Heidi Ashcroft & Mary Gillespie

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1001 – Addressing challenges in teaching biosciences in nursing education using the oxygen supply and demand framework

Introduction
This presentation will discuss the results from a qualitative study that explored students’ perceptions of the Oxygen Supply and Demand Framework’s effectiveness in supporting development of undergraduate nursing student’s bioscience knowledge, and application of that knowledge in nursing practice.

Background
Faculty at the Western Institute of Technology (WITT) recognised the challenges surrounding the teaching and learning of biosciences. During the redesign of WITT’s integrated undergraduate nursing program, the faculty elected to use a physiologic concept map to support an integrated approach to bioscience teaching and learning. The Oxygen Supply and Demand Framework incorporates physiological concepts that influence oxygen supply and demand balance in acutely ill patients. The Framework supports integrative learning by making explicit the connections between respiratory, haematological, cardiovascular and neuroendocrine concepts and their relationship to end-organ perfusion and cellular oxygenation.

Results
The findings of this study reflect the use of the Oxygen Supply and Demand Framework as a positive influence on nursing students’ development of bioscience knowledge and application of that knowledge in patient care and clinical decision-making. The Framework serves as a tool to assist teaching and learning of bioscience theory and, with consistent use across a nursing programme, offers promise in alleviating documented challenges surrounding the delivery of bioscience subjects.

Key words: Nursing education; concept based learning; clinical decision-making; bioscience; integrated curriculum.