New Zealand nursing students' perceptions of biosciences: A cross-sectional survey of relevance to practice, teaching delivery, self-competence and challenges

Montayre, Jed; Dimalapang, Eliazar; Sparks, Trena; Neville, Stephen

doi:10.1016/j.nedt.2019.05.013

Cited by 13 publications

(4 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Impressions of undergraduate student nurses on anatomy and physiology were as follows: there was much content to learn [ 16 ], it was difficult [ 16 , 17 ], and it required a considerable amount of study time [ 9 , 18 ]. In addition, Montayre [ 19 ] reported that the perceived difficulty of anatomy and physiology was replaced by positive perceptions in the final year. The impressions of registered nurses on anatomy and physiology were as follows: courses in anatomy, physiology, and pathophysiology were rated as particularly high priority for learning in the education of student nurses [ 1 ].…”

Section: Resultsmentioning

confidence: 99%

“…Although undergraduate student nurses initially perceived anatomy and physiology as difficult [ 16 , 17 ], this perception changed for the better in their final year [ 19 ] given that clinical practice allowed students to use their knowledge of anatomy and physiology to sharpen their critical thinking skills and clinical judgments [ 19 ].…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Integration of anatomy and physiology into nursing practice as perceived by undergraduate students and registered nurses: a scoping review

Horiuchi-Hirose,

Fukuoka,

Saeki

2023

BMC Nurs

View full text Add to dashboard Cite

Objective The current study aimed to determine perceptions of registered and student nurses regarding the integration of anatomy and physiology into nursing practice. Methods This scoping review was conducted following the checklist provided in the Reporting Items for Systematic reviews and Meta-Analysis extension for scoping reviews. Articles published in PubMed, ERIC, and CINAL from January 1, 2002 to September 30, 2022 were included. Results A literature review of 20 articles that matched the indicative criteria revealed that both undergraduate student and registered nurses recognized knowledge of anatomy and physiology as important to nursing practice. Student nurses recognized that such knowledge is related to understanding patient pathophysiology, patient observation, treatment selection, and patient safety and forms the basis for nursing practice. Registered nurses who were confident in their knowledge of anatomy and physiology also reported that they were able to explain the rationale for their nursing practice. They also reported that this knowledge is necessary for communication with multiple professions, which promotes patient/family trust in nurses and is the basis for building trusting relationships with patients and their families. Conclusions Although undergraduate student and registered nurses recognized the importance of learning anatomy and physiology, the integration of anatomy and physiology into nursing practice was not the same for all student and registered nurses. This suggests the need to investigate the overall perceptions of nurses regarding the integration of anatomy and physiology into nursing practice and for faculty to discuss how to facilitate critical thinking among students.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Integration of anatomy and physiology into nursing practice as perceived by undergraduate students and registered nurses: a scoping review

Horiuchi-Hirose,

Fukuoka,

Saeki

2023

BMC Nurs

View full text Add to dashboard Cite

show abstract

“…The modules are taught predominantly during the first 2 years of the preregistration nursing programme of the R425 programme. Bioscience modules aim to equip nursing students with useful knowledge regarding the Anatomy, Physiology and Pathophysiology of the human body, the causes of these changes and the indications or mechanism of actions of various medications that are used as treatment [ 21 ]. Comprehension of these crucial bioscience concepts permits nursing students to express the reasons for providing care [ 21 ].…”

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

View full text Add to dashboard Cite

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.

show abstract

“…Bioscience courses such as anatomy and physiology are foundational to nursing education (Montayre, Dimalapang, Sparks, & Neville, 2019;Perkins, 2019). Unfortunately, they are also considered the most challenging and often result in students not learning, or retaining, knowledge required for safe nursing practice (Jensen, Knutstad, & Fawcett, 2018;Jordan, Davies, & Green, 1999;McVicar, Andrew, & Kemble, 2015).…”

Section: Introductionmentioning

confidence: 99%

Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course

Thompson

McConnell

2020

International Journal of Nursing Education Scholarship

View full text Add to dashboard Cite

ObjectivesThe challenges of bioscience courses such as anatomy and physiology in nursing education are well documented. Virtual reality has recently become accessible and may support student engagement. The purpose of this project was to describe students’ engagement and experiences with virtual reality in a first-year nursing course on anatomy, physiology, and health assessment.MethodsWe used a cross-sectional design and collected both quantitative and qualitative data. The Exploratory Learning Model guided our work.ResultsStudents perceived their engagement to be higher in virtual reality compared to other teaching methods. Their experiences were positive with students reporting that they found it easy to use, it helped their learning, and they recommended more of it.ConclusionsVirtual reality is an accessible tool for supporting student engagement. The Exploratory Learning Model is a useful conceptualization for integrating virtual reality into a course. Future research on the relationship between virtual reality and learning achievements is warranted.

show abstract

New Zealand nursing students' perceptions of biosciences: A cross-sectional survey of relevance to practice, teaching delivery, self-competence and challenges

Cited by 13 publications

References 33 publications

Integration of anatomy and physiology into nursing practice as perceived by undergraduate students and registered nurses: a scoping review

Integration of anatomy and physiology into nursing practice as perceived by undergraduate students and registered nurses: a scoping review

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

Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course

Contact Info

Product

Resources

About