The effect of speaking English as a second language on the study of anatomy and physiology in the nursing programme

Langtree, E.M.; Razak, Abd; Haffejee, Firoza

doi:10.20853/32-1-793

Cited by 2 publications

(3 citation statements)

References 11 publications

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“…Additionally, many respondents (48%) reported that the language barrier contributed to failure of student nurses in A&P. Students are not taught in their vernacular, and all text books are written in the English language. According to Langtree et al, [11] ESL students have difficulties with the English language in the first semester of study, which affects the study of new and complex terms, which in turn negatively affects first-year nursing students and leads to high failure rates. [11] Students' home languages therefore have an influence on their performance at first-year level.…”

Section: Researchmentioning

confidence: 99%

“…According to Langtree et al, [11] ESL students have difficulties with the English language in the first semester of study, which affects the study of new and complex terms, which in turn negatively affects first-year nursing students and leads to high failure rates. [11] Students' home languages therefore have an influence on their performance at first-year level. An evaluation of a blended learning approach in an A&P module for nursing students revealed that participants encountered difficulties in using new and complex terms and concepts.…”

Section: Researchmentioning

confidence: 99%

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Factors contributing to poor performance of student nurses in anatomy and physiology

Mhlongo¹,

Masango²

2020

AJHPE

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Professional nurse training in South Africa (SA) takes place within public nursing colleges, which are spread over the nine provinces. There are 14 such public nursing colleges in SA, with 34 sub-campuses. Professional nurse training is offered in terms of regulation R425 of the Nursing Act No. 50 of 1978, leading to registration as a nurse (general, psychiatry and community) or midwife. Anatomy and physiology (A&P) is a core subject taught in the first year of training. [1] The expectation is that on completion of education and training, students should have good observational, analysis and problem-solving skills, since modern nursing requires awareness of interactions between anatomical and physiological systems in pathological processes. [2] A background in A&P for the 4-year comprehensive basic nursing course is part of strict entry requirements for nursing students. Life sciences entail basic terminology that is used in human anatomy and physiology, and therefore form part of the admission requirements for the 4-year comprehensive basic nursing course. Without passes in life sciences, nursing colleges in SA do not admit applicants, regardless of their grade 12 score, to ensure that all students have at least a foundation in A&P. [3] The entry requirements for nurse training at the public nursing colleges in SA also include a grade 12 certificate with a minimum score of 25. Admission requirements in Australia are similar to those in the colleges under study, as mathematics, science and English are the prerequisite subjects for admission. [4] In Ghana, English, mathematics, science and some age restrictions are basic requirements for admission. Unlike in SA, applicants must be between the ages of 18 and 35 years. This means that applicants under or over the stipulated age categories are excluded from the applications even if they meet the other requirements for admission. [5] Background. Student nurses in South Africa view anatomy and physiology (A&P) as the most complex subject in the nursing curriculum. Objective. To describe the factors contributing toward inconsistent and fluctuating performance among student nurses doing A&P as a subject. Methods. The study adopted a quantitative descriptive design. Census sampling was used to draw a sample size of 114 respondents. A structured self-administered questionnaire with close-ended questions was used to collect data from the six nursing campuses under study. Raw data were captured using Excel spreadsheets, and descriptive and inferential statistics were used to analyse data. Results. The key findings were: (i) poor teaching strategies contributed to subject failure; (ii) lack of after-class sessions had an impact on failure; (iii) a shorter study period for examinations contributed to failure; and (iv) a language barrier also played an important role in students' failure in A&P. Conclusion. Student nurses struggle with and find A&P in nursing programmes challenging and anxiety-provoking. Nurse educators need to come up with innovative teaching strategies that w...

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Section: Researchmentioning

confidence: 99%

Section: Researchmentioning

confidence: 99%

Factors contributing to poor performance of student nurses in anatomy and physiology

Mhlongo¹,

Masango²

2020

AJHPE

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“…Although the degree of difficulty and complexity of a module is subjective, many authors agree that nursing students generally perceive bioscience subjects to be difficult to learn and understand [ 3 , 5 , 17 , 18 ]. Two recent South African studies reflect students’ poor performance in bioscience [ 11 , 13 ].…”

Section: Introductionmentioning

confidence: 99%

Theory-practice gap: Nursing students’ self-reported depth of understanding of bioscience and its relevance to clinical practice

Rafferty,

Mthimunye,

Bimerew

2023

PLoS ONE

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Background Bioscience subjects are essential as they allow nurses to have a clear understanding of the patient’s condition and ultimately allow them to provide appropriate and timeous care. However, these subjects remain a significant problem in the endeavour to produce highly competent nurses. Aim The study aimed to investigate the nursing students’ self-reported depth of understanding of bioscience and its relevance to clinical practice. Methods A quantitative research approach using a descriptive survey design was employed. The sample (n = 211) included second-, third- and fourth-year undergraduate nursing students. A three-part self-administered questionnaire was adapted and used to collect the data. Data were analysed using IBM Statistical Package for Social Sciences software version 25.0 (IBM SPSS-25). Descriptive statistics and Chi-squared test were performed to describe the relationship among the study variables. Results Participants rated their understanding of the application of Human Biology (n = 86, 40.76%) and Pharmacology (n = 88, 41.71%) as good, while Physics (n = 80, 37.91%) and Chemistry (n = 85, 40.28%) were rated as adequate. Most participants rated Human Biology (n = 175, 83.73%) and Pharmacology (n = 181, 86.19%) as essential, while Physics (n = 129, 61.72%) and Chemistry (n = 133, 63.64%) were rated as relevant to clinical practice. Physics (n = 112, 60.54%; n = 95, 50.53%) and Chemistry (n = 126, 68.85%; n = 113 61.41%) were rated as not relevant to monitoring a patient’s heart rate and blood pressure. Participants’ perception of the relevance of Chemistry in monitoring a patient’s blood pressure was statistically significant (χ2 = 6.871 (df 2), p<0.05). Most participants (n = 57, 41.91%) performed at Task specific on Akinsanya’s Bionursing model, suggesting an overall understanding of the foundational concepts and principles of bioscience. Conclusion The findings of the study provided evidence of the students’ self-reported depth of understanding and perception of the relevance of bioscience and indicate a need for more emphasis on the importance of bioscience integration in clinical practice.

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The effect of speaking English as a second language on the study of anatomy and physiology in the nursing programme

Cited by 2 publications

References 11 publications

Factors contributing to poor performance of student nurses in anatomy and physiology

Factors contributing to poor performance of student nurses in anatomy and physiology

Theory-practice gap: Nursing students’ self-reported depth of understanding of bioscience and its relevance to clinical practice

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