Abstract
Undergraduate nursing curricula often offer basic science courses during the first academic year of the degree program. These include Gross Anatomy, Embryology, Physiology, Pathophysiology, Biochemistry, and Microbiology. They are often given as separate courses, thus lacking horizontal and vertical integration with major nursing courses, such as medical-surgical nursing, critical care nursing, pediatric nursing, maternal nursing, recovery nursing, emergency nursing, operating room nursing, and geriatric nursing. This study aims to survey undergraduate nursing curricula in Lebanon about the integration of basic science courses.
Highlights
Learning is best achieved when knowledge is acquired in a context
Our results showed that Anatomy, Embryology, Physiology, Pathophysiology, Biochemistry, and Microbiology are still delivered as separate courses during the first years of the nursing programs which we reviewed
Our results showed that Anatomy, Embryology, and Physiology are delivered during the first academic year in 100% of the programs surveyed (Table 1)
Summary
Nursing students enrolled in an undergraduate degree in Nursing often learns the “normal” during their first academic year, before they learn about the “abnormal” in their subsequent years. Two major issues are confronted from an education point of view: Knowledge is not contextual, and there is no integration and correlation between “normal” and “abnormal”. Undergraduate nursing curricula often offer basic science courses during the first academic year of the degree program. These include Gross Anatomy, Embryology, Physiology, Pathophysiology, Biochemistry, and Microbiology. This study aims to survey undergraduate nursing curricula in Lebanon about the integration of basic science courses
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