How should science be taught to nurses? Preferences of registered nurses and science teaching academics

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

How should science be taught to nurses? Preferences of registered nurses and science teaching academics

Ralph, N

Birks, M Cant, R Chun Tie, Y Hillman, E

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Publisher:: Elsevier
Publication Type:: Journal Article
Citation:: Collegian: The Australian Journal of Nursing Practice, Scholarship and Research, 2017, 24, (6), pp. 585-591
Issue Date:: 2017-12-01

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Field	Value	Language
dc.contributor.author	Ralph, N https://orcid.org/0000-0002-7404-9996
dc.contributor.author	Birks, M
dc.contributor.author	Cant, R
dc.contributor.author	Chun Tie, Y
dc.contributor.author	Hillman, E
dc.date.accessioned	2022-09-12T03:13:01Z
dc.date.available	2022-09-12T03:13:01Z
dc.date.issued	2017-12-01
dc.identifier.citation	Collegian: The Australian Journal of Nursing Practice, Scholarship and Research, 2017, 24, (6), pp. 585-591
dc.identifier.issn	1322-7696
dc.identifier.issn	1876-7575
dc.identifier.uri	http://hdl.handle.net/10453/161740
dc.description.abstract	Aims and objectives To identify how science should be taught to nursing students, and by whom. Background An understanding of foundational science and its role in supporting safe and effective nursing practice is an important part of student learning. The well documented challenges in teaching this content are compounded by a lack of evidence regarding educational strategies that lead to improved educational outcomes. Design The study employed a cross-sectional design using online surveys. Methods Two surveys were conducted in Australia involving (i) academics who teach science in undergraduate nursing programs and (ii) registered nurses (RNs). Participants were asked to respond to a range of questions around how science should be taught to nurses. There were n = 30 and n = 1808 respondents respectively. Results Findings indicated a need to better integrate science content throughout nursing curricula. Participants were supportive of a discrete science subject in the foundation year and the integration of science content throughout the remainder of the curriculum. Participants across both surveys were ambivalent about whether the depth of science teaching was adequate for nursing practice. Most nurse academics and RNs thought that nurses should teach science, while non-nursing science teachers were less certain. Conclusions Existing consensus clearly values the delivery of science content as an initial and ongoing priority of learning throughout the undergraduate nursing program. Relevance to practice Improving the ways in which students learn sciences will impact on nursing practice, with the potential to improve patient care.
dc.language	English
dc.publisher	Elsevier
dc.relation.ispartof	Collegian: The Australian Journal of Nursing Practice, Scholarship and Research
dc.relation.isbasedon	10.1016/j.colegn.2017.01.004
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1110 Nursing
dc.subject.classification	Nursing
dc.title	How should science be taught to nurses? Preferences of registered nurses and science teaching academics
dc.type	Journal Article
utslib.citation.volume	24
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	*
pubs.consider-herdc	false
dc.date.updated	2022-09-12T03:13:00Z
pubs.issue	6
pubs.publication-status	Published
pubs.volume	24
utslib.citation.issue	6

Abstract:

Aims and objectives To identify how science should be taught to nursing students, and by whom. Background An understanding of foundational science and its role in supporting safe and effective nursing practice is an important part of student learning. The well documented challenges in teaching this content are compounded by a lack of evidence regarding educational strategies that lead to improved educational outcomes. Design The study employed a cross-sectional design using online surveys. Methods Two surveys were conducted in Australia involving (i) academics who teach science in undergraduate nursing programs and (ii) registered nurses (RNs). Participants were asked to respond to a range of questions around how science should be taught to nurses. There were n = 30 and n = 1808 respondents respectively. Results Findings indicated a need to better integrate science content throughout nursing curricula. Participants were supportive of a discrete science subject in the foundation year and the integration of science content throughout the remainder of the curriculum. Participants across both surveys were ambivalent about whether the depth of science teaching was adequate for nursing practice. Most nurse academics and RNs thought that nurses should teach science, while non-nursing science teachers were less certain. Conclusions Existing consensus clearly values the delivery of science content as an initial and ongoing priority of learning throughout the undergraduate nursing program. Relevance to practice Improving the ways in which students learn sciences will impact on nursing practice, with the potential to improve patient care.

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http://hdl.handle.net/10453/161740