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Nursing students' misunderstandings when learning about stroke care: A phenomenographic study
Jagoba Zarandona1, Itziar Hoyos Cillero2, Marta Arrue2
1Vitoria-Gasteiz Nursing School, Osakidetza-Basque National Health Service, Jose Atxotegi s/n, 01009 Vitoria-Gasteiz, Basque Country, Spain.
Background:
Considering the prevalence and complexity of a stroke, it is necessary to think about how undergraduate nursing students are developing knowledge for stroke care.
Aim:
To obtain a vision of nursing students' learning, exploring difficulties concerning understanding stroke care delivery.
Design:
A phenomenographic research approach.
Locations And Participants:
This research is based on written exam papers (n = 126) from third-year nursing students enrolled in the 2015-16 academic year in two Nursing Schools in Spain.
Results:
The analysis revealed four conceptions in which students demonstrated difficulties understanding stroke care delivery: 1) limitation of the neurological assessment to the level of consciousness and use of the Glasgow Coma Scale; 2) association of haemorrhagic stroke with hypovolaemia; 3) justification of the need for appropriate patient positioning and postural changes based solely on preventing pressure ulcers; and 4) assertion that strength exercises help improve spasticity.
Conclusions:
Empirical identification of these conceptions among undergraduate nursing students, together with agreed definitions of learning outcomes, in the subject of stroke care delivery will allow educators to design evidence-based teaching-learning strategies.