Important Yet Unnecessary: Nursing Students' Perceptions of Anatomy and Physiology Laboratory Sessions

Montayre, Jed; Sparks, Trena

doi:10.1016/j.teln.2017.03.009

Cited by 9 publications

(8 citation statements)

References 30 publications

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“…Regarding the knowledge domains The current study found the study group had a fair level of knowledge in pretest period regarding the anatomy of the head and brain mean of scores (0.52), and physiology of blood pressure(BP), intracranial pressure (ICP) and cerebral perfusion pressure(CPP) mean of the score was (0.37). This result agrees with Montayre & Sparks, (2017) they confirmed the necessity of anatomy and physiology for nurses student as a body of knowledge and inconsistent with (Mousa,2015) were found in his study the nurses have a high level of knowledge in anatomy and physiology in critical care unit [3,16,17] . This reflects the importance of anatomy and physiology, so the obligatory courses in all nursing education programs.…”

Section: Discussionsupporting

confidence: 88%

Effectiveness of an Educational Program in Nurses’ Knowledge toward Traumatic Head Injury during Golden Hour at Neurosurgical Hospital

2020

IJFMT

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Background: Globally, traumatic head injury higher mortality rate, and unpredictable outcome. Improvement of nurses' knowledge of how to deal with early periods of the traumatic head can improve patients outcomes.Objectives: This study aims to assess the effectiveness of an educational program in nurses' knowledge toward traumatic head injury during golden hour.Method: A quasi-experimental design was used in this study to assess 50 nurses' knowledge regarding constructed educational programs toward traumatic head injury during golden hour who works in critical care units in Neuro-surgical hospital. The measurement of the effectiveness of educational program through the nurses knowledge includes(54)items concern knowledge related Anatomy of the head and brain; Physiology of intracranial pressure( ICP),cerebral perefusion pressureCPP and blood pressure( BP); Primary and secondery survey; fluid supply; information about traumatic head injury during golden hour . Reliability of instrument was determined through the use of test and retest and the instrument validity was determined through a panel of experts. Results:The study show a comparison significance association between study and control group during pretest and post-test regarding overall assessment, there are improvements in study group knowledge level, the significant association for were P= 0.000. For the control group, there is no significant association between pretest and post-test P= 0.733 p-value >0.005. Conclusion:The study concludes the current educational program effectively and can improve nurses knowledge in critical care units and recommends to further study assess nurses practice regarding traumatic head injury during golden hour, Adopting an educational program for all nurses and more involved in continuous education lectures and workshops.

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Section: Discussionsupporting

confidence: 88%

Effectiveness of an Educational Program in Nurses’ Knowledge toward Traumatic Head Injury during Golden Hour at Neurosurgical Hospital

2020

IJFMT

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“…As learning is a process of memory formation that can be modified through pedagogical approaches (McBride and Drake 2016;Sosa et al, 2018), many authors have examined the impact of different teaching and learning strategies on anatomy education. Techniques such as: repeated testing and retrieval of anatomical knowledge (Logan et al, 2011;Meyer et al, 2015;McBride and Drake, 2016;Dobson et al, 2017;Doomernik et al, 2017), hands-on training (Knudson et al, 2018), reciprocal peer tutoring (Manyama et al, 2016), team-based and kinesthetic learning (Wagner, 2014;Emke et al, 2016;Backhouse et al, 2019), dissection and prosection (Johnson et al, 2012;Montayre and Sparks, 2017), the use of teaching technologies (Parikh et al, 2004;Cui et al, 2016), anatomy models (Holzinger et al, 2009;Johnson et al, 2012), and laboratory training (Attardi et al, 2016;Montayre and Sparks, 2017) have all been evaluated to determine the impact of these strategies on learning of anatomy.…”

Section: Introductionmentioning

confidence: 99%

Second‐Year Nursing Students’ Retention of Gross Anatomical Knowledge

Narnaware

Neumeier

2019

Anatomical Sciences Ed

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Human anatomy is a foundational course in nursing education, however, there is growing concern that students do not retain enough anatomical knowledge to successfully apply it in clinical settings. The aim of this study was to determine retention level of anatomy knowledge among second‐year nursing students from their first‐year anatomy class, and to determine if there is a difference in level of retention based on organ system. For each system, second‐year students were asked to answer 9 to 11 multiple‐choice questions (MCQs), and the scores from these quizzes were compared to matched test items from their first‐year anatomy examinations. There was a significant decrease in the overall mean score from 83.05 ± 8.34 (±SD) in first year to 54.36 ±12.9 in second year (P = 0.0001). Retention levels were system specific. System‐specific knowledge retention was highest for the gastrointestinal system (89.7%), respiratory system (88.5%), and genitourinary system (83.6%). This was followed by the integumentary system (80.1%), special senses (79.4%), nervous system (74.9%), and musculoskeletal system (69.3%). Retention was lowest for the lymphatic system (64.3%), cranial nerves (58.8%), vascular system (53.9%), and head and neck (42.6%). The present study shows that nursing students’ anatomy knowledge retention was comparatively higher than rates reported by others in medical and allied‐health students. The researchers are now investigating knowledge retention in third‐ and fourth‐year nursing students. Further investigation into why retention is higher for specific systems and intervention strategies to improve knowledge acquisition and retention in nursing students is recommended.

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“…; Efstathious & Bailey, ; Craft et al. ; Montayre & Sparks, ), whereas others have focused on natural science entry requirements as key performance indicators (McKee, ; Van Rooyen et al. ).…”

Section: Introductionmentioning

confidence: 99%

“…Several previous studies have attempted to address deficits in bioscience education by implementing and investigating various paedagogical approaches (Davies et al 2000;Green et al 2000Green et al , 2006Al-Modhefer & Roe, 2010;Koch et al 2010;Efstathious & Bailey, 2012;Craft et al 2016;Montayre & Sparks, 2017), whereas others have focused on natural science entry requirements as key performance indicators (McKee, 2002;Van Rooyen et al 2006). However, the existing body of evidence is largely based on data gathered across only one or two sites per study, compromising generalisability and maximising the likely impact of local influencing factors .…”

Section: Introductionmentioning

confidence: 99%

The Anatomical Society's core anatomy syllabus for undergraduate nursing

et al. 2018

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The Anatomical Society has developed a series of learning outcomes in consultation with nursing educators delivering anatomical content to undergraduate (preregistration) nursing students. A Delphi panel methodology was adopted to select experts within the field that would recommend core anatomical content in undergraduate nursing programmes throughout the UK. Using the Anatomical Society's Core Gross Anatomy Syllabus for Medical Students as a foundation, a modified Delphi technique was used to develop discipline‐specific outcomes to nursing graduates. The Delphi panel consisted of 48 individuals (n = 48) with a minimum of 3 years' experience teaching anatomy to nursing students, representing a broad spectrum of UK Higher Education Institutions. The output from this study was 64 nursing specific learning outcomes in anatomy that are applicable to all undergraduate (preregistration) programmes in the UK. The new core anatomy syllabus for Undergraduate Nursing offers a basic anatomical framework upon which nurse educators, clinical mentors and nursing students can underpin their clinical practice and knowledge. The learning outcomes presented may be used to develop anatomy teaching within an integrated nursing curriculum.

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Important Yet Unnecessary: Nursing Students' Perceptions of Anatomy and Physiology Laboratory Sessions

Cited by 9 publications

References 30 publications

Effectiveness of an Educational Program in Nurses’ Knowledge toward Traumatic Head Injury during Golden Hour at Neurosurgical Hospital

Effectiveness of an Educational Program in Nurses’ Knowledge toward Traumatic Head Injury during Golden Hour at Neurosurgical Hospital

Second‐Year Nursing Students’ Retention of Gross Anatomical Knowledge

The Anatomical Society's core anatomy syllabus for undergraduate nursing

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