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Bringing Nursing Science to the Classroom: A Collaborative Project
BRINGING NURSING SCIENCE TO THE CLASSROOM: A COLLABORATIVE PROJECT SUSAN REAMS, MSN, RN, NP-C, ⁎ AND CAROL BASHFORD, MSN, RN† This project resulted as a collaborative effort on the part of a public school system and nursing faculty. The fifth grade student population utilized in this study focused on the skeletal, muscular, digestive, circulatory, respiratory, and nervous systems as part of their school system's existing science and health curriculum. The intent of the study was to evaluate the impact on student learning outcomes as a result of nursing-focused, science-based, hands-on experiential activities provided by nursing faculty in the public school setting. An assessment tool was created for pretesting and posttesting to evaluate learning outcomes resulting from the intervention. Over a two day period, six classes consisting of 25 to 30 students each were divided into three equal small groups and rotated among three interactive stations. Students explored the normal function of the digestive system, heart, lungs, and skin. Improvement in learning using the pretest and posttest assessment tools were documented. (Index words: Recruitment; Elementary school; Career; Curriculum) J Prof Nurs 25:30–32, 2009. A 2009 Elsevier Inc. All rights reserved.
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AREER INTERESTS OF school-age children can be greatly influenced by adult role models. If role models can be incorporated into standardized curriculum in elementary schools, students may make connections between science content, such as basic math, algebra, cellular biology, human anatomy, and physiology, and career paths. For the youth of today, it is important that associations be made between academics, interests, and aptitudes so that the school years can be used to educate, train, and guide young students about their future as productive citizens. In 1993, the American Association for the Advancement of Science advocated that science teaching strategies at the elementary school level be a combination of hands-on activities, critical thinking, and technology. The integration of engagement strategies in teaching–learning experiences fosters conceptual knowledge, scientific inquiry, and scientific curiosity (Paris, Yambor, & Packard, 1998). If elementary students have more active exploration of
⁎Visiting Assistant Professor, Director of Nursing Resource Center, Miami University, Hamilton, OH. †Associate Professor of Nursing, Miami University, Hamilton, OH. Address correspondence to Ms. Reams: Visiting Assistant Professor, Director of Nursing Resource Center, Miami University, 1601 University Blvd., University Hall 139, Hamilton, OH 450113166. E-mail: [email protected] 8755-7223/$ - see front matter 30 doi:10.1016/j.profnurs.2007.11.003
science concepts during classroom learning, more students may develop an interest in a science-based career.
Background It might be said that teachers have the ability to pour knowledge into students' receptive minds (Billmeyer & Barton, 1998), but learning increases when students collaborate in a socially active process and take an active role in their own learning (Vygotsky, 1978). Students learn best by becoming a part of their own learning, taking an active role in classroom activities, and assuming responsibility for their education (Billmeyer & Barton, 1998; Richardson & Morgan, 1997). The research of Paris et al. (1990) with fourth and fifth graders provides vivid evidence that hands-on learning impacts student learning outcomes. The results of their study suggested increased student interest in science and improved problem-solving skills. Beyond the classroom, the project resulted in a significant increase in student's interest in science-based careers. The project supports the concept of collaboration between elementary schools and universities to enhance learning outcomes in science. The research of Blackhurst, Auger, and Wahl (2003) indicated that fifth graders have developed an understanding of occupational characteristics associated with the need for college education. Research has focused on high school students who are active in the career decision-making process (Dai, 1996), but fewer studies
Journal of Professional Nursing, Vol 25, No 1 (January–February), 2009: pp 30–32 A 2009 Elsevier Inc. All rights reserved.
BRINGING NURSING SCIENCE TO THE CLASSROOM
have focused on the beginning stages of career development in younger students. Paulson, Coombs, and Richardson (1990) found that the percentage of students aspiring to take college education begins to decline between the ages of 11 and 12. This research provided compelling evidence for the authors to target the fifthgrade population.
Nursing Science in the Classroom With a strong math and science foundation embedded in nursing science, professional nurses can guide students to apply science in important ways. The elementary school science curriculum provides an opportunity for registered nurses (RNs) to incorporate experiential learning into the classroom setting. Nursing faculty at a university took nursing science to a public school fifthgrade classroom in an attempt to see if hands-on learning facilitated student comprehension.
Method Both authors completed educational requirements for the university institutional review board (IRB) approval process. A proposal for this elementary school project was approved by the Institutional Review Board for Human Subject Research. Informed consent was not required by the IRB because this project was an exploration of studentcentered learning–teaching within the school's existing science content. In addition, the evaluation method used in this project was part of the elementary school teacher's current evaluation process. Approaches to teaching strategies were a result of collaboration with science teachers in the elementary school system. The nurse authors' pedagogical strategies were adapted to support the developmental learning needs of the fifth-grade student. RN authors developed hands-on experiential, pedagogically sound learning activities to provide introductory information on body systems. The authors reviewed the school and standardized state learning objectives for fifthgrade science curriculum. Authors collaborated with the regional elementary school curriculum coordinator and fifth-grade science teachers within the target school system. Permission for the project was granted by the elementary school administration.
Population The population was a convenience sample of fifth-grade boys and girls ranging in age from 10 to 12 years. The primary ethnic background was Caucasian, with less than 10% of the student body being Asian or African American. Students with learning disabilities were mainstreamed into the classroom. Interactive learning stations were administered to six classes of fifth graders at 1 of the 11 elementary schools in a public school system. The classes included 18 to 23 students. During each science class, students were divided into three small groups of 6 to 8 students to rotate among the three learning stations.
31
Interactive stations were created to address circulatory, digestive, and respiratory systems, which reflect the fifth-grade science curriculum posted on the participating elementary school's Web site (Lakota Local Schools, n.d.). The science curriculum states the following for fifth graders: “Describe the purpose, basic components, and functions of the following body systems: skeletal, muscular, digestive, circulatory, respiratory, and nervous systems. Demonstrate first-aid techniques and how they relate to the body systems” (http://lakotaonline.com). Nursing faculty created three interactive learning stations: (a) digestion, (b) oxygenation, and (c) first aid.
Nutrition Station Students assembled puzzles of digestive organs to help illustrate the steps of the digestive process. A crosssectional model of the digestive tract, used in undergraduate nursing education, allowed students to insert a nasogastric tube through the mouth into the stomach simulating the ingestion of food. This allowed students to see the passage of a bolus of food through the digestive system. Discussion included the role of digestive enzymes as well as healthy eating habits.
Oxygenation Station Students were able to auscultate normal and abnormal heart and breath sounds using stethoscopes. Students used auditory discs that have prerecorded physiologic sounds from real patients. They were able to listen to their own heart and breath sounds. Hearing wheezing from a simulated asthmatic patient promoted understanding and acceptance of potential activity limitations of classmates with asthma. Students examined and manipulated an anatomic thorax model, which allowed them to see position of the heart and lobes of the lung.
First-Aid Station Students matched first-aid scenarios such as insect stings, tick bites, and so forth to appropriate treatments held by students in the same group. To help students demonstrate first-aid techniques, they created pretend wounds on themselves using red-tinged Vaseline. They were asked to create their own personal scenario of how the wound was inflicted, identifying whether it was a laceration, abrasion, puncture, and so forth. Supplies were available for them to practice infection control and first-aid procedures. The fifth-grade science teacher administered and graded pretests and posttests following the interactive learning stations and assigned respective scores. Preand posttests occurred on the predetermined testing date. Learning stations were presented during the regular block of time for science class. Aggregate grades without names were compared to determine if there was an increase in learning from pretest to postintervention test.
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Results One hundred forty-two observations from the six classes were used for this study. A one-way analysis of variance revealed that there were no significant variables among the classes. The estimated mean improvement score, regardless of class, was 17.8, indicating significant improvement in the posttest. In this project, teaching strategies used by RNs improved student's scores on health curriculum concepts by providing experiential learning stations.
Limitations The study was conducted in a middle-income elementary school system where the student body is mainly composed of Caucasian students with scant ethnic or racial diversity. The results may be limited to this homogenous group; the study needs a more diverse study population so that results can be extended to various public school settings. Although ongoing interactions with this student population would be optimal, time resources limit the ability of nursing faculty to engage more frequently. Sophisticated teaching aids were borrowed from the nursing school and transported to the elementary school site. These resources were needed to be returned to the university each day so that nursing students had access to them.
Future Implications The nursing shortage (Bureau of Health Professions & National Center for Workforce Analysis, 2003) requires that we continue to think about future generations of nurses that will provide a vital function in health care delivery. One of the ways nurses and elementary school educators can take an active part in this is to ensure that students have an early opportunity to make connections between science content and health career paths. The escalating cost of gasoline, increasing complexities with transportation, and safety issues may wield class field trips scarce. Bringing nursing science to the classroom provides exposure to a profession that students might not otherwise gain. However, schools cannot do this alone. It requires support of resources both within and outside the school. Higher educational institutions and their personnel must be willing to partner in new and creative ways. Engagement of nursing students in
service learning as adult role models would be a viable option that would be beneficial to both groups.
Conclusion Working in concert with health care professionals and elementary educators can provide leadership and support so that student learning is integrated, purposeful, and career oriented to strengthen individual success. Outcomes based on career education provide opportunities to involve schools and the community in a real and reciprocal way. Nurses can impact students' interest in nursing as a career by embedding the science of nursing into the existing elementary education curriculum. Students gain an enriched education and an understanding of their own aptitudes and are better prepared for their working lives, which just might include becoming an RN.
References Billmeyer, R., & Barton, M. L. (1998). Teaching reading in the content areas: If not me, then who? Aurora, CO: McREL. Blackhurst, A. E., Auger, R. W., & Wahl, K. H. (2003). Children's perceptions of vocational preparation requirements. Professional school counseling. Retrieved October 28, 2004, from www.Findarticles.com/p/articles/mi _ m0KOC/is _ 2 _ 7/ ai_112905220/pg5. Bureau of Health Professions, National Center for Workforce Analysis. (2003). Projected supply, demand, and shortages of registered nurses: 2000–2010. U.S. Department of Health and Human Service Administration. Retrieved October 26, 2004, from http://www.ahca.org/research/rnsupply_demand.pdf. Dai, Y. (1996). Educational plans after high school. A national survey of high school seniors. Journal of Research and Development in Education, 30, 22–30. Lakota Local Schools. Curriculum Overview. Retrieved September 24, 2007, from http://lakotaonline.com Paulson, M. J., Coombs, R. H., & Richardson, M. A. (1990). School performance, academic aspirations, and drug use among children and adolescents. Journal of Drug Education, 20, 289–303. Paris, S. G., Yambor, K. M., & Packard, B. W. (1998). Hands-on biology: A museum–school–university partnership for enhancing students interest and learning science. Elementary School Journal, 98, 267–288. Richardson, J. S. & Morgan, R. F. (1997). Reading to learn in the content areas. Belmont, CA: Wadsworth. Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
C
AREER INTERESTS OF school-age children can be greatly influenced by adult role models. If role models can be incorporated into standardized curriculum in elementary schools, students may make connections between science content, such as basic math, algebra, cellular biology, human anatomy, and physiology, and career paths. For the youth of today, it is important that associations be made between academics, interests, and aptitudes so that the school years can be used to educate, train, and guide young students about their future as productive citizens. In 1993, the American Association for the Advancement of Science advocated that science teaching strategies at the elementary school level be a combination of hands-on activities, critical thinking, and technology. The integration of engagement strategies in teaching–learning experiences fosters conceptual knowledge, scientific inquiry, and scientific curiosity (Paris, Yambor, & Packard, 1998). If elementary students have more active exploration of
⁎Visiting Assistant Professor, Director of Nursing Resource Center, Miami University, Hamilton, OH. †Associate Professor of Nursing, Miami University, Hamilton, OH. Address correspondence to Ms. Reams: Visiting Assistant Professor, Director of Nursing Resource Center, Miami University, 1601 University Blvd., University Hall 139, Hamilton, OH 450113166. E-mail: [email protected] 8755-7223/$ - see front matter 30 doi:10.1016/j.profnurs.2007.11.003
science concepts during classroom learning, more students may develop an interest in a science-based career.
Background It might be said that teachers have the ability to pour knowledge into students' receptive minds (Billmeyer & Barton, 1998), but learning increases when students collaborate in a socially active process and take an active role in their own learning (Vygotsky, 1978). Students learn best by becoming a part of their own learning, taking an active role in classroom activities, and assuming responsibility for their education (Billmeyer & Barton, 1998; Richardson & Morgan, 1997). The research of Paris et al. (1990) with fourth and fifth graders provides vivid evidence that hands-on learning impacts student learning outcomes. The results of their study suggested increased student interest in science and improved problem-solving skills. Beyond the classroom, the project resulted in a significant increase in student's interest in science-based careers. The project supports the concept of collaboration between elementary schools and universities to enhance learning outcomes in science. The research of Blackhurst, Auger, and Wahl (2003) indicated that fifth graders have developed an understanding of occupational characteristics associated with the need for college education. Research has focused on high school students who are active in the career decision-making process (Dai, 1996), but fewer studies
Journal of Professional Nursing, Vol 25, No 1 (January–February), 2009: pp 30–32 A 2009 Elsevier Inc. All rights reserved.
BRINGING NURSING SCIENCE TO THE CLASSROOM
have focused on the beginning stages of career development in younger students. Paulson, Coombs, and Richardson (1990) found that the percentage of students aspiring to take college education begins to decline between the ages of 11 and 12. This research provided compelling evidence for the authors to target the fifthgrade population.
Nursing Science in the Classroom With a strong math and science foundation embedded in nursing science, professional nurses can guide students to apply science in important ways. The elementary school science curriculum provides an opportunity for registered nurses (RNs) to incorporate experiential learning into the classroom setting. Nursing faculty at a university took nursing science to a public school fifthgrade classroom in an attempt to see if hands-on learning facilitated student comprehension.
Method Both authors completed educational requirements for the university institutional review board (IRB) approval process. A proposal for this elementary school project was approved by the Institutional Review Board for Human Subject Research. Informed consent was not required by the IRB because this project was an exploration of studentcentered learning–teaching within the school's existing science content. In addition, the evaluation method used in this project was part of the elementary school teacher's current evaluation process. Approaches to teaching strategies were a result of collaboration with science teachers in the elementary school system. The nurse authors' pedagogical strategies were adapted to support the developmental learning needs of the fifth-grade student. RN authors developed hands-on experiential, pedagogically sound learning activities to provide introductory information on body systems. The authors reviewed the school and standardized state learning objectives for fifthgrade science curriculum. Authors collaborated with the regional elementary school curriculum coordinator and fifth-grade science teachers within the target school system. Permission for the project was granted by the elementary school administration.
Population The population was a convenience sample of fifth-grade boys and girls ranging in age from 10 to 12 years. The primary ethnic background was Caucasian, with less than 10% of the student body being Asian or African American. Students with learning disabilities were mainstreamed into the classroom. Interactive learning stations were administered to six classes of fifth graders at 1 of the 11 elementary schools in a public school system. The classes included 18 to 23 students. During each science class, students were divided into three small groups of 6 to 8 students to rotate among the three learning stations.
31
Interactive stations were created to address circulatory, digestive, and respiratory systems, which reflect the fifth-grade science curriculum posted on the participating elementary school's Web site (Lakota Local Schools, n.d.). The science curriculum states the following for fifth graders: “Describe the purpose, basic components, and functions of the following body systems: skeletal, muscular, digestive, circulatory, respiratory, and nervous systems. Demonstrate first-aid techniques and how they relate to the body systems” (http://lakotaonline.com). Nursing faculty created three interactive learning stations: (a) digestion, (b) oxygenation, and (c) first aid.
Nutrition Station Students assembled puzzles of digestive organs to help illustrate the steps of the digestive process. A crosssectional model of the digestive tract, used in undergraduate nursing education, allowed students to insert a nasogastric tube through the mouth into the stomach simulating the ingestion of food. This allowed students to see the passage of a bolus of food through the digestive system. Discussion included the role of digestive enzymes as well as healthy eating habits.
Oxygenation Station Students were able to auscultate normal and abnormal heart and breath sounds using stethoscopes. Students used auditory discs that have prerecorded physiologic sounds from real patients. They were able to listen to their own heart and breath sounds. Hearing wheezing from a simulated asthmatic patient promoted understanding and acceptance of potential activity limitations of classmates with asthma. Students examined and manipulated an anatomic thorax model, which allowed them to see position of the heart and lobes of the lung.
First-Aid Station Students matched first-aid scenarios such as insect stings, tick bites, and so forth to appropriate treatments held by students in the same group. To help students demonstrate first-aid techniques, they created pretend wounds on themselves using red-tinged Vaseline. They were asked to create their own personal scenario of how the wound was inflicted, identifying whether it was a laceration, abrasion, puncture, and so forth. Supplies were available for them to practice infection control and first-aid procedures. The fifth-grade science teacher administered and graded pretests and posttests following the interactive learning stations and assigned respective scores. Preand posttests occurred on the predetermined testing date. Learning stations were presented during the regular block of time for science class. Aggregate grades without names were compared to determine if there was an increase in learning from pretest to postintervention test.
32
REAMS AND BASHFORD
Results One hundred forty-two observations from the six classes were used for this study. A one-way analysis of variance revealed that there were no significant variables among the classes. The estimated mean improvement score, regardless of class, was 17.8, indicating significant improvement in the posttest. In this project, teaching strategies used by RNs improved student's scores on health curriculum concepts by providing experiential learning stations.
Limitations The study was conducted in a middle-income elementary school system where the student body is mainly composed of Caucasian students with scant ethnic or racial diversity. The results may be limited to this homogenous group; the study needs a more diverse study population so that results can be extended to various public school settings. Although ongoing interactions with this student population would be optimal, time resources limit the ability of nursing faculty to engage more frequently. Sophisticated teaching aids were borrowed from the nursing school and transported to the elementary school site. These resources were needed to be returned to the university each day so that nursing students had access to them.
Future Implications The nursing shortage (Bureau of Health Professions & National Center for Workforce Analysis, 2003) requires that we continue to think about future generations of nurses that will provide a vital function in health care delivery. One of the ways nurses and elementary school educators can take an active part in this is to ensure that students have an early opportunity to make connections between science content and health career paths. The escalating cost of gasoline, increasing complexities with transportation, and safety issues may wield class field trips scarce. Bringing nursing science to the classroom provides exposure to a profession that students might not otherwise gain. However, schools cannot do this alone. It requires support of resources both within and outside the school. Higher educational institutions and their personnel must be willing to partner in new and creative ways. Engagement of nursing students in
service learning as adult role models would be a viable option that would be beneficial to both groups.
Conclusion Working in concert with health care professionals and elementary educators can provide leadership and support so that student learning is integrated, purposeful, and career oriented to strengthen individual success. Outcomes based on career education provide opportunities to involve schools and the community in a real and reciprocal way. Nurses can impact students' interest in nursing as a career by embedding the science of nursing into the existing elementary education curriculum. Students gain an enriched education and an understanding of their own aptitudes and are better prepared for their working lives, which just might include becoming an RN.
References Billmeyer, R., & Barton, M. L. (1998). Teaching reading in the content areas: If not me, then who? Aurora, CO: McREL. Blackhurst, A. E., Auger, R. W., & Wahl, K. H. (2003). Children's perceptions of vocational preparation requirements. Professional school counseling. Retrieved October 28, 2004, from www.Findarticles.com/p/articles/mi _ m0KOC/is _ 2 _ 7/ ai_112905220/pg5. Bureau of Health Professions, National Center for Workforce Analysis. (2003). Projected supply, demand, and shortages of registered nurses: 2000–2010. U.S. Department of Health and Human Service Administration. Retrieved October 26, 2004, from http://www.ahca.org/research/rnsupply_demand.pdf. Dai, Y. (1996). Educational plans after high school. A national survey of high school seniors. Journal of Research and Development in Education, 30, 22–30. Lakota Local Schools. Curriculum Overview. Retrieved September 24, 2007, from http://lakotaonline.com Paulson, M. J., Coombs, R. H., & Richardson, M. A. (1990). School performance, academic aspirations, and drug use among children and adolescents. Journal of Drug Education, 20, 289–303. Paris, S. G., Yambor, K. M., & Packard, B. W. (1998). Hands-on biology: A museum–school–university partnership for enhancing students interest and learning science. Elementary School Journal, 98, 267–288. Richardson, J. S. & Morgan, R. F. (1997). Reading to learn in the content areas. Belmont, CA: Wadsworth. Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.