Premium
Nursing as a scientific undertaking and the intersection with science in undergraduate studies: implications for nursing management
Author(s) -
LOGAN PATRICIA A.,
ANGEL LYNDALL
Publication year - 2011
Publication title -
journal of nursing management
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.925
H-Index - 76
eISSN - 1365-2834
pISSN - 0966-0429
DOI - 10.1111/j.1365-2834.2011.01247.x
Subject(s) - intersection (aeronautics) , nursing management , nursing , nursing science , medicine , medical education , psychology , engineering , aerospace engineering
logan p.a. & angel l. (2011) Journal of Nursing Management 19, 407–417
Nursing as a scientific undertaking and the intersection with science in undergraduate studies: implications for nursing management Aim To explore the science–nursing tension and impact for nursing students studying bioscience. Background Several studies have examined why nursing students struggle to be successful in bioscience subjects. Undeveloped science background and theory–practice gaps are noted as contributing factors. Methods A qualitative study explored the science–nursing tension with 100 Australian Registered Nurses using focus groups and a survey. Results The survey response rate was 85 from 550. Of survey respondents, 88% viewed nursing as an applied science. An emphasis on procedural skills and task busyness undermines theoretical understanding of care and can be a negative influence upon the student bioscience experience. Practicum mentors confident in scientific knowledge enhance the student experience of bioscience by providing opportunities for integration with practice. Conclusions Competing philosophies that reinforce the science–nursing tension have an impact upon student endeavours yet the nexus created by practice can be used to activate student curiosity and scientific understanding. Implications for nursing management Nurse managers need to structure the student practicum to encompass scientific theory applied to practice with equal emphasis on task efficiency. This improves student attitudes to learning bioscience and potentially minimizes the impact of the science–nursing tension on student learning.