Exploring Nursing Students' Experiences in the Anatomy Laboratory to Optimize Their Learning
Bibliographic Data
| ID | 21456076 |
|---|---|
| Authors | Rosetta Antonacci, Lianna Curiale (0000-0001-9028-0402), Lianna Marie Curiale, Nicole Ventura, Nicole M Ventura (0000-0003-4970-2022), Kathleen Elyse MacMillan, Argerie Tsimicalis (0000-0002-5963-9728) |
| Year | 2021 |
| Volume | 60 |
| Issue | 4 |
| Pages | 221-224 |
| Publication date | 2021-04-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Nursing Education (JOURNAL) |
| Journal identifiers | ISSN: 0148-4834 • E-ISSN: 1938-2421 |
| Publisher | SLACK, Inc (PUBLISHER) |
| DOI | 10.3928/01484834-20210322-07 |
| PMID | 34038284 |
| OpenAlex | W3154933158 |
| Language | EN |
| References cited | 18 |
Background: In medicine, dissecting human cadavers is vital for learning anatomy, developing professional skills, and fostering a relationship with the body. This opportunity has received little pedagogical attention in nursing. The purpose of this study was to understand the experiences of nursing students in the human anatomy laboratory to inform strategies that may be implemented to optimize learning. Method: A qualitative descriptive study was conducted to analyze reflective assignments completed by undergraduate and graduate nursing students following participation in a required session in the human cadaver anatomy laboratory. Results: Overall, 168 assignments were included in the analysis. Three themes were identified: Coping With the Initial Shock, Reflecting on the Salience of Death and Dying, and Acknowledging Impacts on Future Practice. Conclusion: The students' reflections support the integration of a human anatomy laboratory session into the nursing curriculum and inform strategies to foster learning and development. [ J Nurs Educ . 2021;60(4):221–224.]
Medical education · Anatomy and Medical Technology · Medicine · Nursing · Nursing education and management · Problem and Project Based Learning · Psychology
| Highly cited | No |
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