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

Article

Ralph, Nicholas, Birks, Melanie, Cant, Robyn, Chun Tie, Ylona and Hillman, Elspeth. 2017. "How should science be taught to nurses? Preferences of registered nurses and science teaching academics." Collegian: The Australian Journal of Nursing Practice, Scholarship and Research. 24 (6), pp. 585-591. https://doi.org/10.1016/j.colegn.2017.01.004
Article Title

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

ERA Journal ID14073
Article CategoryArticle
AuthorsRalph, Nicholas (Author), Birks, Melanie (Author), Cant, Robyn (Author), Chun Tie, Ylona (Author) and Hillman, Elspeth (Author)
Journal TitleCollegian: The Australian Journal of Nursing Practice, Scholarship and Research
Journal Citation24 (6), pp. 585-591
Number of Pages7
Year2017
PublisherElsevier
Place of PublicationNetherlands
ISSN1322-7696
1876-7575
Digital Object Identifier (DOI)https://doi.org/10.1016/j.colegn.2017.01.004
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.

Keywordsbioscience; curriculum content; curriculum design; nursing; nursing education; science
ANZSRC Field of Research 2020420599. Nursing not elsewhere classified
Public Notes

Third place winner for the USQ School-Specific 2016 Publication Excellence Awards for Journal Articles - School of Nursing and Midwifery.

Byline AffiliationsSchool of Nursing and Midwifery
James Cook University
Institution of OriginUniversity of Southern Queensland
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Future proofing nursing education: an Australian perspective
Ralph, Nicholas, Birks, Melanie, Chapman, Ysanne and Francis, Karen. 2014. "Future proofing nursing education: an Australian perspective." Sage Open. 4 (4), pp. 1-11. https://doi.org/10.1177/2158244014556633
Assisting the transition: establishment of a first year experience coordinator role for nursing students
Birks, Melanie, Chapman, Ysanne and Ralph, Nicholas. 2015. "Assisting the transition: establishment of a first year experience coordinator role for nursing students." Emerson, Tod S. (ed.) New developments in nursing education research. New York, NY. United States. Nova Science Publishers. pp. 77-89
Comment on: Thompson D.R. & Darbyshire P. (2013) Is academic nursing being sabotaged by its own killer elite?
Ralph, Nicholas. 2013. "Comment on: Thompson D.R. & Darbyshire P. (2013) Is academic nursing being sabotaged by its own killer elite?" Journal of Advanced Nursing. 69 (5), pp. 1212-1213. https://doi.org/10.1111/jan.12104
Undergraduate nursing studies: the first-year experience
Birks, Melanie, Chapman, Ysanne, Ralph, Nicholas, McPherson, Carol, Eliot, Matt and Coyle, Meaghan. 2013. "Undergraduate nursing studies: the first-year experience." Journal of Institutional Research. 18 (1), pp. 26-35.
Reality at the COAL FACE
Birks, Melanie, Buchan, Janet, Smithson, John and Norris, Philip. 2014. "Reality at the COAL FACE." 31st Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2014). Dunedin, New Zealand 23 - 26 Nov 2014 New Zealand.
The McDonaldization of nursing education in Australia: a grounded theory study on designing undergraduate nursing curricula in the context of national accreditation
Ralph, Nicholas. 2013. The McDonaldization of nursing education in Australia: a grounded theory study on designing undergraduate nursing curricula in the context of national accreditation. PhD Thesis Doctor of Philosophy. Monash University.
Numeracy in Nursing and Healthcare; Calculations and Practice
Shibab, Pearl, Hillman, Elspeth, Stolic, Snezana and West, Caryn. 2012. Numeracy in Nursing and Healthcare; Calculations and Practice . Australia. Pearson.