Taylor Vanessa, Ashelford Sarah, Fell Patricia, Goacher Penelope J
School of Nursing, Midwifery and Social Work, University of Manchester, Manchester, UK.
Faculty of Health Studies, University of Bradford, Bradford, UK.
J Clin Nurs. 2015 Oct;24(19-20):2797-806. doi: 10.1111/jocn.12880. Epub 2015 May 19.
This study aims to review the biosciences component of preregistration nursing programmes in higher education institutions across the UK through the experiences and perceptions of lecturers involved in nursing education.
Studies suggest that some qualified nurses lack confidence in explaining the bio-scientific rationale for their clinical practice. Biosciences can be difficult to understand and integrate into clinical decision-making and require protected time within preregistration nurse education. In the absence of explicit national guidelines, it is unclear as to the depth and extent biosciences are taught across different institutions and the level achieved at the point of registration.
A survey approach was adopted to generate quantitative and qualitative feedback.
Data were collected using a semi-structured questionnaire seeking the experiences and views of lecturers involved in teaching biosciences to nursing students across the UK. Data received from 10 institutions were analysed using descriptive statistics and thematic analysis.
Lecturers reported that the hours of taught biosciences ranged from 20-113 hours, principally within the first year. This represents between 0·4-2·4% of time within a preregistration nursing programme (4600 hours). Large group lectures predominate, supplemented by smaller group or practical work, and online materials. The biosciences are assessed specifically in half the institutions surveyed and as part of integrated assessments in the rest. In relation to student feedback, all respondents stated that students consistently requested more time and greater priority for biosciences in their programme.
This survey suggests that the number of hours spent teaching biosciences is minimal and varies widely between higher education institutions. All respondents expressed concern about the challenges of teaching difficult bio-scientific concepts to large groups in such a limited time and called for greater clarity in national guidelines to ensure that all nurses are adequately educated and assessed in bioscience subjects.
Failure to understand the biosciences underpinning care has implications for safe and competent nursing.
本研究旨在通过参与护理教育的讲师的经验和看法，回顾英国高等教育机构预注册护理课程中的生物科学部分。
研究表明，一些合格护士在解释其临床实践的生物科学原理时缺乏信心。生物科学可能难以理解且难以融入临床决策，并且在预注册护士教育中需要有专门的时间。由于缺乏明确的国家指南，目前尚不清楚不同机构教授生物科学的深度和广度以及注册时所达到的水平。
采用调查方法以收集定量和定性反馈。
使用半结构化问卷收集数据，该问卷旨在了解全英国参与向护理专业学生教授生物科学的讲师的经验和观点。对从10所机构收到的数据进行描述性统计和主题分析。
讲师们报告称，生物科学的授课时长在20至113小时之间，主要集中在第一年。这占预注册护理课程（4600小时）总时长的0.4%至2.4%。大班授课为主，辅以小组授课或实践操作以及在线资料。在所调查的机构中，有一半专门对生物科学进行评估，其余机构则将其作为综合评估的一部分。关于学生反馈，所有受访者均表示，学生一直要求在课程中为生物科学安排更多时间并给予更高优先级。
本次调查表明，生物科学的教学时长很少，且不同高等教育机构之间差异很大。所有受访者都对在如此有限的时间内向大班级教授复杂生物科学概念的挑战表示担忧，并呼吁国家指南更加明确，以确保所有护士都接受充分的生物科学学科教育和评估。
不理解护理背后的生物科学会对安全且胜任的护理工作产生影响。
