Craft Judy, Hudson Peter, Plenderleith Mark, Wirihana Lisa, Gordon Christopher
Faculty of Health, Queensland University of Technology, Australia.
Nurse Educ Today. 2013 Nov;33(11):1399-405. doi: 10.1016/j.nedt.2012.10.020. Epub 2012 Nov 24.
It is known that bioscience is perceived to be difficult and causes anxiety within undergraduate nursing students; yet, commencing students' perceptions of bioscience is not known. Therefore, the aim of this study was to ascertain incoming students' perceptions, knowledge and approaches to learning bioscience. Incoming students to the Bachelor of Nursing completed a questionnaire prior to undertaking bioscience. Two hundred and seventy three students completed the questionnaire that explored their expectations, preconceptions of bioscience content, approaches to learning bioscience, and relationship to clinical practice in the context of biosciences. Participant ages ranged from 17 to 53 (mean 23 years), and 78% of students had completed at least one secondary school science subject, of which 60% had studied biology. Overall, students' preconceptions included anxiety about studying bioscience, bioscience being difficult and harder than nursing subjects, and that more content will be required for bioscience than nursing subjects. Analysis using ANOVA revealed the relationships for secondary school science and age on student responses. A significant effect of secondary school science was found for science in school being advantageous for bioscience (p=0.010), understanding what bioscience entails (p=0.002), needing to study science prior to the start of the semester (p=0.009), and that bioscience is considered difficult (p=0.029). A significant effect of age was found for exams being more difficult than other assessments (p=0.000) and for being able to see the relevance of nursing when reaching the workplace (p=0.011). The findings also indicated that perceptions and associated anxieties related to bioscience were present in commencing students, similar to those which have been reported previously in established student groups. This strongly suggests that the faculty should attempt to dispel preconceptions about bioscience and target improved supports to facilitate the transition of students into the commencement of bioscience for nursing students.
众所周知，生物科学被认为很难，会让本科护理专业学生产生焦虑；然而，刚开始学习的学生对生物科学的看法却并不为人所知。因此，本研究的目的是确定即将入学的学生对生物科学的看法、知识和学习方法。护理专业本科新生在开始学习生物科学之前完成了一份问卷。273名学生完成了问卷，问卷探讨了他们的期望、对生物科学内容的先入之见、生物科学的学习方法以及在生物科学背景下与临床实践的关系。参与者年龄在17岁至53岁之间（平均23岁），78%的学生至少完成了一门中学科学课程，其中60%学习过生物学。总体而言，学生的先入之见包括对学习生物科学感到焦虑、认为生物科学比护理课程难且更难学，以及认为生物科学需要学习的内容比护理课程更多。使用方差分析进行的分析揭示了中学科学课程和年龄与学生回答之间的关系。发现中学科学课程对生物科学有显著影响，体现在中学学习科学对生物科学有利（p = 0.010）、理解生物科学的内涵（p = 0.002）、需要在学期开始前学习科学（p = 0.009）以及认为生物科学很难（p = 0.029）。发现年龄对考试比其他评估更难（p = 0.000）以及到达工作场所时能够看到护理的相关性（p = 0.011）有显著影响。研究结果还表明，即将入学的学生中存在与生物科学相关的看法和相关焦虑，与之前在已入学学生群体中报道的情况类似。这强烈表明，教师应试图消除对生物科学的先入之见，并针对性地提供更好的支持，以促进护理专业学生顺利开始生物科学课程的学习。
