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

Abstract

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.

Keywords: Anatomy and physiology; Bioscience; Nursing education; Nursing students; Theory-practice gap.