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

Abstract

Background: Considering the prevalence and complexity of a stroke, it is necessary to think about how undergraduate nursing students are developing knowledge for stroke care. Aim: To obtain a vision of nursing students’ learning, exploring difficulties concerning understanding stroke care delivery Design: A phenomenographic research approach. Locations and Participants: 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. Results: 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. Conclusions: 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.