Roots, prefixes, and suffixes: decoding medical terminology using an online enquiry-based learning intervention for nursing associates
McAllister, Nicole, Tavener-Smith, Taryn and Williams, Julia (2022) Roots, prefixes, and suffixes: decoding medical terminology using an online enquiry-based learning intervention for nursing associates. Teaching and Learning in Nursing. ISSN 1557-3087
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Roots, prefixes, and suffixes Decoding medical terminology using an online Enquiry-Based Learning intervention for Nursing Associates.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial. Download (499kB) | Preview |
Abstract
Aim/Objective: The aim of this pilot study was to establish the impact of a virtual, short-term, EnquiryBased 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. Background: Undergraduate Nursing Associate Apprenticeship (NAA) students are required to learn a range of medical terminology to orientate them for practice. Dedicating time to teaching students skills to comprehend and gain confidence with medical terms is central to their success. Design: 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. Methods: 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. Setting: The pilot study was conducted at a UK-based, Widening Participation university in the School of Nursing, Midwifery and Allied Health. Results: Following the teaching intervention, a paired samples t-test showed that participants’ postassessment 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. Conclusions: 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.
| Item Type: | Article |
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| Keywords: | Decoding medical terminology, online teaching intervention, barriers to technology, Nursing Education, Enquiry-Based Learning |
| Depositing User: | RED Unit Admin |
| Date Deposited: | 04 Feb 2022 10:14 |
| Last Modified: | 31 Jul 2024 11:47 |
| URI: | https://bnu.repository.guildhe.ac.uk/id/eprint/18498 |
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