Designing and developing core physiology learning outcomes for pre-registration nursing education curriculum

PhysioCAFUN: a competency-based curriculum development guideline to strengthen physiology education in Africa

Physiology education in Africa faces challenges due to gaps in curricula across many of its universities, such as divergent content, a lack of standardized competencies, and suitable benchmarking. Here, we describe the development of the Physiology Curriculum for African Universities (PhysioCAFUN), a competency-based curriculum development guideline, as a first step to address such shortcomings. A committee of 15 physiologists from different African regions, Europe, and the United States was constituted to draft the PhysioCAFUN, which was introduced and revised during the joint East African Society of Physiological Sciences (EASPS) and African Association of Physiological Sciences (AAPS) conference held in Tanzania late 2023. The PhysioCAFUN consists of 23 modules. Modules 1-15 cover the organ systems, including principles and concepts of physiology, molecular biology, and cell physiology. Modules 16-23 contain optional content, including environmental physiology, pharmacology, and topics related to skill development. PhysioCAFUN serves as a freely available resource document for African stakeholders regarding the desired undergraduate physiology training and competencies. It will help universities in Africa, and elsewhere to draft a curriculum suitable for their local needs where there is a dearth of physiologists or to benchmark and revise their curricula where physiology programs are already in place.NEW & NOTEWORTHY We described the development of Physiology Curriculum for African Universities (PhysioCAFUN), a competency-based curriculum development guideline to promote physiology education in Africa. This freely accessible resource document should help African universities where there is a dearth of physiologists and thus aid in drafting a curriculum suitable for their local needs. Likewise, it should assist universities globally where physiology programs are already in place to benchmark and/or revise their curriculum as may be needed.

Bioscience teaching and learning in undergraduate nursing education: A systematic review with narrative synthesis

AIM

To explore the teaching and learning methods used in bioscience education for undergraduate nursing students and evaluate their effectiveness for knowledge acquisition and student satisfaction.

BACKGROUND

Understanding bioscience is essential for nurses to provide effective patient care. Despite its importance, students often struggle with the complex content and limited learning time.

DESIGN

A mixed-methods systematic review was employed following the PRISMA guidelines.

METHODS

Four databases (CINAHL, Medline, Web of Science and PubMed) were searched using keywords related to nursing education and bioscience. Inclusion criteria focused on peer-reviewed studies published from 2003 to 2023 that evaluated teaching or learning methods for bioscience in undergraduate nursing students. A narrative synthesis was conducted.

RESULTS

This review includes 98 studies from 28 countries. Active learning methods generally improved student engagement, understanding, and retention of knowledge. Technology-enhanced learning provided immersive and interactive experiences, despite cost and scalability challenges. Traditional teaching methods were valued by students for their insights and application to clinical practice. Blended learning approaches catered to diverse learning preferences and improved learning.

CONCLUSIONS

Most teaching and learning approaches appear to improve bioscience education for undergraduate nursing students, supporting short-term improvements in knowledge and student satisfaction. No single active learning method was identified as the most effective. Effective support and learning opportunities both in and out of the classroom are important, as are strategies to allow application of theory to practice. Future research should further evaluate the long-term impact of different teaching and learning methods for bioscience in undergraduate nursing education.

Creating the HAPS Physiology Learning Outcomes: terminology, eponyms, inclusive language, core concepts, and skills

Learning outcomes are an essential element in curriculum development because they describe what students should be able to do by the end of a course or program and they provide a roadmap for designing assessments. This article describes the development of competency-based learning outcomes for a one-semester undergraduate introductory human physiology course. Key elements in the development process included decisions about terminology, eponyms, use of the word "normal," and similar considerations for inclusivity. The outcomes are keyed to related physiology core concepts and to process skills that can be taught along with the content. The learning outcomes have been published under a Creative Commons license by the Human Anatomy and Physiology Society (HAPS) and are available free of charge on the HAPS website.NEW & NOTEWORTHY This article describes the development of competency-based learning outcomes for introductory undergraduate human physiology courses that were published and made available free of charge by the Human Anatomy and Physiology Society (HAPS). These learning outcomes can be edited and are keyed to physiology core concepts and to process skills that can be taught along with the content.

Experience of nurses using the basic nursing science in performing nursing care for patients at RSUD Dr. Soedomo Trenggalek, Indonesia

Introduction: The provision of humanistic and professional nursing care services needs to be carried out comprehensively, and it must cover patients’ bio-psycho-socio-spiritual aspects. This indicates nurses have to integrate all the basic nursing science, including physiology, anatomy, pharmacology, and pathophysiology, while carrying out their duties. This integration helps to provide the best care for their patients, but they often uncertain about the basic science approach to use. Therefore, this study aimsto explore the experience of nurses using basic nursing science in caring for patients with chronic diseases. Design and Methods: In-depth interviews were conducted with 5 nurses working in chronic disease wards for at least 5 years. Each respondent was then interviewed using a self-constructed questionnaire. Results: All respondents agreed that basic nursing science is important in providing quality healthcare services. Furthermore, six themes were identified using the thematic analysis, namely (1) the process of collecting patient data, which was more focused and organized; (2) required for establishing the nursing diagnosis; (3) useful for determining the nursing care plan; (4) it is a basis for implementing nursing actions; (5) provides a basis for monitoring and follow-up; (6) and teamwork between health personnel is more effective. Conclusions: Based on the interview results, nurses need knowledge and skills in basic nursing science while caring for patients with chronic diseases. Furthermore, basic nursing sciences lay the foundation for nurses while assessing patients, diagnosing, planning the care, implementing nursing actions, evaluating patients’ condition, and collaborating with other health personnel.