Medisinsk og naturvitskapleg kunnskap som grunnlag for utøving av sjukepleie

Sægrov, Solveig; Kyte, Lars; Kleiven, Ole T.; Dahl, Hellen; Lindaas, Ingrid; Valaker, Irene

doi:10.18261/nsf.12.3.5

Cited by 1 publication

(2 citation statements)

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“…Many of these subjects are taught early in the nursing education programme. This forms a knowledge base that students need to apply in clinical practice later in their studies [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

“…The purpose of the first article was to describe how students experience the integration of medical and bioscience knowledge in nursing education. The findings presented in that article showed that students highlighted the importance of linking theory to practice [ 6 ]. Based on this, the aim of this study is to explore what learning methods nursing students prefer when studying MBS, and how the learning may be enhanced to facilitate the integration of these subjects into nursing.…”

Section: Introductionmentioning

confidence: 99%

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Nursing Students’ Preferences for Learning Medical and Bioscience Subjects: A Qualitative Study

et al. 2023

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(1) Background: There are considerable challenges and concerns related to learning medical and bioscience subjects (MBS) in nursing education and integrating this knowledge into nursing. The aim of this study was to explore what learning methods nursing students prefer when studying MBS, and how this learning may be enhanced to facilitate the integration of these subjects into nursing. (2) Methods: Individual interviews with 10 nursing students. Transcripts from the interviews were analysed by systematic text condensation and the COREQ checklist for qualitative studies was completed. (3) Results: Students prefer varied and active learning methods in MBS. The participants in the study highlighted both organised tutorials in groups and working with fellow students outside of organised teaching. All participants used educational videos. Learning MBS by drawing was appreciated both during lectures and in student-initiated colloquia. Strategies that favour in-depth learning were appreciated, and it was found that lectures did not have to cover the entire curriculum. Teachers’ attitudes toward students also were seen to have a considerable impact on students’ motivation for learning. (4) Conclusion: Applying active learning methods and focusing on the most relevant topics in MBS appears to improve students’ ability to integrate this knowledge into nursing; teachers should also be aware of their role as a motivator.

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“…Many of these subjects are taught early in the nursing education programme. This forms a knowledge base that students need to apply in clinical practice later in their studies [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%