Assessing The Key Writing Skills Challenges Faced By Bs Nursing Students And Detect The Frequency Of Errors Found In Their Writing Samples: An Evidence From A Public Sector University In Sindh, Pakistan

Abstract

While English is an important part of the university culture, with often more papers published in English than the students' own language, most students still see it as a second language and therefore there can be a gap in their target level and their actual level. Perhaps the most pronounced of these gaps is in academic writing, where simply being able to use proper language is often not sufficient as additional skills such as structuring ideas, forming and arguing a thesis and following conventions of fields are required. This challenge is even more pronounced in professional disciplines such as nursing, where writing is closely tied to academic outcomes and future clinical practice. Assignments, reports, examinations produced by BS Nursing students are based on clarity, accuracy and coherence which prepare them to manage professional documentation in healthcare units. This study adopted a mixed-method research design by combining qualitative and quantitative approaches to examine the writing problems faced by BS Nursing first semester students. It also included an experimental element to assess the effectiveness of writing instruction for ESL learners. Data was collected using multiple tools to ensure accuracy and depth. Focus group interviews were conducted with both students and teachers to explore writing challenges and teaching practices. The findings revealed a second major dimension of the problem: the writing of students lacked coherence, organization, and development of ideas. Few students knew how to build a paragraph, their sentences devoid of topic sentence, evidence and proper transitions. The findings also suggest that writing skills deficits can adversely affect student academic success and their future professional practice as nurses.