Abstract
Purpose: To determine if use of text-to-speech (TTS) applications improve writing assignment scores in accelerated BSN (ABSN) research courses. TTS allows writers to listen to work by copying into an electronic tool, which reads submission aloud; identifying errors and strengthening writing.
Questions/Hypothesis: Hypothesis: use of TTS will increase specific writing assignment scores. Null hypothesis: there will be no score change with TTS.
Theoretical Framework/Rationale: Competent scientific writing is identified and emphasized as essential for nursing students; below average writing ability may lead to poorer grades and outcomes. Additionally, student stress and frustration and faculty assisting and grading time are increased. ABSN students, often second-degree scholars, may have had little opportunity to practice writing; therefore, development early is essential.
Methods: Three consecutive ABSN cohorts (IG) and control cohort (CG) (n=212 students) in Midwestern nursing college participated. IG (n=129) submitted abstract before and after TTS use. IG scores were compared prior to and after TTS submission. CG (n=83; no TTS use) submitted one abstract scored once. One faculty member graded all abstract versions. Descriptive and inferential statistics were applied to the data.
Results: Statistically significant improvement before and after TTS use was noted in IG scores using paired t-tests. T-test results ranged from t=4.29E-6 to t=1.34E-10; raw score improvements from 15-26%. There was a significant initial score difference between IG and CG using ANOVA (p=0.00010).
Conclusions: Use of TTS applications improves ABSN student writing skills, allowing development of writing ability. Faculty time spent coaching and grading may be lessened. Additional testing with larger cohorts using multiple assignments is warranted.