Understanding the Scholarly Writing Development of Nurses Enrolled in U.S. Clinical Doctoral Programs

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Abstract

PROBLEM.

Faculty teaching nurses enrolled in clinical doctoral programs need to understand the process of student scholarly writing development so that students can be prepared to share knowledge and communicate effectively in scholarly formats.

METHODS.

A hermeneutic phenomenological study that sought to understand the scholarly writing development of nurses enrolled in a clinical doctoral program was conducted.

FINDINGS.

Findings from interviews with six Doctor of Nursing Practice students revealed three themes: learning throughout life, influence of emotions, and getting through the gate.

CONCLUSION.

Based upon these findings, recommendations for further development of doctoral student writing are suggested so that students can disseminate their knowledge in a scholarly manner, improve practice, and contribute to the profession.

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