Publication: THE EXPERIENCES OF NURSING FACULTY WITH SCIENCE EDUCATION
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Date
2023-04-20
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Abstract
Nursing curricula have included science courses since early in the 1900s. The influence of faculty on inclusion of science coursework in nursing curriculum is one area in nursing education that has not been well researched. As nursing faculty have significant roles in development of nursing curriculum, a dissection of how faculty history, values and beliefs about the significance of science education, is the focus of this study. A qualitative grounded theory approach (Charmaz, 2014) was used to interview nurse educators about their personal experiences with sciences across their own educational experience. Interviews were coded and themes developed. Using the themes, a model of the interface between the lived science experiences of nursing faculty within personal educational experience and science identity was formed from the study themes. Outcomes from the study include 1) science identity is influenced by personal history of faculty encompassing nursing identity, 2) nursing faculty in general do not identify as “scientists” and 3) gender may play a “hidden role” in nursing faculty science identity. As a result of the study, further research questions were developed including 1) f nurse educators do not identify as “scientists” and have not had significant meaningful connection with sciences (besides “fun” experiences), how can curriculum in nursing education change to meet the innovation needs and demands of an interprofessional environment of healthcare effectively and give voice to nursing? and 2) hidden gender messaging may need to be uncovered and evaluated further in a primarily female driven nursing curriculum to support nursing students based on gender or other barriers identified in STEM education literature.