Developing and Evaluating the Integration of Life and Social Sciences Teaching to First-Year Nursing Students

Mcmullan Tony O Connor,John J Power Johanna

doi:10.4172/2167-1168.1000293

Abstract

Title: Evaluating the integrating of life and social sciences teaching to first-year nursing students. Objectives: To evaluate an integrated teaching and learning approach to first-year nursing students, combining the life, social sciences and public health with a more integrated and clinical focused approach to teaching delivery Background: Historically within the School of Nursing and Midwifery the life sciences and social sciences had been taught as separate modules with separate teaching teams. This had reflected in a somewhat dis-integrated approach to student learning and understanding without clear clinical focus on application. With focus upon student learning the teaching teams engaged with a stepped, incremental and progressive movement towards developing and delivering a more integrated structure of learning, combining the life sciences, social sciences and public health teaching and learning within the one extended first-year module. The focus was particularly on integrated understanding and clinical relevance. This paper discusses both the approach to developing the integrated model of teaching and the evaluation of that teaching. Results: The module combining life, social science and Public health teaching was positively evaluated by the students. Evaluations are compared and contrasted from 2 nursing student groups of admissions. • integrated learning • clinical relevance • combining life and social science teaching

Highlights

Introduction and BackgroundBefore commencement of the academic year 2012/2013 the social sciences, public health and the biomedical sciences were taught and assessed as separate modules in the first year
The module combining life, social science and Public health teaching was positively evaluated by the students
By way of example and exploring particular aspects of the module, 785 of the students agreed or strongly agreed that the teaching on victims and survivors within the context ofthe troubles’ was useful with 82% agreeing or strongly agreeing that the teaching would equip them for dealing with issues regarding victims and survivors that arise within nursing practice

Summary

Introduction

Before commencement of the academic year 2012/2013 the social sciences, public health and the biomedical sciences were taught and assessed as separate modules in the first year This tended to reinforce the idea off separate disciplines and in the minds off certainly some of the younger students a failure to appreciate the interconnectedness (whole person) perspective on health; with separate modules taught and assessed in separate silos(a teacher centred, subject specific and specialized discipline). Within the School of Nursing and Midwifery the life sciences and social sciences had been taught as separate modules with separate teaching teams This had reflected in a somewhat dis-integrated approach to student learning and understanding without clear clinical focus on application. This paper discusses both the approach to developing the integrated model of teaching and the evaluation of that teaching

Objectives

Results

Conclusion