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Preconceptions about the infection process among prenursing students
Thomas A Dombrowsky1, Linda Frye1
1College of Nursing and Health Innovation, University of Texas at Arlington, Arlington, TX.
American Journal of Infection Control
|November 28, 2016
Summary
Prenursing students often misunderstand basic infection concepts like bacteria versus viruses and how antibiotics work. Understanding these knowledge gaps can help educators improve infection process education.
Area of Science:
- Microbiology Education
- Infectious Disease Transmission
- Nursing Pedagogy
Background:
- Effective nursing education requires understanding students' existing knowledge.
- Preconceptions about infectious processes can impact future clinical practice.
- Many students enter nursing programs with incomplete scientific foundations.
Purpose of the Study:
- To assess prenursing students' preconceptions of the infection process.
- To identify specific areas of misunderstanding regarding pathogens and treatments.
- To inform curriculum development for improved science education in nursing.
Main Methods:
- Survey administered to 207 prenursing students at a large university.
- Assessed understanding of bacteria, viruses, immune system, and antibiotics.
- Qualitative analysis of student responses regarding infection concepts.
Main Results:
- Most students demonstrated poor understanding of the difference between bacteria and viruses.
- Limited knowledge was observed regarding the immune system's role in fighting infection.
- Students lacked understanding of antibiotic mechanisms of action.
- Significant gaps in foundational knowledge of infectious processes were identified.
Conclusions:
- Prenursing students possess significant misconceptions about fundamental aspects of infection.
- Educators should address these preconceptions to build accurate scientific understanding.
- Curriculum adjustments can enhance learning experiences and improve future nursing practice.
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