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dc.contributor.authorJones, Judith Salvage
dc.contributor.authorHamill, Jessie
dc.contributor.authorTodorovic, Michael
dc.contributor.authorBarton, Matthew J
dc.contributor.authorJohnston, Amy NB
dc.date.accessioned2018-10-12T00:04:54Z
dc.date.available2018-10-12T00:04:54Z
dc.date.issued2016
dc.identifier.issn1471-5953
dc.identifier.doi10.1016/j.nepr.2016.05.005
dc.identifier.urihttp://hdl.handle.net/10072/99492
dc.description.abstractEffective engagement of nursing students in the study of biosciences remains a challenge for many tertiary institutes. In this study we attempted to implement and then evaluate a simple hands-on intervention, consisting of a series of hands-on games and puzzles, to increase nursing student engagement with core concepts and anatomical learning involved in clinical anatomy and physiology. The study used a quazi-experimental longitudinal before and after design, to explore the effect of a learning intervention on student performance. Set across three different campuses of the same University, it included 1320 first year undergraduate nursing students from 2013 to 2014 who were studying Anatomy and Physiology. Students were exposed to the interventions or not, and concomitant academic performance, weekly quiz scores, performance in fortnightly worksheets and, across the semester, exam performance were compared. The results show that while the intervention appeared to increase academic performance in students on one campus (2013) compared to the other two, this difference was not sustained into 2014 when a bigger cohort was examined. Despite significant subjective student satisfaction and enthusiasm about these learning and teaching interventions, the data does not support the capacity of these activities to enhance student academic performance. Tertiary entrance scores, being a non-native English speakers and socio-economic status all had a bigger impact on student performance than engagement with fun anatomy and physiology activities.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofpagefrom63
dc.relation.ispartofpageto69
dc.relation.ispartofjournalNurse Education in Practice
dc.relation.ispartofvolume19
dc.subject.fieldofresearchNursing not elsewhere classified
dc.subject.fieldofresearchNursing
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode111099
dc.subject.fieldofresearchcode1110
dc.subject.fieldofresearchcode1302
dc.titleDeveloping and evaluating effective bioscience learning activities for nursing students
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorSalvage-Jones, Judith A.
gro.griffith.authorJohnston, Amy N.
gro.griffith.authorTodorovic, Michael
gro.griffith.authorHamill, Jessie M.
gro.griffith.authorBarton, Matthew J.


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