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Abstract: Aim: The overall aim of our research project was to remove "the problem" of science for students in the nursing programme. Background: Students reported science as being difficult and time-consuming and the assessment results indicated that many students found science problematic. The literature which supported this research draws from science, clinical science and nursing education. It explores practice-to-theory and theory-to-practice links, highlighting the largely tacit nature of these links (Chin et al, 2004). We wanted to make the links between science and practice explicit, in the hope that this would increase students' understanding of science. Method (narrative approach): In the first year of the research project, focus groups with new graduates and clinical educators provided practice stories. These were analysed to highlight the aspects of science newly graduated nurses really needed to know. In the second year of the project, we implemented changes to teaching strategies. Narratives/stories and visuals were introduced to make the links more explicit and the teaching content was modified and reduced. Findings: Key themes were identified from the narrative data, allowing researchers to pinpoint the most relevant contexts for implementing changes to teaching. Evaluating the data collected at the end of the intervention indicated student satisfaction with science teaching in the nursing programmes. Conclusion: The initial analysis of results suggested increased engagement of students with science.

To cite this article: Dannenfeldt, G; Stewart, J; McHaffie, J; Gibson-van Marrewijk, K; Stewart, K and Hipkins, R. Addressing Obstacles to Success: Implementing Change in Science Delivery [online]. Focus on Health Professional Education: A Multi-disciplinary Journal, Vol. 11, No. 1, July 2009: 41-48. Availability: <http://search.informit.com.au/documentSummary;dn=128071079261763;res=IELAPA> ISSN: 1442-1100. [cited 30 Aug 16].

Personal Author: Dannenfeldt, G; Stewart, J; McHaffie, J; Gibson-van Marrewijk, K; Stewart, K; Hipkins, R; Source: Focus on Health Professional Education: A Multi-disciplinary Journal, Vol. 11, No. 1, July 2009: 41-48 Document Type: Journal Article ISSN: 1442-1100 Subject: Teaching--Methodology; Nursing--Study and teaching (Graduate); Nursing--Study and teaching--Research; Science--Study and teaching (Graduate); Peer Reviewed: Yes

Database: APAFT