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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.


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

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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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