Editorial: The primacy of the biosciences: a forgotten priority in nurse education?

Fawcett, Tonks N; Waugh, Anne; Smith, Graeme D

doi:10.1111/jocn.13484

Cited by 8 publications

(8 citation statements)

References 15 publications

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“…The authors argue that the research field addressing bioscience in nursing could benefit from a broader range of enquiry to provide a better understanding of, what Fawcett et al. () described as a forgotten priority in nursing. In this study, we have focused on students’ initiatives and perspectives, professional content, the context and facilitation of learning.…”

Section: Discussionmentioning

confidence: 99%

“…The focus, it is argued, has changed from the soma to the psyche in terms of the patients’ experiences and reaction of illness. Fawcett, Waugh, and Smith () describe the life sciences as a forgotten priority in nursing education in the UK; a gradual erosion of its presence following a change in direction within nursing education from a focus on illness to a focus on health, embodied in Project 2000; a new preparation for practice .…”

Section: Introductionmentioning

confidence: 99%

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The challenge of the biosciences in nurse education: A literature review

Jensen

Knutstad

Fawcett

2018

Journal of Clinical Nursing

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The challenge of the biosciences in nurse education: A literature review

Jensen

Knutstad

Fawcett

2018

Journal of Clinical Nursing

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“…A total of 101 doctoral theses have been submitted from 1959–2015. The decision to include PhD theses from 1994–2015 resulted in a convenience sample reflecting the field of nursing research following the British “Project 2000: a new preparation for practice” (Fawcett, Waugh, & Smith, ). This study complied with the Standard for Reporting Qualitative Research (SRQR; O'Brien, Harris, Beckman, Reed, & Cook, ; File S1).…”

Section: Methodsmentioning

confidence: 99%

Nursing research: A marriage of theoretical influences

Jensen

2019

Nursing Open

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Aim The aim is to examine PhD theses in nursing science, their purpose or aim and the theoretical approaches and methods employed. The study seeks to examine how such theses may be categorized, what they study, what theoretical approaches they employ and, in particular, to what degree nursing theory is employed as a current theoretical approach. Design This study has a descriptive qualitative design. Method This study complied with the Standard for Reporting Qualitative Research (SRQR). Data were collected from 61 PhD theses in nursing science published from 1994–2015, at University of Edinburgh. Results Twenty of the PhD theses used theoretical approaches with a sociological perspective and 12 used a psychological perspective. Eighteen of the PhD theses were based on theoretical approaches from philosophy, ethics, pedagogy, medicine or biology as a primary perspective. Nursing theories, in their conventional definition, have a limited presence in the theses examined.

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“…The relevance of bioscience to nursing is widely acknowledged by nursing students (Fell, Dobbins, & Dee, 2016;Rafferty & Kyriacos, 2016) and academics (Birks, Ralph, Cant, Hillman, & Ylona Chun, 2015). However, there appears to be a move away from the teaching of face-to-face bioscience in nursing programmes, which is potentially detrimental to nursing practice (Fawcett, Waugh, & Smith, 2016). This is also disconcerting as for over 20 years it has been known that nursing students have difficulties in learning bioscience, and this problem still gives cause for concern (McVicar, Andrew, & Kemble, 2015), as nurses require a sound understanding of physiology and pathophysiology for safe clinical practice.…”

Section: Introductionmentioning

confidence: 99%

“Sage on the stage or guide on the side”—Undergraduate nursing students’ experiences and expectations of bioscience tutors in a blended learning curriculum: A qualitative study

Koch

Ramjan

Everett

et al. 2020

Journal of Clinical Nursing

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Aims and objectives This study sought to explore undergraduate nursing students’ perceptions of the role and value of their bioscience tutors in a blended learning curriculum. Background Blended learning approaches typically have reduced face‐to‐face contact with tutors—particularly in bioscience subjects which nursing students have traditionally found difficult, and the move to more web‐based learning resources may compound this difficulty. Design Qualitative descriptive study. Methods This qualitative study was conducted with 19 undergraduate nursing students enrolled in bioscience subjects, at a large university in outer metropolitan Sydney, Australia in 2016. Semi‐structured interviews were conducted over the telephone or face‐to‐face. Duration of interviews ranged from 13 to 71 min. Results were thematically analysed. EQUATOR guidelines for qualitative research (COREQ) applied. Results Two main themes with accompanying sub‐themes were identified. The first theme identified the importance of the tutor in bioscience, including their qualities, expertise and contextualisation of learning. The second theme provided insights into students’ perceptions of what they considered good and poor approaches to learning. Conclusions This study has clearly shown that while nursing students appreciated the flexibility offered by the online component of a blended learning curriculum, they still wanted an experienced bioscience tutor with clinical experience for their face‐to‐face classes. While the tutor was seen as crucial to providing clarification and context for content that was often challenging, they also played a key role in engaging and motivating students and creating a learning environment where students felt empowered to ask questions and debate issues with their peers. Given the increased use of online learning, further research could determine if the current study findings are also applicable in nonscience areas of study. Relevance to clinical practice The importance of students having a sound understanding of the biosciences for safe, effective clinical practice cannot be underestimated.

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Editorial: The primacy of the biosciences: a forgotten priority in nurse education?

Cited by 8 publications

References 15 publications

The challenge of the biosciences in nurse education: A literature review

The challenge of the biosciences in nurse education: A literature review

Nursing research: A marriage of theoretical influences

“Sage on the stage or guide on the side”—Undergraduate nursing students’ experiences and expectations of bioscience tutors in a blended learning curriculum: A qualitative study

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