Title

A Framework for Understanding Student Nurses' Experience of Chemistry as Part of a Health Science Course

Author Faculty (Discipline)

Science

Document Type

Article

Publication Date

4-1-2018

Early Online Version

3-5-2018

Journal

Chemistry Education Research and Practice

Volume Number

19

Issue Number

2

Page Numbers

597-616

ISSN

1756-1108

Embargo Period

7-31-2019

ANZSRC / FoR Code

03 CHEMICAL SCIENCES| 130209 Medicine, Nursing and Health Curriculum and Pedagogy

Reportable Items (HERDC/ERA)

C1

Peer Review

Before publication

Abstract

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 (curriculum. application, and social interaction); Reductivity (nature of chemistry. exposition. and control of learning); and Reflexivity (confidence. anxiety, and goal orientation). 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.

Link to publisher version (DOI)

https://doi.org/10.1039/C7RP00217C

Comments

Due to copyright restrictions this article is unavailable for download.

© 2018 The Royal Society of Chemistry

Staff and Students of Avondale College may access the full text of this article via a Library PRIMO search here.

Share

COinS