Second‐Year Nursing Students’ Retention of Gross Anatomical Knowledge

Abstract

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.

Exploring Anatomy Coursework and Perceptions of Occupational Therapy Students: A Survey Study

“…Similarly, students in obstetrics and gynecology rotations demonstrated a 40.4% decrease in overall anatomy retention from their first to third year (Jurjus et al, 2014). Narnaware and Neumeier (2019) reported that second-year nursing students demonstrated a 28.7% decline in anatomy knowledge over the course of one year. Dayal et al (2017) noted attrition of anatomy knowledge when comparing fourth year physiotherapy students to first year physiotherapy students who had just completed the program's anatomy course.…”

“…In this study, 27% of students had taken anatomy three or more years prior to occupational therapy program matriculation and 33% had taken anatomy 1-2 years prior to program matriculation. Time since last anatomy course was explored in this study as anatomy knowledge retention has been a reoccurring concern in medical and health professional educations (Bains & Kaliski, 2020;Custers, 2010;Dayal et al, 2017;Doomernik et al, 2016;Jurjus et al, 2014;Narnaware & Neumeier, 2019;Parmar & Rathinam, 2011;Stabile, 2015;Waseem et al, 2018;Wilhelmsson et al, 2009;Zumwalt et al, 2010 A study by Jurjus et al (2014) found that medical students in general surgery rotations demonstrated a 35.4% decrease in overall retention of anatomy knowledge from their first year to third year. Similarly, students in obstetrics and gynecology rotations demonstrated a 40.4% decrease in overall anatomy retention from their first to third year (Jurjus et al, 2014).…”

“…However, many challenges may arise when implementing an anatomy course into a curriculum (Schofield, 2017). Some of these challenges include: financial costs (including cost of faculty, space, and materials), lack of available time or inability to increase credit load within an established curriculum, availability of cadaver specimen(s), and lack of available and qualified faculty members to teach the course (Drake et al, 2009;Gabard et al, 2012;Hildebrandt, 2010;Mathiowetz et al, 2015;McLachlan et al, 2004;McLachlan & Patten, 2006;Narnaware & Neumeier, 2019;Schofield, 2017;Thomas et al, 2011;Wilson et al, 2019). These barriers may deter universities from implementing a standalone anatomy course within occupational therapy curricula, however other options exist.…”

Evaluation of Effectiveness of Digital Technologies During Anatomy Learning in Nursing School

“…Indeed, the introduction of disciplines such as biology, genetics, histology, physiology, and anatomy saw the rise of the "bioscience problems": the difficulty for nursing students to face the bioscience curricula and the retention of the acquired knowledge through the course study and their professional role [2].…”

“…Being that anatomy is included in the bioscience curricula, nursing students show, as reported in literature [8,9], difficulties in learning and passing the exam, though anatomical knowledge is fundamental in the daily clinical nursing practice [2].…”