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doctoral nursing program, nursing education, threshold concepts, writing, writing development



  1. Tyndall, Deborah E. PhD, RN
  2. Flinchbaugh, Kerri B. MAEd
  3. Caswell, Nicole I. PhD
  4. Scott, Elaine S. PhD, RN, NE-BC, FNAP


Pedagogical practices for writing development in doctoral programs are often the by-product of completing dissertation research and may lack deliberate strategies to assist students with complex genres of writing. This article proposes a framework for doctoral education to assist students with mastery of threshold concepts in writing. Threshold concepts in writing are examined for their applicability to the evolution of writing in PhD nursing students as they begin to think and write like nurse scientists.