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Browsing Nursing - Student Works by Subject "knowledge retention"
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Item How much physiology do fourth year nursing students really remember?(2024) Purani, Sharlini; Narnaware, Yuwaraj; Neumeier, Melanie; Cuschieri, Sarah; Chahal, PaulThere is a growing concern that nursing students struggle to retain adequate physiological knowledge throughout their program to meet their entry to practice competencies. However, how much and when this knowledge is lost over a four-year undergraduate Bachelor of Science in Nursing program is yet to be evaluated. According to Narnaware Y. 2021, physiological knowledge retention has yet to be studied as comprehensively as anatomical knowledge retention in healthcare disciplines, including nursing programs. This study aims to assess the extent of physiological knowledge decline among nursing students by their fourth year. It is evaluated by comparing their understanding of physiological knowledge in the first year after their physiology course and the fourth year after completing their Critical Care nursing course. Physiological knowledge loss was assessed in fourth-year nursing students by quizzing them on ten organ systems using the online quizzing platform – Kahoot. About nine to eleven knowledge and comprehension-level multiple-choice questions were delivered. These scores were then compared to first-year quiz scores on the same content to determine overall knowledge loss over three years. The data was analyzed by using SPSS II and compared using 2-sample t-tests. The findings of this research illustrate a general reduction in knowledge loss, with variations in the decline specific to each system. In medical and allied health students, the knowledge loss was significantly lower than previously reported (Pourshanazari et al., 2013). Compared to the third year, knowledge loss in the fourth year, however, is not significantly different (Narnaware et al., 2021).Item Physiology knowledge retention in third-year nursing students(2023) Sharma, Prabal; Narnaware, YuwarajThere is a growing concern that medical, allied health & nursing students struggle to retain & apply physiological knowledge in the subsequent years of their disciplines (Narnaware & Neumeier, 2020). However, physiological knowledge retention has not been studied as extensively as anatomical knowledge retention in healthcare, with very few studies focusing on nursing students (Aari et al., 2004). The present study evaluates physiological knowledge retention in third-year nursing students. Students were quizzed on ten major organ systems using an online platform, Kahoot (Kahoot, Inc. Oslo, Norway). The results show that the mean class average in the first year was 64.9 ± 10.5 (±SD), which significantly (P<0.05) decreased to 50.95 ± 9.2 (±SD) in the third year. This equates to a knowledge retention rate of 88.1% or 11.9% knowledge loss within three years. Organ-specific knowledge retention was the highest for inflammation (100%), respiratory physiology (99.10%), and vascular physiology (95.01%), followed by blood (89.16%), digestive physiology (86.28%), endocrinology (83.76%), defences (82.50%) and renal physiology (82.19%). Retention was comparatively lower for fluid and electrolyte balance (79.36%) and reproductive physiology (77.54%). Although organ-specific knowledge retention was found, this study identifies the potential gaps in knowledge retention, which helps develop an effective and robust interventional strategy to improve knowledge retention in nursing students.