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Longitudinal study of Finnish nursing students' preferences for knowledge in nursing practice
1University of Oulu, Finland.
Scandinavian Journal of Caring Sciences
|January 14, 2000
Summary
Finnish nursing students prioritize biomedical and psychological knowledge over nursing science throughout their education. Speciality training influences knowledge preferences, aligning them with specific nursing practice areas.
Area of Science:
- Nursing Education
- Nursing Science
- Healthcare Professions Education
Background:
- Finnish nursing education curriculum emphasizes nursing science.
- The goal is to integrate nursing science's logic, concepts, and subject areas.
- Understanding student knowledge acquisition is crucial for curriculum development.
Purpose of the Study:
- To longitudinally examine the knowledge base of Finnish nursing students.
- Assess knowledge at 6, 18, and 30 months, and upon degree completion.
- Investigate how knowledge preferences evolve during nursing education.
Main Methods:
- Longitudinal study with 158 nursing students across six specialities.
- Data collected via questionnaires from 26 institutes.
- Factor analysis and one-way ANOVA used to analyze knowledge areas.
Main Results:
- Students consistently prioritized biomedical knowledge, particularly diseases and anatomy.
- Psychological knowledge was also highly valued.
- Nursing science knowledge was the least preferred area across all educational phases.
- Speciality-specific knowledge preferences emerged, aligning with practice areas.
Conclusions:
- Nursing students' knowledge base is heavily influenced by biomedical and psychological domains.
- Curriculum may need re-evaluation to enhance the integration and perceived importance of nursing science.
- Aligning educational content with future nursing practice specialities is evident in student preferences.
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