Abstract
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PROBLEM OF INTEREST. Nursing faculty at a private, medium-sized
university noted that students in their online Registered Nurse to Bachelor
of Science in Nursing, hybrid Master of Science in Nursing, and
online Doctor of Nursing Practice programs displayed varying scholarly
writing abilities.
PURPOSE. This article proposes an evidence-based comprehensive
support framework, or scaffold that can be used in nursing education to
facilitate the development of scholarly writing abilities in students.
PRACTICE IMPLICATION. The writing scaffold is recommended for use
by nursing faculty to facilitate the development of scholarly writing
abilities within nursing, across nursing program levels, and across
disciplines.