Abstract
A three-country study was undertaken to assess the educational efficacy of two textbooks authored by the researcher. The same texts were distributed to groups of student nurses in the United Kingdom, Cambodia, and Kenya. A data collection tool was developed to obtain quantitative data and to ask open-ended questions on how useful readers found the texts to be. Quantitative data indicated that the books were useful in areas such as aiding understanding of scientific and medical terminology and helping nurses to assess their patients and understand nursing care. It was also found that simplified diagrams were a useful modality for communicating bioscientific concepts. Answers to open-ended questions indicated areas where the texts could be improved. Evidence for how useful bioscientific concepts can be to improving patient assessment and management was also identified. Significant agreement between quantitative data and answers to open-ended questions was noted. It was concluded that the same texts could have a significant degree of educational acceptance and efficacy in wildly differing cultural and national situations. This approach to resource production and distribution also forms a model other educationalists may choose to adopt.