title: Student learning styles in anatomy and physiology courses: Meeting the needs of nursing students.
abstract: Anatomy and Physiology is a core course in pre-registration nursing programs, yet many students have difficulty successfully negotiating the large volume of content and the complex concepts in these bioscience courses. Typically students perform poorly in these 'threshold' courses', despite multiple interventions to support student engagement. Investigation of the shortcomings in these courses, based on feedback from students indicated several key areas of difficulty in the course, especially focused around a relative lack of hands-on 'concrete' activities in laboratories and tutorials. To attempt to address this, academic and technical staff developed activities for students that promoted discussion and allowed students to interact easily and repetitively with content. Interactive tables and posters that needed to be labelled or 'filled-in' using pre-prepared Velcro dots, as well as pre-prepared flash cards to promote group work, were some examples of the activities used to enhance student experiences and promote hands-on learning. Over the academic year of 2013 these activities were introduced into the laboratory and tutorial classes for first year Bachelor of Nursing anatomy and physiology students. Staff and student participants positively rated implementation of these new activities on surveys, as they allowed them to explore the difficult aspects of anatomy and physiology, utilising various learning styles that may have been neglected in the past.
authors.affiliation: School of Nursing and Midwifery, Griffith University, Brisbane, 4111, Australia. Electronic address: a.johnston@griffith.edu.au.
authors.forename: A N B
authors.initials: AN
authors.lastname: Johnston
authors.affiliation: School of Nursing and Midwifery, Griffith University, Brisbane, 4111, Australia.
authors.forename: J
authors.initials: J
authors.lastname: Hamill
authors.affiliation: School of Nursing and Midwifery, Griffith University, Brisbane, 4111, Australia.
authors.forename: M J
authors.initials: MJ
authors.lastname: Barton
authors.affiliation: School of Nursing and Midwifery, Griffith University, Brisbane, 4111, Australia.
authors.forename: S
authors.initials: S
authors.lastname: Baldwin
authors.affiliation: School of Nursing and Midwifery, Griffith University, Brisbane, 4111, Australia.
authors.forename: J
authors.initials: J
authors.lastname: Percival
authors.affiliation: School of Nursing and Midwifery, Griffith University, Brisbane, 4111, Australia.
authors.forename: G
authors.initials: G
authors.lastname: Williams-Pritchard
authors.affiliation: School of Nursing and Midwifery, Griffith University, Brisbane, 4111, Australia.
authors.forename: J
authors.initials: J
authors.lastname: Salvage-Jones
authors.affiliation: School of Nursing and Midwifery, Griffith University, Brisbane, 4111, Australia.
authors.forename: M
authors.initials: M
authors.lastname: Todorovic
mesh_terms: D000715:Anatomy / Q000193:education*; D001291:Attitude of Health Personnel; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate; D006801:Humans; D007858:Learning; D015402:Nursing Education Research; D010827:Physiology / Q000193:education*; D018794:Problem-Based Learning; D013338:Students, Nursing / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*
keywords: Biosciences; Human anatomy; Human physiology; Learning styles; Nursing; Student perceptions