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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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01:15Nursing Evaluation
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The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
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01:15Nursing Implementation
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Implementation is the execution of the nursing care plan developed during the planning phase.
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Developing and evaluating effective bioscience learning activities for nursing students.
Judith Salvage-Jones1, Jessie Hamill2, Michael Todorovic3
1Eskitis Institute for Cell and Molecular Biology, Griffith University, Brisbane Innovation Park, Nathan, QLD, 4111, Australia.
Nurse Education in Practice
|July 19, 2016
Summary
Engaging nursing students with biosciences is difficult. Hands-on anatomy and physiology games did not improve academic performance, with factors like prior scores and language proficiency having a greater impact.
Area of Science:
- Medical Education
- Nursing Education
- Biosciences
Background:
- Engaging nursing students in biosciences, particularly anatomy and physiology, presents a persistent challenge in tertiary education.
- Traditional teaching methods may not adequately foster deep understanding or retention of complex anatomical and physiological concepts.
- Innovative pedagogical approaches are needed to enhance student engagement and academic outcomes.
Purpose of the Study:
- To implement and evaluate a hands-on intervention using games and puzzles to improve nursing student engagement in clinical anatomy and physiology.
- To assess the impact of this intervention on student academic performance, including quizzes, worksheets, and final examinations.
- To identify factors influencing academic performance in first-year undergraduate nursing students.
Main Methods:
- A quasi-experimental, longitudinal before-and-after study design was employed across three university campuses.
- The study involved 1320 first-year undergraduate nursing students from 2013 to 2014.
- Academic performance metrics (weekly quizzes, fortnightly worksheets, semester exams) were compared between students exposed to the intervention and those not.
Main Results:
- While initial results in 2013 suggested a potential academic improvement on one campus, this effect was not replicated in 2014 with a larger cohort.
- Subjective student feedback indicated high satisfaction and enthusiasm for the hands-on learning activities.
- Objective academic data did not demonstrate a significant enhancement in student performance attributable to the intervention.
Conclusions:
- The hands-on games and puzzles intervention, despite positive student reception, did not demonstrably improve academic performance in anatomy and physiology for nursing students.
- Pre-existing factors such as tertiary entrance scores, English language proficiency, and socio-economic status were found to be more influential on academic outcomes.
- Further research may be needed to explore alternative or supplementary strategies for enhancing biosciences engagement and performance in nursing education.