Twenty-seven first-year nursing students, divided across six focus groups formed on the basis of their past chemistry experience, were interviewed about their chemistry experience as a component of a Health Science unit. Information related to learning and academic performance was able to be established from student conversations resulting in three themes (and associated categories): Connectivity (curriculum, application, and social interaction); Reductivity (nature of chemistry, exposition, and control of learning); and Reflexivity (confidence, anxiety, and goal orientation). The framework proved useful in portraying relationships between themes for conversations related to tutorial sessions, prior knowledge, and chemistry in nursing. The focus groups were representative of the total cohort of students in terms of gender, age, working hours, academic performance, enjoyment level of chemistry, and the extent of the relevance of chemistry to nursing. Implications for chemistry educators, especially those supporting novices, are considered.

中文翻译：

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作为健康科学课程的一部分，了解学生护士的化学经验的框架

对27名一年级护理专业学生进行了访谈，他们根据过去的化学经验分为六个焦点小组，并就其作为健康科学部门的一部分的化学经验进行了采访。通过与学生的对话可以建立与学习和学习成绩有关的信息，从而得出三个主题（和相关类别）：连接性（课程，应用程序和社交互动）；还原性（化学性质，论述和学习控制）；和反思（信心，焦虑和目标定向）。事实证明，该框架对于描述与辅导课程，先验知识和护理化学相关的对话主题之间的关系非常有用。焦点小组从性别，年龄，工作时间，学业成绩，化学的享受程度以及化学与护理的相关程度方面代表了学生的总数。考虑了对化学教育者的影响，尤其是对那些支持新手的教育者的影响。