Student nurses perspectives of the high failure rate in biological sciences

• Main Author: Mosebi, Motshedisi Mavis
• Other Authors: Chauke, Motshedisi Eunice
• Format: Others
• Language: en
• Published: 2021
• Subjects: Failure rate; Biological sciences; Anatomy; Physiology; World café; 610.730711685; Nursing students > South Africa > Free State > Attitudes; Biology > Study and teaching (Higher) > South Africa > Free State; Failure (Psychology) > South Africa > Free State; Anatomy > Study and teaching (Higher) > South Africa > Free State; Physiology > Study and teaching (Higher) > South Africa > Free State
• Online Access: http://hdl.handle.net/10500/27025

This study, using qualitative exploratory, descriptive and contextual research design, explored and described student nurses’ perspectives of the high failure rate in biological sciences. The study was conducted at one of the campuses of the school of nursing in the Free State province of South Africa. A purposively selected sample of 1st and 2nd year student nurses registered for the programme of education and training leading to registration as a nurse (general, psychiatric and community) and Midwife (R425, 1985; paragraph (iii) as amended) at the selected campus of the School of Nursing in the Free State was used. World café was utilized for data collection. Thematic analysis of data done using Braun and Clarke (2006) and for world café participants’ created documents, Blakeman, Samuelson and McEvoy (2012) method of document analysis was applied. The findings identified the internal and external causes of high failure rate in biological. Internal causes included students-related factors, which included difficulty in understanding the content and lack of motivation. The external causes involved content overload, inadequate utilisation of available limited resources, ineffective teaching methods and unfair assessment practices. Suggestions that were made by the students to improve the success rate in biological sciences were based on the perceived causes. Recommendations made included in-service education on interactive, evidence-based teaching learning methods in anatomy and physiology, provision of support for students with no background knowledge of biological sciences. === Health Studies === M.A. (Nursing Science)