Student Affairs

Nursing-specific drop-in writing tutoring: Accessible, efficient, effective

A discipline specific approach to writing support delivered by the Academic Learning Centre

Students attend writing support workshop
Estimated Read Time:
3 minutes
Estimated Read Time:
3 minutes

For many nursing students, academic writing can feel secondary to the clinical and hands-on focus of their program. In fact, students are often surprised by how much writing they are asked to do, especially in their first year. So, when writing support is brought directly to them, students show up.

That was the case for two drop-in writing tutoring sessions offered to students in NURS 2520 Professional Foundations 1, the first course in the nursing program where students are asked to write an academic paper. Hosted by the Academic Learning Centre, the sessions were developed in collaboration with course instructor Kimberly Heppner, who recognized early that many students were feeling intimidated by their first scholarly nursing paper.

“I was hearing from students that they were feeling overwhelmed and intimidated by having to write a scholarly paper and learn APA formatting” Heppner said. “When I was approached by Nick from the Academic Learning Centre that I learned about more options to bring supports to students in my class”. Nick Schroeder, an instructor with the Academic Learning Centre and the Writing Tutoring Program Coordinator, pitched the idea of offering targeted drop-in tutoring for the upcoming scholarly paper assignment. The two decided to offer drop-in tutoring to all students enrolled in NURS 2520 and located the drop-ins in the usual NURS2520 Helen Glass Building classroom for four hours total across two days.

There were more students than a usual drop-in session, and many came with friends

Student writing tutor

That decision proved effective. Attendance exceeded expectations with 110 students dropping in to meet with a tutor over the two days. 

“There were more students than a usual drop-in session, and many came with friends,” one writing tutor noted. “They all knew each other, were chatty, and clearly cared about making their papers the best they could be.”

The room quickly filled with energy as students lined up to ask questions. Tutors worked with individuals, small groups, and at times larger clusters of students who shared common concerns. One tutor described writing a template for an introductory paragraph on the whiteboard for a student. With the tutor about to clear the whiteboard, another student came running from across the room telling them not to erase the template – a good demonstration of how these students are engaged with their own learning.

“The atmosphere was lively,” another tutor said. “Students were eager to ask their questions.” The tutor went on to note that drop-in sessions were much more collaborative than booked appointments. “I was able to speak to a larger group of students at a time, so we could bounce questions and ideas off of each other”.

This collaboration between students and tutors can be particularly helpful for students who know they need help with writing, but struggle to identify the specific help they need. “[The drop in] was helpful for the students because they received answers to questions they didn’t know they had,” one tutor explained. Nursing students are specifically a strong candidate for these types of open drop-in sessions, as they often form tight study groups. It is common to see a group of three or four students arrive, ask questions and learn together.

Across both sessions, common writing concerns included thesis statements, organization, introductions, outlining, and APA citations. Though, one tutor noted that some students only need help with minor issues, reflecting both the clear guidance from in-class instruction and the versatility of drop-in tutoring to meet a range of student needs.

Student attend alc writing workshop
Students at tutoring workshop

The drop-in format offers a more casual experience than a traditional 45-minute scheduled appointment. Students who might not be available for a scheduled appointment can drop by and spend as long as they need.

“Nursing students are very busy,” one tutor said. “The accessibility of this drop-in being in their classroom and for some, right after class, made accessing tutors easier and less stressful”.

For Heppner, the experience reinforced the importance of normalizing writing support early in students’ academic journeys.

“I would strongly recommend students reach out for writing support if they need it,” she said. “The tutors were approachable and knowledgeable, and the partnership with the Academic Learning Centre has been a great experience.”

Tutors also emphasized that writing support in nursing extends beyond grades or assignments.

“As future healthcare providers, patients and their families may not have the same level of understanding as you do. When you present ideas, it’s important to communicate them in simple language,” one tutor noted. “Whether you’re talking to patients, or writing reports at the end of your shift, clear communication is your most important tool”.

The tutors were approachable and knowledgeable, and the partnership with the Academic Learning Centre has been a great experience.

Kimberly Heppner, instructor College of Nursing

Importantly, the success of the NURS 2520 drop-in sessions demonstrates how discipline-specific writing support can reduce barriers, increase engagement, and help students see writing as an essential part of their development, even in programs where it is often seen as secondary.

“As long as you have a topic, we can get something done”, said a tutor. “My favourite students are those that care about their learning and want to continue improving”, said another.

If you are interested in learning more or arranging tutoring for your class,
please contact the Academic Learning Centre at academic_learning@umanitob.ca