Background: At a specialist nursing education in intensive care, located at a University college in Sweden, there was a desire among the faculty to develop their ability to support specialist nursing students in their academic development, as well as in their academic writing, to improve the overall quality of the master theses. A quality improvement design, the Plan, DO, Study, Act (PDSA) cycle was applied. Two graduating classes of specialist nursing students and two faculty members were involved in the quality improvement of academic writing. The result of the study showed improved academic writing and improved student satisfaction in the master thesis writing process.