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Nursing Students' Retention of Knowledge by Basic Knowledge Type: An Exploratory Study.

Hiromi Kawasaki1, Satoko Yamasaki1, Susumu Fukita2

  • 1Division of Nursing Sciences, Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima 734-8551, Japan.

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Nursing students retain physiological knowledge better than environmental knowledge. However, environmental knowledge applicable to daily life and social events is better retained, indicating content relevance impacts learning retention.

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environment knowledgelearningnursing students

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Area of Science:

  • Nursing Education
  • Educational Psychology

Background:

  • Student interests influence learning effectiveness, knowledge acquisition, and retention.
  • Understanding how content type affects knowledge retention is crucial for effective pedagogy.

Purpose of the Study:

  • To investigate differences in nursing students' retention of physiological versus environmental knowledge.
  • To analyze knowledge retention trends based on content type and applicability.

Main Methods:

  • Utilized in-class scores from 57 nursing students across two academic years.
  • Administered pre- and post-class surveys assessing human health and comfort knowledge.
  • Employed logistic regression to calculate correct answer rates, accounting for individual variations.

Main Results:

  • Physiological knowledge demonstrated strong retention.
  • Environmental knowledge showed poorer retention compared to physiological knowledge.
  • Environmental knowledge with direct application to daily life and social events was better retained.

Conclusions:

  • Content type significantly impacts knowledge retention in nursing students.
  • Tailoring environmental health education to practical, everyday applications can enhance student learning and retention.