ISSN 2756-3332
African Journal of Nursing and Midwifery ISSN: 2198-4638 Vol. 4 (4), pp. 619-630, May, 2016. © International Scholars Journals
Full Length Research Paper
Student nurses’ competence in applying bioscience to practice in South Africa
Desmond Oscar Bernard1* and Alan Kevir Mark2
1Western Cape College of Nursing, Cape Town, South Africa.
2Department of Health and Rehabilitation Sciences, Division of Nursing and Midwifery; Faculty of Health Sciences, University of Cape Town, South Africa.
E-mail: [email protected]
Accepted 26 April, 2016
Abstract
Student nurses’ competence in applying bioscience to practice is under-researched in South Africa. This paper reports on two objectives of a longer study: (1) to describe final year nursing students’ self-reported depth of understanding of six bioscience subjects; and (2) their perceptions of relevance of the bioscience subjects to their practice using descriptions of personal critical incidents and picture interpretations of three nursing activities. A descriptive observational survey was employed using a self-administered questionnaire at one time point in a classroom in a nursing college in Cape Town, South Africa in 2013. A sample of 76/236 (32.2%) fourth year students participated. Results showed that the majority of responses (n=252/456, 55.3%) across six subjects indicated self-reported adequate understanding of bioscience, but deep understanding for anatomy (n=35, 46.1%), physiology (n=32, 42.1%) and pharmacology (n=30, 39.5%). Respondents self-rated their understanding of biophysics, biochemistry and microbiology as superficial (n=31, 40.8%; n=32, 42.1%; n=16, 21.1%) respectively. Most respondents considered anatomy, physiology and pharmacology to be relevant for practice and microbiology to some extent but not biophysics and biochemistry. Most respondents’ (23/56, 41.1%) descriptions of their interventions in clinical situations aligned with Akinsanya’s Bionursing Model level two (task specific) and none at task level four (personal and professional development). The mismatch between self-reported adequate knowledge and a task approach to practice may be ameliorated by a practice model to guide an undergraduate biosciences curriculum.
Key words: Bioscience, nursing, bionursing model, student nurse.