The feasibility of students with a predominantly arts educational background coping with the physiology component of a university nursing degree programme

Abstract

In this paper the authors discuss their experiences in admitting students with an arts 'A' (advanced) level General Certificate of Education background to an undergraduate nursing degree course. Firstly, the implications of students' different cognitive styles, both professionally and in teaching, are examined. Secondly, there is a description of an introductory course that has been used to assist students in the arts-science transition. Finally, the performance of 'arts' students, in a physiology course over a 6-year period is described, analysed and discussed. The proposition emerges that arts students may be disadvantaged initially by having not only a lack of knowledge in physiology, but a different cognitive style to science specialists. The results of the students' examination performance over 6 years suggests that with the provision of only a limited amount of special help 'arts' students can perform as well as the 'science' students in physiology examinations. Other variables which may have contributed to this positive outcome are discussed.

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Getting it right? An exploration of issues relating to the biological sciences in nurse education and nursing practice

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Supporting biosciences in the nursing curriculum: development and evaluation of an online resource

“…"One way to achieve a suitable standard (in biological science) while not overloading is to establish the level of base knowledge required before starting the course." (McKee, 2002, p. 257) Making it compulsory to have a biological science background would prove unpopular, since it would limit the potential intake substantially (Payne, 1999), and equally, it is regarded as inappropriate to increase the amount of basic biological science taught at university (Rutishauser & Stephenson, 1985). Nicoll and Butler (1996) also found student resistance to the idea of introducing remedial lessons in biology, due to an unwillingness to demonstrate ignorance to the teacher.…”

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