nursing dissertation writers

nursing dissertation writers

Exploring the Role of Nursing Dissertation Writers in Advancing Evidence-Based Practice

1. Introduction to Nursing Dissertation Writers

Academic writers constitute a popular group of researchers whose participation in academic research has been well studied. Nursing dissertation writers (NDWs) constitute a less studied group of academic writers in nursing. Over the last few years, nursing publications have described the force and challenges of these NDWs in the development and dissemination of nursing science.

The derived nursing science has a unique focus. Other nursing dissertation researchers argue that NDWs are well positioned to expand the content and methodologies of our burgeoning nursing science through their own dissertations, since they know firsthand both the nature of the gaps in fundamental nursing knowledge and the array of pressing clinical questions to which nurses are seeking answers. Accordingly, nursing historians trace national nursing priorities in nursing research through a predominantly practical lens, from Nightingale. Accordingly, NDWs make a difference in the delivery of evidence-based client care. In explaining this stance, we were startled by the surprising lack of clarity as to who does what in the chain of nursing knowledge development. It seems logical that ADWs can, and should, embrace a role in steering the direction of ADW research toward the ultimate, practical end of advancing EBP. A troublesome lack of distinction persists in our pre-professional jargon about ‘what is what.’ In light of these web of competing perspectives, it is appropriate and timely for the NDW faculty to reassess the role of nursing dissertation writers in the development of new knowledge.

2. The Importance of Evidence-Based Practice in Nursing

The integration of evidence into clinical practice is what we refer to as evidence-based practice (EBP). It is a crucial component not only of the nursing paradigm but also of the medical paradigm at large. EBP essentially advances our discipline in so many ways. First of all, it ensures the highest quality of patient care. In short, when we incorporate EBP into our practice, the outcomes for our patients are better. Providers working with this approach are much more likely to achieve positive outcomes, and with fewer complications. This is obviously better for patients in the day-to-day, and has the added effect of a shortened length of stay, only further decreasing cost all around.

From an academic standpoint, EBP plays a large role in the dissemination of evidence-based practices and the overall advancement of the profession. When nurses are aware of what the best evidence suggests, and are able to apply that evidence in practice, the profession will only continue to advance. Research will beget better research in a continuous cycle. It is also a great way to encourage the generation of research that is lacking in the eyes of the bedside provider, which doesn’t always line up with what the academic is interested in studying. The concept impacts everyday clinical care as well. All too often, patients are the last to know about promising new treatments for their diagnoses simply because we are not aware of them. If we are not astutely aware of the literature, how can we even begin to make those types of recommendations to our patients?

3. Skills and Qualifications of Nursing Dissertation Writers

Nursing dissertation writing is a specialized skill in academic nursing. The dissertation sequence, an important aspect of the doctoral education continuum, builds on existing skills and knowledge. Several important foundational skills are necessary for converting existing work into a discipline-specific and culminating document for nursing doctoral education. As the process of distinguishing nursing science continues to evolve, there may be some specific areas of work that support advancing evidence-based learning and practice in nursing.

In addition to the other core competencies necessary for nursing doctoral students, there are specific knowledge areas and skills needed for nursing dissertation writers. Nursing dissertation writers need to have a broad knowledge of nursing theory and the capacity for critical thinking, which are acquired through a comprehensive nursing education program. Writing at the dissertation level requires advanced scholarly writing skills that include critical thinking and analysis needed for in-depth, logical, meaningful, integrative, and reflective discussions beyond mere acceptability. Knowing how to write using critical thinking is particularly important in nursing as it is a foundational element in all of the competencies and essential knowledge skills for advanced practice nurses. Advancing scholarly knowledge in nursing and contributing to evidence-based nursing education hinges on documented experiences of writers working in these areas. Given that nursing is built on a strong biomedical knowledge base, it is also important to accurately interpret and represent the breadth and depth of the experience to the biomedical research community that values the work.

4. Challenges and Opportunities for Nursing Dissertation Writers

Writing a nursing dissertation presents a unique set of challenges and opportunities. At the core of the job is the requirement to engage in evidence-based practice. The books reviewed here are written for student nurses and constitute research in their disciplines. Indeed, a nursing dissertation is as much an artifact of advanced nursing practice as a site for learning about it. The challenges and opportunities of writing a nursing dissertation, and identifying as a “nursing dissertation writer,” in this milieu are the focus of the remainder of the chapter.

5.1 Key points – The contemporary shift towards evidence-based practice has hit an obstacle – lack of uptake. – Health policies throughout the United Kingdom emphasize the prioritization of evidence-based practice. – Nursing dissertation writers’ conventions are shaped in the profession amidst policies that have raised expectations regarding the ability of practitioners to reflect on and contribute to research and policy, and have thereby had the impact of raising the profile of research. It is also the case that nurses are being increasingly encouraged to identify as knowledgeable: to emphasize that they make decisions that are “evidence-based.” As a result, nurses are more likely to engage with writing, rather than directing, research.

5. Conclusion and Future Directions

Exploring the experiences, roles, and perspectives of nursing dissertation writers with regard to evidence-based practice (EBP) provides significant, potentially transferable information that can be utilized to enhance nursing practice. Nursing dissertation writers believe that the academic requirement of an ‘engaged scholarly approach’ encourages them to think innovatively about the integration of research and clinical practice. However, currently, most students are not undertaking this role with implementation in mind and, therefore, potentially are not contributing to the implementation of evidence into practice. This is an untapped resource and a direction for future student nurses. This role offers a platform to engage in a wide range of evidence-based activities that can potentially assist in the effective implementation of and make a more global contribution to evidence-based practice.

The model initially put forward by Bennett launches potentially just the first steps that can be made toward the effective engagement of dissertation writers with the broader evidence-based agenda. Bennett’s initial model is shown to be effective and received positively both by practitioners and students. The results presented here have limited generalizability, as they focus on the experiences of nursing students at a single higher education institution in just one country. However, as previously mentioned, Bennett’s initial model was well received in a peer-reviewed conference setting. The rise in practitioners adopting PhDs has potential given the UKCMES, under the COORDINATE banner, these higher education institutions are leading research in this area. Further work in this area would provide essential and potentially seminal information that could advance understanding of whether being a nurse-PhD is different or the same. Furthermore, if nurse-PhDs do differ, this could have significant implications for the design and delivery of doctoral programs for this key group. Given the potential limitations, the findings of this study need to be viewed with some caution. However, this research provides potentially valuable insights that may influence curricula in order to better engage with dissertation writers in the production and interpretation of evidence that can be implemented in clinical practice. Tapping into this resource is a very obvious way of advancing nursing evidence-based practice. The dissertation writers have taken part in this project on a voluntary basis, and as such, there may be some bias with regard to recruitment. The sample of students chosen as participants in this current piece of research represents a small sample of respondents, therefore limiting the potential to generalize the results.