self‐efficacy but remained stable across the study period. Inexperienced students and students with less writing experience, appeared to over‐inflate their self‐assessed writing self‐efficacy early in the programme. This study gives promising evidence that online and classroom delivery of instruction are both feasible for introducing discipline specific writing.

1. INTRODUCTION

Self‐efficacy is a concept that has received an enormous amount of attention since the development of Bandura's theory (1977) but exploring self‐efficacy from the perspective of writing has received sparse consideration. Self‐beliefs are thought to predict academic success and influence career choices and self‐efficacy may be a better predictor of performance than actual ability (Pajares & Valiante, 2006 ). In nursing, scholars are only beginning to discuss the role of writing self‐efficacy and its relation to student success (Miller, Russell, Cheng, & Skarbek, 2015 ; Mitchell, Harrigan, Stefansson, & Setlack, 2017 ) and more research is required to inform this important educational discussion.

Writing self‐efficacy (WSE) can be defined as a writer's belief about their ability to write in a specific context. Bandura's self‐efficacy theory, emphasizes that context critically influences self‐efficacy perceptions (Bandura, 1997 ). Discipline‐specific writing instruction has been acknowledged as the preferred method for introducing students to nursing's unique discourse through allowing opportunities to practice higher level thinking strategies such as critical analysis. (Andre & Graves, 2013 ; Luthy, Peterson, Lassetter, & Callister, 2009 ; Oermann et al., 2014 ) However, empirical testing of this relationship is lacking likely because so few discipline‐specific writing courses are offered in nursing curriculums. Andre and Graves ( 2013 ), who investigated the nature of writing instruction in nursing programmes in Canada, identified that only 6% of programmes included a discipline‐specific course. Close to half of programmes had no required writing course and the remainder required a generic writing course, an English literature course, or both. Thus, research evidence is required to establish the benefits of discipline‐specific writing.

The purpose of the present investigation was to explore, via quasi‐experimental methods, if WSE improved among first‐year nursing students in the context of discipline‐specific writing in one college baccalaureate nursing programme. The relationship between WSE, anxiety and student grades are also explored with respect to various learner characteristics including, past postsecondary educational experience, writing history, English as a second language (ESL) status and online versus classroom instructional environment.

2. BACKGROUND

Nursing student populations have been the focus of inquiry in two studies: Miller et al. ( 2015 ), who explored writing in a cohort of post‐RN students near the end of their programme in a discipline‐specific environment and Mitchell et al. ( 2017 ), who described WSE and anxiety in first‐year nursing students pre and post a discipline‐specific writing course. Thus, given the limited research in nursing on discipline‐specific writing, this literature review will take the approach of an interdisciplinary examination of writing self‐efficacy as it relates to writing performance assessment, improvement in WSE pre‐ to post intervention or course specific strategy and the relationship between WSE and anxiety.

2.1. Writing performance

WSE's relationship with writing performance has received attention from various researchers as it correlates with or predicts student grades. A variety of writing activities have been used to define writing performance including on‐demand essays of 30‐minutes or less (Pajares & Johnson, 1994 ; Shell, Murphy, & Bruning, 1989 ; Woody et al., 2014 ), final grades or grade point average (Goodman & Cirka, 2009 ; Martinez, Kock, & Cass, 2011 ; Williams & Takaku, 2011 ; Zimmerman & Bandura, 1994 ), computer scored essays (Jones, 2008 ), scaffolded writing assignments and/or papers across a term (Miller et al., 2015 ; Woodrow, 2011 ) and complete essays (MacArthur, Philippakos, & Graham, 2016 ; Mitchell et al., 2017 ; Prat‐Sala & Redford, 2012 ; Sanders‐Reio, Alexander, Reio, & Newmann, 2014 ).

WSE, using various measurement instruments, has only partially been able to predict writing performance in most studies, usually predicting less than 10% of variance in grades (Prat‐Sala & Redford, 2012 ; Shell et al., 1989 ), with some studies finding a negligible relationship (Jones, 2008 ; MacArthur et al., 2016 ) and only one researcher identifying a “powerful effect” in a population of Chinese students learning to write in English (Woodrow, 2011 ). Differences in findings may be due to inconsistent methods of assessing performance or to the remote proximity of the WSE measurement to the evaluation of the writing outcome (Pajares & Johnson, 1994 ).

The study by Williams and Takaku ( 2011 ) compared ESL and non‐ESL students in terms of help seeking and writing performance. These authors found that ESL students scored lower than domestic students at the beginning of their freshman year but eventually outperformed domestic students by the end of their sophomore year. Higher self‐efficacy predicted writing centre use and writing centre use became the mediator between WSE and the grade the student ultimately achieved.

2.2. Writing self‐efficacy improvement from pre‐ to postwriting course

Among researchers who assessed change in WSE from pre‐ to postwriting course (Goodman & Cirka, 2009 ; Jones, 2008 ; MacArthur et al., 2016 ; Miller et al., 2015 ; Mitchell et al., 2017 ; Van de Poel & Gasiorek, 2012 ; Woody et al., 2014 ; Xu, Park, & Baek, 2011 ) all identified a statistically significant improvement in WSE. Given that each of these studies explored different populations using a variety of instructional strategies and different instruments to measure WSE, the consistency of this finding is evidence that WSE can be successfully influenced with positive instruction. Mitchell et al. ( 2017 ), providing a course design example, described the role of the instructor in the scaffolding process as including but not limited to anxiety control, simplifying the task demand, providing feedback, ensuring students stay on task and on the specific focus of the assignment, reviewing outlines or drafts of papers and providing models of successful student past writing efforts for current students to follow. Literature describing scaffolding as an instructional model also emphasizes the importance of an instructor “stance” that supports a collaborative instructor–student relationship (Benko, 2013 ).

2.3. The relationship between writing self‐efficacy and anxiety

One instructor role in writing instruction would be to normalize and alleviate writing anxiety. Writing anxiety is a common emotional response to writing tasks no matter the experience level of the writer (Zimmerman & Bandura, 1994 ). Anxiety, assessed using various measures (Martinez et al., 2011 ; Mitchell et al., 2017 ; Woodrow, 2010) and writing apprehension, assessed using Daly and Miller's writing apprehension scale (Goodman & Cirka, 2009 ; Pajares & Johnson, 1994 ; Sanders‐Reio et al., 2014 ) were the most common methods of assessing the emotional arousal component of self‐efficacy theory. Pajares and Johnson described writing apprehension as a form of writing anxiety. Correlations between apprehension or anxiety and WSE are consistently negative regardless of measurement tool used (Martinez et al., 2011 ; Mitchell et al., 2017 ; Pajares & Johnson, 1994 ; Sanders‐Reio et al., 2014 ). Through use of statistical modelling, researchers have demonstrated that anxiety's role in influencing academic performance is mediated through self‐efficacy (Goodman & Cirka, 2009 ; Martinez et al., 2011 ; Woodrow, 2011 ). Evaluation of change in apprehension from pre‐ to post writing course has been inconsistent with some authors identifying a statistically significant improvement in apprehension in pre‐ to post course methods (Goodman & Cirka) and others finding that apprehension remains constant even when self‐efficacy shows improvement (Pajares & Johnson).

3. THE STUDY

3.1. participants.

Participants in this study either directly enrolled in the Baccalaureate nursing programme (minimum entry requirement: 60% average in prerequisite courses) or entered through a college preparation programme designed to help mature students update their educational prerequisites. All 192 students registered in three sections of the required course “Scholarly Writing” were eligible to participate. Course sections were offered in both the first and second term of the 2013–2014 academic year. From 192 students, 132 participants (68.8%) provided useable data for analysis. Of the participating students, 27 (20.5%) were enrolled in an online‐only section offered in the first term of the nursing programme, 35 (26.5%) were in an online section in the second term of the programme and 70 (53.0%) were in a second term classroom section.

From the original 192 possible participants, 60 students failed to return sufficient questionnaires (31.2%). An assessment of paper percent grade, using an independent t test, comparing participants (mean = 69.85, SD = 18.10) to non‐participants (mean = 56.71, SD 23.88) found significantly lower grades in non‐participants , t (187) = 3.72, p  <   .001. A similar significant difference was observed between participants (mean = 5.85, SD 12.97) and non‐participants (mean = 64.48, SD = 19.40) on final percentage grade, t (187) = 4.05, p  <   .001.

3.2. Design

The study employed a one‐group quasi‐experimental pre‐test/posttest design with a time‐control period in the term prior to participation. A time‐control was added to rule out possible changes in WSE and anxiety unrelated to participating in a writing course. Figure  1 outlines the study groups that emerged given the varying degrees of participation of students in the context of collecting data over two academic terms in various course sections. Because a time‐control period was not possible for the students registered in the online section offered in the first term of the programme, these students were included as “experiment‐only” participants ( n  =   30)—three additional participants in this group were students in the other sections who did not return the first questionnaire.

Study groups and context of participation over three measurement time points. Data was collected at T1 (T2 for online term 1 participants) during their first year orientation. T2 data was delivered and collected during the first classroom session for the classroom group and by email for the online group. T3 questionnaires were delivered and returned by email for all groups

3.3. Ethical approval and study procedures

Ethical approval was obtained from the Research Ethics Board at the instructional institution. Informed consent was secured by presenting all participants with a letter attached to the front of a questionnaire package following a presentation about the study during their first‐year orientation (T1). Return of questionnaire was considered consent to participate. Bonus marks, amounting to 2% of the final grade, were offered to students as a reward for participation to help reduce attrition. The pre‐course questionnaire (T2) was distributed on the first day of class for the second term online section and requested by email from the second term online students.

The post course questionnaire (T3) was requested via email from all students following completion of the academic paper assignment but prior to grades being released. This timing was chosen to avoid having student's knowledge of grading and feedback as an influencing factor on their internalized perception of their WSE. Students who did not return the post course questionnaire were included as “time‐control only” participants ( n  =   36). The main analysis was performed on students who completed all three questionnaires, referred to as “full participants” ( n  =   66). Online or classroom course section enrolment was self‐selected, however, students in the second term groups were given the general advice to choose the online section only if they felt confident with their writing skills. Students in the first term online section were required to have completed course credits in at least two other first term courses as this section was only added to decrease the class size for second term.

3.3.1. Scholarly writing course description and environment

The course was developed using scaffolding strategies (Benko, 2013 ; Gazza & Hunker, 2012 ; Vanderburg, 2006 ). A complete description of the course learning outcomes and instructional strategies has been presented elsewhere (Mitchell et al., 2017 ). The main outcome of the course required students to produce a final academic paper worth 60% of their final grade. The instructor provided three to five topic choices. First term students chose from topics such as binge drinking, victim blaming and energy drinks. The second term groups chose from narcotics addiction in health care workers, immunizations, kids and electronic devices, cyber bullying and healthy relationships.

3.4. Measures

3.4.1. self‐efficacy scale for academic writing.

The Self‐Efficacy Scale for Academic Writing (SESAW) was designed by the first author of this study. The SESAW is a 10‐item 4‐point Likert scale with response options ranging from strongly agree to strongly disagree. Scale items are presented in Mitchell et al. ( 2017 ). Cronbach's alpha for the SESAW was assessed as .82–.85 for this study and .85–.90 for a previous cohort. Concurrent comparisons with the General Self‐Efficacy Scale (Schwarzer & Jerusalem, 1995 ) were .50 and .53 at pre‐test and posttest, respectively, in previous use.

3.4.2. State‐trait anxiety inventory

The STAI is a two‐part questionnaire measuring anxiety as a stable personality trait (trait anxiety) and as a result of transitory anxiety producing circumstances (state anxiety) (Spielberger, 1983 ). The STAI has demonstrated acceptable reliability and validity in nursing and education populations. In college students, the test‐retest scores for the trait scale are reported to be .73–.86 but proved less stable in the state scale ranging from .16–.62, which, according to Spielberger, was expected because the state scale should be sensitive to situational factors on a given day. Cronbach's alpha is reported at greater than 0.90 in both scales in a college student population (Spielberger).

3.4.3. Grammar and APA knowledge test

This researcher designed knowledge test was created to assess improvement in recognition of errors in grammar and American Psychological Association (APA) style guide usage. The 10 questions were formatted as written statements that contained one error, or no errors. Errors in punctuation and spelling were not included. Error types included: use of & rather than “and” in an unbracketed APA citation with two authors; two examples where no page number or paragraph number was included with a direct quotation; a then/than grammar error; a sentence fragment; a date separated from its author in citation; two examples involving a word misuse of your/you're or its/it's; and two correct statements. Risk taking was rewarded in the scoring strategy. An unanswered question scored 0, a correct answer scored 2 and an incorrect or partially correct answer scored 1, for a total possible test score of 20. Participants were not informed of the scoring process for this knowledge test.

3.4.4. Assessment of writing

The two course instructors graded the scholarly paper assignments in the first term students. The second term sections required seven graders, including the two course instructors. The department chair assigned five additional markers, who were also classified as instructors in the nursing programme, to assist with the process. These five graders were all provided with the same training by the first author as to how to use the rubric found in Table  1 . A printed instruction sheet was supplied to all graders to help ensure consistency. The two course instructors (including the first author) were available for consultation during the process of grading as required and the first author completed a spot check of each external grader to assess for consistency.

Rubric for grading scholarly paper assignment a

3.5. Analysis

Data was analyzed using the Statistical Package for the Social Sciences version 22.0. Statistical tests performed are identified in the results section. Power was calculated for the main effect of change in self‐efficacy in the full‐participant group using an effect size of .5 and alpha of .05. For this study a sample size of 63 would yield a power of greater than 98%.

The demographic characteristics of the sample are presented in Table  2 for the total sample and by study group. One‐way Analysis of Variance (ANOVA) failed to identify any statistically significant demographic differences based on study participation level other than the experimental‐only group was significantly younger ( p  =   .042). Table  3 describes the sample by mean grades, SESAW, APA and grammar score and STAI scores at all three time points. No statistically significant differences were noted between the three study groups, using t tests or ANOVA, except in final course percentage grade where the time‐control only group achieved the lowest final grades.

Demographic characteristics of the sample by participation group

Grades, SESAW, APA and grammar and STAI scores by participation group at all time points

4.1. Change over time

Table  4 presents the results of the time effect on the key study variables using repeated measures ANOVA or dependent t tests. In the full participant group, as expected, SESAW scores were statistically non‐significant in the control period but significantly improved from pre‐ to post course ( p  <   0.001). SESAW scores did not achieve statistical significance in either the control‐only participants or the experiment‐only participants during the study period. There was no change in either state or trait anxiety at any time period in any of the three groups. APA and grammar knowledge improved significantly and were different at all three time periods in full participants ( p  <   0.001) and also improved in the time control‐only group ( p  =   0.03) and the experimental‐only group ( p  <   0.001).

Change in SESAW, APA and grammar knowledge and STAI scores across three time points by participation group

4.2. Correlations between SESAW and anxiety

Pearson's r calculated negative correlations, as expected, between SESAW and both state and trait anxiety with the exception of state anxiety at T3. Using Pearson's r , correlations with SESAW at T1 were r  = −.33 ( p  <   .001) for state anxiety and r  = −.24 ( p  <   0.05) for trait anxiety. At T2, SESAW negatively correlated with state anxiety, r  = −.48 ( p  <   .001) and trait anxiety, r  = −.53 ( p  <   0.001) and at T3 these negative relationships were maintained with state, r  = −.17 (n.s.) and trait, r  = −.23 ( p  <   0.05).

4.3. Correlations between SESAW and paper and final percentage grades

As expected, using Pearson's r, both paper and final percentage grades were uncorrelated with SESAW measures more remote from their writing performance at T1 (paper percent r  = −0.004, p  = n.s.; final grade percent r  =   0.04, p  = n.s.) and T2 (paper percent r  =   0.04, p  = n.s.; final grade percent r  =   0.07, p  = n.s.) but achieved a statistically significant correlation at the SESAW measure most proximal to their performance at T3 (paper percent r  =   .24, p  <   0.05; final grade percent r  =   .25, p  <   0.05).

4.4. Online versus classroom instruction

The study hypothesis predicted no differences between the online and classroom experience in terms of grades, APA and grammar test scores and STAI and this hypothesis was observed in the data with the notable exception of final course grade. Using independent t tests, final percentage grade differences between the first term online section (mean   = 80.66, SD = 9.33), the second term online section (mean = 72.84, SD 13.09) and the second term classroom section (mean = 75.49, SD 13.73) grades were non‐significant by ANOVA, F (2,129) = 2.90, p  =   0.058, but post hoc tests identified a significant difference between the two online groups ( p  =   0.048). The SESAW was expected to be higher in the second term section of online students because students were guided to choose this section based on their self‐assessed confidence in writing. As expected, independent t tests showed SESAW at T1 to differ between the second term classroom (mean = 27.95, SD 3.44) and online sections (mean = 29.52, SD 3.26), t (96) = −2.16, p  =   0.033.

4.5. Education prior to nursing admission

Students entering the programme with only high school entry credits fared the worst in terms of their paper and final percentage grades but did not correspondingly differ on SESAW, APA and grammar test, or the STAI scores. This was an expected finding. ANOVA compared the paper percentage grades in high school entry students (mean = 59.83, SD 23.45) with students with previous degrees or diplomas (mean = 74.98, SD 16.79) as well as students with some postsecondary experience (mean = 69.05, SD 16.78) F (2, 128) = 4.36, p  =   0.015. This pattern mostly held when examining final percentage grades where high school entry students (mean = 67.11, SD 16.13) had lower grades than those with degrees or diplomas (mean = 80.32, SD 11.30) or some postsecondary experience (mean = 75.17, SD 12.22), F (2, 128) = 6.67, p  =   0.002. Post hoc Tukey test targeted that difference as being between high school entry and previous degrees for both paper ( p  =   0.012) and final ( p  =   0.001) percent grades. In addition, the findings neared significance between high school entry and some postsecondary education for final grades ( p  =   0.053).

4.6. ESL status and past writing experience

As hypothesized, independent t tests showed no differences between students who self‐declared English as their second language and those who did not with respect to paper and final percent grades, SESAW, STAI and APA and grammar knowledge. A similar lack of significant difference was observed when the assessment compared those reporting less writing experience to those reporting more writing experience.

5. DISCUSSION

This study is unique in the body of literature examining WSE for several reasons. First, it examines WSE both pre and post a course with efficacy‐building scaffolded instructional methods and rules out the possibility of a maturation effect during a control time period where no academic writing was required. Second, it compares online and classroom instructional environments. Third, it examines WSE in self‐identified ESL and non‐ESL students, which has important implications for the instruction of writing in diverse student groups including international students. Fourth, it contributes valuable information for consideration when establishing admission policies, because nursing students direct out of high school struggle with the academic writing demands required to achieve passing grades.

As expected, WSE remained stable during the time control period when no writing was required and improved from pre‐ to postcourse in full study participants. In the experimental‐only group WSE improved but was not statistically significant. Failure to find significance in this latter group may have occurred for two possible reasons. First, the sample size was small with only 30 students in this portion of the analysis. Second, the initial WSE measure on this group was taken without a time control preceding their student experience. This group would have been responding to the first questionnaire, unaware of the nursing writing context and academic rigour of nursing education and this may have contributed to an over inflation of their initial self‐reported WSE giving little room for statistical improvement. Prat‐Sala and Redford ( 2012 ) made a similar observation in their first‐year psychology cohort. However, given that term one online students ultimately demonstrated a high degree of academic skill achieving the highest course final grades, their high WSE may have been justified.

Anxiety and WSE were negatively correlated as expected matching the findings of others when using writing apprehension or anxiety as the emotional arousal factor (Martinez et al., 2011 ; Mitchell et al., 2017 ; Pajares & Johnson, 1994 ; Sanders‐Reio et al., 2014 ). Surprisingly, anxiety did not change as a result of participating in the scholarly writing course. This finding is similar to the resilience in writing apprehension observed by Pajares and Johnson ( 1994 ). In this study, because anxiety was measured with the STAI, the STAI may have not been specific enough to writing anxiety and students may have answered the questions while envisioning their more general academic anxieties.

The APA/Grammar knowledge test produced some interesting trends in student knowledge of these writing tasks because participants demonstrated improvement of their knowledge during the control period (unexpected) as well as pre‐ to post course (expected). The improvement in scores from the beginning to the end of the control period was unexpected because students were not taking any writing instruction, completing formalized writing assignments, or being asked to apply APA style during the control phase. The noted improvement during the control period is more likely due to scoring the test by rewarding risk taking responses. By the end of their first term of study, students were more likely to guess at questions they were unsure of answers for—a trait related to learning effective test taking strategies. In addition, course readings in nursing may have exposed them to the patterns of APA in published textbooks and journals.

The most concerning but, perhaps, not surprising finding with respect to writing performance was that students who entered the programme without any previous postsecondary experience achieved the lowest writing course and paper grades while reporting similar WSE and anxiety at all measurement periods. Walsh, Prokos, and Bird ( 2014 ) noted that it is not unusual for inexperienced students to overestimate their capabilities in contexts where writing complexity and the demands of evaluators are unknown. This explanation also rationalizes the failure to find significance between students who self‐reported extensive past writing experience compared with those with little or remote past writing experience. Those who reported little writing experience likely had overestimated their WSE. Self‐evaluation is not likely to be accurate when little frame of reference is present for the experience. Context of writing is critical to accurate WSE measurements (Pajares & Johnson, 1994 ).

5.1. Online writing instruction

This study provides preliminary evidence that writing can be successfully taught in an online environment to generic baccalaureate nursing students. The online and classroom sections in second term only differed in terms of WSE at T1 with the online group reporting higher WSE. This difference is likely an indication that students heeded advice in section selection to choose the online version of the course only if they felt comfortable with their writing ability. Paradoxically, the second term online group ultimately achieved the lowest average final percent grades in the course indicating there may have been a mismatch between their self‐reported WSE and their writing ability. An overinflated sense of self‐efficacy in relation to grades, in some students, has also been observed by other authors (Williams & Takaku, 2011 ). The second term online students may have found themselves weaker in self‐regulatory skills to independently stay on pace with course materials (e.g. avoidance of the course in face of a heavy second term course load). However, because paper percentage grades did not differ significantly in this group when compared with the other sections, this is an indication that their final grades were lower as a result of poor quality of or failure to submit the other weekly assignments that contributed to their final grade. This pattern may be evidence that the second term online students did not attend to the course materials all that closely without having weekly class attendance to keep them accountable. By contrast, the first term online group had the highest final grades. This pattern may be an indication that student self‐selection of course section and previous college course credits prior to admission (required for admission to the first term online course) had a greater impact on grades in these online environments than WSE or anxiety levels. Some authors have suggested WSE instruments may be useful tools to guide course placement (Zimmerman & Bandura, 1994 ), however, if beginning students are prone to overinflate their sense of WSE, using the tool to place students in sections may not have the desired effect of appropriately grouping students by writing ability when disciplinary requirements and rigour are unknown to the student.

5.2. ESL status, WSE and writing performance

Identifying no differences between self‐declared ESL students and non‐ESL student in writing self‐efficacy, anxiety and grades was an important finding and similar to the results reported in Williams and Takaku ( 2011 ). Nursing instructors must be careful to not assume that ESL students are worse writers than their domestic counterparts, or overly scrutinize their work for errors because they are known ESL students.

5.3. Practical implications for teaching writing

5.3.1. scaffolding.

Similar to an earlier study in this population (Mitchell et al., 2017 ), the results of this study contribute additional knowledge that scaffolding writing assignments in an introductory discipline‐specific writing course can enhance writing ability and WSE. Miller et al. ( 2015 ), in the only other published study examining WSE in nursing students, also used a scaffolding method of structuring their writing assignments. Their population was different from this study and from Mitchell et al. ( 2017 ) in that they explored nurse‐to‐degree students late in their nursing programme. Scaffolding combines two parallel processes: (i) structuring assignments so that they are completed in progressive stages over a term (Walsh et al., 2014 ) and, (ii) instructor involvement, where the instructor or the tutor act as the scaffold in the writing process, slowly withdrawing support as writers become more independent (Benko, 2013 ; Gazza & Hunker, 2012 ; Mackiewicz & Thompson, 2014 ).

Leveling assignments within a course and across a curriculum is achieved by increasing the complexity of written assignments. This approach requires the student to progressively demonstrate abilities in Bloom's taxonomy to first, summarize and describe and then synthesize, critically analyze and evaluate topics they are investigating (Gazza & Hunker, 2012 ). This process of reducing a major writing project into manageable relevant pieces may contribute to students being able to advance their thinking to higher levels of Bloom's taxonomy (Luthy et al., 2009 ). In the course described here, this process involved short writing assignments which began with reflection and then requested students summarize one source, followed by two more writing exercises where they were asked to synthesize two and then three sources on the same topic. Scaffolding also occurred in the scholarly paper assignment. The course prescripted a schedule which had students complete the major elements of the assignment in stages, first choosing their topic, searching for supporting research, learning to make notes from their sources and develop an outline and then writing and editing a rough draft in preparation for submission for grading (Mitchell et al., 2017 ).

5.3.2. Instructor influence

While scholars who discuss writing instruction in nursing agree that writing is important to critical thinking skills, reasoning and career trajectories, we agree with Miller et al.'s ( 2015 ) conclusion that writing competency in many nursing programmes is assumed rather than taught. But because writing skills develop slowly, a single discipline‐specific course is not sufficient to develop proficient writers. All instructors who include a writing assignment as an evaluation criterion in a course must consider themselves writing instructors. Instructor involvement includes teaching course content in such a way that it connects the writing assignment to prior learning and future needs (Benko, 2013 ).

The scholarly writing course requires a tremendous number of instructor hours to implement successfully with large classes. Instructors must be comfortable with their knowledge of the writing process and their ability to give advice and feedback to students in a writing process framework for benefits to be observed. Scaffolding in courses is effective for any type of writing assignment but must include the critical elements of ensuring an appropriate challenge, allowing for student choice to increase engagement with writing and providing students with the opportunity to say something of their own, all contained in a caring classroom environment where instructors can show interest in student's writing ideas (Benko, 2013 ).

5.4. Study limitations

While this study successfully demonstrated that a discipline‐specific scholarly writing course using scaffolding as an instructional method can improve WSE in first year nursing students, the study does have some limitations. First, the original proposal for this study intended to compare this cohort of nursing students to another group of students in the college environment who were required to complete a significant academic writing assignment without the benefit of writing instruction, however, discussions with instructors in other programmes identified that all courses were providing too much writing support to function as a true control. While the time control period enhances confidence that the scholarly writing course positively affected WSE levels, a comparison group would have been an additional strength. Second, the bonus marks for participation were included in an attempt to curb attrition from the study, however, attrition remained high and was concentrated among students who achieved the lowest grades. Thus these results cannot be generalized to students who demonstrate poor writing performance.

5.5. Areas for future research

While this study successfully demonstrated that WSE can improve early in a nursing programme when assessed in the context of discipline‐specific writing, the empirical relationship between WSE and its role in student performance remains tenuous. In part, this is due to the difficulty in consistently assessing and scoring writing performance. The successful measurement of writing performance and detecting improvements in writing performance over time, requires similar writing assessment activities in a given course. For example, in this study, a second three‐page academic paper would have needed to be assigned early in the study—a requirement that would have put tremendous burden on both the students and the course instructors/graders. In addition, requiring a second intensive writing assignment early in a course prior to writing instruction would have likely produced high anxiety and some academically disastrous results for some students. One possible solution would be to explore the changes in drafts of the same assignment over a term.

This study used a brief grammar and APA test which was not to be considered an assessment of writing performance. It is generally well accepted among writing experts and theorists that good grammar (and application of APA format) does not equate to good writing as it is far too limiting a criterion to be a parallel assessment for performance. It may be argued that using a substitute writing assessment such as an in‐class essay is also not an adequate assessment of writing performance as it denies the student the opportunity to research, reflect, polish and be creative in their writing approach. These spontaneous essays are not a mirror for the kinds of assignments we require of students with the goal toward improving critical thinking, learning the discourse of a discipline, or creating a synthesis of knowing.

Miller et al. ( 2015 ) were likely correct in exploring changes in different sub‐components of writing performance (e.g. organization, sentence fluency, voice, or ideas), rather than exploring performance in a more global fashion such as grades or GPA, in their search for improvement over time. Williams and Takaku ( 2011 ) have suggested that the relationship between WSE and performance is likely mediated by student choices in help seeking for their writing. This study provides support for the idea that past writing experience (and more specifically, previous postsecondary experience) likely has a strong influence on writing performance in the form of grade earned in an assignment or course. But given that both experienced and inexperienced students reported similar WSE levels, this study also provided preliminary evidence that levels of WSE may bear little connection to past experiences of writing as WSE is not a stable construct and will fluctuate according to context, expectations and task requirements. Even expert writers will experience bouts of low self‐efficacy under conditions of changing expectations, challenging evaluators (sometimes external and sometimes self‐imposed) and disciplinary circumstances. However, improving writing self‐efficacy may play a role in shutting down negative self‐regulatory behaviours that lead to writing avoidance, stop students from writing, prevent them from making career choices that require writing such as advanced degrees, or keep them from writing to advocate for policy changes that may influence the nursing profession as a whole. Intervening in writing self‐efficacy could be what keeps students and nurses writing. These proposed relationships require further study.

The exploration of writing self‐efficacy and how it influences writing performance is a research area in its infancy. It is unlikely that writing self‐efficacy will dramatically improve performance across a single term as writing development is a lifelong endeavor. The only way writing performance can improve is through ongoing progressively more challenging writing. Currently a long‐term follow up of the same cohort of students is being conducted examining WSE and anxiety in terms of stability or growth over a curriculum. Help seeking, engagement with instructors, revision practices, response to feedback and progression through the programme will be investigated for their WSE connections. An exploration of the relationship between writing self‐efficacy and clinical practice success is being included. In addition to this active study, a revision of the WSE questionnaire is required to assess its discipline specific elements. Qualitative research examining the writing experiences of undergraduate nursing students are also necessary for establishing targeted interventions in this population.

6. CONCLUSION

This study has demonstrated that discipline‐specific writing instruction can influence writing self‐efficacy in first year nursing students. A paucity of research exists in nursing populations to address the “problem” of student writing. Scaffolding as an instructional method is a promising solution to improving student writing but requires intense instructor involvement from instructors who are confident with their own writing and confident assessing the writing of undergraduate students. Discipline‐specific writing, given that nurses communicate in a shared professional discourse, is the current recommended approach to improving writing and critical analysis skills in students at all levels of nursing education.

CONFLICT OF INTEREST

No conflict of interest has been declared by the authors.

AUTHOR CONTRIBUTIONS

Ms. Mitchell: designed, implemented and coordinated the study through all phases, developed and implemented the writing course, and wrote the manuscript.

Dr. Harrigan: contributed to the study design, provided statistical analysis and insights into the relevance of findings, and reviewed and approved the manuscript.

Dr. McMillan: provided insights to the statistical analysis, relevance of findings, and reviewed and approved the manuscript.

ACKNOWLEDGEMENTS

The first author thanks Mr. Ashley Blackman, Director, Research and Planning at Red River College, for his support and advice during the initial planning phase of this study.

Mitchell KM, Harrigan T, McMillan DE. Writing self‐efficacy in nursing students: The influence of a discipline‐specific writing environment . Nursing Open . 2017; 4 :240–250. https://doi.org/10.1002/nop2.90 [ PMC free article ] [ PubMed ] [ Google Scholar ]

This study was funded by the Red River College Program Innovation Fund Award 240‐15001‐09

• Andre, J. D. , & Graves, R. (2013). Writing requirements across nursing programs in Canada . Journal of Nursing Education , 52 , 91–97. [ PubMed ] [ Google Scholar ]
• Bandura, A. (1977). Self‐efficacy: Toward a unifying theory of behaviour change . Psychological Review , 84 , 191–215. [ PubMed ] [ Google Scholar ]
• Bandura, A. (1997). Self‐efficacy: The exercise of control . New York, NY: W. H Freeman. [ Google Scholar ]
• Benko, S. L. (2013). Scaffolding: An ongoing process to support adolescent writing development . Journal of Adolescent & Adult Literacy , 56 , 291–300. [ Google Scholar ]
• Gazza, E. A. , & Hunker, D. F. (2012). Facilitating scholarly writer development: The writing scaffold . Nursing Forum , 47 , 278–285. [ PubMed ] [ Google Scholar ]
• Goodman, S. B. , & Cirka, C. C. (2009). Efficacy and anxiety: An examination of writing attitudes in a first‐year seminar . Journal on Excellence in College Teaching , 20 , 5–28. [ Google Scholar ]
• Jones, E. (2008). Predicting performance in first‐semester college basic writers: Revisiting the role of self‐beliefs . Contemporary Educational Psychology , 33 , 209–238. [ Google Scholar ]
• Luthy, K. E. , Peterson, N. E. , Lassetter, J. H. , & Callister, L. C. (2009). Successfully incorporating writing across the curriculum with advanced writing in nursing . Journal of Nursing Education , 48 , 54–59. [ PubMed ] [ Google Scholar ]
• MacArthur, C. A. , Philippakos, Z. A. , & Graham, S. (2016). A multicomponent measure of writing motivation with basic college writers . Learning Disability Quarterly , 39 , 31–43. [ Google Scholar ]
• Mackiewicz, J. , & Thompson, I. (2014). Instruction, cognitive scaffolding and motivational scaffolding in writing center tutoring . Composition Studies , 42 , 54–78. [ Google Scholar ]
• Martinez, C. T. , Kock, N. , & Cass, J. (2011). Pain and pleasure in short essay writing: Factors predicting university students' writing anxiety and writing self‐efficacy . Journal of Adolescent & Adult Literacy , 54 , 351–360. [ Google Scholar ]
• Miller, L. C. , Russell, C. L. , Cheng, A. L. , & Skarbek, A. J. (2015). Evaluating undergraduate nursing students' self‐efficacy and competence in writing: Effects of a writing intensive intervention . Nurse Education in Practice , 15 , 174–180. [ PubMed ] [ Google Scholar ]
• Mitchell, K. M. , Harrigan, T. , Stefansson, T. , & Setlack, H. (2017). Exploring self‐efficacy and anxiety in first‐year nursing students enrolled in a discipline‐specific scholarly writing course . Quality Advancement in Nursing Education , 3 , 4. [ Google Scholar ]
• Oermann, M. H. , Leonardelli, A. K. , Turner, K. M. , Hawks, S. J. , Derouin, A. L. , & Hueckel, R. M. (2014). Systematic review of educational programs and strategies for developing students' and nurses' writing skills . Journal of Nursing Education , 54 , 28–34. [ PubMed ] [ Google Scholar ]
• Pajares, F. , & Johnson, M. J. (1994). Confidence and competence in writing: The role of self‐efficacy, outcome expectancy and apprehension . Research in the Teaching of English , 28 , 313–331. [ Google Scholar ]
• Pajares, F. , & Valiante, G. (2006). Self‐efficacy beliefs and motivation in writing development In MacArthur C. A., Graham S., & Fitzgerald J. (Eds.), Handbook of writing research (pp. 158–170). New York, NY: Guilford Press. [ Google Scholar ]
• Prat‐Sala, M. , & Redford, P. (2012). Writing essays: Does self‐efficacy matter? The relationship between self‐efficacy in reading and in writing and undergraduate students' performance in essay writing . Educational Psychology , 32 , 9–20. [ Google Scholar ]
• Sanders‐Reio, J. , Alexander, P. A. , Reio, T. G. , & Newmann, I. (2014). Do students' beliefs about writing relate to their writing self‐efficacy, apprehension and performance? Learning and Instruction , 33 , 1–11. [ Google Scholar ]
• Schwarzer, R. , & Jerusalem, M. (1995). General self‐efficacy scale In Weinman J., Wright S., & Johnston M. (Eds.), Measures in health psychology – A user's portfolio: Causal and control beliefs (pp. 35–37). Windsor, UK: NFER‐Nelson. [ Google Scholar ]
• Shell, D. F. , Murphy, C. C. , & Bruning, R. H. (1989). Self‐efficacy and outcome expectancy mechanisms in reading and writing achievement . Journal of Educational Psychology , 81 , 91–100. [ Google Scholar ]
• Spielberger, C. D. (1983). The state‐trait anxiety inventory for adults (Forms Y1 and Y2) . Menlo Park, CA: Mind Garden. [ Google Scholar ]
• Van de Poel, K. , & Gasiorek, J. (2012). Effects of an efficacy‐focused approach to academic writing on students' perceptions of themselves as writers . Journal of English for Academic Purposes , 11 , 294–303. [ Google Scholar ]
• Vanderburg, R. M. (2006). Reviewing research on teaching writing based on Vygotsky's Theories: What can we learn? Reading & Writing Quarterly , 22 , 375–393. [ Google Scholar ]
• Walsh, K. P. , Prokos, A. , & Bird, S. R. (2014). Building a better term paper: Integrating scaffolded writing and peer review . Teaching Philosophy , 37 , 481–497. [ Google Scholar ]
• Williams, J. D. , & Takaku, S. (2011). Help seeking, self‐efficacy and writing performance among college students . Journal of Writing Research , 3 , 1–18. [ Google Scholar ]
• Woodrow, L. (2011). College english writing affect: Self‐efficacy and anxiety . System , 39 , 510–522. [ Google Scholar ]
• Woody, J. D. , Zeleny, M. G. , D'Souza, H. J. , Harder, J. , Reiser, J. , & Szto, P. (2014). Student progress in a social work writing course: Self‐efficacy, course objectives and skills . Journal of Social Work Education , 50 , 507–524. [ Google Scholar ]
• Xu, Y. , Park, H. , & Baek, Y. (2011). A new approach toward digital story telling: An activity focused on writing self‐efficacy in a virtual learning environment . Educational Technology & Society , 14 , 181–191. [ Google Scholar ]
• Zimmerman, B. J. , & Bandura, A. (1994). Impact of self‐regulatory influences on writing course attainment . American Educational Research Journal , 31 , 845–862. [ Google Scholar ]

This website is intended for healthcare professionals

• { $refs.search.focus(); })" aria-controls="searchpanel" :aria-expanded="open" class="hidden lg:inline-flex justify-end text-gray-800 hover:text-primary py-2 px-4 lg:px-0 items-center text-base font-medium"> Search

Search menu

Academic essays part 1: the importance of academic writing.

John Fowler

Educational Consultant, explores how to survive your nursing career

View articles

John Fowler, Educational Consultant, explores academic writing

How confident are you in your ability to write academic essays? If you are a student nurse in your first year of training then your answer will depend largely on your previous success, or not, in GCSEs, A levels and the equivalent. If you entered nursing via an alternative route that had less emphasis on traditional academic preparation, then your confidence in writing an essay that draws on referenced literature will probably be much reduced. Even if you were quite strong at school or college work, you may find the transition to self-directed degree study quite difficult. If you are a qualified nurse with a pre-registration diploma or degree, returning to university study to complete a post-registration master's degree, you may still have reservations about your ability to re-engage with academic writing. If you are confident of your ability to communicate nursing theory and its application to clinical care, then this series of articles is probably not for you! However, my experience of teaching nurses, from first-year students to specialist nurses undertaking PhDs, is that very few are confident in their academic writing skills.

Academic ability versus academic writing

For most nurses who struggle with academic skills, it is usually not their innate academic ability that is the problem, but the lack of specific skills required to research the question and then communicate valid findings in a reliable way. For student nurses, this is about understanding where the body of nursing knowledge lies, be that the literature, protocols or clinical practice, how to access it and then communicate those findings. For the experienced nurse undertaking a post-registration degree, it is about dusting off library skills, getting to grips with different IT, exploring the knowledge base relevant to, but outside, pure nursing, understanding the relevance and use of clinical experience and, finally, mastering the skills of writing a long essay that communicates knowledge, experience and innovative ideas.

What ‘sister says’

When I trained as a nurse, it was in pre-university and pre-diploma or degree days; the ward sister or the medical consultant was the source of knowledge. Students quickly learned to develop their nursing skills according to what ‘sister says’: ward sisters and ward routines were the source of knowledge and authority. As nursing research and evidence-based protocols developed and began to inform nursing practice in the 1980s, the source of knowledge moved away from this and included ‘what the literature says’. Nurse training was underpinned at diploma level, validated by a university system that stressed the importance of referencing published materials as the source of authority. As the scientific base and the wealth of nursing-related literature increased over the next 20 years, student nurses were required not just to refer to the literature, but to demonstrate their discussion and critical review of a body of knowledge based on valid and robust evidence; this was reflected in the move to make nursing an all-graduate profession in the early 2010s. In what ways has this transition from ‘sister says’ to the ‘literature says’ changed the way we inform our practice?

Has our ability to apply knowledge to clinical practice changed?

To inform clinical practice and develop clinical expertise, a nurse needs to take various aspects of evidence, evaluate its appropriateness and then apply it to a specific patient or clinical situation. This was true when I was a student nurse and the source of knowledge was the ward sister. It is equally true today when the source of knowledge is more literature-based. What has changed is the origin of the knowledge. In my student days it was probably 85% ward sister and 15% text books. Today it is more like 40% clinical staff and 60% evidenced-based literature. To inform clinical practice, we need to assess the validity and reliability of the knowledge, both clinical- and literature-based, evaluate it and then apply it to clinical care. The difficulty that nursing has over the pure biological science healthcare professions, such as pharmacy and medical sciences, is that a significant proportion of nursing practice draws from the social sciences concerned with feelings and interactions. When a patient is in pain, we know we can draw upon the science of pharmacology and pain administration protocols, but it is only our observation of experienced staff and our own experiential learning that guides us as to when to hold a hand, sit by the bedside or ask about the patient's worries regarding family or pets. Communicating this interaction of hard biological science, evidence-based protocols and the application of softer caring skills is a difficult, yet important, part of academic writing for the nurse. How do we write an essay that justifies the possible benefits of holding a patient's hand, when there are no randomised controlled trials to support its application?

This forthcoming series will explore all the practicalities of planning an essay, managing the literature, developing structure and content, but it will not lose sight of this important principle of incorporating holistic clinical nursing care into academic writing.

• Open access
• Published: 17 April 2024

Deciphering the influence: academic stress and its role in shaping learning approaches among nursing students: a cross-sectional study

• Rawhia Salah Dogham 1 ,
• Heba Fakieh Mansy Ali 1 ,
• Asmaa Saber Ghaly 3 ,
• Nermine M. Elcokany 2 ,
• Mohamed Mahmoud Seweid 4 &
• Ayman Mohamed El-Ashry   ORCID: orcid.org/0000-0001-7718-4942 5  

BMC Nursing volume  23 , Article number:  249 ( 2024 ) Cite this article

123 Accesses

Metrics details

Nursing education presents unique challenges, including high levels of academic stress and varied learning approaches among students. Understanding the relationship between academic stress and learning approaches is crucial for enhancing nursing education effectiveness and student well-being.

This study aimed to investigate the prevalence of academic stress and its correlation with learning approaches among nursing students.

Design and Method

A cross-sectional descriptive correlation research design was employed. A convenient sample of 1010 nursing students participated, completing socio-demographic data, the Perceived Stress Scale (PSS), and the Revised Study Process Questionnaire (R-SPQ-2 F).

Most nursing students experienced moderate academic stress (56.3%) and exhibited moderate levels of deep learning approaches (55.0%). Stress from a lack of professional knowledge and skills negatively correlates with deep learning approaches (r = -0.392) and positively correlates with surface learning approaches (r = 0.365). Female students showed higher deep learning approach scores, while male students exhibited higher surface learning approach scores. Age, gender, educational level, and academic stress significantly influenced learning approaches.

Academic stress significantly impacts learning approaches among nursing students. Strategies addressing stressors and promoting healthy learning approaches are essential for enhancing nursing education and student well-being.

Nursing implication

Understanding academic stress’s impact on nursing students’ learning approaches enables tailored interventions. Recognizing stressors informs strategies for promoting adaptive coping, fostering deep learning, and creating supportive environments. Integrating stress management, mentorship, and counseling enhances student well-being and nursing education quality.

Peer Review reports

Introduction

Nursing education is a demanding field that requires students to acquire extensive knowledge and skills to provide competent and compassionate care. Nursing education curriculum involves high-stress environments that can significantly impact students’ learning approaches and academic performance [ 1 , 2 ]. Numerous studies have investigated learning approaches in nursing education, highlighting the importance of identifying individual students’ preferred approaches. The most studied learning approaches include deep, surface, and strategic approaches. Deep learning approaches involve students actively seeking meaning, making connections, and critically analyzing information. Surface learning approaches focus on memorization and reproducing information without a more profound understanding. Strategic learning approaches aim to achieve high grades by adopting specific strategies, such as memorization techniques or time management skills [ 3 , 4 , 5 ].

Nursing education stands out due to its focus on practical training, where the blend of academic and clinical coursework becomes a significant stressor for students, despite academic stress being shared among all university students [ 6 , 7 , 8 ]. Consequently, nursing students are recognized as prone to high-stress levels. Stress is the physiological and psychological response that occurs when a biological control system identifies a deviation between the desired (target) state and the actual state of a fitness-critical variable, whether that discrepancy arises internally or externally to the human [ 9 ]. Stress levels can vary from objective threats to subjective appraisals, making it a highly personalized response to circumstances. Failure to manage these demands leads to stress imbalance [ 10 ].

Nursing students face three primary stressors during their education: academic, clinical, and personal/social stress. Academic stress is caused by the fear of failure in exams, assessments, and training, as well as workload concerns [ 11 ]. Clinical stress, on the other hand, arises from work-related difficulties such as coping with death, fear of failure, and interpersonal dynamics within the organization. Personal and social stressors are caused by an imbalance between home and school, financial hardships, and other factors. Throughout their education, nursing students have to deal with heavy workloads, time constraints, clinical placements, and high academic expectations. Multiple studies have shown that nursing students experience higher stress levels compared to students in other fields [ 12 , 13 , 14 ].

Research has examined the relationship between academic stress and coping strategies among nursing students, but no studies focus specifically on the learning approach and academic stress. However, existing literature suggests that students interested in nursing tend to experience lower levels of academic stress [ 7 ]. Therefore, interest in nursing can lead to deep learning approaches, which promote a comprehensive understanding of the subject matter, allowing students to feel more confident and less overwhelmed by coursework and exams. Conversely, students employing surface learning approaches may experience higher stress levels due to the reliance on memorization [ 3 ].

Understanding the interplay between academic stress and learning approaches among nursing students is essential for designing effective educational interventions. Nursing educators can foster deep learning approaches by incorporating active learning strategies, critical thinking exercises, and reflection activities into the curriculum [ 15 ]. Creating supportive learning environments encouraging collaboration, self-care, and stress management techniques can help alleviate academic stress. Additionally, providing mentorship and counselling services tailored to nursing students’ unique challenges can contribute to their overall well-being and academic success [ 16 , 17 , 18 ].

Despite the scarcity of research focusing on the link between academic stress and learning methods in nursing students, it’s crucial to identify the unique stressors they encounter. The intensity of these stressors can be connected to the learning strategies employed by these students. Academic stress and learning approach are intertwined aspects of the student experience. While academic stress can influence learning approaches, the choice of learning approach can also impact the level of academic stress experienced. By understanding this relationship and implementing strategies to promote healthy learning approaches and manage academic stress, educators and institutions can foster an environment conducive to deep learning and student well-being.

Hence, this study aims to investigate the correlation between academic stress and learning approaches experienced by nursing students.

Study objectives

Assess the levels of academic stress among nursing students.

Assess the learning approaches among nursing students.

Identify the relationship between academic stress and learning approach among nursing students.

Identify the effect of academic stress and related factors on learning approach and among nursing students.

Materials and methods

Research design.

A cross-sectional descriptive correlation research design adhering to the STROBE guidelines was used for this study.

A research project was conducted at Alexandria Nursing College, situated in Egypt. The college adheres to the national standards for nursing education and functions under the jurisdiction of the Egyptian Ministry of Higher Education. Alexandria Nursing College comprises nine specialized nursing departments that offer various nursing specializations. These departments include Nursing Administration, Community Health Nursing, Gerontological Nursing, Medical-Surgical Nursing, Critical Care Nursing, Pediatric Nursing, Obstetric and Gynecological Nursing, Nursing Education, and Psychiatric Nursing and Mental Health. The credit hour system is the fundamental basis of both undergraduate and graduate programs. This framework guarantees a thorough evaluation of academic outcomes by providing an organized structure for tracking academic progress and conducting analyses.

Participants and sample size calculation

The researchers used the Epi Info 7 program to calculate the sample size. The calculations were based on specific parameters such as a population size of 9886 students for the academic year 2022–2023, an expected frequency of 50%, a maximum margin of error of 5%, and a confidence coefficient of 99.9%. Based on these parameters, the program indicated that a minimum sample size of 976 students was required. As a result, the researchers recruited a convenient sample of 1010 nursing students from different academic levels during the 2022–2023 academic year [ 19 ]. This sample size was larger than the minimum required, which could help to increase the accuracy and reliability of the study results. Participation in the study required enrollment in a nursing program and voluntary agreement to take part. The exclusion criteria included individuals with mental illnesses based on their response and those who failed to complete the questionnaires.

socio-demographic data that include students’ age, sex, educational level, hours of sleep at night, hours spent studying, and GPA from the previous semester.

Tool two: the perceived stress scale (PSS)

It was initially created by Sheu et al. (1997) to gauge the level and nature of stress perceived by nursing students attending Taiwanese universities [ 20 ]. It comprises 29 items rated on a 5-point Likert scale, where (0 = never, 1 = rarely, 2 = sometimes, 3 = reasonably often, and 4 = very often), with a total score ranging from 0 to 116. The cut-off points of levels of perceived stress scale according to score percentage were low < 33.33%, moderate 33.33–66.66%, and high more than 66.66%. Higher scores indicate higher stress levels. The items are categorized into six subscales reflecting different sources of stress. The first subscale assesses “stress stemming from lack of professional knowledge and skills” and includes 3 items. The second subscale evaluates “stress from caring for patients” with 8 items. The third subscale measures “stress from assignments and workload” with 5 items. The fourth subscale focuses on “stress from interactions with teachers and nursing staff” with 6 items. The fifth subscale gauges “stress from the clinical environment” with 3 items. The sixth subscale addresses “stress from peers and daily life” with 4 items. El-Ashry et al. (2022) reported an excellent internal consistency reliability of 0.83 [ 21 ]. Two bilingual translators translated the English version of the scale into Arabic and then back-translated it into English by two other independent translators to verify its accuracy. The suitability of the translated version was confirmed through a confirmatory factor analysis (CFA), which yielded goodness-of-fit indices such as a comparative fit index (CFI) of 0.712, a Tucker-Lewis index (TLI) of 0.812, and a root mean square error of approximation (RMSEA) of 0.100.

Tool three: revised study process questionnaire (R-SPQ-2 F)

It was developed by Biggs et al. (2001). It examines deep and surface learning approaches using only 20 questions; each subscale contains 10 questions [ 22 ]. On a 5-point Likert scale ranging from 0 (never or only rarely true of me) to 4 (always or almost always accurate of me). The total score ranged from 0 to 80, with a higher score reflecting more deep or surface learning approaches. The cut-off points of levels of revised study process questionnaire according to score percentage were low < 33%, moderate 33–66%, and high more than 66%. Biggs et al. (2001) found that Cronbach alpha value was 0.73 for deep learning approach and 0.64 for the surface learning approach, which was considered acceptable. Two translators fluent in English and Arabic initially translated a scale from English to Arabic. To ensure the accuracy of the translation, they translated it back into English. The translated version’s appropriateness was evaluated using a confirmatory factor analysis (CFA). The CFA produced several goodness-of-fit indices, including a Comparative Fit Index (CFI) of 0.790, a Tucker-Lewis Index (TLI) of 0.912, and a Root Mean Square Error of Approximation (RMSEA) of 0.100. Comparative Fit Index (CFI) of 0.790, a Tucker-Lewis Index (TLI) of 0.912, and a Root Mean Square Error of Approximation (RMSEA) of 0.100.

Ethical considerations

The Alexandria University College of Nursing’s Research Ethics Committee provided ethical permission before the study’s implementation. Furthermore, pertinent authorities acquired ethical approval at participating nursing institutions. The vice deans of the participating institutions provided written informed consent attesting to institutional support and authority. By giving written informed consent, participants confirmed they were taking part voluntarily. Strict protocols were followed to protect participants’ privacy during the whole investigation. The obtained personal data was kept private and available only to the study team. Ensuring participants’ privacy and anonymity was of utmost importance.

Tools validity

The researchers created tool one after reviewing pertinent literature. Two bilingual translators independently translated the English version into Arabic to evaluate the applicability of the academic stress and learning approach tools for Arabic-speaking populations. To assure accuracy, two additional impartial translators back-translated the translation into English. They were also assessed by a five-person jury of professionals from the education and psychiatric nursing departments. The scales were found to have sufficiently evaluated the intended structures by the jury.

Pilot study

A preliminary investigation involved 100 nursing student applicants, distinct from the final sample, to gauge the efficacy, clarity, and potential obstacles in utilizing the research instruments. The pilot findings indicated that the instruments were accurate, comprehensible, and suitable for the target demographic. Additionally, Cronbach’s Alpha was utilized to further assess the instruments’ reliability, demonstrating internal solid consistency for both the learning approaches and academic stress tools, with values of 0.91 and 0.85, respectively.

Data collection

The researchers convened with each qualified student in a relaxed, unoccupied classroom in their respective college settings. Following a briefing on the study’s objectives, the students filled out the datasheet. The interviews typically lasted 15 to 20 min.

Data analysis

The data collected were analyzed using IBM SPSS software version 26.0. Following data entry, a thorough examination and verification were undertaken to ensure accuracy. The normality of quantitative data distributions was assessed using Kolmogorov-Smirnov tests. Cronbach’s Alpha was employed to evaluate the reliability and internal consistency of the study instruments. Descriptive statistics, including means (M), standard deviations (SD), and frequencies/percentages, were computed to summarize academic stress and learning approaches for categorical data. Student’s t-tests compared scores between two groups for normally distributed variables, while One-way ANOVA compared scores across more than two categories of a categorical variable. Pearson’s correlation coefficient determined the strength and direction of associations between customarily distributed quantitative variables. Hierarchical regression analysis identified the primary independent factors influencing learning approaches. Statistical significance was determined at the 5% (p < 0.05).

Table  1 presents socio-demographic data for a group of 1010 nursing students. The age distribution shows that 38.8% of the students were between 18 and 21 years old, 32.9% were between 21 and 24 years old, and 28.3% were between 24 and 28 years old, with an average age of approximately 22.79. Regarding gender, most of the students were female (77%), while 23% were male. The students were distributed across different educational years, a majority of 34.4% in the second year, followed by 29.4% in the fourth year. The students’ hours spent studying were found to be approximately two-thirds (67%) of the students who studied between 3 and 6 h. Similarly, sleep patterns differ among the students; more than three-quarters (77.3%) of students sleep between 5- to more than 7 h, and only 2.4% sleep less than 2 h per night. Finally, the student’s Grade Point Average (GPA) from the previous semester was also provided. 21% of the students had a GPA between 2 and 2.5, 40.9% had a GPA between 2.5 and 3, and 38.1% had a GPA between 3 and 3.5.

Figure  1 provides the learning approach level among nursing students. In terms of learning approach, most students (55.0%) exhibited a moderate level of deep learning approach, followed by 25.9% with a high level and 19.1% with a low level. The surface learning approach was more prevalent, with 47.8% of students showing a moderate level, 41.7% showing a low level, and only 10.5% exhibiting a high level.

Nursing students? levels of learning approach (N=1010)

Figure  2 provides the types of academic stress levels among nursing students. Among nursing students, various stressors significantly impact their academic experiences. Foremost among these stressors are the pressure and demands associated with academic assignments and workload, with 30.8% of students attributing their high stress levels to these factors. Challenges within the clinical environment are closely behind, contributing significantly to high stress levels among 25.7% of nursing students. Interactions with peers and daily life stressors also weigh heavily on students, ranking third among sources of high stress, with 21.5% of students citing this as a significant factor. Similarly, interaction with teachers and nursing staff closely follow, contributing to high-stress levels for 20.3% of nursing students. While still significant, stress from taking care of patients ranks slightly lower, with 16.7% of students reporting it as a significant factor contributing to their academic stress. At the lowest end of the ranking, but still notable, is stress from a perceived lack of professional knowledge and skills, with 15.9% of students experiencing high stress in this area.

Nursing students? levels of academic stress subtypes (N=1010)

Figure  3 provides the total levels of academic stress among nursing students. The majority of students experienced moderate academic stress (56.3%), followed by those experiencing low academic stress (29.9%), and a minority experienced high academic stress (13.8%).

Nursing students? levels of total academic stress (N=1010)

Table  2 displays the correlation between academic stress subscales and deep and surface learning approaches among 1010 nursing students. All stress subscales exhibited a negative correlation regarding the deep learning approach, indicating that the inclination toward deep learning decreases with increasing stress levels. The most significant negative correlation was observed with stress stemming from the lack of professional knowledge and skills (r=-0.392, p < 0.001), followed by stress from the clinical environment (r=-0.109, p = 0.001), stress from assignments and workload (r=-0.103, p = 0.001), stress from peers and daily life (r=-0.095, p = 0.002), and stress from patient care responsibilities (r=-0.093, p = 0.003). The weakest negative correlation was found with stress from interactions with teachers and nursing staff (r=-0.083, p = 0.009). Conversely, concerning the surface learning approach, all stress subscales displayed a positive correlation, indicating that heightened stress levels corresponded with an increased tendency toward superficial learning. The most substantial positive correlation was observed with stress related to the lack of professional knowledge and skills (r = 0.365, p < 0.001), followed by stress from patient care responsibilities (r = 0.334, p < 0.001), overall stress (r = 0.355, p < 0.001), stress from interactions with teachers and nursing staff (r = 0.262, p < 0.001), stress from assignments and workload (r = 0.262, p < 0.001), and stress from the clinical environment (r = 0.254, p < 0.001). The weakest positive correlation was noted with stress stemming from peers and daily life (r = 0.186, p < 0.001).

Table  3 outlines the association between the socio-demographic characteristics of nursing students and their deep and surface learning approaches. Concerning age, statistically significant differences were observed in deep and surface learning approaches (F = 3.661, p = 0.003 and F = 7.983, p < 0.001, respectively). Gender also demonstrated significant differences in deep and surface learning approaches (t = 3.290, p = 0.001 and t = 8.638, p < 0.001, respectively). Female students exhibited higher scores in the deep learning approach (31.59 ± 8.28) compared to male students (29.59 ± 7.73), while male students had higher scores in the surface learning approach (29.97 ± 7.36) compared to female students (24.90 ± 7.97). Educational level exhibited statistically significant differences in deep and surface learning approaches (F = 5.599, p = 0.001 and F = 17.284, p < 0.001, respectively). Both deep and surface learning approach scores increased with higher educational levels. The duration of study hours demonstrated significant differences only in the surface learning approach (F = 3.550, p = 0.014), with scores increasing as study hours increased. However, no significant difference was observed in the deep learning approach (F = 0.861, p = 0.461). Hours of sleep per night and GPA from the previous semester did not exhibit statistically significant differences in deep or surface learning approaches.

Table  4 presents a multivariate linear regression analysis examining the factors influencing the learning approach among 1110 nursing students. The deep learning approach was positively influenced by age, gender (being female), educational year level, and stress from teachers and nursing staff, as indicated by their positive coefficients and significant p-values (p < 0.05). However, it was negatively influenced by stress from a lack of professional knowledge and skills. The other factors do not significantly influence the deep learning approach. On the other hand, the surface learning approach was positively influenced by gender (being female), educational year level, stress from lack of professional knowledge and skills, stress from assignments and workload, and stress from taking care of patients, as indicated by their positive coefficients and significant p-values (p < 0.05). However, it was negatively influenced by gender (being male). The other factors do not significantly influence the surface learning approach. The adjusted R-squared values indicated that the variables in the model explain 17.8% of the variance in the deep learning approach and 25.5% in the surface learning approach. Both models were statistically significant (p < 0.001).

Nursing students’ academic stress and learning approaches are essential to planning for effective and efficient learning. Nursing education also aims to develop knowledgeable and competent students with problem-solving and critical-thinking skills.

The study’s findings highlight the significant presence of stress among nursing students, with a majority experiencing moderate to severe levels of academic stress. This aligns with previous research indicating that academic stress is prevalent among nursing students. For instance, Zheng et al. (2022) observed moderated stress levels in nursing students during clinical placements [ 23 ], while El-Ashry et al. (2022) found that nearly all first-year nursing students in Egypt experienced severe academic stress [ 21 ]. Conversely, Ali and El-Sherbini (2018) reported that over three-quarters of nursing students faced high academic stress. The complexity of the nursing program likely contributes to these stress levels [ 24 ].

The current study revealed that nursing students identified the highest sources of academic stress as workload from assignments and the stress of caring for patients. This aligns with Banu et al.‘s (2015) findings, where academic demands, assignments, examinations, high workload, and combining clinical work with patient interaction were cited as everyday stressors [ 25 ]. Additionally, Anaman-Torgbor et al. (2021) identified lectures, assignments, and examinations as predictors of academic stress through logistic regression analysis. These stressors may stem from nursing programs emphasizing the development of highly qualified graduates who acquire knowledge, values, and skills through classroom and clinical experiences [ 26 ].

The results regarding learning approaches indicate that most nursing students predominantly employed the deep learning approach. Despite acknowledging a surface learning approach among the participants in the present study, the prevalence of deep learning was higher. This inclination toward the deep learning approach is anticipated in nursing students due to their engagement with advanced courses, requiring retention, integration, and transfer of information at elevated levels. The deep learning approach correlates with a gratifying learning experience and contributes to higher academic achievements [ 3 ]. Moreover, the nursing program’s emphasis on active learning strategies fosters critical thinking, problem-solving, and decision-making skills. These findings align with Mahmoud et al.‘s (2019) study, reporting a significant presence (83.31%) of the deep learning approach among undergraduate nursing students at King Khalid University’s Faculty of Nursing [ 27 ]. Additionally, Mohamed &Morsi (2019) found that most nursing students at Benha University’s Faculty of Nursing embraced the deep learning approach (65.4%) compared to the surface learning approach [ 28 ].

The study observed a negative correlation between the deep learning approach and the overall mean stress score, contrasting with a positive correlation between surface learning approaches and overall stress levels. Elevated academic stress levels may diminish motivation and engagement in the learning process, potentially leading students to feel overwhelmed, disinterested, or burned out, prompting a shift toward a surface learning approach. This finding resonates with previous research indicating that nursing students who actively seek positive academic support strategies during academic stress have better prospects for success than those who do not [ 29 ]. Nebhinani et al. (2020) identified interface concerns and academic workload as significant stress-related factors. Notably, only an interest in nursing demonstrated a significant association with stress levels, with participants interested in nursing primarily employing adaptive coping strategies compared to non-interested students.

The current research reveals a statistically significant inverse relationship between different dimensions of academic stress and adopting the deep learning approach. The most substantial negative correlation was observed with stress arising from a lack of professional knowledge and skills, succeeded by stress associated with the clinical environment, assignments, and workload. Nursing students encounter diverse stressors, including delivering patient care, handling assignments and workloads, navigating challenging interactions with staff and faculty, perceived inadequacies in clinical proficiency, and facing examinations [ 30 ].

In the current study, the multivariate linear regression analysis reveals that various factors positively influence the deep learning approach, including age, female gender, educational year level, and stress from teachers and nursing staff. In contrast, stress from a lack of professional knowledge and skills exert a negative influence. Conversely, the surface learning approach is positively influenced by female gender, educational year level, stress from lack of professional knowledge and skills, stress from assignments and workload, and stress from taking care of patients, but negatively affected by male gender. The models explain 17.8% and 25.5% of the variance in the deep and surface learning approaches, respectively, and both are statistically significant. These findings underscore the intricate interplay of demographic and stress-related factors in shaping nursing students’ learning approaches. High workloads and patient care responsibilities may compel students to prioritize completing tasks over deep comprehension. This pressure could lead to a surface learning approach as students focus on meeting immediate demands rather than engaging deeply with course material. This observation aligns with the findings of Alsayed et al. (2021), who identified age, gender, and study year as significant factors influencing students’ learning approaches.

Deep learners often demonstrate better self-regulation skills, such as effective time management, goal setting, and seeking support when needed. These skills can help manage academic stress and maintain a balanced learning approach. These are supported by studies that studied the effect of coping strategies on stress levels [ 6 , 31 , 32 ]. On the contrary, Pacheco-Castillo et al. study (2021) found a strong significant relationship between academic stressors and students’ level of performance. That study also proved that the more academic stress a student faces, the lower their academic achievement.

Strengths and limitations of the study

This study has lots of advantages. It provides insightful information about the educational experiences of Egyptian nursing students, a demographic that has yet to receive much research. The study’s limited generalizability to other people or nations stems from its concentration on this particular group. This might be addressed in future studies by using a more varied sample. Another drawback is the dependence on self-reported metrics, which may contain biases and mistakes. Although the cross-sectional design offers a moment-in-time view of the problem, it cannot determine causation or evaluate changes over time. To address this, longitudinal research may be carried out.

Notwithstanding these drawbacks, the study substantially contributes to the expanding knowledge of academic stress and nursing students’ learning styles. Additional research is needed to determine teaching strategies that improve deep-learning approaches among nursing students. A qualitative study is required to analyze learning approaches and factors that may influence nursing students’ selection of learning approaches.

According to the present study’s findings, nursing students encounter considerable academic stress, primarily stemming from heavy assignments and workload, as well as interactions with teachers and nursing staff. Additionally, it was observed that students who experience lower levels of academic stress typically adopt a deep learning approach, whereas those facing higher stress levels tend to resort to a surface learning approach. Demographic factors such as age, gender, and educational level influence nursing students’ choice of learning approach. Specifically, female students are more inclined towards deep learning, whereas male students prefer surface learning. Moreover, deep and surface learning approach scores show an upward trend with increasing educational levels and study hours. Academic stress emerges as a significant determinant shaping the adoption of learning approaches among nursing students.

Implications in nursing practice

Nursing programs should consider integrating stress management techniques into their curriculum. Providing students with resources and skills to cope with academic stress can improve their well-being and academic performance. Educators can incorporate teaching strategies that promote deep learning approaches, such as problem-based learning, critical thinking exercises, and active learning methods. These approaches help students engage more deeply with course material and reduce reliance on surface learning techniques. Recognizing the gender differences in learning approaches, nursing programs can offer gender-specific support services and resources. For example, providing targeted workshops or counseling services that address male and female nursing students’ unique stressors and learning needs. Implementing mentorship programs and peer support groups can create a supportive environment where students can share experiences, seek advice, and receive encouragement from their peers and faculty members. Encouraging students to reflect on their learning processes and identify effective study strategies can help them develop metacognitive skills and become more self-directed learners. Faculty members can facilitate this process by incorporating reflective exercises into the curriculum. Nursing faculty and staff should receive training on recognizing signs of academic stress among students and providing appropriate support and resources. Additionally, professional development opportunities can help educators stay updated on evidence-based teaching strategies and practical interventions for addressing student stress.

Data availability

The datasets generated and/or analysed during the current study are not publicly available due to restrictions imposed by the institutional review board to protect participant confidentiality, but are available from the corresponding author on reasonable request.

Liu J, Yang Y, Chen J, Zhang Y, Zeng Y, Li J. Stress and coping styles among nursing students during the initial period of the clinical practicum: A cross-section study. Int J Nurs Sci. 2022a;9(2). https://doi.org/10.1016/j.ijnss.2022.02.004 .

Saifan A, Devadas B, Daradkeh F, Abdel-Fattah H, Aljabery M, Michael LM. Solutions to bridge the theory-practice gap in nursing education in the UAE: a qualitative study. BMC Med Educ. 2021;21(1). https://doi.org/10.1186/s12909-021-02919-x .

Alsayed S, Alshammari F, Pasay-an E, Dator WL. Investigating the learning approaches of students in nursing education. J Taibah Univ Med Sci. 2021;16(1). https://doi.org/10.1016/j.jtumed.2020.10.008 .

Salah Dogham R, Elcokany NM, Saber Ghaly A, Dawood TMA, Aldakheel FM, Llaguno MBB, Mohsen DM. Self-directed learning readiness and online learning self-efficacy among undergraduate nursing students. Int J Afr Nurs Sci. 2022;17. https://doi.org/10.1016/j.ijans.2022.100490 .

Zhao Y, Kuan HK, Chung JOK, Chan CKY, Li WHC. Students’ approaches to learning in a clinical practicum: a psychometric evaluation based on item response theory. Nurse Educ Today. 2018;66. https://doi.org/10.1016/j.nedt.2018.04.015 .

Huang HM, Fang YW. Stress and coping strategies of online nursing practicum courses for Taiwanese nursing students during the COVID-19 pandemic: a qualitative study. Healthcare. 2023;11(14). https://doi.org/10.3390/healthcare11142053 .

Nebhinani M, Kumar A, Parihar A, Rani R. Stress and coping strategies among undergraduate nursing students: a descriptive assessment from Western Rajasthan. Indian J Community Med. 2020;45(2). https://doi.org/10.4103/ijcm.IJCM_231_19 .

Olvera Alvarez HA, Provencio-Vasquez E, Slavich GM, Laurent JGC, Browning M, McKee-Lopez G, Robbins L, Spengler JD. Stress and health in nursing students: the Nurse Engagement and Wellness Study. Nurs Res. 2019;68(6). https://doi.org/10.1097/NNR.0000000000000383 .

Del Giudice M, Buck CL, Chaby LE, Gormally BM, Taff CC, Thawley CJ, Vitousek MN, Wada H. What is stress? A systems perspective. Integr Comp Biol. 2018;58(6):1019–32. https://doi.org/10.1093/icb/icy114 .

Article   PubMed   Google Scholar  

Bhui K, Dinos S, Galant-Miecznikowska M, de Jongh B, Stansfeld S. Perceptions of work stress causes and effective interventions in employees working in public, private and non-governmental organisations: a qualitative study. BJPsych Bull. 2016;40(6). https://doi.org/10.1192/pb.bp.115.050823 .

Lavoie-Tremblay M, Sanzone L, Aubé T, Paquet M. Sources of stress and coping strategies among undergraduate nursing students across all years. Can J Nurs Res. 2021. https://doi.org/10.1177/08445621211028076 .

Article   PubMed   PubMed Central   Google Scholar  

Ahmed WAM, Abdulla YHA, Alkhadher MA, Alshameri FA. Perceived stress and coping strategies among nursing students during the COVID-19 pandemic: a systematic review. Saudi J Health Syst Res. 2022;2(3). https://doi.org/10.1159/000526061 .

Pacheco-Castillo J, Casuso-Holgado MJ, Labajos-Manzanares MT, Moreno-Morales N. Academic stress among nursing students in a Private University at Puerto Rico, and its Association with their academic performance. Open J Nurs. 2021;11(09). https://doi.org/10.4236/ojn.2021.119063 .

Tran TTT, Nguyen NB, Luong MA, Bui THA, Phan TD, Tran VO, Ngo TH, Minas H, Nguyen TQ. Stress, anxiety and depression in clinical nurses in Vietnam: a cross-sectional survey and cluster analysis. Int J Ment Health Syst. 2019;13(1). https://doi.org/10.1186/s13033-018-0257-4 .

Magnavita N, Chiorri C. Academic stress and active learning of nursing students: a cross-sectional study. Nurse Educ Today. 2018;68. https://doi.org/10.1016/j.nedt.2018.06.003 .

Folkvord SE, Risa CF. Factors that enhance midwifery students’ learning and development of self-efficacy in clinical placement: a systematic qualitative review. Nurse Educ Pract. 2023;66. https://doi.org/10.1016/j.nepr.2022.103510 .

Myers SB, Sweeney AC, Popick V, Wesley K, Bordfeld A, Fingerhut R. Self-care practices and perceived stress levels among psychology graduate students. Train Educ Prof Psychol. 2012;6(1). https://doi.org/10.1037/a0026534 .

Zeb H, Arif I, Younas A. Nurse educators’ experiences of fostering undergraduate students’ ability to manage stress and demanding situations: a phenomenological inquiry. Nurse Educ Pract. 2022;65. https://doi.org/10.1016/j.nepr.2022.103501 .

Centers for Disease Control and Prevention. User Guide| Support| Epi Info™ [Internet]. Atlanta: CDC; [cited 2024 Jan 31]. Available from: CDC website.

Sheu S, Lin HS, Hwang SL, Yu PJ, Hu WY, Lou MF. The development and testing of a perceived stress scale for nursing students in clinical practice. J Nurs Res. 1997;5:41–52. Available from: http://ntur.lib.ntu.edu.tw/handle/246246/165917 .

El-Ashry AM, Harby SS, Ali AAG. Clinical stressors as perceived by first-year nursing students of their experience at Alexandria main university hospital during the COVID-19 pandemic. Arch Psychiatr Nurs. 2022;41:214–20. https://doi.org/10.1016/j.apnu.2022.08.007 .

Biggs J, Kember D, Leung DYP. The revised two-factor study process questionnaire: R-SPQ-2F. Br J Educ Psychol. 2001;71(1):133–49. https://doi.org/10.1348/000709901158433 .

Article   CAS   PubMed   Google Scholar  

Zheng YX, Jiao JR, Hao WN. Stress levels of nursing students: a systematic review and meta-analysis. Med (United States). 2022;101(36). https://doi.org/10.1097/MD.0000000000030547 .

Ali AM, El-Sherbini HH. Academic stress and its contributing factors among faculty nursing students in Alexandria. Alexandria Scientific Nursing Journal. 2018; 20(1):163–181. Available from: https://asalexu.journals.ekb.eg/article_207756_b62caf4d7e1e7a3b292bbb3c6632a0ab.pdf .

Banu P, Deb S, Vardhan V, Rao T. Perceived academic stress of university students across gender, academic streams, semesters, and academic performance. Indian J Health Wellbeing. 2015;6(3):231–235. Available from: http://www.iahrw.com/index.php/home/journal_detail/19#list .

Anaman-Torgbor JA, Tarkang E, Adedia D, Attah OM, Evans A, Sabina N. Academic-related stress among Ghanaian nursing students. Florence Nightingale J Nurs. 2021;29(3):263. https://doi.org/10.5152/FNJN.2021.21030 .

Mahmoud HG, Ahmed KE, Ibrahim EA. Learning Styles and Learning Approaches of Bachelor Nursing Students and its Relation to Their Achievement. Int J Nurs Didact. 2019;9(03):11–20. Available from: http://www.nursingdidactics.com/index.php/ijnd/article/view/2465 .

Mohamed NAAA, Morsi MES, Learning Styles L, Approaches. Academic achievement factors, and self efficacy among nursing students. Int J Novel Res Healthc Nurs. 2019;6(1):818–30. Available from: www.noveltyjournals.com.

Google Scholar  

Onieva-Zafra MD, Fernández-Muñoz JJ, Fernández-Martínez E, García-Sánchez FJ, Abreu-Sánchez A, Parra-Fernández ML. Anxiety, perceived stress and coping strategies in nursing students: a cross-sectional, correlational, descriptive study. BMC Med Educ. 2020;20:1–9. https://doi.org/10.1186/s12909-020-02294-z .

Article   Google Scholar  

Aljohani W, Banakhar M, Sharif L, Alsaggaf F, Felemban O, Wright R. Sources of stress among Saudi Arabian nursing students: a cross-sectional study. Int J Environ Res Public Health. 2021;18(22). https://doi.org/10.3390/ijerph182211958 .

Liu Y, Wang L, Shao H, Han P, Jiang J, Duan X. Nursing students’ experience during their practicum in an intensive care unit: a qualitative meta-synthesis. Front Public Health. 2022;10. https://doi.org/10.3389/fpubh.2022.974244 .

Majrashi A, Khalil A, Nagshabandi E, Al MA. Stressors and coping strategies among nursing students during the COVID-19 pandemic: scoping review. Nurs Rep. 2021;11(2):444–59. https://doi.org/10.3390/nursrep11020042 .

Download references

Acknowledgements

Our sincere thanks go to all the nursing students in the study. We also want to thank Dr/ Rasha Badry for their statistical analysis help and contribution to this study.

The research was not funded by public, commercial, or non-profit organizations.

Open access funding provided by The Science, Technology & Innovation Funding Authority (STDF) in cooperation with The Egyptian Knowledge Bank (EKB).

Author information

Authors and affiliations.

Nursing Education, Faculty of Nursing, Alexandria University, Alexandria, Egypt

Rawhia Salah Dogham & Heba Fakieh Mansy Ali

Critical Care & Emergency Nursing, Faculty of Nursing, Alexandria University, Alexandria, Egypt

Nermine M. Elcokany

Obstetrics and Gynecology Nursing, Faculty of Nursing, Alexandria University, Alexandria, Egypt

Asmaa Saber Ghaly

Faculty of Nursing, Beni-Suef University, Beni-Suef, Egypt

Mohamed Mahmoud Seweid

Psychiatric and Mental Health Nursing, Faculty of Nursing, Alexandria University, Alexandria, Egypt

Ayman Mohamed El-Ashry

You can also search for this author in PubMed   Google Scholar

Contributions

Ayman M. El-Ashry & Rawhia S. Dogham: conceptualization, preparation, and data collection; methodology; investigation; formal analysis; data analysis; writing-original draft; writing-manuscript; and editing. Heba F. Mansy Ali & Asmaa S. Ghaly: conceptualization, preparation, methodology, investigation, writing-original draft, writing-review, and editing. Nermine M. Elcokany & Mohamed M. Seweid: Methodology, investigation, formal analysis, data collection, writing-manuscript & editing. All authors reviewed the manuscript and accept for publication.

Corresponding author

Correspondence to Ayman Mohamed El-Ashry .

Ethics declarations

Ethics approval and consent to participate.

The research adhered to the guidelines and regulations outlined in the Declaration of Helsinki (DoH-Oct2008). The Faculty of Nursing’s Research Ethical Committee (REC) at Alexandria University approved data collection in this study (IRB00013620/95/9/2022). Participants were required to sign an informed written consent form, which included an explanation of the research and an assessment of their understanding.

Consent for publication

Not applicable.

Competing interests

The authors declare that there is no conflict of interest.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Dogham, R.S., Ali, H.F.M., Ghaly, A.S. et al. Deciphering the influence: academic stress and its role in shaping learning approaches among nursing students: a cross-sectional study. BMC Nurs 23 , 249 (2024). https://doi.org/10.1186/s12912-024-01885-1

Download citation

Received : 31 January 2024

Accepted : 21 March 2024

Published : 17 April 2024

DOI : https://doi.org/10.1186/s12912-024-01885-1

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Academic stress
• Learning approaches
• Nursing students

BMC Nursing

ISSN: 1472-6955

• General enquiries: [email protected]

• Pathway Reflection Essay Instructions
• Office of the Provost
• Core Curriculum
• Integrations

As of December 2022, students no longer have to write a Pathway essay to complete their Undergraduate Core requirements at SCU. This update goes into effect immediately, including for those who petitioned to graduate in Fall 2022.

This change will not affect the courses you have taken or are planning to take, as the Pathway course requirement has not changed and is still in effect. For more information, read the full update .

Pathway Essay Assignment: Prompt, Criteria, and Submission Details

Purpose of the Pathway Essay

Integrative learning is a hallmark of twenty-first century education, a critical component of a Santa Clara University education, and a crucial skill for addressing real-world problems. The Pathway requirement encourages such integrative learning and engaged thinking since it provides students with the opportunity to consider how issues or problems related to a Pathway's theme are so complex that they need to be approached and understood from different disciplinary perspectives.  

In this essay, which is the culminating learning experience of your Pathway Core Curriculum requirement, you will demonstrate your ability to engage in multidisciplinary analysis by combining knowledge, theories, and/or methods from different disciplines in order to show how you have gained a deeper understanding about a specific issue or problem related to your Pathway’s theme.  

Essay Prompt

Identify an issue or problem connected to your Pathway’s theme and use multidisciplinary analysis to demonstrate a deeper understanding of it. 

In order to compose a successful essay, you will need to:

• Identify a specific, meaningful issue or problem connected to your Pathway’s theme.
• Analyze this issue applying theories, ideas, or methodologies from different disciplines within your Pathway courses to demonstrate your deeper understanding of that issue. 
• Write a carefully drafted 750- to 1000-word thesis-driven essay that uses coherent organization, effective transitions, and clear sentences.  

Identifying the Issue:   Identify a specific issue or problem connected to your Pathway and explain how the issue or problem relates to that particular Pathway’s theme. Be sure to identify your Pathway by name. (Note: the issue or problem you select can be one you explicitly studied in your Pathway courses or may be a connection between Pathway courses that became evident only after you completed your classes. This section should show readers that you have a clear understanding of your Pathway's theme and scope.)  

Analyzing the Issue : Analyze this issue or problem from a multidisciplinary perspective by integrating theories, ideas, and/or methodologies from at least 2 fields of study. For example, a student in the Sustainability Pathway might identify the availability of clean water as a problem. The writer might integrate theories, ideas, or methodologies from a Pathway course in engineering with those from a Pathway course in sociology to show how the problem of supplying clean water can be better understood or addressed by taking into account both fields of study. Be sure to identify the associated Pathway courses you are using within your analysis by name. A successful analysis will demonstrate how multiple disciplinary perspectives, whether they agree or differ, yield deeper insights about a specific issue or problem.

Writing the Essay : The goal is not to summarize your learning; rather, use specific examples of theories, ideas, or methods you studied in your Pathway courses in order to demonstrate how you have gained a deeper, more complex understanding of an issue or problem by considering that issue or problem through more than one field of study.

Criteria for Success

To pass, an essay must earn a “pass” on all sections of the rubric pertaining to the Pathway learning objectives and the standards for written communication. Use the 2021-22 Pathway Essay Evaluation Rubric   to plan your writing and to review your essay before submitting it. An exemplary pass will represent a substantial achievement and will showcase your ability to engage in multidisciplinary analysis. 

Important Information as You Prepare to Write

• Review and reflect on your Pathway’s description .
• Identify an issue or problem related to your Pathway’s theme that you will analyze in your essay. This issue or problem should be sufficiently complex so that it can be analyzed through a multidisciplinary perspective. 
• Reflect on the assignments and learning you completed within your Pathway courses, and analyze how those connected to your Pathway’s theme and to the issue or problem you will analyze. 
• From your Pathway courses, select at least two from different disciplines that will help you to develop your multidisciplinary analysis of the issue or problem you selected. The goal is to avoid summarizing these courses; rather, analyze how the different disciplines help you to better understand a complex issue or problem. Be sure to name the courses (department & title) from which you’re drawing information for your analysis. NOTE:  Students may refer to any classes in their Pathway for their reflection essay, even if those courses are not listed under the Pathways section of the degree audit.
• Consider your audience carefully. Imagine your reader is someone who values multidisciplinary thinking but is not an expert on your topic and may not be familiar with the particular Pathway, courses, issue, approaches in your analysis.  Pathway readers are, in fact, faculty members from a variety of departments across campus. 
• NOTE: No additional research is expected. Your analysis will draw upon the learning you have already done. If, in drawing upon your learning in Pathway courses, you quote or use ideas from other texts, you must provide proper citations (using APA, MLA, or CSE format) in keeping with Santa Clara University’s Academic Integrity Pledge.

Formatting and Submission Details

• Your essay should be a cohesive text with a clear thesis, and multiple paragraphs, but without separate sections/headers.
• Your essay must identify your Pathway by name in laying out the relevant issue or problem and the specific Pathway courses you are using within your analysis.
• You may use the first-person in your Pathway essay, since you are writing about your own analysis of your learning experiences.
• The essay can be either single- or double-spaced.
• Include a descriptive title and the submission date at the top of your essay. Any resubmissions should be identified as a “REVISION” and include the revised date.
• All words (e.g., the content of your essay, its title, any citations) count towards the 750- to 1000-word count (about 3 to 4 double-spaced pages).
• Submit your Pathway Reflection Essay through Camino. 
• Deadlines for submitting Pathway Reflection Essays are available on the Pathways Website.  You can submit your Pathway Reflection Essays prior to the deadline if you have completed at least 100 units and have no more than one pathway course still to take.  For more details see  https://www.scu.edu/ provost/core/integrations/ pathways/guidelines-and- timeline/
• Review the Essay Submission Checklist before submitting.

Additional assistance

For help planning, writing, and revising, visit the HUB writing center to consult with a writing partner. The HUB is open Sunday-Thursday, 4:00-10:00 p.m. in the lower level of the Learning Commons.

EMCON students sweep 2024 AAHN essay contest

Both undergraduate and graduate winners are emcon students..

Two Elaine Marieb College of Nursing students have won the 2024 Sarah B. Pasternack Nursing Student Essay Contest . Ameneh Arzheh (PhD Nursing) and Shaely Lora-Brito (BSN) won the respective graduate and undergraduate categories in the contest. They will each receive a $500 prize and will read their essays during a Nursing Archives Associates meeting later this spring.

Both students responded to the prompt: "Why is understanding nursing history important to the future of nursing?" Lora-Brito opens likening the history of nursing to the unfolding pages of a diary.

"Understanding the history of nursing is like unfolding the pages of a diary that holds the secrets to the soul of healthcare... Knowing the history of nursing isn't just a look back into the past; it's a guiding light that illuminates the way to the future." 

Lora-Brito goes on to discuss the historical importance of Mary Eliza Mahoney, the first African-American licensed nurse, writing, "Mahoney's story teaches us that nursing is not just about the skills and knowledge we acquire but also about the values we embody and the changes we strive to make, not only in healthcare but in society as a whole."

Arzheh also opens with the perspective that understanding history allows us to shape the future of nursing with an informed lens, with a specific focus on nursing theory.

"Nursing theory played a pivotal role in establishing the profession's unique identity... Nursing theories contribute significantly to shaping the profession by offering unique worldviews that enrich our understanding of nursing practice."

Using theory by which to evolve the profession and industry, Arzheh writes, helps shape nurse self-awareness, too. "This self-awareness becomes a catalyst for developing a deeper and more empathetic connection with patients," Arzheh argues.

Only two winning essays are selected each year for this prestigious contest. The winning essays will eventually be published in full on the Nursing Archives Associates website. The contest is in honor of Sarah Pasternack, MA, RN, who "served as the President of the Nursing Archives Associates for more than 20 years. She received the Living Legend Award from the ANA Massachusetts in 2014. Sarah was an Assistant Professor at Boston University School of Nursing and a Nursing Patient Services Director and an Advanced Practice Nurse in Patient Safety and Quality at Boston Children’s Hospital," according to AAHN .

Global footer

• ©2024 University of Massachusetts Amherst
• Site policies
• Non-discrimination notice
• Accessibility
• Terms of use

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

3 Superb Santa Clara University Essay Examples

What’s covered:, essay example 1 – ethical dilemma (food waste).

• Essay Example 2 – Ethical Dilemma (Healthcare in Latin America)
• Essay Example 3 – Why Santa Clara?
• Where to Get Feedback on Your Essay

Santa Clara University is a private Jesuit university in California. The acceptance rate is around 50%, so it’s important to write strong essays to help your application stand out. In this post, we’ll go over some essays real students have submitted to Santa Clara University and outline their strengths and areas for improvement. (Names and identifying information have been changed, but all other details are preserved).

Alexandra Johnson , an expert advisor on CollegeVine, provided commentary on this post. Advisors offer one-on-one guidance on everything from essays to test prep to financial aid. If you want help writing your essays or feedback on drafts, book a consultation with Alexandra Johnson or another skilled advisor. 

Please note: Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized. 

Read our SCU essay breakdown for a comprehensive overview of how to write this year’s supplemental essays.

Prompt: At SCU, we push our students to be creative, be challenged, and be the solution. Think about an ethical dilemma that you care about that our society is currently facing. This can be something happening in your local community or more globally. How can an SCU education help you prepare for and address this challenge? (150-300 words) 

When I am not studying or filling out college applications, you can find me in the kitchen trying a new recipe and experimenting with ingredients. Spending so much time cooking made me aware of the massive amount of food waste that I produce. So I changed my behavior; I now plan ahead the recipes I make to ensure that all ingredients will be used, only buy what I need for the week, and freeze leftovers for future use. Making these changes wasn’t easy. It makes me wonder how much harder it must be for larger institutions to scale up these solutions.

In my research of Santa Clara University, I came across the Food Recovery Network at SCU that aims to fight the same concerns I experience while in the kitchen. This community of dedicated students proves that there are possible ways to reduce food waste on large scales. I can contribute to help address this familiar challenge by involving myself with this network and the courses SCU offers in sustainable food systems. Additionally, SCU leads by example; their efforts in attaining food sustainability are inspiring to me as a potential student. They purchase locally grown produce and follow the Monterey Bay Aquarium Seafood Watch program for their dining services. Broadening its impact, SCU has made it a goal to become a zero-waste campus aligning with my values of sustainability to aid our environment. A university that shows this much care to attaining sustainable food options and reducing food waste is the perfect place for me to help be the solution.

What the Essay Did Well

This writer did a great job choosing an ethical dilemma to write about that they care about and that uniquely connects to Santa Clara University, which is exactly how you want to respond to a global issues prompt . Based on the anecdote about cooking at the beginning of the essay, it’s clear that food waste is an important ethical issue in the writer’s personal life. They describe working to change their behavior to address the issue after discovering that it was a problem through something they love, cooking! It was smart of the writer to use this as an opportunity to share a hobby that they may not have had the opportunity to include elsewhere on their application. 

The essay is also clearly written and does a great job of providing details about why the writer wants to go to Santa Clara University. The second half of the essay answers the part of the prompt that asks: “How can an SCU education help you prepare for and address this challenge?” This half is written like a “Why This College?” essay, but narrowly focused on the college’s connection to the ethical dilemma discussed in the essay.

In a “Why This College?” essay, it’s important to use specific details. That’s exactly what the writer does here when they mention the Food Recovery Network and SCU’s adherence to the Monterey Bay Aquarium Seafood Watch Program. Mentioning these programs shows that the student has done their research on Santa Clara University, which goes a long way in showing that they want to be a student there!

Finally, the ethical dilemma that the writer chose is great. This essay shows that an interesting and unique topic doesn’t have to be so specific that the reader has never heard of it; rather, it’s something specific that the reader has a personal connection to and could connect to their interest in attending Santa Clara. 

What Could Be Improved 

One part of this essay that the writer could improve is the ending. They share an ethical issue they care about, why they care about that issue, and what the school is doing to address the issue. Then they end with, “A university that shows this much care to attaining sustainable food options and reducing food waste is the perfect place for me to help be the solution.” This response answers the prompt; however, the writer could have strengthened the ending by connecting SCU’s work back to the writer’s own future and goals. 

An alternate conclusion sentence could mention how the writer plans to use the knowledge that SCU would give them to address food waste. This would allow the writer to remain the focus of the essay, rather than the focus at the end being on SCU’s programs to tackle food waste. Because while this is an essay about the student’s views and ethics, it’s also a chance for the student to share more about themself with the admissions officers. 

Finally, the writer is currently under the word count. While it is okay to be under the word count, the writer could use this space to improve their conclusion. They could mention any ideas that they have for how SCU could better address the problem of food waste. Currently, what the school does well is included, which is great. However, if the writer chose to share their own ideas at the end, then it would help the reader better imagine a few ways that the writer will be a positive addition to the Santa Clara community. 

Prompt 2 – Ethical Dilemma (Healthcare in Latin America)

“Coca-cola da más vida”, but does it really? In towns like San Cristóbal de las Casas, Chiapas, Mexico coca-cola can be found easier, at relative cost, and safer to drink than water leading to high levels of consumption. As imagined, such consumption has caused devastating health effects throughout Chiapas. In these under-resourced communities, the diabetes crisis has become a leading cause of death and its treatment has brought upon ethical dilemmas. Clinicians in these areas are forced to make life-saving or fatal decisions with minimal resources or support. With having family members in Mexico, the thought of losing them due to simple issues like dosage amounts is truly heartbreaking. Santa Clara’s fast-paced quarter system will allow me to pursue a major in bioengineering, biomolecular track, and a minor in Spanish and public health. Classes like Evidence-Based Public Health, Engineering World Health, and Medicinal Chemistry and Drug Design I & II, will provide me with a strong foundation for truly understanding the issues behind our world’s leading health problems and effectively advocating and helping to engineer new medicines in the US and Latin America. Also, the university’s strong focus on global engagement will allow me to go on cultural immersions to widen my perspective and engage in international internships to deepen my understanding of healthcare and medical research around the globe. Besides the amount of opportunity available for me overseas, the Santa Clara campus is oozing with its own. I can become involved with on-campus bioengineering research on topics such as protein engineering or utilize Handshake and the Career Center to apply for internships in Silicon Valley. No matter where my experiences at Santa Clara take me, I will apply the knowledge I received to create a world where we are one step closer to eliminating the medical disparities between us.

This “global issues” essay starts off with a strong hook, which immediately draws us in to the student’s topic. The level of detail, such as the specific entry point of San Cristóbal de las Casas and its unique problems, are both effective ways to make this essay shine out of a sea of other responses, right from the very beginning. Additionally, the author’s distinctive approach to answering the question helps present them as a passionate and sophisticated storyteller with deep knowledge and care for this issue.

The student also does a great job of citing highly specific details throughout their response. For example, naming specific classes that will set this applicant up for success is a great touch that shows this student did their homework on what at Santa Clara would aid them in their journey of solving this issue. They also show an understanding of Santa Clara’s bigger picture values, such as global engagement, which demonstrates that the author can think on both a large and small scale.

While this student does a great job of considering everything from particular classes to studying abroad, they also don’t limit themselves to imagining their life on campus. They also think beyond their college career, when they talk about utilizing Santa Clara’s alumni network and connections to position themselves well for internships and postgrad life. Colleges like to know that you have future plans, and will one day be an alum that they can be proud of. This student shows them that they’re prepared to take full advantage of their Santa Clara education not only on campus, but throughout their life.

The flow of this essay could be improved with the help of an editor or peer reviewer. Some of the sentences are awkward, and there are some grammar errors present. For example, “…will allow me to pursue a major in bioengineering, biomolecular track, and a minor in Spanish and public health” should read “…and minors in Spanish and public health.”

Additionally, in the line “Classes like Evidence-Based Public Health, Engineering World Health, and Medicinal Chemistry and Drug Design I & II, will provide me with a strong foundation for truly understanding the issues behind our world’s leading health problems and effectively advocating and helping to engineer…” there should be a “for” after “advocating.”

While these flaws don’t ruin the essay whatsoever, polishing it up would present the student in an even better light, as a student who is not only talented, but also detail-oriented. Finally, also on a structural level, this essay would look cleaner on the page if it were split into at least three paragraphs. Having just one big block of text is a little hard on the eyes, and using multiple paragraphs also makes the presentation of your ideas more organized, as it clearly shows your reader where one point ends and the next one starts.

For example, they could have one paragraph focused on introducing the issue, one on the academic resources at Santa Clara, and one on the university’s value of global engagement. That structure would allow the reader to focus on each point, one at a time, rather than getting all the information dumped on them at once.

Prompt 3 – Why Santa Clara?

When I started my college search, I could only envision myself at a big college 2 hours away from home. Santa Clara University was the school that changed it all. The moment my eyes landed on the site, everything clicked. From the small class sizes that would allow me to engage and form connections with my classmates and professors to the large state of California that is filled with opportunity; it all seemed to attract me. Though it’s a school small in size, the spirit and clubs are large in number. From clubs like Bread Lovers Club to Biomedical Engineering Society, the variety and diversity entices me. There are clubs like Together for Ladies of Color, where I will be an indispensable member who empowers the women around me. Furthermore, weekly Sunday mass will help me strengthen my connection with God and develop a good headspace for the new week so I can work hard and thrive in my classes and outside commitments. Overall, I will be a Bronco that works hard not only for herself but to better the community around her. I am devoted to becoming a Bronco alumnus working to change the world ad majorem dei gloriam.

This prompt is an example of the “Why This College?” prompt, which is best answered by doing some research and providing specific reasons for why the school you’ve chosen is the school for you. This applicant does an excellent job of answering that question, by talking about both academic considerations, like class sizes, and clubs and extracurricular activities, like Bread Lovers Club or attending Mass.

Through the examples provided, we get to know the author a bit more, which is another strength of this essay. Rather than only talking about aspects of Santa Clara that would appeal to anyone, this writer shows her unique interests through her selection of more personal aspects of the school. From this essay, we learn that the student is a woman of color who also attends church, loves bread, and is passionate about improving herself and her community. This means that the admissions committee isn’t just learning about what she loves about their school; they’re also learning what Santa Clara might gain by admitting her.

One thing that would strengthen this essay is being as specific about the academic draw of Santa Clara as the non-academic side, as that would give us an even clearer sense of the student’s personality. The prime location and small class sizes are attractive aspects of Santa Clara, but they don’t give us much information about the applicant. Almost anyone would be excited about these benefits, so they’re too general for this kind of essay.

In the same vein, these facts are self-evident, in the case of the location, or something that can be found at many other colleges, in the case of the small class sizes. This kind of prompt exists so that you can show off your research skills and deep knowledge of that school. Admissions teams read countless essays that talk about the most common compelling attributes of their school, so instead try to choose elements that will make you stand out as an applicant who is both unique and engaged.

Additionally, this essay could benefit from an anecdote to anchor it. While the image of stepping on campus is powerful, it’s one shared by many applicants who have had the opportunity to tour. Even a sentence or two describing a more personal moment that connects the student to Santa Clara would help illustrate that her future plans are rooted in her current life or values.

For example, after the line “From clubs like Bread Lovers Club to Biomedical Engineering Society, the variety and diversity entices me,” she could say something like “During the pandemic, I went a little overboard with the breadmaking trend, so I designed my own bird feeder so I didn’t have to throw out the bits my family couldn’t finish. Santa Clara is just the place for me to continue making these kinds of quirky connections between my interests.”

This addition would put the writer over the word count, so she would have to make cuts elsewhere in the essay. That’s okay, though, as it’s better to include fewer details about the school, but take the time to explain your personal connection to them, then to just pack in as much as possible.

If you don’t have an anecdote that fits with the aspects of Santa Clara that appeal to you, consider imagining what your future on campus would look like and describing that. Solid images or ideas (for example, imagining some of the hymns you might sing in Mass), versus stated commitments, help admissions teams better picture you on campus, and create a more dynamic essay structure, even within the limited space allowed for these short supplements.

Finally, like in the previous essay, the student’s writing would flow more smoothly with a paragraph break or two. For example, starting a new paragraph with “Though it’s a school small in size” would make sense, as here, the writer is pivoting from talking about her initial draw to Santa Clara, to more specific features of the school that are intriguing to her.

Where to Get Feedback on Your Essay 

Do you want feedback on your Columbia University essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays.

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

Related CollegeVine Blog Posts

• College Catalog
• Events Calendar
• Current Students
• Future Students
• Faculty & Staff
• Business & Community

Nursing Intake Process

The Nursing curriculum prepares graduates for staff nurse positions in acute, long-term care and community-based care settings. Staff nurses plan, provide and evaluate nursing care for individual health maintenance or health promotion needs. Those who completed the program had a 80.15% licensure pass rate in 2022, a 89.76% licensure pass rate in 2021, and a 81.6% licensure pass rate in 2020.

The program is a National League for Nursing (NLN) Center of Excellence in Nursing Education.

Course Sequence Options

The Nursing program has three course sequence options to accommodate students at varying stages of their academic career:

Traditional

• Students are admitted once a year in September .
• This option offers the four Nursing courses over two academic years – Fall/Spring, Fall/Spring. There are no nursing courses in the summer in this option.
• Students may be first-time college students or have had previous college experience.

Post Baccalaureate Accelerated  

• Students are admitted once a year in May .
• This option offers the four Nursing courses over 14 months: summer, fall, spring and summer
• This option is limited to only those students who have a bachelor’s degree or higher in a non-nursing major and have met additional prerequisites. In addition to nursing courses, students must show evidence of completion of all other program courses. Biology 109, Biology 110, Biology 241 and Diet 111 must be completed or in progress at time of application.

Advanced Placement

• Students are admitted once a year beginning with a noncredit transition course in September during the Fall semester.
• The course focuses on bridging the information between the role of the Licensed Practical Nursing and the Registered Nurse.
• Students then join the Nursing 132 course in the spring semester and complete the sequence of the remaining three courses as stated in the Traditional option. Priority is given to LPNs and military medics for admission.
• Must have grades for Biology 109, English 101, Diet 111, Math 118 and Chemistry 110 on Student data sheet at time of application.

How to Apply to the Nursing A.A.S. Degree Program

The Nursing program is one of four select degree programs in the College’s Allied Health department. The programs in this department can accept only a limited number of students each year.

As part of the application, students must (1) meet a minimum GPA requirement of 2.75, (2) have no grades of “D” or “F” and no withdrawals on your academic record in the past two years (admission points will be deducted for withdrawals and grades of “D” or “F,” (3) successfully complete prerequisite courses.” Meeting the minimum GPA requirement does not guarantee admission into the Nursing program.

Students will be assigned a Kaplan preadmission testing date after submitting an application .

Students are only allowed to submit one application to  ONE   program in the Allied Health department at a time.

Application Deadlines

Application deadlines for the Nursing program are as follows:

Traditional Option

• Priority application deadline: Oct. 31, 2023, Kaplan test due Nov. 23, 2023, notification by Dec. 22, 2023
• Application deadline: Jan. 31, 2024, Kaplan test due Mar. 3, 2024, notification by Apr. 7, 2024
• Class start date: Sept. 2024

Advanced Placement Option

• Application deadline: May 31, 2024; notification by June 30, 2024

Post Baccalaureate Option

• Priority application deadline: Aug. 31, 2023, test by Sept. 15, 2023, notification by Oct. 13, 2023
• Application deadline: Nov. 17, 2023; Kaplan test due December 15, 2023
• Class start date: May 13, 2024

Students must be 18 years of age on or before September 1 to participate in the Nursing courses.

Minimum GPA Requirement

The minimum acceptable GPA for consideration is 2.75. Admission is competitive, so the higher your GPA, the better. Aim to get “A” and “B” grades in all courses.

You must have no grades of “D” or “F” and no withdrawals on your academic record in the past two years . Complete every course you take with an “A” or “B.” Apply for academic or time amnesty if you have “D” or “F” grades or withdrawals on your record. Please see if you qualify for Amnesty .

Prerequisites

Students must submit an official transcript with their application. Before applying to the Nursing program, students must:

• High school Biology or its equivalent (Biology 106)
• High school Chemistry or Chem 110
• Be placed in English 101 and FNMT 118 (intermediate algebra) or higher
• High school Biology or its equivalent (Biology 106) and Biology 109
• Dietetics 111
• English 101
• Chemistry 110
• Transfer students must provide a college transcript showing one year clinical experience, course descriptions and a reference letter
• LPNs must provide a current active LPN license and an LPN transcript
• Veterans must provide evidence of honorable discharge indicating training/service as a medic/corpsman
• high school Biology or its equivalent (Biology 106)
• high school Chemistry or Chem 110
• Preference will be given to those who have successfully completed* Biology 109, Biology 110, Biology 241 and Dietetics 111

*These courses must have been taken less than ten (10) years ago with grade of “A,” “B” or “C,” or be completed, and recorded on your Community College of Philadelphia transcript by January 31, 2023.

To submit your Nursing application, please login to MyCCP and click on the Student tab. Under Electronic Forms, please click the Allied Health/Nursing link to complete the application. If you have questions, please email selectprogram [at] ccp.edu ( selectprogram[at]ccp[dot]edu ) .

Admissions Criteria 

1. all applicants must meet the prerequisite requirements and take the kaplan pre-admission test (kpt)..

Applicants will then be divided into Admission Category groups (A, B, C or D) based on their academic background:

• Group A : applicants who have earned 12 or more CCP college-level credits, including at least one science course;  
• Group B : applicants who are high school seniors or graduated within 12 months of application; 
• Group C : applicants who have other college experience and earned 12 or more college-level credits, including at least one science course; 
• Group D : applicants with a bachelor’s degree or higher

2. Applicants credentials will be measured using a point system.

• Applicants in Group C or D will be evaluated on their most recent non-CCP college experience. 
• Admission is conditional pending receipt and evaluation of criminal background check, child abuse clearance, drug screen, social security verification, and health requirements.
• Points will be assigned based on applicant's GPA, pattern of academic success and Kaplan test score. 
• Composite scores of 80 and above receive 3 points
• Composite scores of 75-79 receive 2 points
• Composite scores of 70-74 receive 1 point

Group A & C

• Students with a GPA of 3.5 or higher, 3.0-3.49 or 2.75-2.99 receive point values of 4, 3 and 2, respectively. 
• Students with no withdrawals, "D" or "F" grades on their transcript, students with 1 withdrawal, "D" or "F," and students with multiple withdrawals, "Ds" or "Fs" will receive 2, 1, and 0 points respectively. 
• Students who attend a ranked high school and are in the top third of their class receive 4 points
• Students attend an unranked high school and have an average of "A," "B" and "C" grades in college prep courses will receive point values of 4, 3 and 2, respectively. 
• Students with No withdrawals, "D" or "F" grades on their transcript, students with 1 withdrawal, "D" or "F," and students with multiple withdrawals, "Ds" or "Fs" will receive 2, 1, and 0 points respectively.
• Students will receive 1 point for their complete bachelor's degree
• Students with a GPA of 3.5 or higher, 3.0-3.49 or 2.75-2.99 receive point values of 3, 2 and 1, respectively. 

Kaplan Pre-Admission Test

The Kaplan Pre-Admission exam is a timed exam which takes 1.5-3 hours to complete. The Nursing program requires a composite score of 70 . Reading, Writing and Math sections make up the composite score, however, science can be a deciding factor when applications go to the program directors. You must complete all portions of the Kaplan exam, including the tutorial questions. All sections should be taken seriously.

You must check your MyCCP email for testing dates . You can also download the MyCCP app to get push notifications.

The results you receive at the end of the test is Overall Correct, not your Kaplan Composite Score. To obtain your Kaplan Composite score, you can divide the Math, Reading and Writing score at the end of the test by the number 3. This should give you your composite score.

Students who do not meet the minimum score needed for a specific program or want to discuss options for raising their score in a future application cycle should visit the Counseling department at any campus. No appointment is needed.

Preparing for Kaplan : Buy a Kaplan study book called, “Kaplan Nursing School Entrance Exams” 7 th edition, ISBN-13: 978-1506207445. This is sold in the College’s bookstore for about $25 or you can buy it used online for $5-10. There are FREE online study options you can find by typing in “Kaplan preadmission Nursing exam” into any search engine. YouTube also has videos about preparing for the Kaplan exam.

Application Checklist

In order to apply to the Nursing program, please ensure that you meet the following criteria:

• Biology 106 or high school Biology (less than 10 years old)
• Chemistry 110 or high school Chemistry (less than 10 years old)
• English101 placement
• Math 118 placement
• High School Transcript

How to Apply

Current Community College of Philadelphia students who plan on applying to the Nursing program and meet the eligibility requirements should complete the Nursing program application by following these steps:

• Step one: Login to MyCCP
• Step two: Click on the "Student" tab
• Step three: Click on the "Allied Health/Nursing Application Forms" under "Electronic Forms" on the top, right-hand side of the page
• Step four: Select your program of interest
• Step five: Complete and submit the form

Don’t forget to sign the front and back of the application. Please check your College email for correspondence. Decision letters will be sent by postal mail. Make sure the College has your current mailing address. If not, login to MYCCP , click on the Student tab, look for Electronic Forms, click on Records & Registration Forms, and click “Change of Information.” Please check your email for all correspondence.

Not a Community College of Philadelphia student? You must apply to Community College of Philadelphia before you can apply to the Nursing program. Please follow our Steps to Enrollment to get started.

Post Acceptance Screenings

Students accepted into the Nursing program may be required to complete and provide verification of:

• Criminal background check – PA State Police and FBI
• Child abuse clearance
• Drug screening test
• Physical exams and or dental exam
• CPR training – must be health care providers
• Liability and Health insurance
• Social Security Number verification
• Being age 18 or older before program starts
• Signed NEV (Nursing Education Verification) Agreement (PDF) 

ACCEPTANCE INTO THE PROGRAM WILL BE CONSIDERED CONDITIONAL UNTIL THESE ITEMS ARE COMPLETED. Students should not complete any of the above until requested by the program director.

You can reach allied health admissions at selectprogram [at] ccp.edu ( selectprogram[at]ccp[dot]edu )

Program Information 

Traditional option sample course schedule, time commitment .

Nursing 101 is a 7 credit course. Coursework consists of 18 hours of class time per week:

• Class lecture (3 hrs.)
• Seminar (1hr)
• Skills lab (2 hrs.)
• Clinical learning experience (12-16 hours either two 6 hour days or two 8 hour days)
• 2 hours of homework & studying for every 1 hour in class

In addition, you should be prepared for more than 36 hours of work (2 hours of homework and studying per 1 hour in class).

The minimum amount of hours recommended per week outside of your other commitments (work, friends/family, commute time, etc.) is 54-56 hours . This is a full-time schedule .

Additional Program Costs

Additional cost listed below does not include College tuition

Advancing Health Equity: The College of Nursing's Presenting Sponsorship of the 2024 Western Institute of Nursing Conference

College of nursing, centers & programs, admissions info, current students, student services, faculty info, education, training & workforce projects, college of nursing community.

The University of Utah College of Nursing is proud to be a Presenting Sponsor of the 2024 Western Institute of Nursing (WIN) Conference, which will be held in Salt Lake City, Utah from April 17-20. Themed “ Health and Equity in Changing Environmental and Social Climates ,” the conference objectives closely align with the vision of the college to “unify and inspire scientists, educators, clinicians, staff, and students to design, lead, and achieve equitable improvements for the well-being of all.”

“We are eager to welcome dedicated nursing research community members to Salt Lake City to take part in four days of collaboration, growth, and discovery,” said Dean of the College of Nursing Marla De Jong, PhD, RN, CCNS, FAAN . “Our aim at the College of Nursing is to develop nurse scientists, scholars, and clinicians who are proficient and well-qualified to transform the health of individuals and communities. We look forward to joining with WIN members from 51 other institutions in sharing our work and advancing health equity in the Western United States and beyond.” Dean De Jong herself will take part in the conference by presenting “When Water Use and Public Health Collide: The Human Health Implications of the Great Salt Lake’s Collapse,” alongside Ben Abbott, PhD, Associate Professor of Environmental Science & Sustainability at Brigham Young University, on the opening day of the conference. 

More than 100 College of Nursing faculty, staff, students, and pre- and post-doctoral fellows will present podium and poster sessions alongside poster displays of their research and scholarship . Conference sessions will cover topics such as rural nursing workforce development, innovations in technology, integrating sustainability into nursing curricula, and mental health disparities. Poster presentations include titles ranging from “Increasing Referrals to Diabetic Self-Management Education Programs” to “Improvement of Methamphetamine Use Disorder Treatment in Primary Care.” 

At the conference, Lauri Linder, PhD, APRN, CPON, FAAN, FAPHON , and Perry Gee, PhD, RN, FAAN will be inducted into the Western Academy of Nurses , a body established to recognize and honor nurses who have been actively engaged in WIN and who have demonstrated excellence in nursing research, practice, and/or education. Furthermore, Scott S. Christensen, PhD, MBA, APRN, ACNP-BC will receive the Carol A. Lindeman Award for a New Researcher . An informal reception for conference attendees, including faculty, staff, students, pre- and post-doctoral fellows, and College of Nursing alumni, will also be held. 

The College of Nursing recognizes the crucial work of individuals from the college whose expertise and involvement have made this significant gathering of nurse leaders possible, including Board of Governor Representative of Nursing Research Paula M. Meek, PhD, RN, FAAN ; Program Committee members, Linda Edelman, PhD, RN, FGSA, FAAN , Perry Gee, PhD, RN, FAAN, Lauri Linder, PhD, APRN, CPON, FAAN, FAPHON, and Paula Meek, PhD, RN, FAAN; and nine abstract reviewers. 

Learn more about the University of Utah College of Nursing and the Western Institute of Nursing . 

School of Nursing & Midwifery

View the contact page for more contact and location information

• Events & Conferences
• SRIG Conference 2024
• Call for Abstracts

Call for Abstracts for Oral and Poster Presentations/Submission of Student Essays

Conference date:   Thursday 6 June 2024 (online event)

Conference abstract submission deadline:   Tuesday 30 April 2024

Student Prize essay submission deadline:   Thursday 9 May 2024

SRIG2024 Abstract Criteria

Submit an abstract, student prizes, the carole king annual student prize.

This prize is funded by the organising committee of the Trinity International Spirituality in Healthcare Conference and the purpose is to encourage interest in spirituality among undergraduate nursing and midwifery students in Trinity College.

The prize will consist of   complimentary registration for the 8th Trinity International Spirituality in Healthcare Conference on Thursday 6 June 2024, a certificate and €20 gift voucher . Winners will be invited to attend the Annual School Awards Ceremony during the following academic year (2024-25), where the certificate and voucher will be presented to them. Up to three prizes may be awarded.

Competition for the prize is open to all undergraduate nursing and midwifery students currently registered in Trinity College*. It comprises a 2,000 word essay.

Donia Baldacchino Student Prize

This prize is funded by the organising committee of the Trinity International Spirituality in Healthcare Conference and the purpose is to encourage interest in spirituality among undergraduate and postgraduate healthcare students.

The prize is   complimentary registration for the 8th Trinity International Spirituality in Healthcare Conference on Thursday 6 June 2024 and a certificate . Winners will be sent their certificates in advance of the conference date. Up to three prizes may be awarded.

The competition is open to any currently registered undergraduate or postgraduate healthcare students* and it comprises a 2,000 word essay.

*Please note that students are eligible to enter only one prize category per conference

Carole King Annual Student Prize

Submit a student essay.

New AACN Data Points to Enrollment Challenges Facing U.S. Schools of Nursing

WASHINGTON, D.C., April 15, 2024 – New data released today by the American Association of Colleges of Nursing (AACN) show that sustaining student enrollment in baccalaureate and graduate programs continues to be a challenge at U.S. schools of nursing. Though enrollment in programs designed to prepare entry-level registered nurses held steady (up 0.3%), fewer students are entering baccalaureate degree-completion, master’s, and PhD programs, which poses a threat to meeting the nation’s healthcare needs.

“Despite facing enrollment challenges, nursing schools are committed to expanding their programs in response to the growing demand for nurses in all settings where health care is delivered,” said Dr. Deborah Trautman, AACN President and Chief Executive Officer. “As we consider the needs of the nursing workforce over the next 10 years, more federal and local support is needed to expand pathways into nursing to ensure an adequate supply of clinicians needed to provide primary, preventative, and specialty care to an increasingly diverse patient population.”

Each year, AACN conducts a national survey of nursing schools with baccalaureate and higher degrees to compile data on student enrollment and graduations, faculty and dean demographics, applications received, and qualified applications turned away, among many other key benchmarks. Conducted in Fall 2023, AACN’s latest annual survey, titled 2023-2024 Enrollment and Graduations in Baccalaureate and Graduate Programs in Nursing, contains data reported by 975 schools of nursing, which represents a 90.1% response rate.

Enrollment Changes by Program Level

Most individuals pursuing a career as a registered nurse (RN) in the U.S. enter the profession with a Bachelor of Science in Nursing (BSN) degree offered at 858 colleges and universities. Data from AACN’s Fall 2023 survey show that enrollment in BSN programs increased by 0.3% or 825 students from 2022 to 2023. This finding is welcome news, as AACN noted a decrease in BSN students last year, the first enrollment drop in more than 20 years (see trend chart below). Total enrollment in BSN programs is currently 255,455, which is still below the all-time high of 256,578 students in 2021.

Also at the baccalaureate level, the number of students in RN to BSN degree-completion programs decreased significantly for the fifth consecutive year. These bridge programs for nurses entering the workforce with an associate degree or diploma programs provide an important pathway for nurses looking to advance their education to better meet patient care needs and employer expectations. Last year, enrollment in RN to BSN programs decreased by 9.9% or 9,774 students. This downward trend follows an enrollment surge in RN to BSN programs, which saw a rapid increase from 30,684 students in 2002 to 139,587 enrolled students in 2018. Today, 88,960 students are enrolled in these programs. AACN is exploring the causes that may be contributing to this trend, including declines by program type and any variations by region. AACN is also looking at any correlation between the increase in the number of nurses entering the profession with a baccalaureate and the number of nurses needing to complete a post-licensure BSN program.

At the graduate level, students in master’s programs decreased by less than 1% (0.9% or 1,176 fewer students) since 2022, marking the third year of enrollment decline. Master’s nursing programs prepare individuals for a variety of roles in administration, teaching, research, informatics, instruction, and direct patient care. Currently, 656 nursing schools nationwide offer master’s programs with a population of 130,348 students. AACN continues to monitor master’s program enrollments to identify any factors that may be influencing student demand, including the steady increase in enrollment in the practice doctorate.

Enrollment in PhD nursing programs continued to decline, with a 3.1% decrease (137 students) from 2022 to 2023. Since PhD program enrollment began to dip in 2013, enrollments have decreased by 17.5%, from 5,145 students in 2013 to 4,244 students in 2023. This downward trend over the last 10 years has created great concern among academic nursing leaders responsible for preparing future nurse scientists, educators, and leaders. In its report on the Future of Nursing: 2020-2030, the National Academy of Medicine, Science, and Engineering called the lack of robust enrollment in the PhD in nursing “a major concern for the profession and for the nation.” AACN’s research and data team are examining survey findings to determine factors that may impact enrollment declines, including program characteristics and applications received.

Last year, the number of students in Doctor of Nursing Practice (DNP) programs grew by 2.0% (810 students), marking 20 consecutive years of continuous enrollment expansion. DNP programs prepare nurses for practice at the highest level, including Advanced Practice Registered Nurses (nurse practitioners, certified registered nurse anesthetists, clinical nurse specialists, and nurse midwives). Enrollment in DNP programs has grown steadily over the last two decades from 70 students in 2003 to 41,831 students last year. DNP programs are now offered at 433 schools of nursing.

Applications Received and Turned Away

In addition to enrollment and graduations, AACN tracks applications to schools of nursing in order to assess interest in nursing education among prospective students. Last year, the total number of applications to baccalaureate and higher degree programs held steady with programs receiving 682,547 applications, a decrease of 455 since 2022. By program level, the number of applications increased in entry-level BSN (+0.6%), master’s (+0.6%), and PhD (+3.1%) programs and decreased in RN to BSN (-1.0%) and DNP programs (-7.9%).

AACN also tracks qualified applications not offered admission to nursing programs. Even though enrollments were down across program levels last year, thousands of qualified applications were turned away from four-year colleges and universities. In 2023, a total of 65,766 qualified applications (not applicants) were not accepted at schools of nursing nationwide, though the students submitting applications may have been accepted and enrolled elsewhere. Within this total, applications turned away included 55,111 from entry-level baccalaureate, 703 from RN-to-BSN, 5,491 from master's, 4,225 from DNP, and 236 from PhD nursing programs. Given the persistent shortage of nurse faculty, AACN remains concerned that nearly 10,000 applications were turned away from graduate programs, which may further limit the pool of potential nurse educators.

The primary barriers to accepting all qualified students at nursing schools continue to be insufficient clinical placement sites, faculty, preceptors, and classroom space, as well as budget cuts. See below for a graphic showing the number of qualified applications turned away from entry-level baccalaureate nursing programs over the last 20 years.

“Generating strong interest in nursing careers and retaining new nurses in the healthcare system are top priorities shared by leaders in nursing education and practice,” added Dr. Trautman. “Maintaining a healthy supply of practice-ready nurses is critical to ensuring access to essential patient care services and protecting the nation’s health.”

AACN is leading the charge to advocate for more federal support for nursing education, including funding for students interested in a nursing career and for schools of nursing to support faculty development and the infrastructure needed to accommodate more students. AACN is also calling for full participation among nursing schools in NursingCAS , the profession’s centralized application service for students seeking to enter nursing school to begin or advance their education. Through NursingCAS, students are alerted to open enrollment slots at schools of nursing, which will help to ensure that all available seats are filled, and fewer qualified applicants are turned away.

About the AACN Survey

Now in its 43rd year, AACN’s annual survey of baccalaureate and higher degree nursing programs is conducted by the association’s Department of Research and Data Services. Information from the survey forms the basis for the nation's premier database on trends in enrollments and graduations, student and faculty demographics, and faculty and deans' salaries. These data are essential for policymaking at the local, state, and federal levels as well as for benchmarking by participating institutions.

The annual AACN survey is a collaborative effort, with data on nurse practitioner programs collected jointly with the National Organization of Nurse Practitioner Faculties and data on clinical nurse specialist programs collected with the National Association of Clinical Nurse Specialists. Complete survey results are compiled in three separate reports, including:

2023-2024 Enrollment and Graduations in Baccalaureate and Graduate Programs in Nursing

2023-2024 Salaries of Instructional and Administrative Nursing Faculty in Baccalaureate and Graduate Programs in Nursing

2023-2024 Salaries of Deans in Baccalaureate and Graduate Programs in Nursing

To obtain copies, click here for more details .

View Highlights from AACN's 2023 Annual Survey

On request, AACN can prepare customized data reports to meet institutional benchmarking and research needs. Reports are available to compare a nursing school’s programs with institutions of similar size and type across geographic areas – nationally, state-wide, or locally. A variety of reports are available, including those comparing faculty and dean salaries and program enrollment and graduations across like institutions. Click here to find out more about AACN’s custom report capabilities , including costs, or contact AACN’s data and research team: Carrie Byrne at 202-463-6930 x236, [email protected] ; Jenny Keyt at 202-463-6930 x244, [email protected] ; or Dr. Nicholas Havey at 202-463-6930 x225, [email protected] .

News Categories

• Accreditation Expand/Collapse
• Certification Expand/Collapse
• Diversity, Equity, & Inclusion Expand/Collapse
• Education Expand/Collapse
• Enrollment Expand/Collapse
• Essentials Expand/Collapse
• Grant Initiatives Expand/Collapse
• Foundation Expand/Collapse
• Funding Opportunities Expand/Collapse
• Membership Announcements Expand/Collapse
• Member Resolutions Expand/Collapse
• Syllabus Expand/Collapse
• Faculty Link Expand/Collapse
• GNSA Bulletin Expand/Collapse
• Diversity Digest Expand/Collapse
• ELNEC Connections Expand/Collapse
• Policy & Advocacy Expand/Collapse
• Population Health Expand/Collapse
• Press Release Expand/Collapse
• Professional Development Expand/Collapse
• Research & Data Expand/Collapse
• Rounds with Leadership Expand/Collapse
• Scholarships Expand/Collapse
• Student News Expand/Collapse
• Well-being Expand/Collapse