Effective communication through writing is an important leadership competency for nurses. Graduate nursing students are often expected to already be proficient in their writing skills, but many are still working toward competency. Faculty teaching in a writing-intensive hybrid graduate nursing course noted low overall student writing performance and adapted concepts from educational scaffolding to support students in their writing and move them toward mastery. The following writing scaffolding methods were incorporated: (a) modeling desired behaviors, (b) breaking a task into more manageable parts; and (c) verifying and clarifying student understandings. Faculty modeled desired behaviors by devoting sections of the syllabus and online learning management system to writing resources and expectations. These included the rubric for grading papers, links to online writing resources, and video tutorials by faculty addressing common writing challenges. Faculty also created an annotated Microsoft Word template with built-in prompts to teach American Psychological Association (APA) format and logical content organization. The final scholarly paper was divided into 3 smaller papers (breaking a task into more manageable parts) due throughout the semester, with faculty feedback incorporated into successive versions to build writing competency. To verify and clarify student understandings, faculty facilitated 2 virtual webinar sessions (prior to the midterm and end-term paper deadlines) to reinforce faculty writing expectations and answer student questions about the papers. Faculty found these writing scaffolding methods led to improvements in the quality of the end-term papers regarding logical writing style, clarity, and professional writing standards.