Aim: To explore the science-nursing tension and impact for nursing students studying bioscience.
Background: Several studies have examined why nursing students struggle to be successful in bioscience subjects. Undeveloped science background and theory-practice gaps are noted as contributing factors.
Methods: A qualitative study explored the science-nursing tension with 100 Australian Registered Nurses using focus groups and a survey.
Results: The survey response rate was 85 from 550. Of survey respondents, 88% viewed nursing as an applied science. An emphasis on procedural skills and task busyness undermines theoretical understanding of care and can be a negative influence upon the student bioscience experience. Practicum mentors confident in scientific knowledge enhance the student experience of bioscience by providing opportunities for integration with practice.
Conclusions: Competing philosophies that reinforce the science-nursing tension have an impact upon student endeavours yet the nexus created by practice can be used to activate student curiosity and scientific understanding.
Implications for nursing management: Nurse managers need to structure the student practicum to encompass scientific theory applied to practice with equal emphasis on task efficiency. This improves student attitudes to learning bioscience and potentially minimizes the impact of the science-nursing tension on student learning.
© 2011 The Authors. Journal compilation © 2011 Blackwell Publishing Ltd.