From exams to engagement: A writing-intensive redesign to strengthen critical thinking in undergraduate nursing

Objective: Undergraduate nursing research and data analysis courses are foundational to evidence-based practice yet are frequently perceived as abstract and disconnected from clinical care. This study describes an instructional redesign that transitioned from an exam-centered model to a writing-intensive, guided learning approach to improve engagement, critical thinking, and clinical relevance.
Methods: A structured pedagogical redesign incorporated writing-intensive assessment, guided skeletal notes, unfolding case studies, and interactive learning tools within a concept-based undergraduate nursing curriculum. A pre–post descriptive design was used to compare course-based assessment scores (analysis, application, and critical thinking) across multiple semesters. Qualitative data from student course evaluations were analyzed to assess perceived engagement, clarity, and relevance to nursing practice. 
Results: Following implementation, analysis and application scores increased by approximately 7%, while course-based measures of critical thinking improved by 6%. Continued refinement of the instructional approach was associated with sustained improvements, with analysis and application averages reaching 95%–98% in subsequent semesters. Student evaluations further indicated increased engagement, improved clarity of content, enhanced relevance to nursing practice, and greater confidence in applying evidence-based concepts.
Conclusions: Writing-intensive, scaffolded instructional strategies grounded in learning science and concept-based education was associated with improvements in course-based measures of critical thinking and professional identity formation in undergraduate nursing education.