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Keywords

doctor of nursing practice (DNP) students, scholarly writing, scientific writing, rubrics, writing assessment

 

Authors

  1. DeCoux Hampton, Michelle PhD, RN
  2. Chafetz, Linda PhD, RN

Abstract

Background/Problem: Scientific writing skill development interventions in nursing are widely represented in the literature, but the specific skills required are poorly defined and measured.

 

Approach: This study used a cross-sectional, descriptive design to compare scientific writing skill assessment of doctor of nursing practice students' final project reports using 2 rubrics.

 

Outcomes: Of 13 skills, the strongest were: adherence to a standard structure, paraphrasing, and grammar, punctuation, and style. The weakest were: use of primary sources, concise, nonredundant presentation, and critical appraisal. Overall interrater agreement for the general essay writing rubric was 69.6%, and that for the scientific writing rubric was 82.3%.

 

Conclusions: Compared to the essay rubric, the scientific writing rubric was more useful for identifying skill strengths and weaknesses and improved interrater consistency.