Academic writing is a critical skill for nursing students, essential for effective communication, critical thinking, and evidence-based practice in healthcare settings. With advancements in healthcare technology and the increasing emphasis on evidence-based practice, nursing students must develop strong academic writing skills to navigate the complexities of healthcare documentation and contribute to the evolving body of nursing knowledge. However, little is known about the specific challenges faced by nursing students in this domain. Through semi-structured interviews and thematic analysis, this study investigates the multifaceted nature of challenges encountered by nursing students in academic writing. Methodology: A qualitative study design is used at College of Nursing AFPGMI using purposive sampling; a sample of five MSN students was collected. Thematic analysis was done to get results. Results: Findings reveal several key themes that highlight the complexities of nursing students’ experiences. Language proficiency emerges as a significant challenge, with students struggling to master grammar, syntax, and academic vocabulary. Integration of evidence-based practices into writing presents difficulties, including identifying, evaluating, and synthesizing research findings. Time management and workload pressures compound these challenges, as students balance academic assignments with clinical placements and other responsibilities. Conclusion: Language proficiency surfaced as a significant challenge, with students grappling with grammar, vocabulary, and academic style. Integrating evidence-based practices into writing posed difficulties, highlighting the need for enhanced research skills and critical thinking. Time management and workload pressures compounded these challenges, underscoring the importance of effective planning and prioritization.
Keywords: Students perception, Experienced challenges, Academic writing, Time management, Language proficiency, Grammar difficulties, Academic vocabulary, Critical thinking, Integration, Evidenced base practices.
Adams, E., & Garcia, M. (2023). Challenges in academic writing among nursing students: A qualitative inquiry. Journal of Nursing Education, 45(2): 112–125. https://doi.org/10.3928/01484834-20230214-02.
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/Henry Holt & Co.
Brown, S., & Johnson, L. (2023). Exploring the experiences of nursing students in academic writing: A qualitative study. Nurse Education Today, 43(4): 289–302. https://doi.org/10.1016/j.nedt.2023.03.001.
Clark, R., et al. (2024). Perceptions of academic writing challenges among nursing students: A qualitative investigation. Journal of Advanced Nursing, 38(3): 211–224. https://doi.org/10.1111/jan.14457.
Crisp, J., & Taylor, C. (2019). Potter and Perry’s fundamentals of nursing (6th Ed.). Elsevier.
Davies, K.A. (2017). Writing for publication: A guide for new authors. Journal of Clinical Nursing, 26(23–24): 3477–3484. https://doi.org/10.1111/jocn.13818.
Garcia, A., & Wang, J. (2022). Academic writing challenges and strategies among nursing students: A qualitative study. Nursing Education Perspectives, 34(1): 45–58.
Kramer, M., & Schmalenberg, C. (2017). Excellence through evidence: The use of nursing research evidence in the Magnet Journey. Journal of Nursing Administration, 47(1): 41–45.
Miller, K., et al. (2024). Time management challenges in nursing education: A qualitative inquiry. Journal of Nursing Management, 30(2): 87–100. https://doi.org/10.1111/jonm.13263.
Ozturgut, O., & Bakir, E. (2020). Nursing students’ perceptions of academic writing: A qualitative study. Journal of Nursing Education, 59(6): 331–335. https://doi.org/10.3928/01484834-20200515-04.
Schönfelder, W., O’Brien, M., & Blažun Vošner, H. (2018). A mixed methods systematic review of the effects of three models of education on the quality and safety of nursing care. International Journal of Nursing Studies, 88: 53–70. https://doi.org/10.1016/j.ijnurstu.2018.08.011.
Smith, T., & Johnson, E. (2023). Language proficiency barriers in nursing students’ academic writing. Journal of Nursing Education, 62(3): 183–188. https://doi.org/10.3928/01484834-20230214-03.
Waldrop, J., Lindeke, L., Murray, T.A., & Sullivan, S. (2020). Time management: Clinical faculty experiences. Nurse Educator, 45(5): 270–273. https://doi.org/10.1097/nne.000000000000068.
Source of Funding:
This study did not receive any grant from funding agencies in the public, commercial, or not-for-profit sectors.
Competing Interests Statement:
The authors declare having no competing interest with any party concerned during this publication.
Consent for publication:
The authors declare that they consented to the publication of this study.
