title: Biosciences within the pre-registration (pre-requisite) curriculum: an integrative literature review of curriculum interventions 1990-2012.
abstract: BACKGROUND
  The learning of biosciences is well-documented to be problematic as students find the subjects amongst the most difficult and anxiety-provoking of their pre-registration programme. Studies suggest that learning consequently is not at the level anticipated by the profession. Curriculum innovations might improve the situation but the effectiveness of applied interventions has not been evaluated.
  
  
  OBJECTIVE
  To undertake an integrative review and narrative synthesis of curriculum interventions and evaluate their effect on the learning of biosciences by pre-registration student nurses. Review methods A systematic search of electronic databases CINAHL, Medline, British Nursing Index and Google Scholar for empirical research studies was designed to evaluate the introduction of a curriculum intervention related to the biosciences, published in 1990-2012. Studies were evaluated for design, receptivity of the intervention and impact on bioscience learning.
  
  
  RESULTS
  The search generated fourteen papers that met inclusion criteria. Seven studies introduced on-line learning packages, five an active learning format into classroom teaching or practical sessions, and two applied Audience Response Technology as an exercise in self-testing and reflection. Almost all studies reported a high level of student satisfaction, though in some there were access/utilization issues for students using on-line learning. Self-reporting suggested positive experiences, but objective evaluation suggests that impacts on learning were variable and unconvincing even where an effect on course progress was identified. Adjunct on-line programmes also show promise for supporting basic science or language acquisition.
  
  
  CONCLUSIONS
  Published studies of curriculum interventions, including on-line support, have focused too heavily on the perceived benefit to students rather than objective measures of impact on actual learning. Future studies should include rigorous assessment evaluations within their design if interventions are to be adopted to reduce the 'bioscience problem'.
authors.affiliation: Faculty of Health, Social Care and Education, Anglia Ruskin University, Chelmsford, Essex, United Kingdom. Electronic address: Andy.McVicar@anglia.ac.uk.
authors.forename: Andrew
authors.initials: A
authors.lastname: McVicar
authors.affiliation: Faculty of Health, Social Care and Education, Anglia Ruskin University, Chelmsford, Essex, United Kingdom.
authors.forename: Sharon
authors.initials: S
authors.lastname: Andrew
authors.affiliation: Lord Ashcroft International Business School, Anglia Ruskin University, Chelmsford, Essex, United Kingdom.
authors.forename: Ross
authors.initials: R
authors.lastname: Kemble
mesh_terms: D001695:Biology / Q000193:education*; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate; D006801:Humans
keywords: Baccalaureate nursing education; Biological sciences; Biosciences; Integrative literature review; Nursing students; On-line learning; Pre-registration; Teaching methods