School of Nursing and Midwifery, Monash University, McMahons Road, Frankston, Victoria, Australia; Monash Health, Dandenong Hospital, 135 David Street, Dandenong, Victoria, Australia.
Monash Biomedical Discovery Institute, Monash University, Clayton, Victoria, Australia.
Nurse Educ Pract. 2023 Nov;73:103843. doi: 10.1016/j.nepr.2023.103843. Epub 2023 Nov 10.
The aim of this study is to explore the effects of integrating bioscience and nursing units on academic achievement and perception in the first-year nursing curriculum.
Nursing students have historically found biosciences difficult and struggle to relate it to nursing practice. In response, nursing and non-nursing academics have employed different teaching modes and integration strategies to enhance learning. Despite these efforts, substantial gaps still persist concerning the integration of biosciences within nursing curriculum and the effect of integration on student academic achievement and student perception.
Retrospective descriptive. The setting was a large University in Victoria Australia with two undergraduate nursing campuses (metropolitan and non-metropolitan).
Student academic records and online evaluation surveys that were completed from 2014 to 2019 were examined. Students self-reported their experiences of the unit using a five-point Likert scale and two open-ended questions. Descriptive and inferential statistics were used to analyse the data. Content analysis was used to analyse the two open-response survey items.
First-year student records from 2014 to 2016 (pre-integration) and 2017-2019 (post-integration) were examined. Student mean age was 24.5 years (SD 7.2) and 20.9 years (SD 4.8) pre-integration and post-integration respectively. There was a statistically significant decrease in student attrition from pre-integration (n=536, 29.9%) to post-integration (n=358, 20.2%) (p <0.001), and a significant improvement in students' mean academic scores post-integration in the first semester 61.9 (SD 15.9) and 67.0 (SD 14.9) respectively, confidence interval 3.9-6.2 (p <0.001). Student satisfaction with the units improved post-integration, from 77.8% to 85.8% (χ = 10.1076) (p=0.001). However, there was no significant difference in students' perception of feeling overwhelmed, and their self-reported ability to link theory to practice.
Integrating bioscience and clinical nursing practice units in the first-year curriculum can help decrease student attrition rates, improve student academic results and increase student satisfaction which may lead to an overall improvement in student learning experiences.
本研究旨在探讨将生物科学与护理单元整合对护理课程第一年学生学业成绩和认知的影响。
护理学生历来认为生物科学很难，难以将其与护理实践联系起来。为此，护理和非护理学者采用了不同的教学模式和整合策略来促进学习。尽管做出了这些努力，但在护理课程中整合生物科学以及整合对学生学业成绩和学生认知的影响方面，仍然存在很大差距。
回顾性描述。该研究地点是澳大利亚维多利亚州的一所大型大学，有两个本科护理校区（都市区和非都市区）。
检查了 2014 年至 2019 年期间完成的学生学术记录和在线评估调查。学生使用五点李克特量表和两个开放式问题自我报告他们对单元的体验。使用描述性和推断性统计数据来分析数据。使用内容分析对两个开放式调查项目进行分析。
检查了 2014 年至 2016 年（整合前）和 2017 年至 2019 年（整合后）的一年级学生记录。学生的平均年龄分别为 24.5 岁（SD 7.2）和 20.9 岁（SD 4.8）。整合前（n=536，29.9%）和整合后（n=358，20.2%）的学生退学率均有统计学意义（p<0.001），且整合后第一学期学生的平均学术成绩也有显著提高，分别为 61.9（SD 15.9）和 67.0（SD 14.9），置信区间为 3.9-6.2（p<0.001）。学生对单元的满意度也有所提高，从整合前的 77.8%提高到整合后的 85.8%（χ=10.1076）（p=0.001）。然而，学生对感到不知所措的看法以及他们将理论与实践联系起来的自我报告能力没有显著差异。
在护理课程的第一年整合生物科学和临床护理实践单元，可以帮助降低学生退学率，提高学生的学业成绩，并提高学生的满意度，从而整体提高学生的学习体验。
