A Framework for Understanding Student Nurses' Experience of Chemistry as Part of a Health Science Course
| avondale-bepress.context-key | 12580531 | |
| avondale-bepress.submission-path | sci_math_papers/93 | |
| avondale.affiliate | Boddey, Kerrie | |
| avondale.faculty | Science | |
| avondale.reporting.isPeerReviewed | Peer Reviewed | |
| avondale.reporting.version | Published Version | |
| dc.contributor.author | de Berg, Kevin C. | |
| dc.contributor.author | Boddey, Kerrie | |
| dc.date.accessioned | 2023-11-01T00:27:04Z | |
| dc.date.available | 2023-11-01T00:27:04Z | |
| dc.date.issued | 2018-04-01 | |
| dc.date.submitted | 2018-07-31T19:41:40Z | |
| dc.description.abstract | <p>Twenty-seven first-year nursing students, divided across six focus groups formed on the basis of their past chemistry experience, were interviewed about their chemistry experience as a component of a Health Science unit. Information related to learning and academic performance was able to be established from student conversations resulting in three themes (and associated categories): Connectivity <em>(</em><em>curriculum. </em><em>appl</em><em>i</em><em>cation, </em>and <em>social interaction)</em><em>; </em>Reductivity <em>(nature of chem</em><em>i</em><em>stry</em><em>. </em><em>exposition</em><em>. </em>and <em>control </em><em>of learning)</em><em>; </em>and Reflexivity <em>(c</em><em>o</em><em>nfidence</em><em>. </em><em>anxiety</em><em>, </em>and <em>goal or</em><em>i</em><em>entation</em><em>). </em>The framework proved useful in portraying relationships between themes for conversations related to tutorial sessions, prior knowledge, and chemistry in nursing. The focus groups were representative of the total cohort of students in terms of gender, age, working hours, academic performance, enjoyment level of chemistry, and the extent of the relevance of chemistry to nursing. Implications for chemistry educators, especially those supporting novices, are considered.</p> | |
| dc.identifier.citation | <p>Boddey, K., & de Berg, K. C. (2018). A framework for understanding student nurses' experience of chemistry as part of a health science course<em>. Chemistry Education Research and Practice, 19</em>(2), 597-616. doi:10.1039/C7RP00217C</p> | |
| dc.identifier.doi | https://doi.org/10.1039/C7RP00217C | |
| dc.identifier.issn | 1756-1108 | |
| dc.identifier.uri | https://research.avondale.edu.au/handle/1897/12580531 | |
| dc.language.iso | en_us | |
| dc.provenance | <p>This article was originally published as:</p> <p>Boddey, K., & de Berg, K. (2018). A framework for understanding student nurses' experience of chemistry as part of a health science course. <em>Chemistry Education Research and Practice, 19</em>(2), 597-616. doi: 10.1039/C7RP00217C</p> <p>ISSN: 1756-1108</p> | |
| dc.relation.ispartof | Chemistry Education Research and Practice | |
| dc.rights | <p>Due to copyright restrictions this article is unavailable for download.</p> <p>© 2018 The Royal Society of Chemistry</p> <p>Staff and Students of Avondale College may access the full text of this article via a Library PRIMO search <a href="https://avondale-primo.hosted.exlibrisgroup.com/primo-explore/search?vid=AVN&lang=en_US">here.</a></p> | |
| dc.subject | Prior chemistry experience | |
| dc.subject | Academic performance | |
| dc.subject | Confidence | |
| dc.subject | Anxiety | |
| dc.subject | Conversation research | |
| dc.subject | Nursing chemistry | |
| dc.title | A Framework for Understanding Student Nurses' Experience of Chemistry as Part of a Health Science Course | |
| dc.type | Journal Article |