Integrating Writing Throughout the Curriculum in Doctor of Nursing Practice Programs: A Collaborative Model for Success

Abstract

Background: Historically, faculty in Doctor of Nursing Practice (DNP) programs have noted poor student writing proficiency, which is associated with substandard oral and written communication skills, analytical reflection, and professional role attainment. Few studies have investigated incorporating integrative collaborative model Writing Across the Curriculum (WAC) strategies in DNP programs. This study evaluated the efficacy of this model on the writing proficiency of students in their final year of the DNP program. Method: This mixed-methods study examined how a collaborative model using WAC strategies affects DNP project value and rigor, writing proficiency, and student satisfaction. Results: Student writing proficiency improved significantly, resulting in statistical improvement in DNP project value and rigor. Students viewed the collaborative model favorably when using the incorporated WAC strategies. Conclusion: A collaborative WAC model used by nursing faculty, writing resource centers, and a research librarian effectively improved the writing skills of DNP students. [ J Nurs Educ . 2023;62(4):241–248.]