Creating confidence: exploring the effectiveness of a pre-study resource as a 'front loading' strategy in a foundation nursing science course

Abstract

The nursing student cohort are typically characterised by diverse academic backgrounds and interest in science. In an effort to bridge the gap in science knowledge and increase student confidence, a pre-study resource was developed for a first year science foundation course of a nursing program. This paper reports on the impact that the pre-study resource as a ‘front loading’ strategy in a first year science foundation course had on nursing student confidence when used both as a pre-study tool and supplementary course resource throughout the semester. The paper also examines whether the pre-study resource specifically affects confidence levels within the student cohort viz. mature age students versus school leavers. The findings show that the pre-study resource was found to be most effective amongst mature age students when used as a pre-study tool and continued to increase student confidence across both cohorts by the end of semester. The implications in relation to course design and teaching approaches to support wider participation in higher education are discussed.