Advancing student nurse knowledge of the biomedical sciences: A mixed methods study

Craft, Judy, Christensen, Martin, Bakon, Shannon, & Wirihana, Lisa A. (2016) Advancing student nurse knowledge of the biomedical sciences: A mixed methods study. Nurse Education Today. (In Press)

[img] PDF (309kB)
Administrators only | Request a copy from author

View at publisher

Abstract

Background

  • Nursing students’ ability to learn, integrate and apply bioscience knowledge to their clinical practice remains a concern.

Objectives

  • To evaluate the implementation, influence, and student perspective of a team-teaching workshop to integrate bioscience theory with clinical nursing practice.

Design

  • The team-teaching workshop was offered prior to commencement of the university semester as a refresher course at an Australian university. This study employed a sequential explanatory mixed methods design incorporating both quantitative and qualitative items.

Methods

  • An evaluation survey with quantitative and qualitative items and a focus group were employed. The qualitative data were analysed using a thematic approach. The quantitative data was combined with the emergent themes in the qualitative data.

Participants

  • Participants were final year nursing students. Nine students attended the workshop. All students completed the evaluation (N=9) and 44.4% (N=4) attended the focus group.

Results

  • The results revealed six themes:

    (1) lectures are an inadequate teaching strategy for bioscience;

    (2) teaching strategies which incorporate active learning engage students;

    (3) the team-teaching workshop provides an effective learning environment;

    (4) the workshop content should be expanded;

    (5) pharmacology should relate to bioscience, and bioscience should relate to nursing, and;

    (6) team-teaching was effective in integrating pharmacology with bioscience, and then translating this into nursing practice.

    Students had felt there was disjointedness between pharmacology and bioscience, and between bioscience and nursing care within their undergraduate studies. The workshop that was based on team-teaching bridged those gaps, utilised active learning strategies and provided an effective learning environment.

Conclusion

  • Team-teaching that employs active learning strategies is an effective approach to assist nursing students to integrate bioscience knowledge into their nursing practice.

Impact and interest:

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 99973
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: team-teaching, bioscience, nursing, education
DOI: 10.1016/j.nedt.2016.10.003
ISSN: 0260-6917
Divisions: Current > Schools > School of Biomedical Sciences
Current > QUT Faculties and Divisions > Faculty of Health
Current > Schools > School of Nursing
Copyright Owner: Copyright 2016 Elsevier Inc.
Deposited On: 13 Oct 2016 23:01
Last Modified: 25 Oct 2016 04:38

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page