Interventional strategies to improve anatomical knowledge in nursing students
bioscience knowledge, knowledge retention, nursing students
Human anatomy and physiology are considered a cornerstone of any health-related profession and serve as a pre-requisite for future nursing courses and clinical. A strong knowledge base of these subjects is crucial for medical, allied health, and nursing students to become successful practitioners after graduation. However, there is growing concern that students are not retaining the essential bioscience knowledge from these courses over time. Numerous studies have demonstrated the difficulty students have to retain and apply anatomical knowledge as they progress through their programs of study. Nursing programs worldwide are impacted by reduced face-to-face instructional hours, increased student enrollment, student demographics, fewer dedicated faculty members, minimal or no use of cadaveric dissection, and requirements to move anatomy classes and labs on-line due to pandemics such as COVID-19. These factors have impacted the teaching and learning of biosciences. In this interactive presentation, an author will describe a study that evaluated how much anatomy knowledge nursing students retained throughout the duration of their four-year program. Comparisons and trends by body system and over time will be presented to give a clear understanding of the gaps of knowledge retention between classroom to future nursing courses and clinical. Based on that assessment, he will discuss how interventional strategies were implemented to address those gaps. Attendees will then be encouraged to identify what concepts are essential to their own courses and to outline a project to evaluate whether those concepts are retained over time and what type of learning strategies could impact that retention.
Presented on May 5-6, 2022 at the Augustana Conference on Undergraduate Research and Innovative Teaching, held at the University of Alberta - Augustana Campus, Camrose, AB, Canada.
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