Roots, prefixes, and suffixes: decoding medical terminology using an online enquiry-based learning intervention for nursing associates.
• Students are required to learn a range of medical terminology to orientate them for practice and academic study; while numerous dictionaries exist to support their learning, no bespoke teaching intervention or module exists in the school where the study was conducted, which dedicates time to teach...
| Published in: | Teaching & Learning in Nursing Vol. 17; no. 3; pp. 256 - 263 |
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| Main Authors: | , , |
| Format: | research Journal Article |
| Published: |
Elsevier B.V.
Jul2022
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=157438585&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 157438585 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15573087 2WO7 jtl: Teaching & Learning in Nursing issn: 15573087 maglogo: N pubinfo: dt: Jul2022 vid: 17 iid: 3 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 157438585 157438585 157438585 10.1016/j.teln.2022.01.005 157438585 ppf: 256 ppct: 7 formats: tig: atl: Roots, prefixes, and suffixes: decoding medical terminology using an online enquiry-based learning intervention for nursing associates. aug: au: McAllister, Nicole Tavener-Smith, Taryn Williams, Julia affil: National Health Service, Berkshire & Surrey Pathology Services sug: subj: Nomenclature Nursing Practice Students, Nursing Academic Achievement Professional Practice Human Pilot Studies Students, Undergraduate Confidence Nonexperimental Studies Cross Sectional Studies Quantitative Studies Pretest-Posttest Design Data Analysis Software Questionnaires ab: • Students are required to learn a range of medical terminology to orientate them for practice and academic study; while numerous dictionaries exist to support their learning, no bespoke teaching intervention or module exists in the school where the study was conducted, which dedicates time to teaching these skills. • Dedicating time by way of a bespoke teaching intervention helps students to develop the required skills to comprehend and gain confidence with medical terms, which is central to their success; students valued the opportunity to learn medical terminology and perceived the benefits in doing so. • This teaching intervention supports students' ability to decode medical terminology while communicating more effectively with colleagues and patients, thereby promoting safe practice. The aim of this pilot study was to establish the impact of a virtual, short-term, Enquiry-Based Learning (EBL) intervention on students' ability to accurately decode medical terms and determine students' perspectives on the value of learning medical terminology to their academic success and professional practice. Undergraduate Nursing Associate Apprenticeship (NAA) students are required to learn a range of medical terminology to orient them for practice. Dedicating time to teaching students skills to comprehend and gain confidence with medical terms is central to their success. The pilot study used a non-experimental before and after design, alongside a cross-sectional survey. Undergraduate NAA students were included in this pilot study. The pilot study was conducted at a UK-based, Widening Participation university in the School of Nursing, Midwifery and Allied Health. Pre- and post-assessments were completed by all participants and quantitative analysis was performed using SPSS to assess impact. An anonymous, online questionnaire was shared with all participants to understand their perspectives on the value of learning medical terminology and the instructional tools and materials used in the intervention. The pilot study was conducted at a UK-based, Widening Participation university in the School of Nursing, Midwifery and Allied Health. Following the teaching intervention, a paired samples t-test showed that participants' post-assessment results were significantly higher (p < 0.001) than those obtained in the pre-assessment, with a mean difference in results of 5 marks, specifically a 20% gain. The questionnaire responses indicated that participants value the opportunity to learn medical terminology, and perceive a benefit in doing so. Overall, participants agreed that the EBL intervention increased knowledge and skills in decoding medical terminology. The findings suggest that the virtual EBL intervention had a beneficial impact, and students perceive value in learning medical terminology for application to both academic study and professional practice. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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