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Never heard that before! Interventional strategies to improve anatomical knowledge retention in nursing students

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dc.contributor.authorNarnaware, Yuwaraj
dc.contributor.authorNeumeier, Melanie
dc.date.accessioned2021-06-14
dc.date.accessioned2022-05-31T01:43:54Z
dc.date.available2022-05-31T01:43:54Z
dc.date.issued2021
dc.description.abstractBackground: Nursing students perceive anatomy & physiology as anxiety provoking & stressful subjects. They experience difficulty to acquire, transfer, retain and confidently apply bioscience knowledge to subsequent years of nursing education. In sufficient bioscience knowledge can result in nursing errors. Nursing students are unable to put bioscience knowledge into practice. Objectives: To evaluate knowledge acquisition in first year & its retention and application in the second year. Identify factors affecting knowledge acquisition, retention, and application. Discuss experiential learning strategies to improve knowledge retention. Design your own project to identify knowledge gaps and appropriate learning and retention strategies.
dc.format.extent1.89MB
dc.format.mimetypePDF
dc.identifier.citationNarnaware, Y. (2021c- Oral presentation). Never Heard That Before!: Interventional Strategies to Improve Anatomical Knowledge Retention in Nursing Students. Teaching and Learning Virtual Conference, Mount Royal University, Calgary, AB, Canada, May 18-19, 2021.
dc.identifier.urihttps://hdl.handle.net/20.500.14078/2334
dc.languageEnglish
dc.language.isoen
dc.rightsAll Rights Reserved
dc.subjectknowledge retention
dc.subjectnursing students
dc.titleNever heard that before! Interventional strategies to improve anatomical knowledge retention in nursing studentsen
dc.typePresentation
dspace.entity.type

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