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PubMed1996

Biological sciences in Project 2000: an exploration of status.

Through Project 2000 preregistration nursing courses it was intended to establish a broad knowledge base for nurse education. This is likely to affect the way biological sciences are viewed as subjects within the curriculum. The aim of this study was to investigate the status of biological sciences in the curriculum following educational reform. A small-scale, descriptive study was undertaken investigating one institution. Quantitative and qualitative data were gathered using a postal questionnaire; this was complemented by contextual information obtained from documents. Findings indicated that there was a lack of consensus amongst teachers regarding what emphasis should be given to different subjects within the curriculum. It was commented that 'nursing' may have been displaced by pure subject disciplines, and that application of biological theory to practice was inadequate. Biological sciences, social sciences and behavioural sciences were allotted equal hours in the curriculum; concern was expressed, however, that there was insufficient time available for some subjects. This appeared to foster competition and tension, in particular between proponents of biological and social sciences. Teachers demonstrated subject loyalty, and promoted their own discipline within the curriculum. In an attempt to explain findings a conceptual framework based upon the sociology of knowledge and conflicts and tensions between groups within a profession was employed. Issues identified in the study suggest that there is cause for concern with respect to the structuring, teaching and learning of biological concepts, and their application to nursing practice.

Biological Science Disciplines↗
PubMed1997

Incomplete holism in pre-registration nurse education: the position of the biological sciences.

There is an ongoing debate in nurse education concerning the role and delivery of the biological sciences in the nursing curriculum. One of the fundamental questions raised by this debate asks how best can teachers impart biological knowledge in a manner that can be readily applied by students and qualified nurses to inform their clinical practice. This paper will include a discussion of some of the features of pre-registration education that may have influenced the manner in which biological sciences are perceived, taught and used by nurses. It will be argued that nursing may have developed a form of incomplete holism and that this may be in part responsible for the challenges that remain to be met within this area of the nursing curriculum. As a response to incomplete holism an innovative approach within pre-registration education will be introduced. This development involves the use of linked teaching sessions which aim to develop the analytical skills necessary to apply physiological knowledge to nursing practice.

Biological Science Disciplines↗
PubMed1993

Bachelor of nursing students' experiences of learning biological sciences alongside medical students.

One of the features of the Bachelor of Nursing (BN) course at Nottingham University is that the students study some biological sciences alongside their medical counterparts. Formative evaluation of the processes of teaching and learning, with a view to monitoring and improving the process of education taking place, is an integral part of the BN curriculum. The findings obtained to date suggest that, whilst the students value some aspects of learning biological sciences with medical students, they are anxious about the effectiveness of the teaching methods being employed; the difficulty of what they are learning and the depth and level of knowledge required in order to deliver safe competent nursing care. They are also concerned about the medical bias of the content that they are being taught and its relevance for them as nurses. This paper will set the biological sciences component of the course in context within both the BN and the medical curriculum. The methods being used to evaluate the teaching and learning processes and the results of these evaluations will be discussed and the implications of the students' experiences will be explored.

Attitude↗
PubMed1986

[Undergraduate and postgraduate studies in the biological sciences in Chile (1985)].

A study group of scientists was convened by the Sociedad de Biología de Chile (Biological Society of Chile) and the Regional Program for Graduate Training in Biological Sciences, PNUD-Unesco, RLA 78/024, to assess undergraduate and graduate studies in life sciences in Chile. The group presented this report at the 28th Annual Meeting of the Society. Discussion centered on the features that should characterize the studies leading to the academic degrees of Licenciado (Licenciate), Magíster (Master) and Doctor (Ph. D) in Sciences, and also on the qualifications that the universities should satisfy in order to grant them. After analyzing the present situation of undergraduate and graduate studies in Biological Sciences in Chilean universities, the group made the following main suggestions: 1. It is recommended that Chilean universities agree on a 4-year plan for the Licenciado degree, without the requirement of a thesis. The importance of providing the students with good laboratory exercises and field experience and with the opportunity to perform short research projects is stressed. In addition, a sound theoretical training on mathematics, physics and chemistry in the education of a modern Biologist is important. Licenciate studies ought to be the basis for professional careers and the universities should offer to the Licenciados free access to their professional schools. 2. It is considered appropriate for Chile and its universities to develop graduate programs in those disciplines that have reached a level of excellence. To accomplish this aim, adequate finance of the universities is necessary to permit them to provide the essential facilities for doing research, and to create a wide system of fellowships for graduate students. Direct government support for research and graduate student fellowships is requested. 3. Research experience of the kind needed for the preparation of a doctoral thesis is recommended as the academic level appropriate for those engaged in teaching undergraduate students in sciences. Teachers in graduate programs should be qualified active researchers. 4. The creation is proposed of a Consejo Nacional de Universidades (National Council of Universities), to be autonomous and composed primarily of outstanding scientists. One of the main functions of this Council would be to licence universities to grant undergraduate and graduate academic degrees in science. 5. The Sociedad de Biología de Chile must maintain an interest in the evaluation of undergraduate and graduate studies in life sciences.

Academic Dissertations as Topic↗
PubMed1997

Ethical and intellectual property in the biological sciences.

Ethical concerns on patents in the biological sciences are increased by the prospect of patents for higher life forms. A Canadian patent grants the owner the right to exclude others in Canada from making, using, or selling or offering for sale his or her invention for the term of the patent; however, it does not give the patent owner any positive rights to do likewise. As with other forms of property, the right to make, use, or sell a patented invention may be regulated by other laws or guidelines. In Canada, higher life forms, medical and surgical methods are not patentable subject matter. Unicellular life forms and subcellular material are considered patentable. Decisions on ethical issues are not considered by patent officers. The Patent Office is guided only by legislation. Other regulations by the legislatures can direct public policy and minimize risks.

Animals↗
PubMed1991

B. F. Skinner and G. H. Mead: on biological science and social science.

Skinner's contributions to psychology provide a unique bridge between psychology conceptualized as a biological science and psychology conceptualized as a social science. Skinner focused on behavior as a naturally occurring biological phenomenon of interest in its own right, functionally related to surrounding events and, in particular (like phylogenesis), subject to selection by its consequences. This essentially biological orientation was further enhanced by Skinner's emphasis on the empirical foundations provided by laboratory-based experimental analyses of behavior, often with nonhuman subjects. Skinner's theoretical writings, however, also have affinity with the traditions of constructionist social science. The verbal behavior of humans is said to be subject, like other behavior, to functional analyses in terms of its environment, in this case its social context. Verbal behavior in turn makes it possible for us to relate to private events, a process that ultimately allows for the development of consciousness, which is thus said to be a social product. Such ideas make contact with aspects of G. H. Mead's social behaviorism and, perhaps of more contemporary impact in psychology, L. Vygotsky's general genetic law of cultural development. Failure to articulate both the biological and the social science aspects of Skinner's theoretical approach to psychology does a disservice to his unique contribution to a discipline that remains fragmented between two intellectual traditions.

Behaviorism↗