Short‐term Physiological Knowledge Retention in Nursing Students.

Abstract

Despite anatomy and physiology being foundational courses in medical, nursing and allied ‐ health care programs, there is growing concern that the essential bioscience knowledge in these courses is not being retained by students over time. Numerous studies have demonstrated the difficulty of medical, nursing and allied health care students to retain and apply anatomical knowledge as they progress through their programs of study (Doomernik et al., 2017). However, physiological knowledge retention has not been studied as extensively as anatomical knowledge retention in health care disciplines, with very few studies focusing on nursing students (Aari et al., 2004). Of those studies most are carried out after graduation (Aari et al., 2004), or are focused on a single or limited number of organ systems (Pourshanazari et al., 2013). The present study aims to determine the level of physiological knowledge retained by nursing students in the four month time period between the completion of their physiology course in first‐year nursing and enrollment in the second‐year pathophysiology course. To answer this question, nursing students were quizzed on eight organ systems using the on‐line quizzing system Kahoot. Each Kahoot quiz included nine to eleven knowledge and comprehension level multiple‐choice questions. These scores were compared to first year quiz scores on the same content to determine overall knowledge retention over time. Data were statistically analyzed using SPSS II, and means were compared using 2‐sample t‐tests. The scores are described for each organ system by reporting the mean and standard deviation (SD). Statistical significance was set at P ≤ 0.05 for all tests. The mean score of questions from all organ systems in year one was 64.72 ± 9.3 (SD). Comparing that score to matched test items evaluated in the pathophysiology course, there is a decrease in the overall mean score from 64.72 ± 9.3 (SD) to 53.33 ± 25.8 (SD). This equates to an 86.6% retention rate, or 13.6% knowledge loss within four months. Organ‐specific knowledge retention was highest for renal physiology (99.0%), digestive physiology (97.8%), immunity (89.9%), vascular physiology (88.6%), and reproductive physiology (84.2%). Retention was comparatively lower for endocrine physiology (80.7%), inflammation (79.8%), and blood (79.4%). These results demonstrate a high level of knowledge retention overall with variations in retention being system specific. The level of knowledge retention in this study was significantly higher than previous rates reported in medical and allied‐health students (Pourshanazari et al., 2013) and is significantly higher than anatomical knowledge retention levels in the same population (Narnaware and Neumeier, 2019 a,b).Support or Funding InformationNone