title: Incomplete holism in pre-registration nurse education: the position of the biological sciences.
abstract: There is an ongoing debate in nurse education concerning the role and delivery of the biological sciences in the nursing curriculum. One of the fundamental questions raised by this debate asks how best can teachers impart biological knowledge in a manner that can be readily applied by students and qualified nurses to inform their clinical practice. This paper will include a discussion of some of the features of pre-registration education that may have influenced the manner in which biological sciences are perceived, taught and used by nurses. It will be argued that nursing may have developed a form of incomplete holism and that this may be in part responsible for the challenges that remain to be met within this area of the nursing curriculum. As a response to incomplete holism an innovative approach within pre-registration education will be introduced. This development involves the use of linked teaching sessions which aim to develop the analytical skills necessary to apply physiological knowledge to nursing practice.
authors.affiliation: School of Health and Policy Studies, Faculty of Health and Community Care, University of Central England, Birmingham, England.
authors.forename: N
authors.initials: N
authors.lastname: Wynne
authors.forename: S
authors.initials: S
authors.lastname: Brand
authors.forename: R
authors.initials: R
authors.lastname: Smith
mesh_terms: D001690:Biological Science Disciplines / Q000193:education*; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D018939:Holistic Nursing; D006801:Humans; D009742:Nursing Theory; D010827:Physiology / Q000193:education