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Yun-bo Shi - One of the best experts on this subject based on the ideXlab platform.
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Thanking cell & Bioscience reviewers.
Cell & bioscience, 2015Co-Authors: Yun-bo ShiAbstract:The editors of Cell & Bioscience would like to thank all the reviewers who contributed to the journal in 2014.
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Thanking Cell & Bioscience reviewers.
Cell & bioscience, 2014Co-Authors: Yun-bo ShiAbstract:The editors of Cell & Bioscience would like to thank all the reviewers who contributed to the journal in Volume 3 (2013).
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The right journal for the right time - Cell & Bioscience.
Cell & bioscience, 2011Co-Authors: Yun-bo ShiAbstract:Cell & Bioscience welcomes the submission of your best work for rapid open access publication. This is the official journal of the Society of Chinese Bioscientists in America (SCBA).
Christopher Gordon - One of the best experts on this subject based on the ideXlab platform.
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Registered nurses' reflections on Bioscience courses during the undergraduate nursing program: an exploratory study.
Journal of clinical nursing, 2017Co-Authors: Judy Craft, Peter Hudson, Mark B. Plenderleith, Christopher GordonAbstract:Aims and objectives To explore new graduate registered nurses’ reflections of Bioscience courses during their nursing program, and the relationship between Bioscience content and their clinical practice. Background Undergraduate nursing students internationally find Bioscience courses challenging, which may be due to the volume of content and level of difficulty of these courses. Such challenges may be exacerbated by insufficient integration between Bioscience theory and nursing clinical practice. Design A descriptive, cross-sectional mixed methods study was conducted. Methods A 30-item questionnaire with five written response questions which explored recently registered nurses’ reflections on Bioscience courses during their nursing degree was employed. Descriptive analyses were reported for individual items. Thematic analysis of qualitative responses were grouped to reveal emerging themes. Results Registered nurses’ (n=22) reflections revealed that Bioscience courses were a significant challenge during their undergraduate program, and they lacked confidence explaining the biological basis of nursing. Participants would like improved knowledge of the relevant Bioscience for nursing, and agreed that Bioscience courses should be extended into the undergraduate final year. The importance of relating Bioscience content to nursing practice was elaborated extensively throughout written responses. Conclusions Although registered nurses reflected that Bioscience courses were difficult with large volumes of content, having more Bioscience with greater relevance to nursing applications was considered important in their current clinical practice. It is suggested that Bioscience academics develop greater contextual links between Bioscience content and clinical practice relevant to nursing.
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Final year Australian nursing students' experiences with Bioscience: A cross-sectional survey.
Nursing & health sciences, 2016Co-Authors: Christopher Gordon, Mark B. Plenderleith, Peter Hudson, Murray J. Fisher, Judy CraftAbstract:Nursing students have reported Bioscience to be challenging and difficult to understand. This might have a negative impact upon their ability to understand patients' clinical conditions and nursing practice. We sought information about students' experiences with Bioscience. A total of 126 final year nursing students completed a questionnaire. The findings showed that the majority of participants considered Bioscience subjects to require more work compared to nursing subjects (65.9%), and that they would like a better understanding of Bioscience (73.8%), but understood that Bioscience forms the foundation of nursing practice (76.2%). Younger participants without secondary school science rated Bioscience harder than nursing subjects and spent more time studying Bioscience compared to older participants. Participants without any secondary school science lacked an ability to apply Bioscience concepts to patient conditions. These results showed that nursing students, especially those without secondary school science, would benefit from improved Bioscience integration with nursing practice. Nursing and Bioscience educators should consider greater alignment of Bioscience with nursing practice subjects, especially earlier in the curriculum.
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Creating Relevance and Credibility: New Approaches for Bioscience Education in Pre-registration Nursing Curriculum
International Journal of Innovation in Science and Mathematics Education, 2013Co-Authors: Christopher Gordon, Vanessa K. HughesAbstract:In Australia, biomedical scientists typically service teach Bioscience to pre-registration nursing students. It has been reported that nursing students consider these Bioscience subjects to be difficult causing anxiety, which potentially leads to surface learning approaches. Traditional assessments in Bioscience teaching, such as multiple choice questions, do not foster the development of critical thinking skills for integrating the Bioscience to their nursing practice. These difficulties led to a major revision of Bioscience teaching within a nursing faculty at an Australian university. We developed a model for teaching Bioscience with the purpose of restructuring the Bioscience assessments to improve the connection between Bioscience knowledge and clinical practice requirements, and to develop implement specific clinical sessions for biomedical lecturers to aid in their understanding of the relationship of Bioscience to clinical practice. This was to ensure that Bioscience teaching was aligned with the nursing faculty graduate attributes and registered nurses competencies for safe and competent practice. This paper will describe the process undertaken by the Bioscience teaching team to address these difficulties and the development of an integrated model of Bioscience and clinical teaching. We will describe clinical sessions for the biomedical lecturers, the new assessments and their relationship to clinical practice, and how these relate to the new model.
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Commencing nursing students' perceptions and anxiety of Bioscience
Nurse education today, 2012Co-Authors: Judy Craft, Peter Hudson, Mark B. Plenderleith, Lisa A. Wirihana, Christopher GordonAbstract:It is known that Bioscience is perceived to be difficult and causes anxiety within undergraduate nursing students; yet, commencing students' perceptions of Bioscience is not known. Therefore, the aim of this study was to ascertain incoming students' perceptions, knowledge and approaches to learning Bioscience. Incoming students to the Bachelor of Nursing completed a questionnaire prior to undertaking Bioscience. Two hundred and seventy three students completed the questionnaire that explored their expectations, preconceptions of Bioscience content, approaches to learning Bioscience, and relationship to clinical practice in the context of Biosciences. Participant ages ranged from 17 to 53 (mean 23 years), and 78% of students had completed at least one secondary school science subject, of which 60% had studied biology. Overall, students' preconceptions included anxiety about studying Bioscience, Bioscience being difficult and harder than nursing subjects, and that more content will be required for Bioscience than nursing subjects. Analysis using ANOVA revealed the relationships for secondary school science and age on student responses. A significant effect of secondary school science was found for science in school being advantageous for Bioscience (p=0.010), understanding what Bioscience entails (p=0.002), needing to study science prior to the start of the semester (p=0.009), and that Bioscience is considered difficult (p=0.029). A significant effect of age was found for exams being more difficult than other assessments (p=0.000) and for being able to see the relevance of nursing when reaching the workplace (p=0.011). The findings also indicated that perceptions and associated anxieties related to Bioscience were present in commencing students, similar to those which have been reported previously in established student groups. This strongly suggests that the faculty should attempt to dispel preconceptions about Bioscience and target improved supports to facilitate the transition of students into the commencement of Bioscience for nursing students.
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Bioscience assessments: Making connections to clinical practice
2012Co-Authors: Vanessa K. Hughes, Christopher GordonAbstract:Evidence suggests that undergraduate nursing students feel a disconnect between Bioscience theory and clinical practice. Students tend to utilise rote learning as their primary means of learning, as Bioscience is often heavily content driven. In addition, many assessments promote surface learning which appears to impact on students understanding of Bioscience integration with clinical practice and therefore, does not align with curriculum strategies. We report on the infusion of novel assessment items to promote and contextualise Bioscience knowledge within clinical application. Students will be required to produce evidence-based patient and clinician-focussed support materials to reinforce linkage of disease understanding with clinical best practice guidelines. In this way, Bioscience knowledge translation occurs in a pragmatic and realistic mode with direct application to student clinicians within acute care health settings. This pedagogical approach is underpinned using concept maps, which have been shown to improve understanding of complex physiological interrelationships.
Claire Perkins - One of the best experts on this subject based on the ideXlab platform.
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Enhanced Bioscience content is urgently needed in UK pre-registration nursing curricula.
Nurse education in practice, 2018Co-Authors: Claire PerkinsAbstract:Achieving adequate Bioscience learning and assessment in pre registration nursing programs has been problematic for many decades. This has been discussed extensively in national and international health care literature. Despite this, the quantity and quality of Bioscience content appears currently in many UK registered nursing programs, to be in a period of decline. Sub optimal Bioscience knowledge of registered nurses has been consistently correlated with avoidable morbidity and mortality. An increasing evidence base indicates that a higher level of educated registered nurse, leads to improved health outcomes. It is therefore clear that continuing to fail to address the Bioscience problem in nursing education has the potential to incur considerable adverse impact on the UK populations' health. The recent publication of new Nursing and Midwifery Council (NMC) standards of proficiency for registered nurses, and standards for pre-registration nursing programs require nurse education providers across the UK, to write new curriculum. The purpose of this discussion paper is to present the case for enhanced Bioscience content within these.
Sue Jordan - One of the best experts on this subject based on the ideXlab platform.
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Bioscience in the pre registration curriculum finding the right teaching strategy
Nurse Education Today, 2000Co-Authors: Shân Davies, Fiona Murphy, Sue JordanAbstract:Abstract With the transition of pre-registration nursing programmes into higher education, a disproportionate number of problems have arisen in relation to the Bioscience component of the curriculum. Therefore, a survey was undertaken to obtain the views of students ( n = 294) and staff ( n = 57) to identify effective teaching strategies to facilitate students' learning and understanding of this difficult area of the curriculum. In contrast to the staff, the majority of students found all three teaching strategies (lectures, tutorials and laboratory sessions) of approximately equal value to their learning and practice. Our findings suggest that students' problems with the Biosciences could be ameliorated by adjustments in curriculum apportionment. Our data would support the continuation of lead lectures and laboratory work in Bioscience. However, a tutorial system, specifically designed to overcome the particular difficulties experienced by nursing students in this area, is needed. This should augment, not replace, lectures and teaching laboratories. There was little indication that such a redistribution of resources would be favoured by the majority of the staff.
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The Biosciences in the pre-registration nursing curriculum: staff and students' perceptions of difficulties and relevance.
Nurse education today, 1999Co-Authors: Sue Jordan, Shân Davies, Barbara GreenAbstract:Abstract This paper considers the problematic position of the biological sciences in pre-registration nurse education — ‘The Bioscience Question’. There is no consensus and little research on the appropriate content and depth of Bioscience knowledge required by nurses. Attempts to apportion curriculum time for the Biosciences are confounded by the difficulty experienced by nursing students with this area. Within one university department, a survey was undertaken to investigate the perceptions of pre-registration students, and their teachers, of the teaching and learning of biological science, in comparison with other areas of the curriculum. Our findings concur with others that the Biosciences are a source of disproportionate difficulty and anxiety to nursing students. Among the students, but not the lecturers, there was some, by no means universal, support for the suggestion that these problems could be reduced by a reallocation of curriculum time in favour of the Biosciences. Although it was agreed that Bioscience theory should be related more closely to nursing practice, there was no evidence that this lessened the students' difficulties with the subject. In contrast to lecturers, students felt the Biosciences to be one of the areas of the pre-registration curriculum most relevant to clinical practice.
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Should nurses be studying Bioscience? A discussion paper
Nurse education today, 1994Co-Authors: Sue JordanAbstract:The growth of Bioscience knowledge over the last two decades has increased the potential benefits of scientifically based patient care by contributing to the theory of clinical care. However, there is little evidence that knowledge, derived from the human Biosciences is being fully incorporated into nursing theory and practice. Nursing has developed its own unique professional body of knowledge, heavily influenced by behavioural science. If nursing theory leans towards behavioural science, but practice is devoted to problems of biological disturbance, nursing may be facing a widening theory-practice gap, greater than other professions. The theory-practice gap in nursing may be widened by the exclusion of Bioscience from nursing theory. Nurses' relative disinterest in the natural sciences can be attributed both to sociological reasons and to problems stemming from the symbol-object dichotomy that recur in the teaching of natural sciences. Reflection on practice and examination of education method are suggested as strategies for re-introducing Bioscience into nursing theory and practice. A challenge facing nurse educators is the integration of biological science into the nurses' conceptual ecologies. For, if nursing fails to make Bioscience its own, much of the clinical welfare of patients will become a medical monopoly.
Judy Craft - One of the best experts on this subject based on the ideXlab platform.
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Registered nurses' reflections on Bioscience courses during the undergraduate nursing program: an exploratory study.
Journal of clinical nursing, 2017Co-Authors: Judy Craft, Peter Hudson, Mark B. Plenderleith, Christopher GordonAbstract:Aims and objectives To explore new graduate registered nurses’ reflections of Bioscience courses during their nursing program, and the relationship between Bioscience content and their clinical practice. Background Undergraduate nursing students internationally find Bioscience courses challenging, which may be due to the volume of content and level of difficulty of these courses. Such challenges may be exacerbated by insufficient integration between Bioscience theory and nursing clinical practice. Design A descriptive, cross-sectional mixed methods study was conducted. Methods A 30-item questionnaire with five written response questions which explored recently registered nurses’ reflections on Bioscience courses during their nursing degree was employed. Descriptive analyses were reported for individual items. Thematic analysis of qualitative responses were grouped to reveal emerging themes. Results Registered nurses’ (n=22) reflections revealed that Bioscience courses were a significant challenge during their undergraduate program, and they lacked confidence explaining the biological basis of nursing. Participants would like improved knowledge of the relevant Bioscience for nursing, and agreed that Bioscience courses should be extended into the undergraduate final year. The importance of relating Bioscience content to nursing practice was elaborated extensively throughout written responses. Conclusions Although registered nurses reflected that Bioscience courses were difficult with large volumes of content, having more Bioscience with greater relevance to nursing applications was considered important in their current clinical practice. It is suggested that Bioscience academics develop greater contextual links between Bioscience content and clinical practice relevant to nursing.
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Final year Australian nursing students' experiences with Bioscience: A cross-sectional survey.
Nursing & health sciences, 2016Co-Authors: Christopher Gordon, Mark B. Plenderleith, Peter Hudson, Murray J. Fisher, Judy CraftAbstract:Nursing students have reported Bioscience to be challenging and difficult to understand. This might have a negative impact upon their ability to understand patients' clinical conditions and nursing practice. We sought information about students' experiences with Bioscience. A total of 126 final year nursing students completed a questionnaire. The findings showed that the majority of participants considered Bioscience subjects to require more work compared to nursing subjects (65.9%), and that they would like a better understanding of Bioscience (73.8%), but understood that Bioscience forms the foundation of nursing practice (76.2%). Younger participants without secondary school science rated Bioscience harder than nursing subjects and spent more time studying Bioscience compared to older participants. Participants without any secondary school science lacked an ability to apply Bioscience concepts to patient conditions. These results showed that nursing students, especially those without secondary school science, would benefit from improved Bioscience integration with nursing practice. Nursing and Bioscience educators should consider greater alignment of Bioscience with nursing practice subjects, especially earlier in the curriculum.
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can active learning principles be applied to the Bioscience assessments of nursing students a review of the literature
Faculty of Health, 2016Co-Authors: Shannon Bakon, Judy Craft, Martin Christensen, Lisa A. WirihanaAbstract:- Objectives To explore if active learning principles be applied to nursing Bioscience assessments and will this influence student perception of confidence in applying theory to practice? - Design and Data Sources A review of the literature utilising searches of various databases including CINAHL, PUBMED, Google Scholar and Mosby's Journal Index. - Methods The literature search identified research from twenty-six original articles, two electronic books, one published book and one conference proceedings paper. - Results Bioscience has been identified as an area that nurses struggle to learn in tertiary institutions and then apply to clinical practice. A number of problems have been identified and explored that may contribute to this poor understanding and retention. University academics need to be knowledgeable of innovative teaching and assessing modalities that focus on enhancing student learning and address the integration issues associated with the theory practice gap. Increased Bioscience education is associated with improved patient outcomes therefore by addressing this “Bioscience problem” and improving the integration of Bioscience in clinical practice there will subsequently be an improvement in health care outcomes. - Conclusion From the literature several themes were identified. First there are many problems with teaching nursing students Bioscience education. These include class sizes, motivation, concentration, delivery mode, lecturer perspectives, student's previous knowledge, anxiety, and a lack of confidence. Among these influences the type of assessment employed by the educator has not been explored or identified as a contributor to student learning specifically in nursing Bioscience instruction. Second that educating could be achieved more effectively if active learning principles were applied and the needs and expectations of the student were met. Lastly, assessment influences student retention and the student experience and as such assessment should be congruent with the subject content, align with the learning objectives and be used as a stimulus tool for learning.
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Commencing nursing students' perceptions and anxiety of Bioscience
Nurse education today, 2012Co-Authors: Judy Craft, Peter Hudson, Mark B. Plenderleith, Lisa A. Wirihana, Christopher GordonAbstract:It is known that Bioscience is perceived to be difficult and causes anxiety within undergraduate nursing students; yet, commencing students' perceptions of Bioscience is not known. Therefore, the aim of this study was to ascertain incoming students' perceptions, knowledge and approaches to learning Bioscience. Incoming students to the Bachelor of Nursing completed a questionnaire prior to undertaking Bioscience. Two hundred and seventy three students completed the questionnaire that explored their expectations, preconceptions of Bioscience content, approaches to learning Bioscience, and relationship to clinical practice in the context of Biosciences. Participant ages ranged from 17 to 53 (mean 23 years), and 78% of students had completed at least one secondary school science subject, of which 60% had studied biology. Overall, students' preconceptions included anxiety about studying Bioscience, Bioscience being difficult and harder than nursing subjects, and that more content will be required for Bioscience than nursing subjects. Analysis using ANOVA revealed the relationships for secondary school science and age on student responses. A significant effect of secondary school science was found for science in school being advantageous for Bioscience (p=0.010), understanding what Bioscience entails (p=0.002), needing to study science prior to the start of the semester (p=0.009), and that Bioscience is considered difficult (p=0.029). A significant effect of age was found for exams being more difficult than other assessments (p=0.000) and for being able to see the relevance of nursing when reaching the workplace (p=0.011). The findings also indicated that perceptions and associated anxieties related to Bioscience were present in commencing students, similar to those which have been reported previously in established student groups. This strongly suggests that the faculty should attempt to dispel preconceptions about Bioscience and target improved supports to facilitate the transition of students into the commencement of Bioscience for nursing students.
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Cross-sectional analysis of undergraduate nursing students' perceptions of Bioscience
2012Co-Authors: Christopher Gordon, Mark B. Plenderleith, Peter Hudson, Lisa A. Wirihana, Judy CraftAbstract:Nursing was one of the last health professions to be established in the higher education sector. A lingering challence is the integration of Bioscience into nursing curriculum. Research suggests that students perceive Bioscience teaching to be difficult thereby contributing to heightened anxiety. It has been proposed that high content volume, lack of secondary school science, and predominance of science lectureres without clinical practice experience, may lead to a Bioscience disconnet with curricula. To ascertain the extent of this problem, we undertook a cross-sectional designed study of commencing, second and third year undergraduate nursing students (n=566). They were surveyed about perceptions, knowledge and approaches to Bioscience learning. Preliminary analysis revealed similar findings between the three different cohorts. Generally, sudents perceived Bioscience subjects to be difficult, more challenging and requiring more study hours than clinical nursing subjects. Interestingly, the perception of difficulty and associated anxieties were found in both commencing and existing students. Moreover, students with secondary school biology combined with another science subject perceived Bioscience teaching more favourably compared to those who had studied one secondary school science subject. University coursework needs to embed strategies to minimise anxieties about learning Bioscience by using innovative deliveries and scaffolded assessments that target the learner's needs.