title: Bioscience learning in clinical placement: the experiences of pre-registration nursing students.
abstract: OBJECTIVE
  The aim of this study was to explore student nurses' views and experiences of bioscience learning in clinical placement. The study focused on (1) how relevant students perceive bioscience knowledge to their professional role; (2) what opportunities students have to apply bioscience knowledge during clinical placements; (3) what students perceive about the support they receive from placement mentors regarding bioscience learning.
  
  
  BACKGROUND
  Bioscience knowledge is required for safe and effective practice but is an area that students find challenging. Clinical placements offer students the ideal environment to integrate bioscience into clinical decision making. There is, however, a lack of research addressing specifically students' placement learning of bioscience.
  
  
  METHODS
  An explanatory sequential mixed methods approach was adopted.
  
  
  METHODS
  The research involved two phases. In phase one predominantly quantitative data were collected via a survey. 112 final year BSc nursing students from across fields completed the survey (response rate = 66%). The results of this phase were then built upon by conducting three focus groups (n = 17) in a second qualitative research phase.
  
  
  RESULTS
  Whilst students acknowledged the relevance of bioscience to their nursing role, this study suggests that its importance is not recognised as widely by practice educators. Findings highlight inconsistencies in the quality of mentor support, the opportunities for students to learn and the priority that bioscience is given in placement education.
  
  
  CONCLUSIONS
  This study demonstrates the need for more explicit bioscience criteria in placement assessments and a greater level of mentor education to ensure more consistency in the standard of placement learning of bioscience.
  
  
  CONCLUSIONS
  Providing insight into factors that influence student learning of bioscience during clinical placements provides focus on how higher education institutions and practice educators can better support students to confidently apply bioscience knowledge to deliver safe and effective patient care.
authors.affiliation: Faculty of Health, Education and Life Sciences, School of Allied and Public Health Professions, Birmingham City University, Birmingham, UK. patricia.fell@bcu.ac.uk.
authors.forename: Patricia Lynne
authors.initials: PL
authors.lastname: Fell
authors.affiliation: Faculty of Health, Education & Life Sciences, Birmingham City University, Birmingham, UK.
authors.forename: Kerry
authors.initials: K
authors.lastname: Dobbins
authors.affiliation: Faculty of Health, Education & Life Sciences, Birmingham City University, Birmingham, UK.
authors.forename: Philip
authors.initials: P
authors.lastname: Dee
mesh_terms: D001291:Attitude of Health Personnel; D001690:Biological Science Disciplines / Q000193:education*; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D017144:Focus Groups; D006801:Humans; D008611:Mentors; D024802:Nurse's Role; D016730:Program Development; D036301:Qualitative Research; D013338:Students, Nursing; D011795:Surveys and Questionnaires
keywords: bioscience; clinical decision making; clinical placements; nurse education; patient care; placement learning; pre-registration