Table 2 Student’ and Nurses’ perceptions of anatomy and physiology (A&P) learning and integrating A&P learning into nursing practice
Author(s) | Year | Sample | Objective | Study design | Summary of findings | Country | Content focus |
|---|---|---|---|---|---|---|---|
Andrew, McVicar, Zanganeh and Henderson | 2015 | 97 (first semester of the first year) 82 (first semester of the second year) | To investigate students’ self-efficacy for science and their perceptions of learning A&P. | A prospective correlational survey | Students with high self-efficacy valued science and were expected to succeed in their A&P courses more than those with low self-efficacy. | New Zealand | Student’ perceptions of A&P learning |
Barton, Bentley, Craft, Dupen, Gordon, Cayanan, Kunst, Connors, Todorovic and Johnston | 2021 | 30 undergraduates and postgraduate nursing students (focus group interview) 406 undergraduates and postgraduate nursing students (questionnaires) | To investigate the student’s perception of the relationship between clinical relevance and engagement with A&P content (attention and time). | Cross-sectional survey | The clinical relevance of A&P was widely appreciated, with 91.6% of the undergraduate nursing students indicating that every nurse must have a good understanding of A&P. A&P content was time-consuming for 50% of the undergraduate nursing students. | Australia | Student’ perceptions of integrating A&P learning into nursing practice |
Behrendt, Foster and Machtmes | 2020 | 283 | To identify students’ perceptions of what is required for success in anatomy and physiology courses. | Descriptive qualitative design (Case study design) | In order to pass the anatomy and physiology courses, students must attend every class, actively participate, take advantage of office hours, and understand the subject rather than simply memorizing it. | US | Student’ perceptions of A&P learning |
Birks, Ralph, Cant, Chun Tie and Hillman | 2018 | 1583 | To determine the existence and scope of the theory- practice gap in relation to A&P in nursing. | Cross-sectional survey | During their school years, registered nurses place a high value on expanding their A&P knowledge. Anatomy, physiology, and pathophysiology courses were particularly given importance. | Australia | Nurses’ perceptions of A&P learning |
Christensen, Craft, Wirihana and Gordon | 2015 | 43 | To explicitly demonstrate the connections between physiology, pathophysiology, and nursing practice. | Descriptive qualitative design | More than 90% of the respondents agreed that having a bioscientist who focussed on the needs of the nursing students helped to increase the knowledge of patient conditions. The teaching provided by the bioscientist was beneficial in relating physiology and pathophysiology to nursing care. | Australia | Student’ perceptions of integrating A&P learning into nursing practice |
Choi-Kwon, Song, An and Choe | 2002 | 559 | To clarify the importance of A&P from the nurses’ perspective. | Descriptive qualitative design | Many registered nurses consider their A&P knowledge inadequate while implementing the nursing process, communicating with other medical personnel, or teaching patients. | Korea | Nurses’ perceptions of integrating A&P learning into nursing practice |
Craft, Hudson, Plenderleith, Wirihana and Gordon | 2013 | 273 | To investigate incoming students’ perceptions, knowledge, and approaches to learning A&P. | Descriptive qualitative design | Many students have reservations about studying A&P and consider it is more difficult and demanding than nursing courses. They also feel that there is more content to learn in a A&P course than in a nursing course. | Australia | Student’ perceptions of A&P learning |
Craft,　Hudson, Plenderleith and Gordon | 2017 | 22 | To investigate the reflections of new graduate registered nurses’ on A&P courses taken during their nursing program as well as the relationship between A&P content and clinical practice. | Descriptive, cross-sectional survey | Registered nurses believe that they lack the confidence to explain their knowledge of A&P. They are been to improve their knowledge and agree that A&P coursework should be extended up to the final year of undergraduate study. Moreover, they believe that it is important to relate A&P knowledge to nursing practice. | Australia | Nurses’ perceptions of A&P learning Nurses’ perceptions of integrating A&P learning into nursing practice |
Davis | 2010 | 42 | To determine whether the nurses considered A&P studies in their preregistration nursing courses to be sufficient, associated with enough practical exposure, and prepared them for their roles as registered nurses. | Case study methodology | 51% of the registered nurses indicated that the content of A&P during their student years was limited. In addition, 40.5% of the registered nurses believed that the A&P content taught during their school was incompatible with nursing practice. | UK | Nurses’ perceptions of integrating A&P learning into nursing practice |
Evensen, Brataas and Cui | 2020 | 57 (first year) | To investigate their motivations, academic performances, and reactions to different teaching methods in an anatomy and physiology course. | Descriptive small-scale study | The nervous system, kidneys and the urinary tract, and acid-base balance were the most difficult topics. Independent study was significantly associated with higher A&P examination grades. | Norway | Student’ perceptions of A&P learning |
Fell, Dobbins and Dee | 2016 | 17 final year students (focus group interview) 112 final year students (questionnaires) | To explore the experiences of A&P learning in clinical placement. | Descriptive qualitative design | 97% of the students clearly appreciated the importance of A&P knowledge in nursing practice. Students frequently emphasized the association between fundamental A&P knowledge and understanding conditions, observations, and treatment options. Students emphasized the importance of A&P knowledge in supporting patient care, as well as the link between A&P knowledge and patient safety. | UK | Students’ perceptions of integration of A&P learning and nursing practice |
Friedel and Treagust | 2005 | 155 students 29 nurse educators | To investigate the framework for A&P in nursing education programmes in New Zealand, and the perceptions that nurse educators, nursing students and nursing graduates have in relation to A&P in the nursing curriculum. | Interpretative survey strategy | Although many students perceived A&P to be difficult and anxiety-provoking, they also perceive it to be a very important and valuable part of their nursing program. | New Zealand | Student’ perceptions of A&P learning |
Gordon, Hudson, Plenderleith, Fisher and Craft | 2017 | 126 final year students | To examine students’ experiences with A&P, with a particular emphasis on the relationship to nursing practice. | Cross-sectional survey | The majority of participants considered A&P subjects required more work than nursing subjects (65.9%), and they would like a better understanding of A&P (73.8%); however, they also understood that A&P is the foundation of nursing practice (76.2%). Participants without any secondary school science education were unable to apply A&P concepts to patient conditions. | Australia | Student’ perceptions of A&P learning Students’ perceptions of integration of A&P learning and nursing practice |
Logan and Angel | 2011 | 85 questionnaires 15 focus group interviews | To investigate the science–nursing tension and impact on nursing students studying A&P. | Descriptive qualitative design | Practicum supervisors who have their own knowledge of A&P provide opportunities for students to integrate that knowledge into nursing practice. | Australia | Nurses’ perceptions of integrating A&P learning into nursing practice |
Mckee | 2002 | 104–211 first year students | To determine whether the admission criteria and study habits have a significant influence on A&P examination results. | Descriptive qualitative design | Pre-enrollment biology experience, biology achievement, class attendance, and the use of core texts had a significant influence on A&P examination results. | Ireland | Student perceptions of A&P learning |
McVicar, Clancy and Mayes | 2010 | 19 interviews with nurses (stage1) 10 questionnaires with lectures (stage2) | To investigate how nurses’ knowledge of the A&Ps is embedded in their practice and the manner of communication. | Descriptive qualitative design | Many registered nurses consider their A&P knowledge to be inadequate, although they believe that nursing practice is the most important aspect of A&P learning. | UK | Nurses’ perceptions of integrating A&P learning into nursing practice |
Molesworth and Lewitt | 2016 | 7 first year students | To investigate students’ experiences with A&P learning, teaching, and application in the context of practice setting. | Descriptive qualitative design (Phenomenological study) | Although participants recognized the importance of A&P in clinical settings, they found that learning opportunities were often limited. To enhance A&P learning, participants expressed a desire for a more structured and an integrated approach, both in practice and in university settings along with additional peer learning opportunities. | Scotland | Students’ perceptions of integration of A&P learning and nursing practice |
Montayre, Dimalapang, Sparks and Nevill | 2019 | 540 | To investigate students’ perceptions of A&Ps in New Zealand undergraduate nursing programs in terms of relevance to practice, teaching delivery, self-competence, and challenges encountered. | Descriptive, cross-sectional survey design | The perceived importance of A&P and the difficulties encountered in learning differ between younger and older students. Positive perceptions of A&P become apparent when nursing students reach their final year of study. | New Zealand | Student perceptions of A&P learning |
Montayre,　Ramjan, Maceri and Salamonson | 2021 | 15 | To investigate new registered nurses’ experiences with applying A&P concepts in their day-to-day nursing practice. | Descriptive qualitative design | A&P knowledge gives a preceptor confidence. Registered nurses who are self-assured in their A&P knowledge can explain the evidence for their nursing practice. They stated that it helped them gain confidence as registered nurses and served as the foundation for developing trusting relationships with patients and their families. | Australia | Nurses’ perceptions of integrating A&P learning into nursing practice |
Mortimer-Jones, Wall and Russell | 2018 | 188 first year students | To determine whether there was a difference in nursing students’ anxiety levels during the A&P laboratory classes versus the clinical laboratory classes. | Descriptive qualitative design | There were no statistically significant differences in anxiety levels between the A&P and clinical laboratory classes. | Australia | Student perceptions of A&P learning |