Agnetha Gallant, Jennifer Watermeyer, Cynthia Sawasawa
Experiences of South African speech-language therapists providing telepractice during the COVID-19 pandemic: A qualitative survey
International journal of language & communication disorders
aim study explore effects integrating bioscience nursing units academic achievement perception firstyear nursing curriculum nursing students historically found biosciences difficult struggle relate nursing practice response nursing nonnursing academics employed different teaching modes integration strategies enhance learning despite efforts substantial gaps still persist concerning integration biosciences within nursing curriculum effect integration student academic achievement student perception retrospective descriptive setting large university victoria australia two undergraduate nursing campuses metropolitan nonmetropolitan student academic records online evaluation surveys completed 2014 2019 examined students selfreported experiences unit using fivepoint likert scale two openended questions descriptive inferential statistics used analyse data content analysis used analyse two openresponse survey items firstyear student records 2014 2016 preintegration 20172019 postintegration examined student mean age 245 years sd 72 209 years sd 48 preintegration postintegration respectively statistically significant decrease student attrition preintegration n536 299 postintegration n358 202 p 0001 significant improvement students mean academic scores postintegration first semester 619 sd 159 670 sd 149 respectively confidence interval 3962 p 0001 student satisfaction units improved postintegration 778 858 2 101076 p0001 however significant difference students perception feeling overwhelmed selfreported ability link theory practice integrating bioscience clinical nursing practice units firstyear curriculum help decrease student attrition rates improve student academic results increase student satisfaction may lead overall improvement student learning experiences