Nursing students’ attitudes to biomedical science lectures

Al-Modhefer, Abdul-Kadhum; Roe, Sean

doi:10.7748/ns.24.14.42.s47

Cited by 14 publications

(9 citation statements)

References 14 publications

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“…Unfortunately, interviews of registered nurses suggest that there is a lack of knowledge and lack of confidence in applying anatomy knowledge in the clinical setting (Davis, ; McVicar et al, ), and many nursing students perceive that anatomy and physiology courses are difficult and anxiety provoking (Nicoll and Butler, ; Craft et al, ). This perceived difficulty may be attributed to insufficient instructional time allotted for these courses (Davies et al, ; Al‐Modhefer and Roe, ; Durai et al, ), demographic factors (Logan et al, ; Doomernik et al, ), or prior knowledge of biology and approaches to learning (Bergman et al, ). Students may also be influenced by course delivery methods and teaching strategies (Davies et al, ), an excess reliance on self‐directed learning (McVicar et al, ), the use of laboratory and clinical environments, (Afsharpour et al, ; Günay and Kılınç, ), as well as individual instructor qualities and expertise (Al‐Modhefer and Roe, ).…”

Section: Discussionmentioning

confidence: 99%

“…This perceived difficulty may be attributed to insufficient instructional time allotted for these courses (Davies et al, ; Al‐Modhefer and Roe, ; Durai et al, ), demographic factors (Logan et al, ; Doomernik et al, ), or prior knowledge of biology and approaches to learning (Bergman et al, ). Students may also be influenced by course delivery methods and teaching strategies (Davies et al, ), an excess reliance on self‐directed learning (McVicar et al, ), the use of laboratory and clinical environments, (Afsharpour et al, ; Günay and Kılınç, ), as well as individual instructor qualities and expertise (Al‐Modhefer and Roe, ). Despite the difficulties presented in anatomy education, the practical application of anatomy is essential for clinical decision‐making in nursing (Günay and Kılınç, ), a positive correlation was identified in other health disciplines between clinical knowledge and retention of bioscience concepts (Mayer et al, ).…”

Section: Discussionmentioning

confidence: 99%

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Second‐Year Nursing Students’ Retention of Gross Anatomical Knowledge

Narnaware

Neumeier

2019

Anatomical Sciences Ed

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Human anatomy is a foundational course in nursing education, however, there is growing concern that students do not retain enough anatomical knowledge to successfully apply it in clinical settings. The aim of this study was to determine retention level of anatomy knowledge among second‐year nursing students from their first‐year anatomy class, and to determine if there is a difference in level of retention based on organ system. For each system, second‐year students were asked to answer 9 to 11 multiple‐choice questions (MCQs), and the scores from these quizzes were compared to matched test items from their first‐year anatomy examinations. There was a significant decrease in the overall mean score from 83.05 ± 8.34 (±SD) in first year to 54.36 ±12.9 in second year (P = 0.0001). Retention levels were system specific. System‐specific knowledge retention was highest for the gastrointestinal system (89.7%), respiratory system (88.5%), and genitourinary system (83.6%). This was followed by the integumentary system (80.1%), special senses (79.4%), nervous system (74.9%), and musculoskeletal system (69.3%). Retention was lowest for the lymphatic system (64.3%), cranial nerves (58.8%), vascular system (53.9%), and head and neck (42.6%). The present study shows that nursing students’ anatomy knowledge retention was comparatively higher than rates reported by others in medical and allied‐health students. The researchers are now investigating knowledge retention in third‐ and fourth‐year nursing students. Further investigation into why retention is higher for specific systems and intervention strategies to improve knowledge acquisition and retention in nursing students is recommended.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Second‐Year Nursing Students’ Retention of Gross Anatomical Knowledge

Narnaware

Neumeier

2019

Anatomical Sciences Ed

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“…Research shows that nursing students seem to prefer didactic teaching methods in bioscience, finding interactivity in lectures discouraging because of a lack of self-confidence in their own abilities (Al-Modhefer and Roe, 2009). The most preferred learning styles seem to be learning by doing and hearing, while the least preferred are learning in a group, on their own and by reading (Johnston et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Nursing students studying physiology within a flipped classroom, self-regulation and off-campus activities

Bingen

Steindal

Krumsvik

et al. 2019

Nurse Education in Practice

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A B S T R A C TNursing students experience physiology as a challenging subject to learn. A learner-centred approach could enhance their learning. This study explored nursing students' experiences of actively studying anatomy and physiology off-campus within a flipped classroom using various digital tools. The data from focus group interviews and students' reflective notes were analysed using a combination of systematic text condensation and activity systems analysis. In the students' activity system, three tensions were identified: tension between students' expectations and the teaching design, tension between a wish for more frequent attendance and being on their own and tension between the schedule and time needed. The use of digital tools could have facilitated learning and preparation for the course activities. However, students seemed to depend on social assistance, and they might not be ready to take full responsibility for studying adequately by themselves.

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“…Similarly in business modules, the use of case studies teaches students to think critically, evaluate business situations and make informed decisions from this evaluation. In a very large class tutors should incorporate small group activity during lectures to motivate and inspire students to learn and reiterate that the "listen and learn" approach is no longer desired [23]. Ultimately tutors need to encourage and develop students to be self directed learners who take initiative and responsibility in their own learning.…”

Section: Recommendationsmentioning

confidence: 99%

Trials of large group teaching in Malaysian private universities: a cross sectional study of teaching medicine and other disciplines

et al. 2011

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BackgroundThis is a pilot cross sectional study using both quantitative and qualitative approach towards tutors teaching large classes in private universities in the Klang Valley (comprising Kuala Lumpur, its suburbs, adjoining towns in the State of Selangor) and the State of Negeri Sembilan, Malaysia. The general aim of this study is to determine the difficulties faced by tutors when teaching large group of students and to outline appropriate recommendations in overcoming them.FindingsThirty-two academics from six private universities from different faculties such as Medical Sciences, Business, Information Technology, and Engineering disciplines participated in this study. SPSS software was used to analyse the data. The results in general indicate that the conventional instructor-student approach has its shortcoming and requires changes. Interestingly, tutors from Medicine and IT less often faced difficulties and had positive experience in teaching large group of students.ConclusionHowever several suggestions were proposed to overcome these difficulties ranging from breaking into smaller classes, adopting innovative teaching, use of interactive learning methods incorporating interactive assessment and creative technology which enhanced students learning. Furthermore the study provides insights on the trials of large group teaching which are clearly identified to help tutors realise its impact on teaching. The suggestions to overcome these difficulties and to maximize student learning can serve as a guideline for tutors who face these challenges.

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Nursing students’ attitudes to biomedical science lectures

Cited by 14 publications

References 14 publications

Second‐Year Nursing Students’ Retention of Gross Anatomical Knowledge

Second‐Year Nursing Students’ Retention of Gross Anatomical Knowledge

Nursing students studying physiology within a flipped classroom, self-regulation and off-campus activities

Trials of large group teaching in Malaysian private universities: a cross sectional study of teaching medicine and other disciplines

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