Introduction
Evidence-based practice (EBP) is essential in providing improved healthcare among practitioners and patients. It is an approach in healthcare aimed at efficient decision-making that entails undertaking research, using clinical expertise, and evaluating patients’ preferences (Throne, 2021). The information used to guide healthcare decisions draws from research studies conducted through scientific methods, findings from controlled trials, data from similar cases, and the opinions of other experts. Patient preferences and clinical expertise also build on the available research about the problem. Non-researched evidence alternatives can include expert ideas and scientific principles, which guide healthcare decisions if requisite evidence is lacking or limited. Research findings support EBP frameworks and demonstrate their criticality in analyzing and developing an effective writing development plan.
Simply put, EBP is a form of healthcare provision that incorporates scientific evidence. EBP programs minimize costs and increase the efficiency and effectiveness of service delivery to patients (Friesen et al., 2017). This approach starts with generating information or knowledge about the subject in question, disseminating the information to the relevant stakeholders, and finally, adoption. Healthcare professionals draft a PICOT (P-Population/Person/Problem, I-Intervention, C-comparison, O-Outcome, and T-Timeframe) template to develop the clinical query that needs critical research.
A PICOT model is a system by which healthcare professionals seek answers to the problem. It must be concise and clear to provide evidence-based results (Throne, 2021). This essay will apply one EBP framework to analyze personal continued development and improvement of writing skills. The following PICOT question will guide this analysis: “For my professional role of scholar (P), will a writing skills development plan based on the Johns Hopkins Nursing Evidence-Based Practice Model (I) improve my writing skills and facilitate the accomplishment of my writing goals – objectivity, coherence, originality, relevance, and novelty (C, O) in the next 3-6 months (T).”
Assessment of Writing Strengths and Weaknesses
Typical of every student, completion of any task often occurs hurriedly just days (or even hours) before it is due despite having ample time during the term to complete assignments. Assignment completion often happens under a lot of stress and pressure. The weaknesses presented by Smart thinking are characterized by incoherence, incompleteness, and poor articulation of the points in formal academic language, thus resulting in a poorly graded output. Holmes et al. (2018) explain that graduate students grapple with writing anxiety due to a lack of proper planning of their schedule, little confidence in their writing abilities, and limited knowledge of how to use appropriate sources. As a graduate student, writing is often characterized by limited use of relevant studies to support the research and failure to follow instructions.
Conversely, strengths include familiarity with the nitty-gritty of the research process. As a result, I pay attention to the required steps while ensuring everything is followed through. The work output adheres to the instructions given by the instructor. Being a graduate student, the presentation of my work exhibits a good understanding of the concepts and backgrounds behind assignments. Additionally, grammatical errors are not usually made – a stronghold in part.
Additionally, experiences, perceptions, and attitudes about writing affect performance adversely, resulting in poor performance in the respective subjects. Limited initiative to take the extra mile to improve individual writing skills and learn about the expectations in academic writing, resulting in anxiety. Learning and developing from peers also need improving (Kim & Schatschneider, 2017). The shared experiences with other students facing similar challenges will minimize the constant struggle to complete a paper. Failing to stay up-to-date with current trends and changes in academic writing over time impairs advancement in writing skills. The use of formal academic language and the presentation of information with fluency is also a challenge. The implications of these shortcomings are poor grades, anxiety about having to submit a task, and having to redo papers repeatedly.
PICOT Framework
The PICO(T) framework finds solutions to a problem developed through evidence. To address the initial writing problem of producing incoherent and incomplete work, deliberate efforts to manage time are requisite. Following the PICOT model, P – scholar, I- proper planning and timing, and C/O – coherent and organized work output. Question: Do scholars who take ample time produce coherent and organized research work? Kim & Schatschneider (2017) suggests that time management is crucial in delivering quality work. Some suggestions recommend creating a schedule to write will create accountability and setting boundaries with personal time.
The issue of lack of use of appropriate scholarly work resulted in poor feedback from instructors. The proposed intervention is working with peers and having mentorship programs for graduate students. PICOT query: Does a scholar collaborating with peers and being part of institutional mentorship programs significantly improve their performance in their graduate papers? Holmes et al. (2018) elaborate that networking with peers positively affects the quality of work output. These peers offer each other support, thus reducing the level of stress and anxiety. Mentorship programs go a long way in equipping students with knowledge about undertaking graduate research. Once familiar with the expectations of what the school envisions of them, students who collaborate with peers significantly perform in their graduate papers.
Johns Hopkin Nursing EBP Model: Attaining Writing Development Goals
To adopt a change in writing skills, one of the EBP models will form the basis of the strategy. The Johns Hopkins Nursing Evidence-Based Practice Model follows the approach that permits the adoption of best practices based on what the prevailing research indicates about it (Friesen et al., 2017). Before implementation, a clinical query goes through stages of fact-checking with relevant evidence and is finally translated into practice. Decision-making bases its principles on the best evidence in clinical, administrative, and academic departments. The writing challenges encountered – procrastination, limited knowledge of how to write scholarly works, production of below-par work, poor presentation of work, and lack of the know-how to write a proper academic paper – require a proactive approach to combat. Kabaran (2022) suggests taking graduate students through a course on how to undertake academic writing course to improve their skills.
The adopted strategy will entail taking bold steps toward gaining knowledge about academic writing. Further, collaborating with other students and teachers to enhance peer learning of writing skills will show significant improvement (Throne, 2021). Through collaborative work, opportunities for presentation are evident to engage more in academic writing and learning. Kabaran (2022) emphasizes the importance of this approach of student involvement practically is better than teaching academic courses in theory. Timely completion of academic work will certainly go a long way in ensuring that work exhibits objectivity, coherence, originality, evidence, critiques, and novelty.
Implementation Strategy
Writing is a process that requires a significant amount of planning. The goal is to produce objective, coherent, original, evidence-based, and novel work achieved through systematic steps. The strategy is grounded in evidence-based findings on strategies to improve academic writing skills. Kabaran (2022) mentions that writing is an eight-stage process involving the planning of work, creating drafts, jotting down reflections (if any), consultations with peers or professors, reviewing the work, conducting further research, edits, and publishing. Adherence to these crucial steps is critical in improving work output.
The eight-step process of academic writing supported by Holmes et al. (2018) lists strategies to improve the writing experience of the graduate student. It includes lessons about academic writing, being given access to other scholarly papers, the orientation of new graduate students on writing expectations, and giving students mentors or instructors who will guide them in student writing. Holmes et al. (2018) further suggest ways to improve graduate students’ writing, including adopting different institutional approaches to academic writing, equipping instructors with adequate resources, and offering students chances to prove themselves by participating in academic writing. I suggest introducing writing assignments earlier in the graduate program to improve their writing experience.
Conclusion
Reading more scientific research will provide a benchmark for research conducting and reporting to writing development. To improve my research writing skills, I engaged in a systematic writing process proposed by Kabaran (2022). This way, my writing approach will be more organized, entailing prewriting activities such as first drafts, revisions, and proofreading by peers. Through this, the attainment of my writing goals of objectivity, coherence, originality, evidence, relevance, and novelty is evident. Writing without achieving these goals makes academic writing null and void, as it will have little to no contribution to literature (Throne, 2021). Attending seminars will aid in borrowing a leaf and learning from acclaimed researchers regarding carrying out academic research. Drafting good academics is essential since the output of thesis studies sets a precedent for subsequent graduate students and policy-making, thus emphasizing the importance of having impeccable writing skills. Collaboration is a crucial way to improve academic writing – an integral part of any learning process.
References
Friesen, M. A., Brady, J. M., Milligan, R., & Christensen, P. (2017). Findings from a pilot study: Bringing evidence-based practice to the bedside. Worldviews on Evidence-Based Nursing, 14(1), 22–34. Web.
Holmes, B., Waterbury, T., Baltrinic, E., & Davis, A. (2018). Angst about academic writing: Graduate students at the brink. Contemporary Issues in Education Research (CIER), 11(2), 67–72. Web.
Kabaran, G. G. (2022). Graduate students’ perceptions of the academic writing process and its problems: A qualitative study in Turkey. Issues in Educational Research, 32(3), 943–959. Web.
Kim, Y.-S. G., & Schatschneider, C. (2017). Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW). Journal of Educational Psychology, 109(1), 35–50. Web.
Throne, R. (2021). Practice-based and practice-led research for dissertation development. Information Science Reference.
Appendix: Concept Map
