Filling in some gaps: A pre-nursing bioscience and study skills intervention

Abstract

BackgroundMultiple issues exist with the learning of bioscience in undergraduate nursing education. However, there are gaps in the literature for studies that have addressed this problem. AimsThis study aimed to investigate the impact of providing early innovative support for study skills and self-efficacy in basic bioscience. MethodsThe study involved the provision of a five-day pre-nursing bioscience and study skills intervention. It was evaluated with a 20-item survey where participants (n = 51) rated their self-efficacy to complete the Bachelor of Nursing, to learn bioscience and to use their study skills over the intervention and later bioscience unit. Students also responded to a list of concerns and were compared to the general cohort (n = 111). FindingsParticipants reported increased self-efficacies after the intervention and this improvement was maintained to the end of the bioscience unit. Concerns changed from having a lack of bioscience and study skills, to those that were more externally based such as their impending clinical placement. In contrast, the general cohort remained focused on their lack of bioscience knowledge. DiscussionThe intervention was shown to be an effective support strategy for student learning. Furthermore, despite a significant number of participants having less prior learning in high school bioscience, they performed to the same level as the general cohort in the final exam of the bioscience unit. ConclusionThe provision of early support for study skills and self-efficacy improvement is an investment to the learning of bioscience in undergraduate nursing education.