Abstract
BackgroundConsidering the prevalence and complexity of a stroke, it is necessary to think about how undergraduate nursing students are developing knowledge for stroke care. AimTo obtain a vision of nursing students' learning, exploring difficulties concerning understanding stroke care delivery. DesignA phenomenographic research approach. Locations and ParticipantsThis research is based on written exam papers (n = 126) from third-year nursing students enrolled in the 2015–16 academic year in two Nursing Schools in Spain. ResultsThe analysis revealed four conceptions in which students demonstrated difficulties understanding stroke care delivery: 1) limitation of the neurological assessment to the level of consciousness and use of the Glasgow Coma Scale; 2) association of haemorrhagic stroke with hypovolaemia; 3) justification of the need for appropriate patient positioning and postural changes based solely on preventing pressure ulcers; and 4) assertion that strength exercises help improve spasticity. ConclusionsEmpirical identification of these conceptions among undergraduate nursing students, together with agreed definitions of learning outcomes, in the subject of stroke care delivery will allow educators to design evidence-based teaching-learning strategies.
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