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Minty-Walker C, Pettigrew J, Rylands L, Hunt L, Wilson NJ. Nurse academics' self-reported insights into the teaching of undergraduate nursing numeracy: A national cross-sectional study. Nurse Educ Pract 2024; 79:104058. [PMID: 38991260 DOI: 10.1016/j.nepr.2024.104058] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2024] [Revised: 06/24/2024] [Accepted: 07/03/2024] [Indexed: 07/13/2024]
Abstract
AIMS The aim of this research was to explore the teaching of undergraduate nursing numeracy in tertiary education settings in Australia. Specifically, it explored and identified: (1) the most common basic numeracy concepts taught, (2) additional training and resources to support numeracy teaching, (3) who is best placed to teach numeracy and (4) the preferred methods of teaching medication calculations. BACKGROUND Nurse academics are required to teach nursing numeracy to undergraduate nursing students who enter university unprepared to accurately calculate medication dosages. It is important that students understand numeracy concepts as this is then applied to contextualised clinical applications. Nurse academics teach basic numeracy; however, the literature reveals that nurse academics do not consider themselves mathematics teachers and that experts in this area are better suited to teaching this skill. There are a dearth of studies about the nurse academics who conduct the teaching and this study seeks to fill that gap by exploring firsthand the nurse academics' self-reported insights into the teaching of undergraduate nursing numeracy. DESIGN Cross-sectional survey. The setting was Australian universities that deliver an accredited undergraduate nursing degree. METHODS Purposive sampling was used to recruit Australian nurse academics (n = 170), sessional or permanent who currently teach all aspects of nursing numeracy and medication calculations to undergraduate nursing students. Data were collected between Nov 2023 - Feb 2024 using an online survey platform and analysed using a descriptive content analysis. RESULTS Nurse academics taught basic arithmetic most commonly (92 %), yet most (90 %) had not received professional development or additional training in how to teach these concepts. To assist with numeracy teaching, resources were requested (47 %) as were the need for mathematics learning support staff (82 %). The formula method was most commonly taught (91 %), however, most participants (94 %) were willing to learn and to teach other methods of calculating medications. CONCLUSIONS This research suggests an evidenced-based education framework be created to support and guide nurse academics when teaching all aspects of nursing numeracy and medication calculations. Building the teaching capacity of nurse academics in this vital area will enhance student competence and contribute to patient safety.
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Affiliation(s)
- Christine Minty-Walker
- School of Nursing & Midwifery, Western Sydney University Hawkesbury Campus, Richmond, NSW 2751, Australia.
| | - Jim Pettigrew
- School of Mathematics and Statistics, University of New South Wales, Sydney, NSW, Australia.
| | - Leanne Rylands
- Centre for Research in Mathematics and Data Science, Western Sydney University Kingswood Campus, Kingswood, NSW 1797, Australia.
| | - Leanne Hunt
- School of Nursing & Midwifery, Western Sydney University Hawkesbury Campus, Richmond, NSW 2751, Australia.
| | - Nathan J Wilson
- School of Nursing & Midwifery, Western Sydney University Hawkesbury Campus, Richmond, NSW 2751, Australia.
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Minty‐Walker C, Wilson NJ, Rylands L, Pettigrew J, Hunt L. Assessing numeracy and medication calculations within undergraduate nursing education: A qualitative study. Nurs Open 2024; 11:e2226. [PMID: 38946052 PMCID: PMC11214913 DOI: 10.1002/nop2.2226] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2023] [Revised: 06/06/2024] [Accepted: 06/12/2024] [Indexed: 07/02/2024] Open
Abstract
AIM To explore how undergraduate nursing students are assessed on nursing numeracy and medication calculations from the perspective of Australian nurse education leaders. DESIGN A qualitative study. METHODS Semi-structured interviews were conducted with 17 nurse education leaders between November 2022 and January 2023. Braun and Clarke's six phases of thematic analysis were used to analyse the data. RESULTS Five key themes were identified: (i) high expectations to keep the public safe, (ii) diverse assessment formats, (iii) different ways of managing assessment integrity, (iv) assessment conditions incongruent to the clinical setting and (v) supporting struggling students. CONCLUSION Nurse education leaders set high standards requiring students to achieve 100% in numeracy and medication calculation assessments, thus maintaining the reputation of nursing and patient safety. However, students struggled to meet this expectation. Diverse assessment formats were implemented, with some examination conditions contrary to clinical practice. Currently, there is no benchmark or independent point of registration examination in Australia, hence the problem is each university had a different standard to judge students' competence. Gaining insight into how these assessments are conducted provides an opportunity to work towards an evidence-based model or benchmark for the assessment of numeracy. IMPLICATIONS FOR THE PROFESSION Dosage errors in clinical practice threaten patient safety and the reputation of the nursing profession. The accuracy rate of calculations by undergraduate and registered nurses is deficient worldwide. This research highlights a major educational issue, that being the wide variation in how numeracy assessments are conducted with no clear pedagogical rationale for a standardised method. Such assessments would establish a national standard, contributing to quality assurance, the development of the nursing profession and improve patient safety.
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Affiliation(s)
| | - Nathan J. Wilson
- School of Nursing & MidwiferyWestern Sydney UniversityRichmondNew South WalesAustralia
| | - Leanne Rylands
- Centre for Research in Mathematics and Data ScienceWestern Sydney UniversityPenrithNew South WalesAustralia
| | - Jim Pettigrew
- School of Mathematics and StatisticsUniversity of New South WalesSydneyNew South WalesAustralia
| | - Leanne Hunt
- School of Nursing & MidwiferyWestern Sydney UniversityRichmondNew South WalesAustralia
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Minty-Walker C, Wilson NJ, Rylands L, Hunt L, Pettigrew J. Numeracy Teaching for Undergraduate Nursing Students: A Scoping Review. J Nurs Educ 2024; 63:218-227. [PMID: 38581708 DOI: 10.3928/01484834-20240207-03] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/08/2024]
Abstract
BACKGROUND Education providers teach numeracy to undergraduate nursing students using a diverse range of approaches. Proficiency in numeracy skills is critical for patient safety; however, alarmingly, the accuracy rate of calculations by both undergraduate nurses and RNs is reported to be low. METHOD The literature search yielded 1,180 articles published between 1994 and 2022. The assessment of the studies was reported using the PRIMSA extension for Scoping Reviews. RESULTS Thirty-nine articles were included in the review. A diverse range of approaches were used to teach numeracy including learning theory, methods of calculation, learning environment, and examination aids. CONCLUSION This review highlights the plethora of approaches for teaching numeracy within undergraduate nursing education. Internationally, there were limited studies on the most effective teaching approaches; therefore, developing a robust evidence-based numeracy framework would be beneficial to guide non-nursing instructors in teaching undergraduate nurses. [J Nurs Educ. 2024;63(4):218-227.].
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Minty-Walker C, Pettigrew J, Hunt L, Rylands L, Wilson NJ. Nurse education leaders' perspectives on the teaching of numeracy to undergraduate nursing students: A qualitative research study. Nurse Educ Pract 2023; 72:103754. [PMID: 37619287 DOI: 10.1016/j.nepr.2023.103754] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Revised: 08/09/2023] [Accepted: 08/17/2023] [Indexed: 08/26/2023]
Abstract
AIM The aim of this study was to explore the perspectives of nurse education leaders of Australian undergraduate nursing degrees on the teaching of nursing numeracy and how the Australian Nursing & Midwifery Accreditation Standards influence curriculum development. BACKGROUND Nurses' numeracy skills are reportedly deficient worldwide, posing a significant threat to patient safety. This is an issue for the education of undergraduate nurses and thus for the nursing profession. The international literature reveals a heterogeneous blend of learning approaches, but it is unclear which approaches are best suited to improve the numerical calculation ability of nurses. In the Australian context, there are no accreditation standards referring to numeracy, therefore, it is important to discover how nurse education leaders' design and implement the teaching of numeracy. DESIGN A qualitative approach using thematic analysis was employed. The setting was Australian universities that delivered an accredited undergraduate nursing degree leading to nursing registration. METHODS Purposive sampling was used to recruit 17 nurse education leaders of Australian undergraduate nursing degrees. Individual, semi-structured virtual interviews were conducted between November 2022 and January 2023. Interview data were analysed using Braun and Clarke's (2006) six phases of thematic analysis. FINDINGS Five themes emerged from the analysis: (i) indistinct accreditation standards, (ii) teaching basic maths for clinical applications, (iii) a range of bespoke teaching approaches (iv) we're nurses, not numeracy educators and (v) assumptions about an unprepared cohort. CONCLUSION The leaders of undergraduate nursing degrees assumed that nursing students would have proficiency in numeracy skills on entering university. However, this was not the case, hence numeracy was an essential skill that needed to be taught to the undergraduate nursing students. Lack of direction from the accreditation council led to the existence of various curricula and an array of approaches to teaching numeracy and medication calculations, which challenged nursing academics who did not consider themselves numeracy educators. This study makes a novel contribution to knowledge, teaching and practice in undergraduate nursing numeracy curricula.
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Affiliation(s)
- Christine Minty-Walker
- School of Nursing & Midwifery, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Jim Pettigrew
- Office of the Pro Vice-Chancellor (Learning Futures), Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia
| | - Leanne Hunt
- School of Nursing & Midwifery, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia
| | - Leanne Rylands
- School of Computer, Data and Mathematical Sciences, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia
| | - Nathan J Wilson
- School of Nursing & Midwifery, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia
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Goldstein C, Woods N, MacKinnon R, Fazelzad R, Gill B, Giuliani ME, Papadakos T, Wei Q, Papadakos J. Numeracy Education for Health Care Providers: A Scoping Review. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 44:35-43. [PMID: 37341576 DOI: 10.1097/ceh.0000000000000504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/22/2023]
Abstract
INTRODUCTION Health numeracy (numerical literacy) refers to an individual's ability to use numerical information to make effective health decisions. Numeracy is fundamental in the role of a health care provider, forming the basis of evidence-based medicine and effective patient-provider communication. Despite a high level of education, many health care providers struggle with numeracy. Numeracy is often integrated into training curricula; however, teaching modality, competencies covered, learner satisfaction, and effectiveness of these educational interventions varies. METHOD A scoping review was conducted to explore and summarize what is known about numeracy skills education programs for health care providers. A comprehensive literature search was conducted from January 2010 to April 2021 in 10 databases. Controlled vocabulary terms and text words were used. The search was restricted to human studies, adults, and the English language. Articles were included if they were related to numeracy education for health care providers or trainees and provided details regarding methods, evaluation, and results. RESULTS The literature search retrieved 31,611 results and 71 met the inclusion criteria. Most interventions were conducted in a university setting, and targeted nursing students, medical students, resident physicians, and pharmacy students. Common numeracy concepts included statistics/biostatistics, medication calculations, evidence-based medicine, research methodology, and epidemiology. A variety of teaching modalities were used, which most often combined active approaches (eg, workshops, laboratories, small-group exercises, and discussion boards) with passive approaches (eg, traditional lectures and didactic teaching). Measured outcomes included knowledge and skills, self-efficacy, attitudes, and engagement. DISCUSSION Although efforts have been made to incorporate numeracy into training curricula, greater emphasis should be placed on developing strong numeracy skills in health care providers, particularly given the role numerical information plays in clinical decision making, evidence-based practices, and patient-provider communication.
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Affiliation(s)
- Casey Goldstein
- Ms. Goldstein: Beginning a residency in Family Medicine at the University of Toronto, Ontario, Canada. Dr. Woods: Associate Professor, Temerty Faculty of Medicine, University of Toronto and Director, The Institute for Education Research, University Health Network, Toronto, Ontario, Canada. Ms. MacKinnon: Master of Public Health student at the University of Guelph, Guelph, Ontario, Canada. Ms. Fazelzad: Information Specialist at Library and Information Services University Health Network (UHN)-Princess Margaret Cancer Centre, Toronto, Ontario, Canada. Ms. Gill: A recent Master of Public Health graduate from Western University, London, Ontario. Dr. Giuliani: Director of Education at Princess Margaret Cancer Centre and an Associate Professor in the Department of Radiation Oncology, Toronto, Ontario, Canada. Ms. Papadakos: Co-Director, Cancer Self-Management Research Centre and Senior Manager Educational Design & Knowledge Translation, Cancer Education at the Princess Margaret Cancer Centre, Toronto, Ontario, Canada. Ms. Wei: Recent Master of Public Health graduate from Western University, London, Ontario, Canada. Dr. Papadakos: Co-Director, Cancer Health Literacy Research Centre, Princess Margaret Cancer Centre; Scientist, The Institute for Education Research, University Health Network; Assistant Professor, Dalla Lana School of Public Health, University of Toronto; and Provincial Head, Patient Education at Ontario Health, Toronto, Ontario, Canada
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Stake-Nilsson K, Almstedt M, Fransson G, Masoumi D, Elm A, Toratti-Lindgren M, Björkman A. Medication dosage calculation among nursing students: does digital technology make a difference? A literature review. BMC Nurs 2022; 21:123. [PMID: 35599313 PMCID: PMC9125812 DOI: 10.1186/s12912-022-00904-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2021] [Accepted: 05/11/2022] [Indexed: 11/10/2022] Open
Abstract
Background Patient safety is a major part of nursing care and following patients’ medication orders is considered one of the greatest responsibilities of individual nurses and nursing Failure to make safe drug calculations poses serious risks to patient safety. It is therefore important to strengthen nursing students’ numeracy skills and conceptual abilities during their education. Research suggests that digital technologies play an increasingly important role in promoting nursing students’ knowledge and medication dosage calculation (MDC) skills. The present review aims to identify and critically evaluate research investigating how the use of digital technologies informs the development of nursing students’ MDC skills. Methods A systematic literature review was performed within Scopus (Elsevier), Academic Search Elite (Ebsco), Cinahl (Ebsco), ERIC (Ebsco), Web of Science and PubMed. Research papers on MDC using digital technologies were considered for inclusion. Starting from 2843 sources, eighteen research articles met the inclusion criteria. Results The results show that use of digital technologies can reduce nursing students’ medication errors. Interestingly, web-based courses were the most commonly used digital technologies aimed at developing nursing students’ MDC skills. However, such courses had limited impacts the development of these skills. Conclusion The present review concludes by mapping the current knowledge gaps and making suggestions for further research. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-022-00904-3.
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McKenna L, Johnston J, Cross R, Austerberry J, Mathew T, McKenzie G. Mathematics anxiety and associated interventions in nursing: A scoping review. NURSE EDUCATION TODAY 2022; 112:105335. [PMID: 35367862 DOI: 10.1016/j.nedt.2022.105335] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/22/2022] [Revised: 03/14/2022] [Accepted: 03/22/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Mathematics proficiency is a key element in accurate medication calculation and patient safety. Education providers play an important role in preparing students for safe medication administration. However, the presence of mathematics anxiety in students may impact on relevant mathematics mastery. OBJECTIVES To explore what is known and reported about mathematics anxiety in nursing and the nature of interventions developed. DESIGN A scoping review guided by the work of Arksey and O'Malley and Joanna Briggs Institute methodology. DATA SOURCES CINAHL, Medline, ERIC and Proquest Nursing and Allied Health. REVIEW METHODS Search included primary research published between 2000 and 2021 and in English language. RESULTS Ten studies were included in the final review, and numerous different tools used to measure mathematics anxiety. A number of factors were found to influence mathematics anxiety and various local interventions are reported. There is a lack of consistency in research reporting on mathematics anxiety, with most being single-site studies and small in scale. CONCLUSIONS Overall, despite its importance, there is scant research into mathematics anxiety in nursing. There is a need for a consistent, valid and reliable tool for its measurement, as well as validated interventions to address it. Furthermore, there is a deficit in research evaluating mathematics anxiety longitudinally across the duration of an education program. There is a need for nurse education providers to work to address these important gaps and establish entry-level benchmark requirements.
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Affiliation(s)
- Lisa McKenna
- School of Nursing and Midwifery, La Trobe University, Australia.
| | | | - Rachel Cross
- School of Nursing and Midwifery, La Trobe University, Australia.
| | - Jen Austerberry
- School of Nursing and Midwifery, La Trobe University, Australia.
| | - Thomas Mathew
- School of Nursing and Midwifery, La Trobe University, Australia.
| | - Gayle McKenzie
- School of Nursing and Midwifery, La Trobe University, Australia.
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Dutra SVO, Kumar K, Clochesy JM. Instruction strategies for drug calculation skills: A systematic review of the literature. NURSE EDUCATION TODAY 2022; 111:105299. [PMID: 35228018 DOI: 10.1016/j.nedt.2022.105299] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Revised: 01/28/2022] [Accepted: 02/04/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Medication errors and unsafe medication practices are a leading cause of injury and avoidable harm worldwide. OBJECTIVES The aim of this review was to (i) explore and identify evidence-based strategies to teach medication calculation skills by determining the most common errors and assess the quality, level, and role of the evidence, and (ii) describe instruction strategies for drug calculation skills development or improvement based on seven research-based principles for smart teaching. DESIGN Systematic review. DATA SOURCES CINAHL, PubMed, and PsycINFO. REVIEW METHODS The review followed Whittemore and Knafl's framework steps with an assessment of the studies reporting using PRISMA, STROBE, COREQ and categorizing their methods by evidence hierarchy and roles. Two authors independently assessed eligibility and extracted data. RESULTS From the total 1793 articles, 51 studies met the eligibility criteria. The studies included 9210 nursing students/nurses and mainly used a quantitative approach (67.5%), followed by qualitative (22.5%) and mixed methods (10.0%), with the students/nurses doing arithmetic and conceptual mistakes. The findings presented were low levels of evidence III (23.5%) and V (41.2%), quality Level B (82.4%), and 47.1% focused on choosing the appropriate teaching and intervention approaches (role of the evidence). The teaching strategies addressed multiple smart teaching principles, but mainly prior knowledge (principle 1, 39.2%). The least used strategies were those addressing the levers that influence motivation and behaviors such as value, expectations, and environment climate (principle 3, 13.7%). Two studies addressed five principles simultaneously. CONCLUSIONS Regarding teaching strategies, the most recurring strategies were early diagnostic assessments on knowledge, anxiety and/or self-confidence, considering knowledge organization with scaffolding complex tasks, being explicit about objectives and expectations, and usage of e-learning. However, e-learning was mainly used after 2018. Considering the low levels and quality of evidence, we recommend higher levels of research design for future research. Randomized Controlled Trials could be conducted when randomizing teaching methods per semester or questions embedded in software. Web-base software could be used to support teaching and research approaches.
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Affiliation(s)
| | - K Kumar
- Clemson University, School of Computing, Clemson, SC, USA; Medical University of South Carolina, Charleston, SC, USA
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Lloyd A. Applied numeracy assessments within the nursing associate curriculum. Nurse Educ Pract 2020; 48:102753. [PMID: 32927337 DOI: 10.1016/j.nepr.2020.102753] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2019] [Revised: 05/01/2019] [Accepted: 02/26/2020] [Indexed: 10/24/2022]
Affiliation(s)
- Andy Lloyd
- Nursing, University of Gloucestershire, Oxstalls Campus, Oxstalls Lane, Longlevens, Gloucestershire, GL2 9HW, UK.
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Pettigrew J, Stunden A, McGlynn S. Contextualising numeracy skill development and assessment in a first year undergraduate nursing subject: A mixed methods research study. NURSE EDUCATION TODAY 2020; 92:104426. [PMID: 32526593 DOI: 10.1016/j.nedt.2020.104426] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2019] [Revised: 12/06/2019] [Accepted: 04/02/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Undergraduate nursing students continue to perform poorly on clinically-related numeracy tasks, making errors that betray fundamental misconceptions about the underlying mathematics. Graduate nurses are also prone to error in this area but they have the benefit of performing their calculations in a real-world setting with the assistance of colleague nurses if required. These conditions are difficult to simulate in a classroom environment, but when effort is made in this direction the effects can be rewarding for students and educators. OBJECTIVES To investigate the effect on undergraduate nursing students' learning experience and test performance of a practical, clinically contextualised numeracy workshop featuring individual and collaborative modes of assessment. DESIGN A mixed methods study using pre and post tests and a survey. SETTINGS Clinical practice classrooms at an Australian university. PARTICIPANTS First year undergraduate nursing students undertaking a subject whose curriculum features medication safety and clinically-related numeracy. METHODS Administration of individual and collaborative short-answer pre and post tests, a survey, and facilitation of team-based, clinically-related numeracy activities over a 1.5 h workshop. All test marking, data collection and analysis were performed by the authors. RESULTS Positive responses to survey questions probing students' judgement of the effect of contextualised learning on their confidence, engagement and proficiency in nursing numeracy, as well as the value of working in a clinical setting. Significant improvement in students' performance in pre/post tests. CONCLUSIONS Contextualised, practical and collaborative learning and assessment of nursing numeracy is valued by students and has a positive effect on their experience and performance in the content area.
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Affiliation(s)
- Jim Pettigrew
- Mathematics Education Support Hub, Western Sydney University, Sydney, Australia.
| | - Annette Stunden
- School of Nursing and Midwifery, Western Sydney University, Sydney, Australia
| | - Susan McGlynn
- Mathematics Education Support Hub, Western Sydney University, Sydney, Australia
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O'Reilly R, Ramjan LM, Fatayer M, Stunden A, Gregory LR. First year undergraduate nursing students' perceptions of the effectiveness of blended learning approaches for nursing numeracy. Nurse Educ Pract 2020; 45:102800. [PMID: 32485538 DOI: 10.1016/j.nepr.2020.102800] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2019] [Revised: 04/01/2020] [Accepted: 05/01/2020] [Indexed: 11/15/2022]
Abstract
The ability to safely calculate and administer medications are indispensable, core nursing skills in nursing education and practice. Therefore, it is imperative that nursing students are adequately prepared with the necessary numeracy skills during their undergraduate nursing studies. The focus of this study, conducted at a single multi-campus university in the western Sydney region of Australia, was to determine the effectiveness of a suite of blended learning approaches on numeracy self-efficacy from the students' perspective. Surveys were administered as part of the study and included open-ended questions. 525 students provided open-ended responses that were analysed by the research team. Four main themes were identified from the open-ended responses: (i) Self-realisation; (ii) Practice, practice, practice; (iii) Boosting confidence; and (iv) Wanting more. The themes captured students' perceptions of the benefits of having a rigorous learning design in blended learning approaches. The study showed that a structured pedagogical approach to nursing numeracy in undergraduate programs improved students' self-reported self-efficacy with mathematics and assisted students in realising the importance of learning and applying these skills as nursing clinicians.
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Affiliation(s)
- Rebecca O'Reilly
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW, 2751, Australia.
| | - Lucie M Ramjan
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW, 2751, Australia.
| | - Mais Fatayer
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW, 2751, Australia
| | - Annette Stunden
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW, 2751, Australia.
| | - Linda R Gregory
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW, 2751, Australia.
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Ott V, Thomas JA, Fernando H. First-year success in a nursing baccalaureate plan of study: A descriptive research study. NURSE EDUCATION TODAY 2018; 67:108-113. [PMID: 29857303 DOI: 10.1016/j.nedt.2018.05.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2017] [Revised: 02/24/2018] [Accepted: 05/12/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Predicting students' aptitude for post-secondary success remains a widely studied topic. This descriptive study explored demographic variables contributing to success in quantitative courses required by the nursing degree plan. Identification of an "at risk" student profile may inform interventions with which to support attainment of an academic degree. OBJECTIVE The purpose of this study was to examine the associations between demographic characteristics and successful completion of baccalaureate nursing courses thought to enhance quantitative reasoning skills: first-year math, first-year chemistry, and second-year pathopharmacology nursing. METHODS This retrospective analysis accessed 4521 academic records of students who took these three courses at a United States university sometime between Fall 2008 and Fall 2015. De-identified student data included course grades, gender, full-time study, income, marital status, first generation, secondary school (also known as high school) location, dual credit, and high school and university grade point averages. Descriptive statistical analysis was conducted to describe the important features of the data. RESULTS Of the 4521 records, 2556 undergraduates (57%) passed the courses in which they were enrolled. Among successful students, females outnumbered males (66%), ages ranged from 20 to 24 years, 86% were classified as low income, 54% fit the designation of first generation, and 12% earned dual credit (university credit during secondary school). Our data demonstrate a positive relationship between dual credit and success, with the strongest correlation (0.62) noted for students in pathopharmacology. CONCLUSION In the baccalaureate-nursing plan of study, courses thought to enhance students' quantitative reasoning skills remain difficult for some to successfully complete. We conclude that the more successful students tend to be older, have a higher income, and a higher high school grade point average, while those less successful are directly out of high school and have not earned dual credit.
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Affiliation(s)
- Vivian Ott
- Purdue University Northwest, United States.
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