Biosciences in nurse education: is the curriculum fit for practice? Lecturers' views and recommendations from across the UK

Abstract

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

“…It has been suggested that a shift of emphasis towards the behavioural and social sciences has resulted in the biosciences being marginalised within both nursing practice and the nursing curricula (Wynne et al 1997, Jordan 1999, Logan & Angel 2011, Taylor et al 2015. This debate has been ongoing for decades.…”

“…Issues highlighted with regards the inclusion and delivery of bioscience in nursing programmes date back nearly 40 years (Wilson 1975). Concerns raised then regarding an unstructured curriculum, lack of a national syllabus and limited time in an over-crowded curriculum are still being voiced today (Smales 2010, Taylor et al 2015.…”

The use of digital badges by undergraduate nursing students: A three-year study

“…Indeed, nurse academics are also aware of the challenges of teaching bioscience to large student groups and have expressed concern regarding the lack of time provided for students to be adequately educated and assessed in current curriculums (Taylor et al, 2015). This paper provides nurse academics with evidence about which type of nursing student is motivated to learn foundational bioscience concepts in a first-year topic using weekly digital badges to acknowledge individual preparedness for practical classes.…”

The availability of clinical anatomy in postgraduate nursing education in New Zealand

“…[11,24] Limitations This brief audit of existing postgraduate course options is limited to New Zealand data and does not include comparison with undergraduate clinical anatomy options. Undergraduate nursing courses often include basic clinical anatomy within a 'bioscience' course, [5] and it was therefore not feasible to assess how undergraduate clinical anatomy courses or training may relate to postgraduate course options in New Zealand. Further, it contains cross-sectional data from one calendar year only, opening the possibility that clinical anatomy has been offered on other occasions.…”

“…[3][4][5] Clinical anatomy is relevant to nursing practice in regards to being able to perform sound diagnoses, assessments, and commentary on clinical presentations, [6][7][8] perform interventions safely, [6] address occupational hazards effectively, [9] educate patients [10] and communicate effectively with other health professionals. [11] For many professionals clinical anatomy is taught both at undergraduate and postgraduate levels, with postgraduate level teaching providing the opportunity to undertake advanced education to acquire knowledge and skills with the improvement of clinical practice the anticipated goal.…”