Teaching science content in nursing programs in Australia: a cross-sectional survey of academics
- Birks, Melanie, Ralph, Nicholas, Cant, Robyn, Hillman, Elspeth, Ylona Chun, Tie
- Authors: Birks, Melanie , Ralph, Nicholas , Cant, Robyn , Hillman, Elspeth , Ylona Chun, Tie
- Date: 2015
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 14, no. 1 (2015), p. 1-9
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- Description: Background: Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. Method: This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Results: Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. Conclusion: While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of nursing curricula are encouraged to review the content of current programs in light of the findings of this research.
- Authors: Birks, Melanie , Ralph, Nicholas , Cant, Robyn , Hillman, Elspeth , Ylona Chun, Tie
- Date: 2015
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 14, no. 1 (2015), p. 1-9
- Full Text:
- Reviewed:
- Description: Background: Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. Method: This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Results: Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. Conclusion: While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of nursing curricula are encouraged to review the content of current programs in light of the findings of this research.
Challenges faced by early-career researchers in the sciences in Australia and the consequent effect of those challenges on their careers : a mixed methods project
- Authors: Christian, Katherine
- Date: 2021
- Type: Text , Thesis , PhD
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- Description: The purpose of the study was to explore the challenges faced by early-career researchers (ECRs) in the sciences in Australia and the consequent effect of those challenges on their careers. Using a realist/postpositivist paradigm, an evaluative approach, and a framework of job satisfaction, this project has explored and compared the views of ECRs to evaluate the factors which shape the ECR experience and contribute to job satisfaction or dissatisfaction and intention to leave, and to define the features which are necessary to keep an ECR in research. Data collection for this mixed methods study entailed a national survey of researchers working in universities and research institutes (n=658), a focus group discussion and semistructured in-depth interviews with eight women from a variety of scientific disciplines who had recently left academic research workplaces. I focussed particularly on the difficulties consequent to job insecurity: the constant need to attracting funding and a permanent position, lack of work-life balance and associated stress; and evidence of workplace difficulties such as bullying, harassment or inequity and support – or lack of it – offered by the research institutions. I examined the factors which contribute to and barriers which prevent job satisfaction of this population, and the consequent intention (if any) for ECRs to leave research or change their career path. I found an interesting situation whereby the satisfaction derived from a “love of science” was counterbalanced by stress and poor working conditions which are a consequence of lack of job security, typified by poor supervision, bullying or harassment, inequitable hiring practices, a concerning rate of impact from “questionable research practices” (impacting 34%-41% of respondents) and evidence of very high (80%) intention of ECRs to leave their position. The most significant predictor of intention to leave is time as a postdoctoral scientist: eventually the job insecurity and its associated stresses become too much and the ECRs leave their chosen career for work elsewhere. This decision, too, provides interesting findings as many of the ECRs have difficulty planning what to do next. They feel ill-prepared for an alternate career and suffer from a sense of failure as a result of having to leave academia. While addressing the shortage of funding is outside the scope of this study, in addition to offering my findings I put forward a range of recommendations which could lead to ar change of culture and benefit the wellbeing of ECRs in STEMM without incurring significant cost. The Australian Government, higher education institutions and the research community need to improve job security and workplace conditions and take better care of our people in STEMM disciplines or we will not have the scientists we need to deliver the “innovative Australia” planned for 2030 (Department of Industry Innovation and Science, 2018)
- Description: Doctor of Philosophy
- Authors: Christian, Katherine
- Date: 2021
- Type: Text , Thesis , PhD
- Full Text:
- Description: The purpose of the study was to explore the challenges faced by early-career researchers (ECRs) in the sciences in Australia and the consequent effect of those challenges on their careers. Using a realist/postpositivist paradigm, an evaluative approach, and a framework of job satisfaction, this project has explored and compared the views of ECRs to evaluate the factors which shape the ECR experience and contribute to job satisfaction or dissatisfaction and intention to leave, and to define the features which are necessary to keep an ECR in research. Data collection for this mixed methods study entailed a national survey of researchers working in universities and research institutes (n=658), a focus group discussion and semistructured in-depth interviews with eight women from a variety of scientific disciplines who had recently left academic research workplaces. I focussed particularly on the difficulties consequent to job insecurity: the constant need to attracting funding and a permanent position, lack of work-life balance and associated stress; and evidence of workplace difficulties such as bullying, harassment or inequity and support – or lack of it – offered by the research institutions. I examined the factors which contribute to and barriers which prevent job satisfaction of this population, and the consequent intention (if any) for ECRs to leave research or change their career path. I found an interesting situation whereby the satisfaction derived from a “love of science” was counterbalanced by stress and poor working conditions which are a consequence of lack of job security, typified by poor supervision, bullying or harassment, inequitable hiring practices, a concerning rate of impact from “questionable research practices” (impacting 34%-41% of respondents) and evidence of very high (80%) intention of ECRs to leave their position. The most significant predictor of intention to leave is time as a postdoctoral scientist: eventually the job insecurity and its associated stresses become too much and the ECRs leave their chosen career for work elsewhere. This decision, too, provides interesting findings as many of the ECRs have difficulty planning what to do next. They feel ill-prepared for an alternate career and suffer from a sense of failure as a result of having to leave academia. While addressing the shortage of funding is outside the scope of this study, in addition to offering my findings I put forward a range of recommendations which could lead to ar change of culture and benefit the wellbeing of ECRs in STEMM without incurring significant cost. The Australian Government, higher education institutions and the research community need to improve job security and workplace conditions and take better care of our people in STEMM disciplines or we will not have the scientists we need to deliver the “innovative Australia” planned for 2030 (Department of Industry Innovation and Science, 2018)
- Description: Doctor of Philosophy
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