Faculty of Nursing
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Browsing Faculty of Nursing by Subject "anatomy"
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Item How much do students remember? An examination of anatomical knowledge retention by system over time(2023) Neumeier, Melanie; Narnaware, YuwarajNursing students struggle to retain enough anatomical knowledge to meet their entry to practice competencies, but what knowledge is missing and when this occurs has been previously unexplored. This study examined anatomical knowledge retention by system over time to identify gaps that can be targeted with focused educational interventions.Item Impact of content reinforcement of muscular and skeletal systems on knowledge retention in nursing students(2023) Narnaware, Yuwaraj; Neumeier, Melanie; Cuschieri, SarahThe human anatomy is regarded as a cornerstone of health care disciplines and is a pre-requisite for subsequent years of medical, allied health and nursing theory courses and clinical (Young et al., 2016). Numerous studies have expressed concern over students' ability to acquire anatomical knowledge in the first year and successfully transfer, retain, and apply it throughout their program (Narnaware and Neumeier, 2020; Narnaware, Y. 2021). Several robust interventional strategies have been employed in medicine and allied health disciplines to overcome the gap between first-year theory to senior years of theory and clinical (Manyamaet al., 2016). However, these interventions are lacking in nursing education. We have previously shown that nursing students lose anatomical knowledge by approximately 30.0% over three years (Narnaware, Y. 2022). To improve the acquisition and retention of anatomical knowledge, the present study aims to evaluate an interventional strategy that includes the content reinforcement (repeated knowledge testing) of the muscular and skeletal systems over eight weeks that will help improve knowledge retention.Item The impact of content reinforcement on anatomical knowledge retention of cardiovascular and lymphatic systems in nursing students(2023) Ukrainetz, Kiara; Narnaware, Yuwaraj; Neumeier, Melanie; Cuschieri, SarahMedical & allied health students struggle to transfer the anatomical knowledge from the first year to the future years of their disciplines, although few studies focus on nursing students. As an intervention strategy to improve long-term knowledge retention, the present study demonstrates that repeated evaluation of the cardiovascular and lymphatic systems over eight weeks can significantly increase anatomical knowledge retention of these systems compared to the evaluation of the same organ systems in the first week. Our results show that content reinforcement can be used as an effective interventional strategy to improve long-term anatomical knowledge retention in nursing students.Item An impact of images on anatomy scores in nursing students(2018) Narnaware, Yuwaraj; Burleson, Kathryn M.Anatomy has been a foundational class in the curricula of medical and other health related disciplines. There are many tools for teaching anatomy which approach learning through both verbal and visual means including textbooks, online modeling and computer software, dissection of cadavers or other preserved specimens and anatomical models (Drake RL, 2014). Practical examinations in anatomy assess visual knowledge through slides, labeled tissues, and body images, but the impact of using images in written examinations is less understood. Research shows that visualization can increase confidence in learning and retention of long term knowledge (Bartholome and Bromme 2009) while potentially altering learner’s cognitive load, memory, and examination anxiety and stress (Mayer RE, 2005). Most of the studies on the effects of including images on anatomy examinations are focused in medical, pre-nursing, or pre-health science students but have not yet been assessed in nursing students.Item The impact of the images in multiple-choice questions on anatomy examination scores of nursing students(2023) Narnaware, Yuwaraj; Cuschieri, SarahVisualizing effects of images on improved anatomical knowledge are evident in medical and allied health students, but this phenomenon has rarely been assessed in nursing students. To assess the visualizing effect of images on improving anatomical knowledge and to use images as one of the methods of gross anatomical knowledge assessment in nursing students, the present study was repeated over two semesters. The results show that the percent class average (%) was significantly (P<0.006) increased with the inclusion of more anatomical images in a multiple-choice anatomy exam compared to a similar exam with fewer images and was significantly (P<0.002) decreased by reducing the number of images by 50% compared to image-rich exams. However, examinations with an equal number of images did not alter the class average. The percent score of individual questions from the examinations with images plus text was significantly (P<0.001) higher than the same questions with text only in both semesters. The findings of this study indicate that image inclusion in anatomy examinations can improve learning and knowledge, may help reduce cognitive load, recall anatomical knowledge, and provide a hint to an exam question.Item Nursing student's perspectives and academic performance in anatomy and physiology before, during and after a stability period of COVID-19(2023) Narnaware, Yuwaraj; Cuschieri, SarahThe Coronavirus disease 2019 (COVID-19) has dramatically disrupted medical, allied health, and nursing education worldwide. It has created challenges for students and educators by requiring a sudden shift to online teaching and learning activities from didactic, passive teaching and learning. The objective of the present study was to evaluate the impact of these modes of teaching and learning before, during, and after the transition through COVID-19 on the class average and Grade Point Average (GPA) of nursing students taking anatomy and physiology in the first year of nursing. Using the virtual teaching and learning modality, the present study demonstrated that the mean class average of anatomy and physiology midterms and final examinations during COVID-19 (synchronous online teaching) was significantly higher (P<0.001) compared with the pre-COVID-19 (face-to-face (F2F) teaching) class average. However, the class average and GPA were not different between pre-COVID-19 (F2F teaching) and post-COVID-19 (hybrid/flex teaching). Virtual teaching of these subjects also significantly (P<0.001) increased the students’ GPA in anatomy and physiology during COVID-19 compared to before and after the stability of COVID-19. Students’ perspectives on teaching and learning these courses using these teaching modalities indicated that nursing students prefer a synchronous, hybrid mode of learning in anatomy and physiology. The present study demonstrates nursing students’ preference for a synchronous, online and hybrid mode of teaching and learning anatomy and physiology in case of the re-emergence of a new strain of coronavirus after Omicron variant in future lockdown due to the COVID-19 pandemic.Item Second-year nursing students’ retention of gross anatomical knowledge(2019) Narnaware, Yuwaraj; Neumeier, MelanieHuman anatomy and physiology are considered foundational courses in health related disciplines (Young et al., 2016). However, emerging evidence suggests that there is great difficulty not only in transferring fundamental anatomical knowledge to theory/clinical application but also a loss of knowledge over time (Doomernik et al., 2017; Easteal and Perry, 2018). Most of the knowledge transfer, loss and/or retention studies have been carried out in medical, physical therapy and chiropractic students, and this phenomenon has not yet been assessed in nursing students. This study seeks to determine the percent of anatomical knowledge retained by second year nursing students, and to determine which areas of anatomy have the greatest and lowest levels of retention.Item Three diamensional (3-D) virtual human cadaver, anatomage: an effective teaching tool for human anatomy(2017) Narnaware, Yuwaraj; Zhang, ChunyanAnatomy education has always been regarded as an essential requirement in the curriculum of medical and other health related disciplines (Turney, 2007). Although there are multiple reports discussing the indispensable importance of anatomy education, there are still ample debates regarding the use of the most effective anatomy teaching method. In an attempt to explore innovative ways to enhance understanding and/or knowledge of the human body in terms of its structure and function, the present study investigates the use of the most advanced and recent sophisticated technological invention, Anatomage. Here, we determine whether the introduction of the virtual human cadaver in the teaching of human anatomy to nursing students and other health sciences students enhances their knowledge of the human body.