Pathophysiology team teaching: Bioscientist contribution to knowledge integration in a nursing subject
Christensen, Martin, Craft, Judy A., Wirihana, Lisa, & Gordon, Christopher J. (2015) Pathophysiology team teaching: Bioscientist contribution to knowledge integration in a nursing subject. Journal of Clinical Nursing, 24(23-24), pp. 3739-3741.
Bioscience content within undergraduate nursing degrees provides foundational knowledge of pathophysiology, anatomy, physiology, microbiology and pharmacology. However, nursing students often find studying the bioscience components of undergraduate nursing program daunting (Friedel & Treagust 2005, Craft et al. 2013). This is related to factors such as the volume of content, degree of difficulty and insufficient linkage between bioscience concepts and nurses' clinical practice. Students who are unable to conceptualise the relevance of bioscience with nursing subjects and subsequent nursing practice may not appreciate the broader importance of bioscience, and hence may adopt a surface approach to learning (Craft et al. 2013). The aim of this study was to develop a model within Nursing Practice in the Context theory subject, to include a bioscientist lecturing to complement the nursing lecturer, in order to explicitly demonstrate links between physiology, pathophysiology and nursing practice.
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|Item Type:||Journal Article|
|Keywords:||bioscience; pathophysiology; team-teaching; undergraduate, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > MEDICAL AND HEALTH SCIENCES (110000) > NURSING (111000) > Nursing not elsewhere classified (111099)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Nursing
|Copyright Owner:||Copyright 2015 John Wiley & Sons Ltd|
|Deposited On:||13 Nov 2015 03:20|
|Last Modified:||11 Feb 2016 05:48|
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