Draft of Project 1
TO: Technical Writing Committee for the Microbiology Department
FROM: Melissa Palmer
DATE: July 18, 2005
SUBJECT: Suggestions for Updating Course Curriculum
As requested, I have investigated the definition and importance of technical writing and suggest that the Microbiology Department at Clemson University implement a course that will teach technical writing as it would be most beneficial to students heading into the workplace. Microbiology graduates may enter graduate school in microbiology, biochemistry, or bioengineering; they may pursue careers in one of the many industries or public service departments dependent upon microbiology, such as the fermentation and drug industries, medical and public health microbiology, and agriculture (Undergraduate Catalog, 2005). However, many of my peers are vigorously competing for acceptance to medical or dental school. Faced with fierce competition, these Clemson graduates require an additional course to enhance their knowledge and technical writing skills. Medical schools, such as MUSC, do not give extra credit to students enrolled in a difficult major; however, they compensate Clemson graduates by adding 0.5 points to their GPA based on Clemson’s rigorous courses. If the applicant was a member of the Calhoun Honors College, MUSC adds 0.55 points to their GPA. Adding this class to the curriculum would raise the value and reputation of a Clemson degree. Some microbiology majors, like myself, started out on the medical school track; however, based on personal and changing interests intend to enter the nursing field. Through numerous laboratory report and PowerPoint presentations I have mastered the technical writing required to be a microbiology student; however, the course curriculum requires one more course to aid students preparing for the medical field. I believe that slightly changing the course curriculum to add Human Anatomy and Physiology I and II (BIOSC 222/223) would benefit microbiology students heading into the health care arena.
Technical Writing for Microbiology Students
Microbiology deals with the “study of bacteria, viruses, yeasts, filamentous fungi, protozoa, and unicellular algae” (Undergraduate Catalog, 2005). As a senior in the microbiology program, my goal is to utilize technical writing to study and describe “structures, functions, and processes of reproduction, growth, and death” of these microorganisms at both the cellular and molecular levels (Undergraduate Catalog, 2005). The Microbiology major provides a thorough training in the basic microbiological skills, especially in a laboratory environment. While the core of my classes have focused heavily on chemistry, physics, and biochemistry, the curriculum has offered opportunities to culture my other interests, such as psychology and sociology, through a wide choice of electives. Training in technical writing is provided through numerous laboratory reports and in class PowerPoint presentations. I believe the Microbiology curriculum, as it stands now, adequately prepares students for the research field; however, students headed to medical school, dental school, or nursing school require more knowledge about the human body to be an effective technical writer. To investigate what type of technical writing will be valuable in the Nursing field, it is essential that I define technical writing and what it means to be a technical writer. Technical writing is a tool for the purpose of conveying information to a specific audience. In a learning environment, this audience is your teacher and peers. The Microbiology program encourages students to participate in a specified 491 class, such as Microbiology or Genetics. The 491 program allows students to work under a professor and develop a research project. Students have the opportunity to write, publish, and present their research throughout the year. To excel in a 491 class, technical writing is extremely important. Information must follow a structure that best represents the facts in a clear and concise form. Technical writing is simply another form of communication through which information is given or exchanged. “The goal of technical writing is to enable readers to use new technology or understand a process or concept” (Alred, 1996). When 491 students present their results at a forum they must translate technical information into easily understandable language utilizing a direct, exact, and clear style of communicating. Because their audience may not be familiar with the procedures or background information described in the report or presentation, clear visuals and simple layout design will enhance the audience’s understanding. The first step to preparing an informative 491 project is to research and evaluate data. Then the information must be molded and presented in a way that is comprehendible to the intended reader of the poster or audience of the presentation. Technical refers to a specialized, structured way of writing, where information is formatted and shaped to make reading as simple, concise, and enjoyable as possible. To be a successful technical writer you must skillfully choose the right words and the most effective way to communicate your message.
Communication 250
The Microbiology curriculum already requires students to take Communication 250. Reflecting on the skills and knowledge acquired from this course, I believe that this course is vital to the Microbiology degree. Because of my experience in Communication 250 I was equipped to organize and present my microbiology 491 research project clearly and confidently. In Communication 250 the point was stressed repeatedly to always have a purpose to your message because communication conveys facts, opinions, and suggestions to other people. Communications skills form the core of technical writing. According to the Society for Technical Communication (STC), “communication means to give or exchange information.” This broad definition covers all careers. Communication is a process because it is “always changing” and “always in motion.” It involves the sender, the message, and the recipient. Throughout the process, “noise” may interfere with the message; therefore, miscommunication can occur. In the hospital, nurses must take proactive steps to prevent miscommunication. There are many ways to communicate; however, my degree has sharpened two different types of communication. Clemson’s Microbiology department has strengthen my oral communication skills through various presentations and required course; and my written communication through numerous lab reports. As a nurse, oral communication skills will be useful to impress and comfort the patients I will be caring for. Written communication skills will help the doctors and other nurses to quickly and efficiently take care of the patient. Based on my Communication 250 course, I discovered that how a student writes is as important as what they write; therefore, writing must be technical yet comprehensible. The Society for Technical Communication defines technical communication as “the process of gathering information from experts and presenting it to an audience in a clear, easily understandable form.” When writing a microbiology or chemistry lab report or presenting research about desert inhabiting methylotrophic bacteria, a good technical writer can explain a complicated subject so that almost anyone can understand. The STC also divides communication into three main types: “technical, news media, and interpersonal.” Out of these three, I believe that the one type of communication that is most important as a nurse is interpersonal communication. “Interpersonal communication pertains our ability to connect with other people through a discussion of thoughts and feelings in which our ability to listen is just as important as our ability to talk.” I would have rephrased this definition, but I believe it drives the importance of communication home. Communication 250 teaches students to listen and to discuss what others are communicating, as well as communicate our own message. This will benefit future nurses when they communicate with a patient’s family. If their loved one is dying, part of the nurses’ job is to help the family prepare for the loss of a loved one and listen to their concerns.
English 314
English 314 is also a valuable course required to obtain a degree in Microbiology. This course requires students to define technical writing and what it means in their chosen profession. Students are assigned to interview a professional in their future field. I interviewed Staci Sinex, an intensive care nurse at MUSC in Charleston, SC. When questioned about writing and communication in a hospital environment she replied that clear communication is extremely vital. Throughout the interview I noticed that writing is a key tool for effective communication in a hospital. For example, when a doctor calls in an order, the nurse writes down the instructions and then repeats them back to the doctor to prevent miscommunication. However, frequently the nurses fail to repeat the order because they are in a hurry, distracted, or confident they understood which can led to medical errors. The American Hospital Association cites a common factor that contributes to medical errors: “miscommunication of drug orders.” The miscommunication can involve poor handwriting, confusion between drugs with similar names, misuse of zeroes and decimal points, confusion of metric and other dosing units and inappropriate abbreviations.” Staci informed me that nurses are required to take a medical terminology class to learn and understand medical abbreviations. In addition, nurses are only allowed to use approved abbreviations. Some prohibited abbreviations at MUSC are Q.D. which means everyday and Q.I.D. means four times a day. If there is a miscommunication due to bad handwriting a patient could possibly receive four times their prescribed dose which can lead to deadly mistakes. Doctors are notorious for horrible handwriting; therefore, nurses must make sure that the physician writes a clear, legible order. Also, nurses must objectively write everything in the patient’s chart. There is a saying in the medical community that “if it wasn’t charted it wasn’t done.” If the patient complains of pain, nurses must follow a certain procedure and record every step. They must identify the pain, explain how they intervened, and report on the follow up. Each write-up in the chart must be concise and thorough. If a high blood pressure is written down, the nurse must sight what actions she took-even if it was just to inform the doctor. Every conversation between the nurse and the patient’s family must be noted. When a nurse teaches a family member how perform a task, they must fill out a form. The nurse must state if the family member understood what they were taught or if they need more supervision. Writing everything in the patient’s chart can also protect you in court. On 20/20, a nurse witnessed a mother abusing her child by trying to make him sick, a syndrome called munchausen-by-proxy. However, the nurse did not write what she observed in the chart and the mother got away with her crime. The Society for Technical Communication also points out that communication across language barriers can be difficult. In a hospital there are many people that do not speak English. The RN I interviewed informed me that many patients speak Spanish; therefore, a few courses in Spanish would be beneficial. As you can tell, this in depth interview was very beneficial to understanding the importance of technical writing in nursing.
Conclusion
Based on the 491 program, Communication 250, and English 314, I believe the Microbiology curriculum effectively prepares students for technical writing in their future profession. However, the majority of Microbiology students plan to enter the health care field after graduation and require the knowledge acquired from Human Anatomy and Physiology I and II to be an effective technical writer. Exposure to the information provided in these courses will improve technical writing in medical, dental, or nursing school. I strongly urge the Microbiology department to add BIOSC 222 and 223 to the course curriculum.
FROM: Melissa Palmer
DATE: July 18, 2005
SUBJECT: Suggestions for Updating Course Curriculum
As requested, I have investigated the definition and importance of technical writing and suggest that the Microbiology Department at Clemson University implement a course that will teach technical writing as it would be most beneficial to students heading into the workplace. Microbiology graduates may enter graduate school in microbiology, biochemistry, or bioengineering; they may pursue careers in one of the many industries or public service departments dependent upon microbiology, such as the fermentation and drug industries, medical and public health microbiology, and agriculture (Undergraduate Catalog, 2005). However, many of my peers are vigorously competing for acceptance to medical or dental school. Faced with fierce competition, these Clemson graduates require an additional course to enhance their knowledge and technical writing skills. Medical schools, such as MUSC, do not give extra credit to students enrolled in a difficult major; however, they compensate Clemson graduates by adding 0.5 points to their GPA based on Clemson’s rigorous courses. If the applicant was a member of the Calhoun Honors College, MUSC adds 0.55 points to their GPA. Adding this class to the curriculum would raise the value and reputation of a Clemson degree. Some microbiology majors, like myself, started out on the medical school track; however, based on personal and changing interests intend to enter the nursing field. Through numerous laboratory report and PowerPoint presentations I have mastered the technical writing required to be a microbiology student; however, the course curriculum requires one more course to aid students preparing for the medical field. I believe that slightly changing the course curriculum to add Human Anatomy and Physiology I and II (BIOSC 222/223) would benefit microbiology students heading into the health care arena.
Technical Writing for Microbiology Students
Microbiology deals with the “study of bacteria, viruses, yeasts, filamentous fungi, protozoa, and unicellular algae” (Undergraduate Catalog, 2005). As a senior in the microbiology program, my goal is to utilize technical writing to study and describe “structures, functions, and processes of reproduction, growth, and death” of these microorganisms at both the cellular and molecular levels (Undergraduate Catalog, 2005). The Microbiology major provides a thorough training in the basic microbiological skills, especially in a laboratory environment. While the core of my classes have focused heavily on chemistry, physics, and biochemistry, the curriculum has offered opportunities to culture my other interests, such as psychology and sociology, through a wide choice of electives. Training in technical writing is provided through numerous laboratory reports and in class PowerPoint presentations. I believe the Microbiology curriculum, as it stands now, adequately prepares students for the research field; however, students headed to medical school, dental school, or nursing school require more knowledge about the human body to be an effective technical writer. To investigate what type of technical writing will be valuable in the Nursing field, it is essential that I define technical writing and what it means to be a technical writer. Technical writing is a tool for the purpose of conveying information to a specific audience. In a learning environment, this audience is your teacher and peers. The Microbiology program encourages students to participate in a specified 491 class, such as Microbiology or Genetics. The 491 program allows students to work under a professor and develop a research project. Students have the opportunity to write, publish, and present their research throughout the year. To excel in a 491 class, technical writing is extremely important. Information must follow a structure that best represents the facts in a clear and concise form. Technical writing is simply another form of communication through which information is given or exchanged. “The goal of technical writing is to enable readers to use new technology or understand a process or concept” (Alred, 1996). When 491 students present their results at a forum they must translate technical information into easily understandable language utilizing a direct, exact, and clear style of communicating. Because their audience may not be familiar with the procedures or background information described in the report or presentation, clear visuals and simple layout design will enhance the audience’s understanding. The first step to preparing an informative 491 project is to research and evaluate data. Then the information must be molded and presented in a way that is comprehendible to the intended reader of the poster or audience of the presentation. Technical refers to a specialized, structured way of writing, where information is formatted and shaped to make reading as simple, concise, and enjoyable as possible. To be a successful technical writer you must skillfully choose the right words and the most effective way to communicate your message.
Communication 250
The Microbiology curriculum already requires students to take Communication 250. Reflecting on the skills and knowledge acquired from this course, I believe that this course is vital to the Microbiology degree. Because of my experience in Communication 250 I was equipped to organize and present my microbiology 491 research project clearly and confidently. In Communication 250 the point was stressed repeatedly to always have a purpose to your message because communication conveys facts, opinions, and suggestions to other people. Communications skills form the core of technical writing. According to the Society for Technical Communication (STC), “communication means to give or exchange information.” This broad definition covers all careers. Communication is a process because it is “always changing” and “always in motion.” It involves the sender, the message, and the recipient. Throughout the process, “noise” may interfere with the message; therefore, miscommunication can occur. In the hospital, nurses must take proactive steps to prevent miscommunication. There are many ways to communicate; however, my degree has sharpened two different types of communication. Clemson’s Microbiology department has strengthen my oral communication skills through various presentations and required course; and my written communication through numerous lab reports. As a nurse, oral communication skills will be useful to impress and comfort the patients I will be caring for. Written communication skills will help the doctors and other nurses to quickly and efficiently take care of the patient. Based on my Communication 250 course, I discovered that how a student writes is as important as what they write; therefore, writing must be technical yet comprehensible. The Society for Technical Communication defines technical communication as “the process of gathering information from experts and presenting it to an audience in a clear, easily understandable form.” When writing a microbiology or chemistry lab report or presenting research about desert inhabiting methylotrophic bacteria, a good technical writer can explain a complicated subject so that almost anyone can understand. The STC also divides communication into three main types: “technical, news media, and interpersonal.” Out of these three, I believe that the one type of communication that is most important as a nurse is interpersonal communication. “Interpersonal communication pertains our ability to connect with other people through a discussion of thoughts and feelings in which our ability to listen is just as important as our ability to talk.” I would have rephrased this definition, but I believe it drives the importance of communication home. Communication 250 teaches students to listen and to discuss what others are communicating, as well as communicate our own message. This will benefit future nurses when they communicate with a patient’s family. If their loved one is dying, part of the nurses’ job is to help the family prepare for the loss of a loved one and listen to their concerns.
English 314
English 314 is also a valuable course required to obtain a degree in Microbiology. This course requires students to define technical writing and what it means in their chosen profession. Students are assigned to interview a professional in their future field. I interviewed Staci Sinex, an intensive care nurse at MUSC in Charleston, SC. When questioned about writing and communication in a hospital environment she replied that clear communication is extremely vital. Throughout the interview I noticed that writing is a key tool for effective communication in a hospital. For example, when a doctor calls in an order, the nurse writes down the instructions and then repeats them back to the doctor to prevent miscommunication. However, frequently the nurses fail to repeat the order because they are in a hurry, distracted, or confident they understood which can led to medical errors. The American Hospital Association cites a common factor that contributes to medical errors: “miscommunication of drug orders.” The miscommunication can involve poor handwriting, confusion between drugs with similar names, misuse of zeroes and decimal points, confusion of metric and other dosing units and inappropriate abbreviations.” Staci informed me that nurses are required to take a medical terminology class to learn and understand medical abbreviations. In addition, nurses are only allowed to use approved abbreviations. Some prohibited abbreviations at MUSC are Q.D. which means everyday and Q.I.D. means four times a day. If there is a miscommunication due to bad handwriting a patient could possibly receive four times their prescribed dose which can lead to deadly mistakes. Doctors are notorious for horrible handwriting; therefore, nurses must make sure that the physician writes a clear, legible order. Also, nurses must objectively write everything in the patient’s chart. There is a saying in the medical community that “if it wasn’t charted it wasn’t done.” If the patient complains of pain, nurses must follow a certain procedure and record every step. They must identify the pain, explain how they intervened, and report on the follow up. Each write-up in the chart must be concise and thorough. If a high blood pressure is written down, the nurse must sight what actions she took-even if it was just to inform the doctor. Every conversation between the nurse and the patient’s family must be noted. When a nurse teaches a family member how perform a task, they must fill out a form. The nurse must state if the family member understood what they were taught or if they need more supervision. Writing everything in the patient’s chart can also protect you in court. On 20/20, a nurse witnessed a mother abusing her child by trying to make him sick, a syndrome called munchausen-by-proxy. However, the nurse did not write what she observed in the chart and the mother got away with her crime. The Society for Technical Communication also points out that communication across language barriers can be difficult. In a hospital there are many people that do not speak English. The RN I interviewed informed me that many patients speak Spanish; therefore, a few courses in Spanish would be beneficial. As you can tell, this in depth interview was very beneficial to understanding the importance of technical writing in nursing.
Conclusion
Based on the 491 program, Communication 250, and English 314, I believe the Microbiology curriculum effectively prepares students for technical writing in their future profession. However, the majority of Microbiology students plan to enter the health care field after graduation and require the knowledge acquired from Human Anatomy and Physiology I and II to be an effective technical writer. Exposure to the information provided in these courses will improve technical writing in medical, dental, or nursing school. I strongly urge the Microbiology department to add BIOSC 222 and 223 to the course curriculum.
posted by Anonymous at 7/18/2005 04:08:00 PM
1 Comments:
TO: Technical Writing Committee for the Microbiology Department
FROM: Melissa Palmer
DATE: July 18, 2005
SUBJECT: Suggestions for Updating Course Curriculum
As requested, I have investigated the definition [don't need to say you investigated the definition--that is part of the larger investigation.] and importance of technical writing and suggest that the Microbiology Department at Clemson University implement a course that will teach technical writing as it would be most beneficial to students heading into the workplace. Microbiology graduates may enter graduate school in microbiology, biochemistry, or bioengineering; they may pursue careers in one of the many industries or public service departments dependent upon microbiology, such as the fermentation and drug industries, medical and public health microbiology, and agriculture (Undergraduate Catalog, 2005).[That last sentence is confusing.] However, many of my peers are vigorously competing for acceptance to medical or dental school. Faced with fierce competition, these Clemson graduates require an additional course to enhance their knowledge and technical writing skills. Medical schools, such as MUSC, do not give extra credit to students enrolled in a difficult major; however, they compensate Clemson graduates by adding 0.5 points to their GPA based on Clemson’s rigorous courses. If the applicant was a member of the Calhoun Honors College, MUSC adds 0.55 points to their GPA. Adding this class [do you mean making your proposed course an honors course?] to the curriculum would raise the value and reputation of a Clemson degree. Some microbiology majors, like myself, started out on the medical school track; however, based on personal and changing interests intend to enter the nursing field. Through numerous laboratory report and PowerPoint presentations I have mastered the technical writing required to be a microbiology student; however, the course curriculum requires one more course to aid students preparing for the medical field.[you know, the recommendation doesn't have to be for a new course. From your experience, maybe working more, specific writing tasks into courses would be a better idea.] I believe that slightly changing the course curriculum to add Human Anatomy and Physiology I and II (BIOSC 222/223) would benefit microbiology students heading into the health care arena. [This seems off-topic unless you are going to go on to talk about writing in these courses.]
Technical Writing for Microbiology Students
Microbiology deals with the “study of bacteria, viruses, yeasts, filamentous fungi, protozoa, and unicellular algae” (Undergraduate Catalog, 2005). As a senior in the microbiology program, my goal is to utilize technical writing to study and describe “structures, functions, and processes of reproduction, growth, and death” of these microorganisms at both the cellular and molecular levels (Undergraduate Catalog, 2005). The Microbiology major provides a thorough training in the basic microbiological skills, especially in a laboratory environment. While the core of my classes have focused heavily on chemistry, physics, and biochemistry, the curriculum has offered opportunities to culture my other interests, such as psychology and sociology, through a wide choice of electives. Training in technical writing is provided through numerous laboratory reports and in class PowerPoint presentations. I believe the Microbiology curriculum, as it stands now, adequately prepares students for the research field; however, students headed to medical school, dental school, or nursing school require more knowledge about the human body to be an effective technical writer. To investigate what type of technical writing will be valuable in the Nursing field, it is essential that I define technical writing and what it means to be a technical writer. Technical writing is a tool for the purpose of conveying information to a specific audience. In a learning environment, this audience is your teacher and peers. The Microbiology program encourages students to participate in a specified 491 class, such as Microbiology or Genetics. The 491 program allows students to work under a professor and develop a research project. Students have the opportunity to write, publish, and present their research throughout the year. To excel in a 491 class, technical writing is extremely important. Information must follow a structure that best represents the facts in a clear and concise form. Technical writing is simply another form of communication through which information is given or exchanged. “The goal of technical writing is to enable readers to use new technology or understand a process or concept” (Alred, 1996). When 491 students present their results at a forum they must translate technical information into easily understandable language [for a diverse, but educated and somewhat specialized audience, yes?] utilizing a direct, exact, and clear style of communicating. Because their audience may not be familiar with the procedures or background information described in the report or presentation, clear visuals and simple layout design will enhance the audience’s understanding. The first step to preparing an informative 491 project is to research and evaluate data. Then the information must be molded and presented in a way that is comprehendible to the intended reader of the poster or audience of the presentation. Technical refers to a specialized, structured way of writing, where information is formatted and shaped to make reading as simple[ I'm not sure that simple is exactly right; precise might be better., concise, and enjoyable as possible. To be a successful technical writer you must skillfully choose the right words and the most effective way to communicate your message.
Communication 250
The Microbiology curriculum already requires students to take Communication 250. Reflecting on the skills and knowledge acquired from this course, I believe that this course is vital to the Microbiology degree. Because of my experience in Communication 250 I was equipped to organize and present my microbiology 491 research project clearly and confidently. In Communication 250 the point was stressed repeatedly to always have a purpose to your message because communication conveys facts, opinions, and suggestions to other people. Communications skills form the core of technical writing. According to the Society for Technical Communication (STC), “communication means to give or exchange information.” This broad definition covers all careers. Communication is a process because it is “always changing” and “always in motion.” It involves the sender, the message, and the recipient. Throughout the process, “noise” may interfere with the message; therefore, miscommunication can occur. In the hospital, nurses must take proactive steps to prevent miscommunication. There are many ways to communicate; however, my degree has sharpened two different types of communication. Clemson’s Microbiology department has strengthen my oral communication skills through various presentations and required course; and my written communication through numerous lab reports. As a nurse, oral communication skills will be useful to impress and comfort the patients I will be caring for. Written communication skills will help the doctors and other nurses to quickly and efficiently take care of the patient. Based on my Communication 250 course, I discovered that how a student writes is as important as what they write; therefore, writing must be technical yet comprehensible. The Society for Technical Communication defines technical communication as “the process of gathering information from experts and presenting it to an audience in a clear, easily understandable form.” When writing a microbiology or chemistry lab report or presenting research about desert inhabiting methylotrophic bacteria, a good technical writer can explain a complicated subject so that almost anyone can understand. The STC also divides communication into three main types: “technical, news media, and interpersonal.” Out of these three, I believe that the one type of communication that is most important as a nurse is interpersonal communication. “Interpersonal communication pertains our ability to connect with other people through a discussion of thoughts and feelings in which our ability to listen is just as important as our ability to talk.” I would have rephrased this definition, but I believe it drives the importance of communication home. Communication 250 teaches students to listen and to discuss what others are communicating, as well as communicate our own message. This will benefit future nurses when they communicate with a patient’s family. If their loved one is dying, part of the nurses’ job is to help the family prepare for the loss of a loved one and listen to their concerns.
[you should try to condense the description of this course a bit.]
English 314
English 314 is also a valuable course required to obtain a degree in Microbiology. This course requires students to define technical writing and what it means in their chosen profession. Students are assigned to interview a professional in their future field. I interviewed Staci Sinex, an intensive care nurse at MUSC in Charleston, SC. When questioned about writing and communication in a hospital environment she replied that clear communication is extremely vital. Throughout the interview I noticed that writing is a key tool for effective communication in a hospital. For example, when a doctor calls in an order, the nurse writes down the instructions and then repeats them back to the doctor to prevent miscommunication. However, frequently the nurses fail to repeat the order because they are in a hurry, distracted, or confident they understood which can led to medical errors. The American Hospital Association cites a common factor that contributes to medical errors: “miscommunication of drug orders.” The miscommunication can involve poor handwriting, confusion between drugs with similar names, misuse of zeroes and decimal points, confusion of metric and other dosing units and inappropriate abbreviations.” Staci informed me that nurses are required to take a medical terminology class to learn and understand medical abbreviations. In addition, nurses are only allowed to use approved abbreviations. Some prohibited abbreviations at MUSC are Q.D. which means everyday and Q.I.D. means four times a day. If there is a miscommunication due to bad handwriting a patient could possibly receive four times their prescribed dose which can lead to deadly mistakes. Doctors are notorious for horrible handwriting; therefore, nurses must make sure that the physician writes a clear, legible order. Also, nurses must objectively write everything in the patient’s chart. There is a saying in the medical community that “if it wasn’t charted it wasn’t done.” If the patient complains of pain, nurses must follow a certain procedure and record every step. They must identify the pain, explain how they intervened, and report on the follow up. Each write-up in the chart must be concise and thorough. If a high blood pressure is written down, the nurse must sight what actions she took-even if it was just to inform the doctor. Every conversation between the nurse and the patient’s family must be noted. When a nurse teaches a family member how perform a task, they must fill out a form. The nurse must state if the family member understood what they were taught or if they need more supervision. Writing everything in the patient’s chart can also protect you in court. On 20/20, a nurse witnessed a mother abusing her child by trying to make him sick, a syndrome called munchausen-by-proxy. However, the nurse did not write what she observed in the chart and the mother got away with her crime. The Society for Technical Communication also points out that communication across language barriers can be difficult. In a hospital there are many people that do not speak English. The RN I interviewed informed me that many patients speak Spanish; therefore, a few courses in Spanish would be beneficial. As you can tell, this in depth interview was very beneficial to understanding the importance of technical writing in nursing.
[condense this section too, and you probably want to take the interview stuff out of it and put it in its own section.]
Conclusion
Based on the 491 program, Communication 250, and English 314, I believe the Microbiology curriculum effectively prepares students for technical writing in their future profession. However, the majority of Microbiology students plan to enter the health care field after graduation and require the knowledge acquired from Human Anatomy and Physiology I and II to be an effective technical writer. Exposure to the information provided in these courses will improve technical writing in medical, dental, or nursing school. I strongly urge the Microbiology department to add BIOSC 222 and 223 to the course curriculum.
[This is an interesting suggestion, and one I've not heard before. To make it work, though, I think you need to reorient your argument so that if outlined, it would look something like this:
1. These are the skills you need for what most people in this major are going to do.
2. Here are some of the places where these needs are being met.
3. Here is how we could meet the currently unmet needs (in the courses you propose).
Remember that because your task focuses on writing, your arguments should do that too, even if there are other good reasons (which you can mention just a little) for students to have those courses.
Good start. I look forward to reading the next draft.
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