THE AVAILABILITY OF CLINICAL ANATOMY IN POSTGRADUATE NURSING EDUCATION IN NEW ZEALAND

Year 2016, Volume: 10 Issue: 2, 0 - 0, 25.08.2016

Jon Cornwall Brian Robinson Dianne Sika-paotonu

Abstract

Objectives: Clinical anatomy is a vital subject for postgraduate training for many healthcare professions. Nurses undertaking advanced training require knowledge of clinical anatomy to guide sound clinical practice (assessment, differential diagnosis, decision- making processes) and professional interaction. The availability of clinical anatomy for nurses at postgraduate level in New
Zealand was assessed to provide insight into local educational trends.
Methods: An audit of institutions offering postgraduate nursing education in New Zealand (five universities, four polytechnics) was performed. The availability of clinical anatomy and other science-based courses were assessed to explore science education options. Institution and departmental websites were accessed to determine course availability for clinical anatomy and science-based (pathophysiology, pharmacology) courses; telephone communication was initiated when data were unclear and to confirm course availability. Basic descriptive analyses were performed on data.
Results: On average, 26.3 different courses were offered per institution (range 7 to 39; total 237). From the nine institutions offering postgraduate nursing training, fifteen science-based courses were available. One institution offered no basic science courses, all others offered either pharmacology (n=10), pathophysiology (n=5) or both (n=5). Two offered two pharmacology
courses. No institutions offered clinical anatomy.
Conclusion: The lack of clinical anatomy training options in postgraduate nursing education in New Zealand suggests this subject may be perceived as not relevant. The relevance of clinical anatomy to postgraduate nursing education is discussed to highlight ahow this important subject would assist educational outcomes, and to provide impetus for its implementation in future programmes.
Keywords: clinical anatomy; education; postgraduate; science

References

• Mirjalili SA, McFadden SL, Buckenham T, Stringer MD. A reappraisal
• of adult abdominal surface anatomy. Clin Anat 2012;25:844–50.
• Attwell L, Rosen S, Upadhyay B, Gogalniceanu P. The umbilicus: a
• reliable surface landmark for the aortic bifurcation? Surg Radiol Anat
• ;37:1239–42.
• Agnihotri G, Singh G. Anatomy teachers’ perspective of augmentation
• of student interest & aptitude using multimedia versus problem based learning in physiotherapy teaching - a qualitative pilot study. Journal of Physical Therapy 2013;6:46–53.
• Stringer MD, Lyall P. Design, implementation, and evaluation of a
• postgraduate diploma in surgical anatomy. Anat Sci Educ 2012;5:48–54.
• Taylor V, Ashelford S, Fell P, Goacher PJ. Biosciences in nurse education:
• is the curriculum fit for practice? Lecturers’ views and recommendations
• from across the UK. J Clin Nurs 2015;24:2797–806.
• Mirjalili SA, McFadden SL, Buckenham T, Wilson B, Stringer MD.
• Anatomical planes: are we teaching accurate surface anatomy? Clin
• Anat 2012;25:819–26.
• Lee MWL, McPhee RW, Stringer MD. An evidence-based
• approach to human dermatomes. Clin Anat 2008;21:363–73.
• Nursing Council of New Zealand. Competencies for the nurse practitioner scope of practice. [Internet] April 2010. Available from:
• http://www.schoolnurse.org.nz/Attachments/pdf_files/management/
• Management_Job_Descr_EN_Scope%20of%20practice_competenciesapril10.pdf [Retrieved July, 15; 2016]
• Cornwall J, Melloh M. Do nurses claim more lumbar spine injuries
• than the general population in New Zealand? A retrospective study
• –2009. N Z Med J 2012;125:112–5.
• Krall JS, Donihi AC, Hatam M, Koshinsky J, Siminerio L. The nurse
• education and transition (NEAT) model: educating the hospitalized
• patient with diabetes. Clinical Diabetes and Endocrinology 2016;2:1–6.
• Cornwall J. Perhaps we don’t know what we thought we knew: why
• clinicians need to re-visit and re-engage with clinical anatomy. Australas Med J 2013;6:339–40.
• Heisler CA. Importance of adequate gross anatomy education: the
• impact of a structured pelvic anatomy course during gynecology fellowship. Anat Sci Educ 2011;4:302–4.
• Gillies FH, Matson DD. Sciatic nerve injury following misplaced gluteal injection. J Pediatr 1970;76:247–54.
• Greeblatt DJ, Allen MD. Intramuscular injection-site complications.
• JAMA 1978;240:542–4.
• Mishra P, Stringer MD. Sciatic nerve injury from intramuscular
• injection: A persistent and global problem. Int J Clin Pract 2010;16: 1573–9.
• Cornwall J, Hogarth KJ. Do nursing students demonstrate safe clinical
• practice for deltoid intramuscular injections? Clin Anat 2012;25:532.
• Cornwall J. Are nursing students safe when choosing gluteal intramuscular
• injection sites? Australas Med J 2011;4:315–21.
• Carter-Templeton H, McCoy T. Are we on the same page?: a comparison of intramuscular injection explanations in fundamental nursing texts. Medsurg Nurs 2008;17:237–40.
• Retsas, A, Pinikahana, J. Manual handling activities and injuries
• among nurses: an Australian hospital study. J Adv Nurs 2000;31:875–83.
• Trinkoff AM, Brady B, Nielsen K. Workplace prevention and musculoskeletal injuries in nurses. J Nurs Admin 2003;33:153–8.
• Rodriguez-Acosta R, Richardson D, Lipscomb H, Chen J, Dement
• J, Myers D, Loomis D. Occupational injuries among aides and nurses in acute care. Am J Ind Med 2009;52:953–64.
• McCaughey D, Kimmel A, Savage G, Lukas T, Walsh E, Halbesleben J. Antecedents to workplace injury in the health care industry: A synthesis of the literature. Health Care Manage Rev 2016;41:42–55.
• Zhang J, Moore AE, Stringer MD. Iatrogenic upper limb nerve injuries: a systematic review. ANZ J Surg 2011;81:227–36.
• Dudenkov D, Primus J, Mayer S, Pawlina W, Lachman N. Developing competency in communication: medical student perceptions of patients’ knowledge of anatomy. FASEB J 2013;27:S957.20.
• Federative Committee of Anatomical Terminology (FCAT). Terminologia anatomica. 2nd ed. Stuttgart: Thieme; 2011.