Nursing students' misunderstandings when learning about stroke care: A phenomenographic study

• Published in: Nurse education today 2019-02, Vol.73, p.54-59
• Main Authors: Zarandona, Jagoba, Hoyos Cillero, Itziar, Arrue, Marta
• Format: Article
• Language: English
• Subjects: Conceptions; Learning; Nursing; Nursing education research; Nursing student; Phenomenography; Stroke
• ISSN: 0260-6917; 1532-2793
• DOI: 10.1016/j.nedt.2018.11.013

Considering the prevalence and complexity of a stroke, it is necessary to think about how undergraduate nursing students are developing knowledge for stroke care. To obtain a vision of nursing students' learning, exploring difficulties concerning understanding stroke care delivery. A phenomenographic research approach. This research is based on written exam papers (n = 126) from third-year nursing students enrolled in the 2015–16 academic year in two Nursing Schools in Spain. The analysis revealed four conceptions in which students demonstrated difficulties understanding stroke care delivery: 1) limitation of the neurological assessment to the level of consciousness and use of the Glasgow Coma Scale; 2) association of haemorrhagic stroke with hypovolaemia; 3) justification of the need for appropriate patient positioning and postural changes based solely on preventing pressure ulcers; and 4) assertion that strength exercises help improve spasticity. Empirical identification of these conceptions among undergraduate nursing students, together with agreed definitions of learning outcomes, in the subject of stroke care delivery will allow educators to design evidence-based teaching-learning strategies. •Teaching stroke care must become a key area of future nurses' education.•Including stroke education on the syllabus does not guarantee students' learning.•Detecting problems in stroke care learning is crucial to improve teaching sequences.•Nurse educators should develop and evaluate different teaching methods.