ABSTRACT

This systematic review explores the challenges faced by nursing students in chemistry subjects and evaluates effective educational strategies to address these issues. Employing a descriptive research design, the study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method. A comprehensive search of databases including ScienceDirect, PubMed, and the Royal Society of Chemistry initially retrieved 7,104 articles, which were narrowed down to 238 relevant studies. After removing duplicates and screening abstracts, 62 articles were evaluated for eligibility, and 13 studies were included in the final analysis. The review identifies key challenges such as foundational knowledge gaps, limited resources, student attitudes, teaching methodologies, curriculum relevance, pre-university preparation, conceptual and cognitive difficulties, confidence and motivation issues, structural and textbook-related problems, assessment challenges, and the influence of gender and social factors. Effective interventions include curriculum and content adjustments, improvements in teaching methods, enhanced assessment and feedback mechanisms, support systems, integration of digital tools, motivational strategies, and resource allocation. The findings offer valuable insights for improving chemistry education in nursing programs, particularly in the Philippine context, aiming to enhance student understanding, performance, and overall preparedness for the nursing profession.

Keywords: Chemistry education, curriculum development, educational strategies, nursing programs, nursing students, systematic review.
https://doi.org/10.57180/DXZE6148