Shifting the load: Improving bioscience performance in undergraduate nurses through student focused learning.

Area of Science:

• Nursing Education
• Bioscience Pedagogy
• Educational Interventions

Background:

• Bioscience education presents unique challenges for nursing students.
• Limited research exists on novel teaching and learning strategies in this field.
• Effective bioscience learning is crucial for competent nursing practice.

Purpose of the Study:

• To evaluate the effectiveness of three distinct interventions aimed at enhancing student performance in a nursing bioscience unit.
• To compare the impact of prior science education with targeted learning support strategies.

Main Methods:

• Investigated the correlation between high school science achievement and bioscience unit performance.
• Assessed a pre-nursing bioscience workshop as a substitute for prior science learning.
• Evaluated two student-focused interventions: the Human Body Club and the LearnSmart online platform.

Main Results:

• Strong recent high school science attainment positively correlated with improved bioscience performance.
• The bioscience workshop intervention did not substitute for prior science learning.
• Both the Human Body Club and LearnSmart interventions demonstrated significant improvements in student performance.
• Increased engagement with LearnSmart correlated with higher marks.
• The Human Body Club proved most effective in improving student pass rates.

Conclusions:

• Prior science education is beneficial, but targeted interventions are key for nursing bioscience success.
• Student-centered approaches, particularly those offering comprehensive support like the Human Body Club, are highly effective.
• Online learning platforms and supplementary support clubs can significantly bolster student achievement in challenging bioscience curricula.