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Using bioscience knowledge in nursing: actions, interactions and reactions

S Jordan1, D Hughes

  • 1School of Health Science, University of Wales, Swansea.

Journal of Advanced Nursing
|June 24, 1998
PubMed
Summary
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Nurses completing a diploma in nursing (DN) applied bioscience knowledge in practice, improving interprofessional collaboration. However, resistance from senior nurses and managers hindered role development, with most viewing the qualification as status protection rather than career advancement.

Area of Science:

  • Nursing Education
  • Applied Physiology
  • Biosciences in Healthcare

Background:

  • Post-registration nursing education is evolving to incorporate advanced bioscience knowledge.
  • The study addresses the practical application and impact of applied physiology within nursing practice.
  • Understanding the integration of bioscience into nursing roles is crucial for healthcare advancement.

Purpose of the Study:

  • To explore the outcomes of the applied physiology component of a post-registration diploma in nursing (DN).
  • To investigate how newly acquired bioscience knowledge influences nurses' clinical practice and interprofessional interactions.
  • To identify barriers and facilitators to the adoption of advanced nursing roles post-qualification.

Main Methods:

  • Empirical data collection from a study on diploma in nursing graduates.

Related Experiment Videos

  • Qualitative and quantitative analysis of student experiences and reported practice changes.
  • Exploration of interprofessional dynamics and workplace resistance.

    • Main Results:

    • Graduates utilized bioscience knowledge, enhancing participation in team decisions and monitoring medical practice.
    • Friction arose with medical colleagues due to increased nurse autonomy and evaluation.
    • Significant resistance encountered from senior nurses and general managers impeded role expansion.

    Conclusions:

    • The diploma in nursing (DN) equips nurses with valuable bioscience skills for clinical practice.
    • Organizational and professional resistance, particularly from senior nursing staff and management, presents a major barrier to role development.
    • Nurses primarily perceived the qualification as a means of professional status protection amidst organizational changes, rather than a pathway for career progression.