An assessment of the relevance of scope and laboratory experience of the skeletal and muscular systems for Baccalaureate nursing education

Date

1979

Journal Title

Journal ISSN

Volume Title

Publisher

Abstract

Problem and Purpose. The anatomy and physiology course is generally regarded as the most relevant science course and the central core of nursing science curriculum. Within the anatomy and physiology curriculum, the skeletal and muscular systems present the most difficult and unusual problem due to the fact that these two systems contain an enormous body of factual information. The time constraints allocated for these two systems within the anatomy and physiology curriculum and the extent of coverage regarding the relevant and practical contents of these two systems have constantly plagued the faculty involved in instructing the pre-clinical nursing students. The purpose of this study is to identify the relevant scope of subject content and laboratory experience of the skeletal and muscular systems for baccalaureate nursing education. Procedures. A Chee Curriculum Assessment Instrument (CCAI) comprising the subject content and laboratory exercises of the skeletal and muscular systems was constructed. The CCAI was content validated by 20 basic science faculty members involved in teaching anatomy and physiology course and 26 clinical nursing faculty members involved in clinical instruction. The content validated CCAI was presented to three study samples comprised of 95 pre-nursing students, 91 nursing students, and 87 practicing nurses for assessment of the relevance of scope of subject matter and laboratory exercises of the skeletal and muscular systems for baccalaureate nursing education. The data were transcribed, coded, and analyzed for the most frequent response (mode) on each curriculum. Crosstabulations were employed on each curriculum item to discern whether there were disparities of perceived relevance among the three nursing groups. Findings. All the 11 curriculum items pertaining to the general aspects of the skeletal system were perceived to be relevant. However, differences were noted among the three nursing groups regarding the laboratory study of microscopic structures of bone. Both the pre-nursing group and nursing group perceived these curricular activities as relevant experiences while the practicing nurses disagreed. The 12 curriculum items pertaining to the regional anatomy of the skeletal system were perceived to be relevant. The extent of coverage included 8 items for extensive detail (name of structure, characteristics, and functions) and 4 items for moderate coverage (name of structure and characteristics). All the 11 curriculum items pertaining to the general aspects of the muscular system were perceived to be relevant. Differences among the three nursing groups were noted regarding the laborabory study of the microscopic structure of the muscle. The pre-nursing students and nursing students perceived this as a relevant experience while the nurse practitioners did not share the same perception. All the 30 curriculum items regarding the regional anatomy of the muscular system were perceived to be relevant. The results showed that the extent of coverage for 29 curriculum items was at fairly detailed (names of major muscles and actions) and 1 curriculum item at moderate detail (names of major muscles, origins, insertions, actions, and innervations). Conclusions and Recommendations. The data showed that the 23 curriculum items of skeletal system and 41 curriculum items of the muscular system were perceived to be relevant by the three nursing groups for baccalaureate nursing education. Although the practicing nurses did not feel strongly the relevance of laboratory study of microscopic structures of bone and muscle, the investigator felt that laboratory experiences were essential during the nursing training phase. [...]

Description

Keywords

Citation