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At least 19 recordsLinked to original sources
PubMed1993

A service-oriented information sources database for the biological sciences.

Researchers in the biological sciences require access to a variety of information sources located in various places on different computer networks. In order to satisfy the information needs of a researcher, appropriate information sources must be selected and access to these information sources and the computing services supporting them must be provided in a way that does not distract the researcher from problems of real interest. At the University of Missouri-Columbia a service-oriented information sources database is being developed as a key component of a layered-model design of an intelligent system which will provide a research environment appropriate to the needs of researchers in the biological sciences.

Artificial Intelligence↗
PubMed1993

Biological sciences and the nursing curriculum: a challenge for educationalists.

In recent years there has been considerable emphasis on the social and behavioural sciences in the nursing curriculum, with a corresponding tendency to devalue the role of the biological sciences. This paper argues the case for the biological sciences as being essential to the development of 'intelligent practitioners' and the progress of nursing. The notion of 'intelligent practice' is discussed against the background of a historical perspective which seeks to present a brief comparison of the traditional expectations of nursing practice with those for practice in the future. It is suggested that the application to nursing practice of relevant knowledge from the biological sciences is central to skillful practice and a 'caring' philosophy. Without such knowledge, nurses are unable to deliver safe, high-quality care and, in addition, 'handmaiden status' is perpetuated. In the past, the biological science component of the nursing curriculum was derived from medicine and the biomedical model: its teaching was, largely, inadequate and ineffective. If knowledge of biological science is crucial to 'intelligent practice' then there is an urgent need to review how this knowledge is structured and taught in the nursing curriculum. The conceptual model of 'bionursing' is suggested as a possible framework for developing a new approach to the structuring and teaching of biological sciences in the curriculum. Finally, consideration of biological sciences as an educational task, and the challenge of implementing a coherent, structured curriculum, are addressed.

Biological Science Disciplines↗
PubMed2002

Why is biological science difficult for first-year nursing students?

Many factors contribute to poor performance in examinations in nurse education. Some of these are specific to the biological science subject area. In this study the results of two cohorts of first-year nursing students' biological science examination results were analysed to see if entry criteria and study habits significantly affected examination results. chi(2) contingency tables were used. The following parameters were shown to have a significant effect on biological science examination results: 1. Studied biology previously, chi(2)=48.06, DF=20, n=112 (significant at 0.001); 2. Level of achievement in school biology, chi(2)=11.15, DF=8, n=104 (significant at 0.05); 3. Attendance in class, chi(2)=60.71, DF=36, n=201 (significant at 0.001); 4. Use of recommended readings, chi(2)=34.86, DF=20, n=119 (significant at 0.05). Are nursing students of today giving themselves a decent chance through their study and attendance behaviour in a busy demanding course? Is overloading within the curriculum leading to these behaviours? This study shows that poor previous theoretical biological science significantly influenced biological science examination results. Biological science will continue to prove difficult, particularly for students who have a poor biological background, unless appropriate strategies are put in place both within the course and prior to entry.

Adaptation, Psychological↗
PubMed1994

A survey of the teaching and learning of biological sciences on undergraduate nursing courses.

Curriculum planners developing degree courses in nursing have to decide how much time to allocate to each of the academic disciplines including biological sciences. There is no research-based evidence to suggest what depth and detail of knowledge of biological sciences is required to support nursing practice. There is also some debate about the teaching methods used and who should teach the biological sciences. This paper reports the results of a small survey investigating the teaching of biological sciences on 16 nursing degree courses in the UK. The survey uncovered great variation in the number of hours spent on biological sciences in the different universities and in the science entry requirements of the different universities. Most teachers of biological sciences had a first degree in the subject but few were nurses. The possible implications of these findings are discussed. Problems associated with shared learning and didactic teaching methods are also highlighted. Although the biological sciences input will largely be a matter of institutional preferences, nursing needs to develop a research-based framework to aid curriculum planning.

Biological Science Disciplines↗
PubMed1991

A study of the teaching and learning of the biological sciences in nurse education.

The study was designed to explore the teaching and learning of the biological sciences in nurse education in an attempt to identify why some students are failing to support their practice with theory. Questionnaires were sent to third-year nurse students (n = 140) and nurse teachers (n = 43) in three schools of nursing. Several findings emerged from the study: (a) the balance between the behavioural and biological sciences in nurse education was perceived by the students as being too much in favour of the behavioural sciences; (b) the level of knowledge from the biological science taught was perceived by the students as being inappropriate for RGN training; (c) teachers felt inadequately prepared to teach the biological sciences and, similarly, nurse students felt inadequately prepared in these sciences; and (d) self-directed methods of teaching and learning, although used most frequently, were perceived by the students as being the most ineffective.

Biological Science Disciplines↗
PubMed2003

A comparison of sensation-seeking between dental and biological science students.

AIM: The aim of this study was to compare sensation-seeking behaviour amongst dental students and age-, sex-matched students studying for a standard 3-year degree in biological sciences at the Manchester University. METHODS: A total of 268 sensation-seeking questionnaires were distributed to second- and third-year male and female dental and biological science students, studying for a degree at the University of Manchester. Each questionnaire was scored against Zuckerman's sensation-seeking scale. RESULTS: A total of 268 questionnaires were distributed, 175 were returned. The return rate was 65%. The primary findings were: Biological Science students were more sensation-seeking in the dimensions of disinhibition and experience-seeking than dental students (P < 0.05). There was a significant gender bias in sensation-seeking. Males were significantly more sensation-seeking than females in both courses (P < 0.05). Males in both courses had similar sensation-seeking tendencies (NS). Females in the biological sciences course were less inhibited than their dental counterparts (P < 0.05). CONCLUSIONS: There was a clear difference in sensation-seeking within and between groups of dental students and students studying biological sciences.

Adolescent↗
PubMed1990

The pictographic molecular paradigm. Pictorial communication in the chemical and biological sciences.

Chemistry, molecular biology and biology have turned into visive sciences in which ideas and information are communicated by artistic impressions and cartoons. These sciences have, in fact, become dominated by what we term the Pictographic molecular paradigm under which reality is acritically approximated by drawings of some kind. But it goes further than this and has both social and philosophical implications of which, we feel, there is insufficient general awareness. Important questions should be asked in connection with this way of doing science, including, for example, as to whether drawings of chemical formulae and graphical representation in biology meet the criterion of objectivity. This paper discusses some of the implications of the pictographic molecular paradigm and its limits and dangers.

Biology↗
PubMed1991

An open system network for the biological sciences.

A description of an open system, distributed computing environment for the Biological Sciences is presented. This system utilizes a transparent interface in a computer network using NCS to implement an application system for molecular biologists to perform various processing activities from their local workstation. This system accepts requests for the services of a remote database server, located across the network, to perform all of the database searches needed to support the activities of the user. This database access is totally transparent to the user of the system and it appears, to the user, that all activities are being carried out on the local workstation. This system is a prototype for a much more extensive system being built to support the research efforts in the Biological Sciences at UMC.

Biological Science Disciplines↗
PubMed1994

Biological sciences in Chile and South America, 1981-1991: a citationist perspective. Output data and specialty area impact trends.

The purpose of this report is to examine the biological sciences in Chile and South America in bibliographic terms -the number of papers each nation published from 1981-1991 and the number of citations to them in the international research literature. The database consists of 34,600 biological science papers from Argentina, Brazil, Chile, and Venezuela in the 1981-1991 Science Citation Index files of the Institute for Scientific Information. Twelve specialty areas were selected to represent the biological sciences of special interest to Chile: animal sciences, biochemistry/biophysics, environmental sciences, experimental biology/medicine, immunology, microbiology/cell biology, molecular biology/genetics, neurosciences, pharmacology, physiology, plant sciences, and reproductive sciences. Data are reported on the number of papers in these fields, combined, by authors based in Chile and other South American nations. In addition, time-series trends in the impact (average citations per paper) of Chilean research relative to South America as a whole, overall and in each specialty, are presented and discussed.

Bibliometrics↗