PubMed1991
Is writing a process or a product? To be an effective and an efficient mentor in the writing process, the answer must be "Both!" The final written manuscript is important, but the process by which the student learns to produce that manuscript is equally important. A graduate student recently remarked to one of the authors: "How did you learn to write? I don't remember anyone ever talking to me before about how to write. Professors seem to feel I should already know how." When writing is thought of as a cognitive process, rather than a static product, the benefits to be gained from coaching this process become evident. Many students are hungry for information about becoming better writers. Too often we offer them the "fast food service" approach, concentrating on the appearance of the final product, rather than the potential benefits to be gained in the preparation of the product. It is by mentoring students in both the process and product aspects of writing that nurse educators can realize the satisfaction of moving away from "fast food service" and investing their energies in the "gourmet express" approach, where the emphasis is not only on helping students learn to write, but also helping them use writing to learn.