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Summary
The study of biosciences by nursing students, while perceived by most as relevant, presents particular challenges for many during pre-registration programmes. This article describes a literature review of the teaching and learning of biosciences in nursing curricula. Four areas are explored: the relevance of bioscience in pre-registration nursing; difficulties experienced by nursing students learning biosciences; lecturer attributes in facilitating learning; and teaching and assessment methods.
Keywords
Biosciences, education, nursing students, teaching methods
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THE AUTHOR HAS TAUGHT biosciences to pre-regisiration nursing students for several years and has observed significant numbers of nursing students experiencing difficulties in assimilating and applying this knowledge. Indeed, such difficulties have been well documented over the years (Wilson 1975, Akinsanya and Hayward 1 980, Rutishauser and Stephenson 1985,Alcinsanya 1987), For the purpose of this review, however, only literature from the 1990s onwards will be considered.
A literature review on the teaching and learning of biosciences in nursing curricula was undertaken using Journals@O vid Full Text, the Cumulative Index of Nursing and Allied Health Literature (CINAHL) and Mediine databases using the terms biosciences, pre-registration nursing curriculum, teaching and learning strategies, and assessment strategies.
McVicar and CIancy (2001 ) provide a useful definition of what is meant by biosciences in nursing curricula; it includes anatomy, physiology, biochemistry, immunology, pharmacology, genetics and microbiology. The same definition will be adopted here.
Relevance of biosciences in pre-registration nursing
There is agreement among many authors that nurses appreciate the need to study biosciences, and thatapplying this knowledge to practice improves their understanding and efficacy in delivering care (Wynnerfa/1997,JordanandPotterl999,Prowse 2003). Indeed, it has been argued that biosciences should be key contributors to nursing knowledge (Prowseand Lyne 2000). European Union directives (77/453/EEC and 89/595/EEQ concerning the requirements of pre-registration nursing programmes state clearly that the nursing student should acquire sufficient understanding of the anatomy and physiology of healthy and sick people (Nursing and Midwifery Council (NMC) 2004). More recently, the National Institute for...