Tutorials for large classes of Common Foundation Program biomedical science students: Successes and challenges

Al-Modhefer, Abdul-Kadhum; Roe, Sean

doi:10.1016/j.nedt.2009.09.009

Cited by 13 publications

(8 citation statements)

References 15 publications

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“…To overcome the knowledge gap between theory and practice and improve bioscience knowledge acquisition and transfer in nursing, a number of intervention strategies have been employed. These strategies include but are not limited to, the introduction of laboratory and clinical experience (McVicar et al, ; Carter et al, ), dissection (Johnston et al, ), team‐teaching and kinesthetic learning (Wagner, ; Emke et al, ; Craft et al, ), active learning (Al‐Modhefer and Roe, ; Bakon et al, ; Emke et al, ; Craft et al, ), holistic and cooperative learning strategies (Hoke and Robbins, ), internet‐based learning, tutor in classroom or access to tutor, expert modeling (Kardong‐Edgren et al, ), alternate methods of teaching and learning, support of English as a second language, higher entry qualifications or previous academic achievement in science (Shulruf et al, ; Whyte et al, ; McVicar et al, ), continuous enforcement of anatomy knowledge (Nicoll and Butler, ), sufficient study time (Durai et al, ) and the use of teaching technology (Afsharpour et al, ; Alt‐Gehrman, ). Some of these interventions resulted in a significant improvement of bioscience knowledge in some studies (McVicar et al, ; Wagner, ) but not in others (Hoke and Robbins, ; Emke et al, ; Craft et al, ).…”

Section: Introductionmentioning

confidence: 99%

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: Introductionmentioning

confidence: 99%

Second‐Year Nursing Students’ Retention of Gross Anatomical Knowledge

Narnaware

Neumeier

2019

Anatomical Sciences Ed

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“…). Studies also explore innovative teaching and assessment strategies to enhance biosciences knowledge and students' ability to apply the biosciences to clinical situations (Gresty & Cotton , Al‐Modhefer & Roe , Koch et al . , Efstathious & Bailey , McVicar et al .…”

Section: Introductionmentioning

confidence: 99%

Biosciences in nurse education: is the curriculum fit for practice? Lecturers' views and recommendations from across the UK

Taylor

Ashelford

Fell

et al. 2015

Journal of Clinical Nursing

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“…Nursing students have been suggested to be ‘pedagogic’ rather than ‘andragogic’ learners who prefer to ‘listen and learn’ rather than actively participate [13]. Similarly, more than 70% of first year nursing students in one study agreed that lectures were an effective means of receiving new information in relation to life sciences [14].…”

Section: Introductionmentioning

confidence: 99%

An exploration of student experiences of using biology podcasts in nursing training

et al. 2013

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BackgroundStudents regard biological science as one of the most difficult components of the nursing curriculum. However, a good understanding of this area is essential for effective nursing practice. The aim of this study was to explore nursing students’ perceptions of the usefulness of supplementary biology podcasts for their learning.MethodsBiological science podcasts (n = 9) were made available to first-year nursing students (n = 189) as supplementary learning tools. On completion of their first year, students were asked to complete a survey which investigated the frequency of their podcast use, reasons for use and their perception of the usefulness of podcasts as a learning tool. 153 of these students participated in the survey study (80.9%). Two focus groups were conducted with students (n = 6) to gain a detailed understanding of student experiences of the usefulness of the podcasts for their learning.ResultsSurvey data demonstrated that most students (71%) accessed at least one podcast. The majority of students who reported accessing podcasts agreed that they were useful as learning tools (83%), revision aids (83%) and that they helped promote understanding of course materials (72%). Focus group participants discussed how they found podcasts especially useful in terms of revision. Students valued being able to repeatedly access the lecture materials, and appreciated having access to podcasts from a range of lecturers. Focus group members discussed the benefits of live recordings, in terms of valuing the information gleaned from questions asked during the lecture sessions, although there were concerns about the level of background noise in live recordings. Lack of awareness of the availability of podcasts was an issue raised by participants in both the survey component and the focus groups and this negatively impacted on podcast use.ConclusionsNursing students found the availability of biology podcasts helpful for their learning. Successful implementation of these tools to support learning requires teaching staff to understand and promote the importance of these tools.

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Tutorials for large classes of Common Foundation Program biomedical science students: Successes and challenges

Cited by 13 publications

References 15 publications

Second‐Year Nursing Students’ Retention of Gross Anatomical Knowledge

Second‐Year Nursing Students’ Retention of Gross Anatomical Knowledge

Biosciences in nurse education: is the curriculum fit for practice? Lecturers' views and recommendations from across the UK

An exploration of student experiences of using biology podcasts in nursing training

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