Science knowledge needed for nursing practice: A cross-sectional survey of Australian Registered Nurses

Birks, M; Ralph, N; Cant, R; Chun Tie, Y; Hillman, E

Science knowledge needed for nursing practice: A cross-sectional survey of Australian Registered Nurses

Birks, M Ralph, N

Cant, R Chun Tie, Y Hillman, E

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Publisher:: ELSEVIER
Publication Type:: Journal Article
Citation:: Collegian, 2018, 25, (2), pp. 209-215
Issue Date:: 2018-04-01

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Field	Value	Language
dc.contributor.author	Birks, M
dc.contributor.author	Ralph, N https://orcid.org/0000-0002-7404-9996
dc.contributor.author	Cant, R
dc.contributor.author	Chun Tie, Y
dc.contributor.author	Hillman, E
dc.date.accessioned	2022-08-22T00:26:56Z
dc.date.available	2022-08-22T00:26:56Z
dc.date.issued	2018-04-01
dc.identifier.citation	Collegian, 2018, 25, (2), pp. 209-215
dc.identifier.issn	1322-7696
dc.identifier.issn	1876-7575
dc.identifier.uri	http://hdl.handle.net/10453/160646
dc.description.abstract	Background: Nursing practice is underpinned by science knowledge. While the literature is consistent in identifying limitations in teaching science content to nurses, there is a lack of consensus regarding what should be taught and to what level of detail. No studies to date have systematically surveyed registered nurses (RNs) for their perspectives about the science knowledge that should underpin nursing practice. Aim: To establish the relative importance RNs place on science content taught to nurses. Method: Practicing RNs across Australia were invited to participate in a cross-sectional survey administered online. The survey asked participants to prioritize 179 science topics according to the relative importance of each item to nursing practice. Findings: A total of 1583 RNs completed the survey. Participants indicated strong support for the inclusion of foundational science knowledge in undergraduate pre-registration nursing programs. The majority of topics (88%) were rated as a ‘high priority’ (a rating of 4 or 5), particularly anatomy, physiology and pathophysiology. No topic received a rating of less than 3 (of a possible 5). Discussion: RNs expressed different views about the prioritization of science content areas for nursing practice compared with the views of academics who teach science to nursing students. Identification of the science content areas that RNs regard as high priority for nursing practice can be used to guide improvements in nursing curriculum development. Conclusion: The results of this study demonstrate that practising RNs place high value on various science topics and the teaching of biological sciences generally. This study suggests the need for greater inclusion of key stakeholders, including practicing RNs, when integrating bioscience within nursing curricula.
dc.language	English
dc.publisher	ELSEVIER
dc.relation.ispartof	Collegian
dc.relation.isbasedon	10.1016/j.colegn.2017.05.005
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1110 Nursing
dc.subject.classification	Nursing
dc.title	Science knowledge needed for nursing practice: A cross-sectional survey of Australian Registered Nurses
dc.type	Journal Article
utslib.citation.volume	25
utslib.for	1110 Nursing
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access	*
dc.date.updated	2022-08-22T00:26:50Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	25
utslib.citation.issue	2

Abstract:

Background: Nursing practice is underpinned by science knowledge. While the literature is consistent in identifying limitations in teaching science content to nurses, there is a lack of consensus regarding what should be taught and to what level of detail. No studies to date have systematically surveyed registered nurses (RNs) for their perspectives about the science knowledge that should underpin nursing practice. Aim: To establish the relative importance RNs place on science content taught to nurses. Method: Practicing RNs across Australia were invited to participate in a cross-sectional survey administered online. The survey asked participants to prioritize 179 science topics according to the relative importance of each item to nursing practice. Findings: A total of 1583 RNs completed the survey. Participants indicated strong support for the inclusion of foundational science knowledge in undergraduate pre-registration nursing programs. The majority of topics (88%) were rated as a ‘high priority’ (a rating of 4 or 5), particularly anatomy, physiology and pathophysiology. No topic received a rating of less than 3 (of a possible 5). Discussion: RNs expressed different views about the prioritization of science content areas for nursing practice compared with the views of academics who teach science to nursing students. Identification of the science content areas that RNs regard as high priority for nursing practice can be used to guide improvements in nursing curriculum development. Conclusion: The results of this study demonstrate that practising RNs place high value on various science topics and the teaching of biological sciences generally. This study suggests the need for greater inclusion of key stakeholders, including practicing RNs, when integrating bioscience within nursing curricula.

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http://hdl.handle.net/10453/160646