Nursing students' perception of a Web-based intervention to support learning.

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

The ‘bioscience problem’ for nursing students: An integrative review of published evaluations of Year 1 bioscience, and proposed directions for curriculum development

Commencing nursing students' perceptions and anxiety of bioscience

This one-semester, mixed methods study underpinning social cognition and theory of planned behaviour investigated the attitudes, self-efficacy, and experiences of 559 first year undergraduate chemistry students from two cohorts in modified process-oriented guided inquiry learning (POGIL) classes. Versions of attitude toward the study of chemistry (ASCI v2), and chemistry attitudes and experiences questionnaire (CAEQ) were adopted, modified, and administered to understand and gauge students’ affective outcomes before (pre) and after (post) POGIL intervention. Students’ post-POGIL perceptions of their attitudes, self-efficacy and experiences were statistically significantly higher. In addition to confirmatory testing of reliability of data obtained from ASCI v2 and CAEQ in an Australian POGIL context, the findings suggest that POGIL intervention provides positive affective experiences to students who are new to chemistry or have limited prior chemistry knowledge.

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Students' attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom

This study used a curriculum inquiry framework to investigate the perceptions of 184 nursing students and nurse educators in relation to bioscience in the nursing curriculum. These participants’ attitudes to science and bioscience, self-efficacy in bioscience and perceptions of bioscience were investigated using scales based on previous research. Nursing students were found to have significantly more positive attitudes to bioscience in nursing education than nurse educators, and nurse educators were not found to have significantly better self-efficacy in bioscience than the students, although this might have been expected. The results of focus group discussions, used to investigate this in more depth, suggested that some nurse educators and clinical preceptors may not have sufficient science background or bioscience knowledge, to help nursing students apply bioscience knowledge to practice. As a result of this, it is suggested that the aims of the intended and prescribed nursing curricula are not being fulfilled in the implemented curriculum. Because of the increasing acuity of illness in hospitals, the fact that nurses are becoming more autonomous in their practice and the increasing expectation that nurses, in some cases, will be able to prescribe as well as administer medications, bioscience knowledge is becoming even more important. The teaching of bioscience and its application to clinical practice needs to improve if nurses are to be credible members of the multi-disciplinary team.

June M. Friedel

Papers

Learning bioscience in nursing education: perceptions of the intended and the prescribed curriculum