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Registered nurses' ideas of physical science concepts relevant to their clinical practice

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Abstract

Experience in teaching science to nurses has raised the question of whether nurses' expressions of their understanding of concepts in physical science are adequate for professional practice. Nurses' descriptions of physical science concepts relevant to their practice must be explicated before educators can develop strategies to enhance nurses' learning of science. A cross-sectional study was undertaken to establish registered nurses' conceptions of physical science in their clinical practice. Data were collected using a multiple choice question survey, field work and focused interviews. Six categories of conceptions emerged from data analysis. Of the three which related to complexity of understanding “association” and “definition” were predominant and related in the main, to two of the three contextual categories “instrumentation/equipment” and “procedure.” There were few examples of the other two categories of “elaboration” and “body processes.” We argue that the conceptions held by the nurses were not adequate to allow them to fulfil their roles as professional practitioners in health care.

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Authors and Affiliations

  1. University Western Sydney (Nepean), Sydrey, USA

    Lesley M. Wilkes

  2. Australian Catholic University, Australia

    Judith E. Batts

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  1. Lesley M. Wilkes
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  2. Judith E. Batts
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Correspondence to Lesley M. Wilkes.

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Wilkes, L.M., Batts, J.E. Registered nurses' ideas of physical science concepts relevant to their clinical practice. Research in Science Education 26, 327–340 (1996). https://doi.org/10.1007/BF02356943

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