School of Clinical Sciences, Auckland University of Technology, 90 Akoranga Drive, Northcote, Auckland, New Zealand.
Physiology Department, Auckland District Health Board, New Zealand.
Nurse Educ Today. 2019 Aug;79:48-53. doi: 10.1016/j.nedt.2019.05.013. Epub 2019 May 9.
Bioscience subjects are one of the most discussed nursing curricula contents in terms of the longed known teaching and learning challenges for nursing students. Recent studies examined the specific use of technology as teaching strategies. However, there are still significant gaps around nursing students' perception of biosciences within nursing education and the significance of teaching delivery methods to these perceptions.
The study examined students' overall perception of biosciences within New Zealand undergraduate nursing programmes in terms of relevance to practice, teaching delivery, self-competence and challenges encountered.
A descriptive, cross-sectional survey design on perceptions of New Zealand nursing students on biosciences was undertaken.
Five hundred and forty students were included. Fifty-five percent (55%) preferred biosciences papers be taught classroom - based but using a blended learning delivery instead of an exclusively traditional classroom setting (55% vs. 21%). Perception towards the biosciences was positive and the mean perception of older students and those in Year 3 was higher compared to the other students. Overall, students believed biosciences had relevance to the practice of nursing.
Positive perceptions of bioscience become more evident when nursing students reach their final year in the nursing programme. The contemporary profile (age) of students studying nursing are sensitive to their preferred teaching delivery. A fully online teaching approach to biosciences for nursing students will most likely require a robust approach and careful decision making for implementation.
生物科学学科是护理学生教学和学习面临长期挑战的最受关注的护理课程内容之一。最近的研究考察了技术作为教学策略的具体应用。然而，在护理教育中，仍然存在着护理学生对生物科学的看法以及这些看法对教学方法的重要性方面的重大差距。
本研究考察了新西兰本科护理课程中学生对生物科学的整体看法，包括与实践的相关性、教学方法、自我能力和遇到的挑战。
采用描述性、横断面调查设计，对新西兰护理学生对生物科学的看法进行了调查。
共纳入 540 名学生。55%（55%）的学生更喜欢课堂教学，但采用混合学习方式，而不是完全传统的课堂设置（55%比 21%）。学生对生物科学的看法是积极的，年龄较大的学生和三年级学生的平均看法高于其他学生。总体而言，学生认为生物科学与护理实践具有相关性。
当护理学生进入护理课程的最后一年时，对生物科学的积极看法变得更加明显。护理专业学生的现代（年龄）特征对他们喜欢的教学方法很敏感。对于护理学生来说，完全在线的生物科学教学方法可能需要采取稳健的方法，并在实施前进行仔细的决策。
