What is provided and what the registered nurse needs — bioscience learning through the pre-registration curriculum

Davis, Géraldine

doi:10.1016/j.nedt.2010.01.008

Cited by 73 publications

(76 citation statements)

References 22 publications

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“…Also, biophysics is reported to be the least relevant (Fenton, 2010). Conversely, Friedel and Treagust (2005) and Davis" (2010) findings indicated that 80% of students rated bioscience as relevant to practice. Understanding bioscience content is also influenced by anxiety.…”

Section: Discussionmentioning

confidence: 87%

Final year nursing students self-reported understanding of the relevance of bioscience

Rafferty¹,

Kyriacos²

2016

Int. J. Nurs. Midwifery

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Student nurses' competence in applying bioscience to practice is under-researched in South Africa. This paper reports on two objectives of a longer study: (1) to describe final year nursing students' selfreported depth of understanding of six bioscience subjects; and (2) their perceptions of relevance of the bioscience subjects to their practice using descriptions of personal critical incidents and picture interpretations of three nursing activities. A descriptive observational survey was employed using a self-administered questionnaire at one time point in a classroom in a nursing college in Cape Town, South Africa in 2013. A sample of 76/236 (32.2%) fourth year students participated. Results showed that the majority of responses (n=252/456, 55.3%) across six subjects indicated self-reported adequate understanding of bioscience, but deep understanding for anatomy (n=35, 46.1%), physiology (n=32, 42.1%) and pharmacology (n=30, 39.5%). Respondents self-rated their understanding of biophysics, biochemistry and microbiology as superficial (n=31, 40.8%; n=32, 42.1%; n=16, 21.1%) respectively. Most respondents considered anatomy, physiology and pharmacology to be relevant for practice and microbiology to some extent but not biophysics and biochemistry. Most respondents' (23/56, 41.1%) descriptions of their interventions in clinical situations aligned with Akinsanya's Bionursing Model level two (task specific) and none at task level four (personal and professional development). The mismatch between self-reported adequate knowledge and a task approach to practice may be ameliorated by a practice model to guide an undergraduate biosciences curriculum.

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Section: Discussionmentioning

confidence: 87%

Final year nursing students self-reported understanding of the relevance of bioscience

Rafferty¹,

Kyriacos²

2016

Int. J. Nurs. Midwifery

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“…The challenges of translating theoretical , taught knowledge into practical clinical competence have been much debated in the literature surrounding professional education in recent years (Corlett, 2000;Corlett et al, 2003;Smeby and Vågan, 2008;Davis, 2010;Sangestani and Khatiban, 2013;). Factors affecting confidence and competence in newly qualified practitioners have also been explored (Stewart et al, 2000;Farrand et al, 2006;Donovan, 2008;Roberts and Johnson, 2009;Liaw et al, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Knowledge and reported confidence of final year midwifery students regarding giving advice on contraception and sexual health

Walker

Davis

2014

Midwifery

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Objective: This project explored the views of three cohorts of final year midwifery students, regarding their confidence in giving advice to women on contraception and sexual health in the postnatal period. The project also investigated knowledge of contraception using a factual quiz, based on clinical scenarios regarding contraception and sexual health in the post-partum period.Design: A mixed method design using qualitative data from focus groups, and mixed qualitative and quantitative data from a paper based questionnaire was used. Setting:The project was carried out in one higher educational institution in England. Findings: Findings demonstrate that expressed confidence varies according tocontraceptive method, with most confidence being reported when advising on the male condom. The findings of the factual quiz indicate that students applied theoretical knowledge poorly in a practically oriented context. These findings also indicated that most students limited advice to general advice. Key Conclusions:The paper concludes that midwifery students need more practically oriented education in contraception and sexual health, and that the role of mentors is very important in helping students feel confident when giving advice in this area.

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“…An understanding of microbiology is fundamental foundational knowledge for IPC practice (Roark, 2005). In Australia, the foundational microbiology component of undergraduate nursing curricula is commonly situated in general bioscience subjects in the first year curriculum that also contain aspects of chemistry, anatomy and physiology (Davis, 2010). Nursing students' perceptions of science subjects being more difficult than other areas of the curriculum are well documented (Caon & Treagust, 1993;Jordan, Davies, & Green, 1999).…”

Section: Foundation Knowledge -Relevance and Applicationmentioning

confidence: 99%

Re-thinking microbiology/infection control education to enhance the practice-readiness of health professional students: More than just a curriculum issue

Cox

Simpson

Letts

et al. 2015

JLD

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What is provided and what the registered nurse needs — bioscience learning through the pre-registration curriculum

Cited by 73 publications

References 22 publications

Final year nursing students self-reported understanding of the relevance of bioscience

Final year nursing students self-reported understanding of the relevance of bioscience

Knowledge and reported confidence of final year midwifery students regarding giving advice on contraception and sexual health

Re-thinking microbiology/infection control education to enhance the practice-readiness of health professional students: More than just a curriculum issue

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