Attitude to Physiology in Undergraduate Nursing, Midwifery, and Paramedicine Students
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Brown, SJ
White, S
Bowmar, A
Power, N
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Abstract
Studying introductory human physiology is an
essential part of the nursing, midwifery, and paramedicine
university curriculum. Academic success is important,
although attitude also contributes to an undergraduate’s
experience. We measured attitude to physiology using a novel
semantic differential purpose-designed diagnostic
instrument, in 338 midwifery, nursing, and paramedicine
undergraduates studying 2 compulsory courses in human
physiology. The courses were a first semester introductory
course (HAP 1) and a second semester course (HAP 2).
Exploratory factor analysis identified 2 components,
described as affective attitude (12 items), and cognitive
attitude (8 items). Component scores were not different
between the nursing, midwifery, and paramedicine
programmes (P>0.05, Kruskall-Wallis 1-way ANOVA).
However, the affective attitude score (mean (sd)) for HAP 1
was higher than HAP 2 (4.81 (0.61) versus 4.59 (0.57), P<0.01,
Mann-Whitney U test), whereas the cognitive attitude score
for HAP 1 was lower than HAP 2 (3.65 (0.45) versus 3.80
(0.45), P<0.01, Mann-Whitney U test). The instrument was
simple to both administer and complete, and appeared to
have a suitable structure to quantify both affective and
cognitive components of attitude - it may be a suitable
instrument to measure the effects of curriculum changes on
student attitude, and monitor students’ attitude throughout a
programme.
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Keywords
Attitude; Factor analysis; Paramedicine; Physiology
Source
International Journal of Innovation and Research in Educational Sciences. Volume 3, Issue 5, ISSN (Online): 2349–5219
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.