Relevance of STS Concepts to The Professional Development of Nursing Students: A Case Study at The University of Saint Anthony.

Abstract

This paper discussed the applicability of the concepts of Science, Technology, and Society (STS) to the professional growth of nursing students at the University of Saint Anthony. The study was based on the Social Construction of Technology (SCOT) theory and investigated how the concepts of STS are perceived as reflected by the nursing students, how these concepts affect their professional values and competencies, and how the students perceive the applicability of STS to their future practice in the clinical setting. The qualitative case study design was used to collect and analyze data, where semi-structured interviews with nursing students were conducted using the thematic analysis tool. The results showed that students understand STS as a model that emphasizes the interdependence of the relationship between technological tools used in healthcare, ethical duties, and social situations. The respondents also noted that STS learning helped them to be more aware of patient-centered care, ethical responsibility, and responsible use of healthcare technologies. Even though there were students, who initially viewed the focus of STS discussions as theoretical, they ended up appreciating the importance of STS in equipping them with the knowledge of becoming technologically progressive to meet the demands of the health care settings and socially responsible nursing practice.