Back to the future with Hands-on Science: Students' perceptions of learning anatomy and physiology
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This article examines student perceptions of learning related to anatomy and physiology in a bachelor of nursing program. One strategy to teach the sciences is simulated learning, a technology that offers exciting potential. Virtual environments for laboratory learning may offer numerous benefits: teachers can convey information to a larger group of students, reducing the need for small laboratory classes; less equipment is required, thus containing ongoing costs; and students can learn in their own time and place. However, simulated learning may also diminish access to the teacher-student relationship and the opportunity for guided practice and guided linking of theory with practice. Without this hands-on experience, there is a risk that students will not engage as effectively, and thus conceptual learning and the development of critical thinking skills are diminished. However, student perceptions of these learning experiences are largely unknown. Thus, this study examined students' perceptions of anatomy and physiology laboratory experiences and the importance they placed on hands-on experience in laboratory settings.
Journal of Nursing Education
Copyright 2008 SLACK Inc. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Nursing not elsewhere classified