(un) Disciplining the nurse writer: doctoral nursing students' perspective on writing capacity

Nurs Inq. 2014 Dec;21(4):294-300. doi: 10.1111/nin.12045. Epub 2013 Jul 23.

Abstract

In this article, we offer a perspective into how Canadian doctoral nursing students' writing capacity is mentored and, as a result, we argue is disciplined. We do this by sharing our own disciplinary and interdisciplinary experiences of writing with, for and about nurses. We locate our experiences within a broader discourse that suggests doctoral (nursing) students be prepared as stewards of the (nursing) discipline. We draw attention to tensions and effects of writing within (nursing) disciplinary boundaries. We argue that traditional approaches to developing nurses' writing capacity in doctoral programs both shepherds and excludes emerging scholarly voices, and we present some examples to illustrate this dual role. We ask our nurse colleagues to consider for whom nurses write, offering an argument that nurses' writing must ultimately improve patient care and thus would benefit from multiple voices in writing.

Keywords: education; interdisciplinarity; interprofessional education; mentorship; nursing doctoral education; voice; writing capacity.

MeSH terms

  • Canada
  • Education, Nursing, Graduate*
  • Humans
  • Information Dissemination
  • Interprofessional Relations
  • Mentors
  • Nursing Methodology Research
  • Students, Nursing* / psychology
  • Writing* / standards