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Never heard that before: interventional strategies to improve anatomical knowledge in nursing students

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dc.contributor.authorNarnaware, Yuwaraj
dc.contributor.authorNeumeier, Melanie
dc.date.accessioned2022-07-04
dc.date.accessioned2022-10-12T21:20:26Z
dc.date.available2022-10-12T21:20:26Z
dc.date.issued2022
dc.descriptionPresented on May 12, 2022 at the Faculty of Nursing Research Day held at MacEwan University in Edmonton, AB, Canada.
dc.description.abstractBioscience problem? The medical & allied-health students worldwide reported a growing concern over the loss of bioscience knowledge of first-year of their degree program. They lose approx. 50-80% of the first-year anatomical knowledge within two or more years of medical school. Ninety-two (92%) of second year medical students reported that anatomical knowledge was very helpful. Only 14.0% of the final year medical students felt confident in their first-year anatomy knowledge. Knowledge retention studies have not yet been assessed in nursing students. Objectives: assess the anatomical knowledge acquisition in the first-year nursing students and its transfer/loss, retention, and application in the second year. Identify factors impacting knowledge acquisition, retention, and application. Discuss robust interventional strategies to bridge the gap between first-year theory and second-year of nursing.
dc.format.extent2.96MB
dc.format.mimetypePDF
dc.identifier.urihttps://hdl.handle.net/20.500.14078/2744
dc.languageEnglish
dc.language.isoen
dc.rightsAll Rights Reserved
dc.subjectnursing students
dc.subjectbioscience knowledge
dc.titleNever heard that before: interventional strategies to improve anatomical knowledge in nursing studentsen
dc.typePresentation

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