Narnaware, Yuwaraj2021-10-072022-05-312022-05-312021Narnaware, Y. (2021). Never heard that before! Bioscience knowledge retention in undergraduate nursing education. HAPS Educator, 25(2), 77-81. https://doi.org/10.21692/haps.2021.009https://hdl.handle.net/20.500.14078/2461Human anatomy and physiology are considered foundational courses in medical, allied health, and nursing disciplines and serve as prerequisites for future theory courses and nursing clinicals. Numerous studies have demonstrated the difficulty for medical and allied health students to acquire, transfer, retain, and apply knowledge from these courses in subsequent years of their programs. However, most knowledge retention studies of anatomy and physiology have been carried out with a focus on medical and allied health students and have rarely been assessed in nursing students. In addition, most studies of interventions in anatomy and physiology have emphasized factors affecting knowledge acquisition in the first year of nursing, and little is known about knowledge retention and application during subsequent years of nursing. This review highlights the current status of knowledge retention in nursing education, identifies potential gaps, and discusses interventional strategies to bridge the gap between the classroom and future theory courses and nursing clinicals.212.59KBPDFenAll Rights Reservedanatomy and physiologyknowledge retentionnursingknowledge applicationclinical applicationArticlehttps://doi.org/10.21692/haps.2021.009