Document Type

Article

Article Version

Publisher's PDF

Publication Date

2015

Abstract

In 2010, Fairfield University, a Jesuit Carnegie Masters Level 1 University located in the Northeast, established its first doctoral -level program: the Doctorate of Nursing Practice (DNP). In a developing program such as the DNP, some of the most pressing concerns of current rhetoric and writing in the disciplines align and interact with the education of clinical nurse leaders — questions of transfer, ethical practice, reflection, assignment desi gn, and community engagement. Clearly, nursing scholar/practitioners and writing scholar/practitioners have much to offer and to learn from each other. In this article, we trace the initial action -research undertaken by the School of Nursing, the Writing C enter, and the Center for Academic Excellence to document, reflect upon, and support the reading and writing experiences of DNP graduate students as they negotiate the new curriculum.

Comments

This work is published under a Creative Commons BY-NC-ND license (Attribution-NonCommercial-NoDerivs)

The final publisher PDF has been archived here with permission from the copyright holder.

Publication Title

Across the Disciplines: A Journal of Language, Learning, and Academic Writing

Published Citation

Boquet, Elizabeth, Meredith Kazer, Nancy Manister, Owen Lucas, Michael Shaw, Valerie Madaffari, and Cynthia Gannett. “Just Care: Learning From and With Graduate Students in a Doctor of Nursing Practice Program.” Across the Disciplines: A Journal of Language, Learning, and Academic Writing, vol. 12, no. 3, Summer 2015. Web. 19 October 2015.

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