Science knowledge needed for nursing practice: a cross-sectional survey of Australian registered nurses

Article

Birks, Melanie, Ralph, Nicholas, Cant, Robyn, Chun Tie, Ylona and Hillman, Elspeth. 2018. "Science knowledge needed for nursing practice: a cross-sectional survey of Australian registered nurses." Collegian: The Australian Journal of Nursing Practice, Scholarship and Research. 25 (2), pp. 209-215. https://doi.org/10.1016/j.colegn.2017.05.005
Article Title

Science knowledge needed for nursing practice: a cross-sectional survey of Australian registered nurses

ERA Journal ID14073
Article CategoryArticle
AuthorsBirks, Melanie (Author), Ralph, Nicholas (Author), Cant, Robyn (Author), Chun Tie, Ylona (Author) and Hillman, Elspeth (Author)
Journal TitleCollegian: The Australian Journal of Nursing Practice, Scholarship and Research
Journal Citation25 (2), pp. 209-215
Number of Pages7
Year2018
PublisherElsevier
Place of PublicationNetherlands
ISSN1322-7696
1876-7575
Digital Object Identifier (DOI)https://doi.org/10.1016/j.colegn.2017.05.005
Web Address (URL)https://www.sciencedirect.com/science/article/pii/S1322769616301913
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.

Keywordsbaccalaureate nursing education; bioscience; curriculum design; nursing curriculum content
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020420599. Nursing not elsewhere classified
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Byline AffiliationsJames Cook University
School of Health, Nursing and Midwifery
Institution of OriginUniversity of Southern Queensland
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Ralph, Nicholas, Birks, Melanie and Chapman, Ysanne. 2014. "Contextual positioning: using documents as extant data in grounded theory research." Sage Open. 4 (3), pp. 1-7. https://doi.org/10.1177/2158244014552425
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.