This article was originally published as: An Interdisciplinary Collaboration of the Writing Centre Support and the Nursing Department on the Development of Academic Research Writing
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Abstract
This qualitative study explores the interdisciplinary collaboration between the Writing Centre (WrC) and the nursing department at the Durban University of Technology (DUT) in developing undergraduate (UG) nursing students’ academic research writing skills. Guided by the Social Learning Theory, the study aims to evaluate the role of the WrC support in enhancing nursing students’ research writing proficiency. Semi-structured interviews in a focus group discussion with WrC tutors were conducted, and thematic analysis was employed to identify common themes and patterns related to the WrC’s role in supporting academic research writing. The findings reveal the WrC’s best practices in assisting UG nursing students, including creating a supportive and collaborative learning environment that addresses individual students’ unique learning styles and research writing needs. The study also provides insights into the challenges faced by WrC tutors and the strategies they employ to overcome them. Furthermore, the benefits of WrC support for students’ academic success are highlighted. The study underscores the importance of academic writing in higher education and the critical role of interdisciplinary collaboration in developing students’ research writing skills, particularly in the nursing discipline. The findings contribute to the understanding of effective interventions for improving academic writing and supporting student success in higher education.
Authors
- Nonhlanhla Patience Khumalo (Durban University of Technology, South Africa)
- Denver Naidoo (University of KwaZulu-Natal, South Africa)
- Thandeka Jacqueline Bhengu (Durban University of Technology, South Africa)
Keywords
academic research writing, academic support, nursing students, undergraduates, writing centre
References
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