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

Jensen, Kari Toverud; Knutstad, Unni; Fawcett, Tonks N

doi:10.1111/jocn.14358

Cited by 40 publications

(50 citation statements)

References 31 publications

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“…Focus group interview is used. Focus group interview is a research method in which groups of interviewees discuss a given topic for research [13], in other words a focus group interview generates data on the synergy of group interaction. The intention is to bring knowledge of interviewees` perceptions, feelings, experiences, attitudes, and ideas on the selected themes of a topic.…”

Section: The Research Methodsmentioning

confidence: 99%

“…The introduction of the learning outcomes in the university involves a shift in focus from teaching to learning that has implications on what is important to learning, how learning occurs, and how one understands and recognizes learning [12]. The Learning Outcomes are relatively general in nature [6], and give challenges in creating common understanding between the student, teacher and mentor [13]. Moreover, when the Learning Outcomes shall serve as an instrument for learning, the student, teacher and mentor must specifically define its contexts.…”

Section: Literature Reviewmentioning

confidence: 99%

“…One of the studies [24], in students` assessment shows that students and nurse mentors experienced the language as unclear and less concrete in the Learning Outcome Assessment Form [4]. Moreover, the Learning Outcomes are relatively general in nature [6], and give challenges in creating common understanding between the student, teacher and mentor [13]. In addition, a study [25] shows that only half of the students and mentors understand and consider the descriptions and criteria in the Learning Outcomes discuss and differentiate students` progress in practice.…”

Section: Coherence Between Learning Outcomes In the Learning Outcome mentioning

confidence: 99%

See 2 more Smart Citations

Challenges in Assessment Situations in Clinical Studies: How do Nurse Mentors in Home-Based Health Care Services Experience Assessment Situations in Supervision of 2nd Year Bachelor Nursing Students?

Baluyot¹,

Blomberg²

2019

Nur Primary Care

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Purpose of the study: Describe nurse mentors` experiences in using the Learning Outcome Assessment Form in supervision of 2nd year nursing students` clinical study and teach learning outcomes` relation to practice, how roles and responsibilities of nurse mentors in the community home-based health care services affect assessment situations. Methodology: Explorative & descriptive qualitative method through focus group interview is applied. In autumn 2017 to spring 2018, focus group interviews done on nurse mentors from three districts of home-based health care services in the county of Oslo. Semi-structured guide used in the focus group interviews that lasted for 40-45 minutes and held in the respective district of the participants. Focus group interviews were audio recorded and transcribed verbatim. Data analysis done through Kvale and Brinkman's (2015) systematic interpretation. Results: Nurse mentors experience that learning outcomes are broad and difficult to translate into learning situations in practice. Nurse mentors seldom use the official Learning Outcome Assessment Form in the evaluation of expected level of students` performances, but collaborate and share responsibilities with co-nurse mentors in assessment situations and call attention of teachers when students have slow development in clinical studies. Nurse mentors` lack of time seem to affect nursing students` clinical supervision and assessment. Conclusion: The research shows that most of the learning outcomes are abstract in form and can be difficult to apply in the concretization of learning situations in practice. The nurse mentors often based assessment situations on their own values, attitudes and norms. Therefore, there is a need for collaboration between the university and home-based health care services in order to translate the Learning Outcome Assessment Form to fit into the learning situations in the clinical areas. Nurse mentors and teachers should be given time, education and training in supervision and assessment of nursing students in practice.

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Section: The Research Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Coherence Between Learning Outcomes In the Learning Outcome mentioning

confidence: 99%

See 1 more Smart Citation

Challenges in Assessment Situations in Clinical Studies: How do Nurse Mentors in Home-Based Health Care Services Experience Assessment Situations in Supervision of 2nd Year Bachelor Nursing Students?

Baluyot¹,

Blomberg²

2019

Nur Primary Care

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“…Det handler om hvordan undervisningen tilrettelegges, hvordan kunnskapsområdene reflekteres i konkret sykepleie, og om studentene klarer å integrere dette fagområdet i utøvelsen av sykepleien (Førland & Alvsvåg, 2006). Foreleserens tilrettelegging for situasjonstilknytning og autentisitet med det fremtidige yrket ble betraktet som en suksessfaktor for laering i denne studien, som er i samsvar med flere andre studier (Bakon, Craft, Christensen & Wirihana, 2016;Jensen, Knutstad & Fawcett, 2018;Kyte, Kleiven, Elzer & Kvigne, 2011). Denne innsikten kan utfordre undervisernes kompetanse.…”

Section: Diskusjonunclassified

“…Bandura (1997) hevder at mennesker med sterk tro på at de mestrer oppgaver er motivert for innsats og møter utfordringene med større entusiasme, intensitet og utholdenhet, og også vil prestere bedre enn mennesker som tviler på sine evner og forutsetninger for å takle utfordringer. Jensen, Knutstad & Fawcett (2018) hevder at det er lite kunnskap om hvordan profesjonsutdanninger kan tilrettelegge og støtte sykepleierstudentens laering i de naturvitenskapelige fagene. De har identifisert signifikante gap i dette forskningsområdet.…”

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Hvordan lærer sykepleierstudenter medlave opptakskarakterer anatomi, fysiologi og biokjemi (AFB)?

Skavern¹,

Høye²,

Ødbehr³

2020

Uniped

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Professor, Institutt for helse-og sykepleievitenskap, Høgskolen i Innlandet sevald.hoye@inn.no Liv Skomakerstuen ØdbehrFørsteamanuensis, Institutt for helse-og sykepleievitenskap, Høgskolen i Innlandet liv.odbehr@inn.no SammendragDet er en sammenheng mellom bachelorstudentenes karakterpoeng fra videregående skole og resultater til eksamen i anatomi, fysiologi, biokjemi (AFB). Enkelte studenter med lavere opptakskarakterer enn landsgjennomsnittet oppnådde bedre eksamensresultat enn det nasjonale gjennomsnittsresultatet i AFB for 2016. Hensikten med studien var å undersøke hvordan bachelorstudenter i sykepleie med lave opptakspoeng og gode eksamensresultater i AFB laerte og tilegnet seg emnet. Studien har et kvalitativ forskningsdesign og det ble gjennomført semistrukturerte intervju av 12 bachelorstudenter i sykepleie, som ble analysert ved hjelp av innholdsanalyse. Funnene er beskrevet ut fra tre hovedkategorier: A) Relevansen til sykepleieryrket styrker laering, B) tilhørighet har betydning for laering, og C) laering skjer i samarbeid med andre. Vi fant at studentene laerte AFB mer inngående i samhandling med andre studenter. Samlinger på campus er viktig for studenters laering, til tross for at det er stort fokus på fleksible utdanninger og digitale pedagogiske metoder. Selvstendig arbeid kombinert med laering i et sosialt studentfellesskap, oppgis som motivasjonsfaktorer til målrettet arbeid med studiene. Studentene erfarer mestringsforventning, i et miljø som preges av anerkjennelse og samtidig gir opplevelse av tilhørighet. Studentene vektlegger studienes relevans sett i lys av det profesjonsyrket som de utdanner seg til, som en betydningsfull motivasjonsfaktor for laering. NøkkelordAkademisk ytelse, lave opptakspoeng, mestring, anerkjennelse, sykepleierstudenter, laering AbstractPrevious research has revealed significant associations of students' performance in anatomy, physiology and biochemistry (AFB) exams with their grades from upper secondary education. However, in 2016, some students with low admission points still obtained better exam results than the national average for AFB. The aim of this study was to investigate how nursing students at bachelor level who had low admission points, but then showed good performance in AFB, learned this topic.

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The effectiveness of immersive virtual reality applications (human anatomy) on self‐directed learning competencies among undergraduate nursing students: A cross‐sectional study

Jallad

2024

Anatomical Sciences Ed

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Technological developments have significantly impacted various aspects of life, most notably healthcare and education. A nursing education shift was required to prepare digital generation. Consequently, nurse educators must adopt innovative approaches to teaching and learning, like incorporating immersive virtual reality (VR) into human anatomy courses to improve students' learning. To examine the influence of immersive VR applications (human anatomy) on self‐directed learning (SDL) competencies among undergraduate nursing students. A cross‐sectional design was conducted in the health profession's faculty at Al‐Quds University among the first year of the nursing program, who were enrolled in an anatomy course (N = 137). The Self‐Directed Learning Instrument was used, and independent sample t‐tests were conducted to compare the level of SDL among students who utilized the VR application (Human Anatomy VR). The results showed that 93.9% of the total were approximately 20 years old, and 85.4% were females. 90.5% of participants expressed satisfaction with using the VR application and that it would be beneficial in nursing courses. The average score of SDL for the whole group was 72.03 ± 13.07, and there is a positive significant relationship between SDL and students utilizing VR (p < 0.001), between SDL competencies and technological skills (p = 0.009), and type of digital tools (p = 0.049). The highest coefficient of correlation was related to planning and self‐monitoring (r = 0.918), and the lowest was related to interpersonal communications (r = 0.865). VR is an additional tool for enhancing learning, and nursing students perceive immersive VR technologies positively and prefer using three‐dimensional images in their anatomy courses. SDL assists students in identifying learning objectives, barriers, and outcomes through using VR technologies as teaching strategies.

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

Cited by 40 publications

References 31 publications

Challenges in Assessment Situations in Clinical Studies: How do Nurse Mentors in Home-Based Health Care Services Experience Assessment Situations in Supervision of 2nd Year Bachelor Nursing Students?

Challenges in Assessment Situations in Clinical Studies: How do Nurse Mentors in Home-Based Health Care Services Experience Assessment Situations in Supervision of 2nd Year Bachelor Nursing Students?

Hvordan lærer sykepleierstudenter medlave opptakskarakterer anatomi, fysiologi og biokjemi (AFB)?

The effectiveness of immersive virtual reality applications (human anatomy) on self‐directed learning competencies among undergraduate nursing students: A cross‐sectional study

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