Bioscience learning in clinical placement: the experiences of pre‐registration nursing students

Fell, Patricia; Dobbins, Kerry; Dee, Philip

doi:10.1111/jocn.13097

Cited by 11 publications

(14 citation statements)

References 30 publications

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“…Chow and Suen 2001;Jokelainen et al 2011;Foster et al 2015: Rylance et al 2017. That the success and quality of mentorship schemes is still an area of concern (Dickson, Morris and Cable 2015;Fell et al 2016;Thomson, Docherty and Duffy 2017) suggests that simply identifying characteristics of a good mentor or good mentoring relationship is not enough. Instead, what may need to be explored is how these and other characteristics play out within actual mentoring relationships; in other words, we need to understand more about the dynamics occurring between mentors and their mentees and the impact that such interactions may have for each party.…”

Section: Discussionmentioning

confidence: 99%

“…The importance of effective mentor/mentee (henceforth abbreviated to mentor/ee) relationships in placement learning has been well documented, particularly in the field of healthcare (e.g. Eller, Lev and Feurer et al 2014;Foster et al 2015;Papastavrou et al 2016) however the reported variability in the quality of placement learning and in the success of mentorship schemes is a continued area of concern (Dickson, Morris and Cable 2015;Fell, Dobbins and Dee 2016;Thomson, Docherty and Duffy 2017). Whilst there are many studies that explore what characterises a good mentor or mentee (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Using the notion of ‘gift exchange’ to explore effective mentoring relationships in the placement setting

Dobbins

Fell

2019

Teaching in Higher Education

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Placement or work-based learning is an integral component of many HE programmes and mentors can play a pivotal role in a student's learning experience. Studies have explored the characteristics of 'good' mentors or mentees, but there is limited research that fully considers the interpersonal dynamics within such relationships. The notion of 'gift exchange' and 'gift giving' was applied to the analysis of students' views concerning placement learning in a healthcare setting, exploring particularly issues of power, identity, duty and reciprocity. Findings suggest that both mentor and mentee play an important role in the gift exchange but these roles may be more fluid than previously considered. Students may need to tread a fine line in maintaining a good relationship with their mentor and invest considerable 'emotional work'. HEIs and placement providers should devote time to allow students to explore the interpersonal dynamics of mentoring relationships to prepare them for such work.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Using the notion of ‘gift exchange’ to explore effective mentoring relationships in the placement setting

Dobbins

Fell

2019

Teaching in Higher Education

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“…Unarguably, the core objective of nursing education is to equip nurses with the necessary knowledge to contribute positively towards high-quality patient care [ 2 , 3 ]. Likewise, knowledge in biosciences has resulted in an increase in nurses’ confidence to carry out their roles and challenge practice if required [ 4 ]. A firm understanding and application of basic scientific concepts are vital in developing competent nurses.…”

Section: Introductionmentioning

confidence: 99%

“…The findings of an explanatory sequential mixed methods study conducted by Fell et al [ 4 ] suggest that the importance of biosciences in nursing practice is not emphasised enough during the first- and second year of preregistration nursing. At the university understudy, Bioscience modules for preregistration nursing curriculum include Human Biology, Physics, Chemistry and Pharmacology.…”

Section: Introductionmentioning

confidence: 99%

Theory-practice gap: Nursing students’ self-reported depth of understanding of bioscience and its relevance to clinical practice

Rafferty,

Mthimunye,

Bimerew

2023

PLoS ONE

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Background Bioscience subjects are essential as they allow nurses to have a clear understanding of the patient’s condition and ultimately allow them to provide appropriate and timeous care. However, these subjects remain a significant problem in the endeavour to produce highly competent nurses. Aim The study aimed to investigate the nursing students’ self-reported depth of understanding of bioscience and its relevance to clinical practice. Methods A quantitative research approach using a descriptive survey design was employed. The sample (n = 211) included second-, third- and fourth-year undergraduate nursing students. A three-part self-administered questionnaire was adapted and used to collect the data. Data were analysed using IBM Statistical Package for Social Sciences software version 25.0 (IBM SPSS-25). Descriptive statistics and Chi-squared test were performed to describe the relationship among the study variables. Results Participants rated their understanding of the application of Human Biology (n = 86, 40.76%) and Pharmacology (n = 88, 41.71%) as good, while Physics (n = 80, 37.91%) and Chemistry (n = 85, 40.28%) were rated as adequate. Most participants rated Human Biology (n = 175, 83.73%) and Pharmacology (n = 181, 86.19%) as essential, while Physics (n = 129, 61.72%) and Chemistry (n = 133, 63.64%) were rated as relevant to clinical practice. Physics (n = 112, 60.54%; n = 95, 50.53%) and Chemistry (n = 126, 68.85%; n = 113 61.41%) were rated as not relevant to monitoring a patient’s heart rate and blood pressure. Participants’ perception of the relevance of Chemistry in monitoring a patient’s blood pressure was statistically significant (χ2 = 6.871 (df 2), p<0.05). Most participants (n = 57, 41.91%) performed at Task specific on Akinsanya’s Bionursing model, suggesting an overall understanding of the foundational concepts and principles of bioscience. Conclusion The findings of the study provided evidence of the students’ self-reported depth of understanding and perception of the relevance of bioscience and indicate a need for more emphasis on the importance of bioscience integration in clinical practice.

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“…The relevance of bioscience to nursing is widely acknowledged by nursing students (Fell, Dobbins, & Dee, 2016;Rafferty & Kyriacos, 2016) and academics (Birks, Ralph, Cant, Hillman, & Ylona Chun, 2015). However, there appears to be a move away from the teaching of face-to-face bioscience in nursing programmes, which is potentially detrimental to nursing practice (Fawcett, Waugh, & Smith, 2016).…”

Section: Introductionmentioning

confidence: 99%

“Sage on the stage or guide on the side”—Undergraduate nursing students’ experiences and expectations of bioscience tutors in a blended learning curriculum: A qualitative study

Koch

Ramjan

Everett

et al. 2020

Journal of Clinical Nursing

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Aims and objectives This study sought to explore undergraduate nursing students’ perceptions of the role and value of their bioscience tutors in a blended learning curriculum. Background Blended learning approaches typically have reduced face‐to‐face contact with tutors—particularly in bioscience subjects which nursing students have traditionally found difficult, and the move to more web‐based learning resources may compound this difficulty. Design Qualitative descriptive study. Methods This qualitative study was conducted with 19 undergraduate nursing students enrolled in bioscience subjects, at a large university in outer metropolitan Sydney, Australia in 2016. Semi‐structured interviews were conducted over the telephone or face‐to‐face. Duration of interviews ranged from 13 to 71 min. Results were thematically analysed. EQUATOR guidelines for qualitative research (COREQ) applied. Results Two main themes with accompanying sub‐themes were identified. The first theme identified the importance of the tutor in bioscience, including their qualities, expertise and contextualisation of learning. The second theme provided insights into students’ perceptions of what they considered good and poor approaches to learning. Conclusions This study has clearly shown that while nursing students appreciated the flexibility offered by the online component of a blended learning curriculum, they still wanted an experienced bioscience tutor with clinical experience for their face‐to‐face classes. While the tutor was seen as crucial to providing clarification and context for content that was often challenging, they also played a key role in engaging and motivating students and creating a learning environment where students felt empowered to ask questions and debate issues with their peers. Given the increased use of online learning, further research could determine if the current study findings are also applicable in nonscience areas of study. Relevance to clinical practice The importance of students having a sound understanding of the biosciences for safe, effective clinical practice cannot be underestimated.

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Bioscience learning in clinical placement: the experiences of pre‐registration nursing students

Cited by 11 publications

References 30 publications

Using the notion of ‘gift exchange’ to explore effective mentoring relationships in the placement setting

Using the notion of ‘gift exchange’ to explore effective mentoring relationships in the placement setting

Theory-practice gap: Nursing students’ self-reported depth of understanding of bioscience and its relevance to clinical practice

“Sage on the stage or guide on the side”—Undergraduate nursing students’ experiences and expectations of bioscience tutors in a blended learning curriculum: A qualitative study

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