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Wong CL, Chien WT, Waye MMY, Szeto MWC, Li H. Nursing students' perceived anxiety and heart rate variability in mock skill competency assessment. PLoS One 2023; 18:e0293509. [PMID: 37883463 PMCID: PMC10602303 DOI: 10.1371/journal.pone.0293509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Accepted: 10/16/2023] [Indexed: 10/28/2023] Open
Abstract
BACKGROUND Skill competency assessments induce stress and anxiety and may affect nursing student performance. Little is known about stress and perceived anxiety levels and their relationship in the mock skill competency assessment. METHODS A cross-sectional study was conducted to examine the stress levels (as assessed by heart rate variability, HRV) and perceived anxiety before, during and after the mock skill competency assessment, and to explore their relationships to performance in a total of ninety first-year undergraduate nursing students. RESULTS The HRV decreased significantly during the assessment and increased significantly 10 min after the assessment (p < 0.01). Higher performers showed significantly lower HRV during and after the assessment (p < 0.01). The assessment score was negatively correlated with HRV during and after the assessment (p < 0.05). CONCLUSIONS Considering assessment-related stress and anxiety through a mock assessment prior to the actual skill assessment provides implications for future nursing education.
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Affiliation(s)
- Cho Lee Wong
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, SAR, China
| | - Wai Tong Chien
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, SAR, China
| | - Mary Miu Yee Waye
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, SAR, China
| | - Mark Wun Chung Szeto
- School of Life Sciences, The Chinese University of Hong Kong, Hong Kong, SAR, China
| | - Huiyuan Li
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, SAR, China
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A National Survey of Medication Dosage Calculation Teaching Methods and Competency Criteria on Nursing Student Success: Recommendations for Nurse Educators. Nurs Educ Perspect 2023; 44:11-17. [PMID: 36580616 DOI: 10.1097/01.nep.0000000000001044] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
AIM The purpose of this study was to synthesize the current landscape of medication dosage calculation (MDC) education for prelicensure nursing students in the United States. BACKGROUND There is little consistency in the format of MDC education and evaluation in prelicensure nursing education, yet consequences of not passing MDC exams can affect the number of graduating nurses. Consequences can include withdrawal from the course, delayed progression of a semester or more, or dismissal from the nursing program. METHOD An electronic survey was emailed to prelicensure administrators of 1,620 associate, bachelor's, and master's entry programs in the United States. RESULTS Surveys were received from 210 programs. Results confirmed inconsistent methods used to teach and evaluate MDC competency. CONCLUSION Inconsistent teaching methods and competency criteria can affect retention and subsequent growth of the nursing workforce. Based on the characteristics associated with MDC success, recommendations are made for nurse educators.
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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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Nurse Education and Mathematical Competency: Implementation of an Online, Self-Directed, Prerequisite Model. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182413106. [PMID: 34948717 PMCID: PMC8700776 DOI: 10.3390/ijerph182413106] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/25/2021] [Revised: 12/09/2021] [Accepted: 12/09/2021] [Indexed: 11/16/2022]
Abstract
Mathematical competency in the profession of nursing has increasingly become a central focus as more nursing students appear to struggle with basic concepts of arithmetic, mental estimation, and critical reasoning. This paper highlights how one School of Nursing in Ontario, Canada implemented a Dosage Calculation Competency Test model which involved an online, self-directed, prerequisite approach to improve student mathematical competency and confidence. The purpose of this research case study was to document, through shared participant perceptions, the creation, implementation, and subsequent modifications to a Dosage Calculation Competency Test model in light of student needs and advances in online learning and assessment. The research design combined a quantitative survey of Year 1-4 nursing students, followed by a series of qualitative, semi-structured interviews with nursing students and program instructors. The study took place within a School of Nursing undergraduate program in Ontario, Canada. Forty-four participants, including students from all four years of the nursing program, completed the survey, followed by individual interviews with nine students and six faculty instructors. Survey (the open-response items) and interview data were analyzed thematically using ATLAS.ti (ATLAS.ti, Berlin, Germany). The authors recount the new DCCT model's development, implementation, and subsequent modifications and further discuss student/instructor perceptions of learning types, math confidence, and competency. The paper concludes with a series of seven key recommendations for nursing programs.
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Elonen I, Salminen L, Brasaitė-Abromė I, Fuster P, Kukkonen P, Leino-Kilpi H, Löyttyniemi E, Noonan B, Stubner J, Svavarsdóttir MH, Thorsteinsson H, Koskinen S. Medication calculation skills of graduating nursing students within European context. J Clin Nurs 2021; 31:548-558. [PMID: 34101280 DOI: 10.1111/jocn.15908] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2020] [Revised: 03/29/2021] [Accepted: 05/07/2021] [Indexed: 11/26/2022]
Abstract
AIM The aim of this study is to evaluate the medication calculation skills of graduating nursing students in six European countries and analyse the associated factors. BACKGROUND Medication calculation skills are fundamental to medication safety, which is a substantial part of patient safety. Previous studies have raised concerns about the medication calculation skills of nurses and nursing students. DESIGN As part of a broader research project, this study applies a multinational cross-sectional survey design with three populations: graduating nursing students, nurse managers and patients. METHODS The students performed two calculations (tablet and fluid) testing medication calculation skills requiring different levels of conceptual understanding and arithmetic. The managers and patients answered one question about the students' medication kills. In total, 1,796 students, 538 managers and 1,327 patients participated the study. The data were analysed statistically. The STROBE guideline for cross-sectional studies was applied. RESULTS Almost all (99%) of the students performed the tablet calculation correctly, and the majority (71%) answered the fluid calculation correctly. Older age, a previous degree in health care and satisfaction with their current degree programme was positively associated with correct fluid calculations. The patients evaluated the students' medication skills higher than the nurse managers did and the evaluations were not systematically aligned with the calculation skills tested. CONCLUSIONS Nursing students have the skills to perform simple medication calculations, but a significant number of students have difficulties with calculations involving multiple operations and a higher level of conceptual understanding. Due to the variation in students' medication calculation skills and the unalignment between the managers' and patients' evaluations and the calculation tests, further research is needed. RELEVANCE TO CLINICAL PRACTICE Graduating nursing students enter clinical field as qualified professionals, but there is still room for improvement in their medication calculation skills. This calls for attention in the fields of clinical nursing, education and research.
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Affiliation(s)
- Imane Elonen
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Leena Salminen
- Department of Nursing Science and Nurse Director, University of Turku, Turku University Hospital, Turku, Finland
| | | | - Pilar Fuster
- Nursing Department, Universitat Internacional de Catalunya, Sant Cugat del Valles, Spain
| | - Pia Kukkonen
- Department of Nursing Science, University of Turku, Finland, Turku University Hospital, Turku, Finland
| | - Helena Leino-Kilpi
- FAAN, FEANS, University of Turku and Nurse Director, Turku University Hospital, Turku, Finland
| | | | - Brendan Noonan
- University College Cork, School of Nursing and Midwifery, Cork, Ireland
| | - Juliane Stubner
- Martin Luther University Halle-Wittenberg, Institute of Health and Nursing Science, Halle, Germany
| | | | - Hrund Thorsteinsson
- Faculty of Nursing, Department of Development and Education, University of Iceland, Landspitali University Hospital, Reykjavik, Iceland
| | - Sanna Koskinen
- Department of Nursing Science, University of Turku, Turku, Finland
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Owegi R, Burdick K, Cannon E, McQuiston L, Arvin S. Medication math dosage assessment anxiety in undergraduate nursing students: A systematic review. J Prof Nurs 2021; 37:735-740. [PMID: 34187672 DOI: 10.1016/j.profnurs.2021.05.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2020] [Indexed: 10/21/2022]
Abstract
BACKGROUND Medication calculation assessment is commonplace in undergraduate nursing programs. A test is routinely used to assist in the determination of safe medication administration practice in a clinical setting. Multiple factors negatively impact student performance. AIM The aim of this article is to analyze current literature related to medication calculation assessment and undergraduate nursing student anxiety. METHOD A systematic review was performed using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Articles included were peer-reviewed publications focused on undergraduate nursing student anxiety related to medication dosage calculation. FINDINGS Anxiety related to medication calculation assessments can stem from students' personal lives and previous math experiences. Interventions related to increasing self-efficacy can impact student performance on assessments. CONCLUSION A variety of interventions to assist undergraduate nursing students increase performance on assessments were indicated in the literature. Advances in educational technologies allow for more assessment options to facilitate safe medication practices.
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Affiliation(s)
- Robert Owegi
- Indiana State University, IN, United States of America.
| | | | - Emily Cannon
- Indiana State University, IN, United States of America
| | | | - Shelley Arvin
- Indiana State University, IN, United States of America
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Eastridge JA. A new take on testing. NURSE EDUCATION TODAY 2019; 80:9-11. [PMID: 31200200 DOI: 10.1016/j.nedt.2019.06.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2019] [Accepted: 06/03/2019] [Indexed: 06/09/2023]
Affiliation(s)
- June A Eastridge
- 94 Tower Mustard Ct., Henderson, NV 89002, United States of America; Nevada State College, United States of America.
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Evaluation of Swedish nursing students' experience of a web-based platform for drug calculation. Nurse Educ Pract 2019; 38:89-95. [PMID: 31229942 DOI: 10.1016/j.nepr.2019.06.010] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2018] [Revised: 12/17/2018] [Accepted: 06/11/2019] [Indexed: 01/10/2023]
Abstract
Safe drug calculation is important in nursing as insufficient skills pose a risk to patient safety. Therefor solid education in mathematics for undergraduate nursing students must be provided. To support nursing students' skills in drug calculation, a web-based learning platform for drug calculation was created. The aim of this study was to investigate nursing students' experiences of a web-based learning platform for drug calculation in terms of usability and learning support. The study was a cross-sectional comparative study. Ninety-five nursing students participated, out of which 46 students were in semester one and 49 students were in semester six. A questionnaire was used to evaluate the nursing students' experiences of a web-based learning platform for drug calculation in terms of usability and learning support. The findings were informed by statistical and thematic analyses. The majority of the participants evaluated the platform positively. The platform was deemed useful, and it was a support for the nursing students' learning. These findings provide that a web-based learning platform for drug calculation can be used as a complement to traditional lectures. Nevertheless, further research is required focusing teaching strategies facilitating different learning styles and level of computer skills.
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Abstract
In an aim to improve first-time NCLEX-RN pass rates, some nursing programs have instituted high-stakes testing. This literature review investigated nursing faculty understanding of and student experiences with high-stakes testing. High-stakes testing is an assessment used to make decisions about student progression or completion of a nursing program. The literature revealed both negative and positive consequences associated with high-stakes testing. Literature from state boards of nursing and professional nursing organizations was also reviewed for recommendations.
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McClenny TL. Student Experiences of High-stakes Testing for Progression in One Undergraduate Nursing Program. Int J Nurs Educ Scholarsh 2018; 15:/j/ijnes.2018.15.issue-1/ijnes-2017-0001/ijnes-2017-0001.xml. [PMID: 29425109 DOI: 10.1515/ijnes-2017-0001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/01/2017] [Accepted: 01/15/2018] [Indexed: 11/15/2022]
Abstract
Each year, thousands of students throughout the world are required to complete one or more high-stakes tests as a measure of competency in undergraduate nursing education. Currently, the trend in nursing education is to use high-stakes tests to establish program progression policies. However, use of these tests to block student progression is of serious concern. This article describes findings of a pilot study that used a phenomenographic approach to understand senior nursing students' experiences of completing multiple high-stakes tests for successful progression within one undergraduate nursing program. Eighteen graduating senior nursing students participated in the study via individual interviews. Students described a multitude of experiences, organized into five main categories of descriptions: high-stakes tests as a value; high-stakes tests as a stressor; high-stakes tests as a high expectation; high-stakes tests as various inconsistencies; and high-stakes tests affecting the transfer of learning. Student perspectives with high-stakes testing contributed valuable insight lacking in the current nursing education literature. Findings suggested if high-stakes tests are to be used for program progression, it is imperative for nurse educators to convene and explore strategies to support student preparation and success with testing, and develop well-defined structures of teaching and learning for the delivery of course content.
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Affiliation(s)
- Tammy Lynn McClenny
- University of West Georgia, Tanner Health System School of Nursing, 30118 Carrollton, United States of America
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Quinn BL, Smolinski M, Peters AB. Strategies to Improve NCLEX-RN Success: A Review. TEACHING AND LEARNING IN NURSING 2018. [DOI: 10.1016/j.teln.2017.09.002] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Students’ perceptions of mathematics classroom goal structures: implications for perceived task values and study behavior. SOCIAL PSYCHOLOGY OF EDUCATION 2017. [DOI: 10.1007/s11218-017-9382-1] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Quinn BL, Peters A. Strategies to Reduce Nursing Student Test Anxiety: A Literature Review. J Nurs Educ 2017; 56:145-151. [DOI: 10.3928/01484834-20170222-05] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2016] [Accepted: 10/26/2016] [Indexed: 11/20/2022]
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Miller P, Forehand JW, McBride M. Building First Semester Nursing Student Confidence for Test Taking: A STARS Pilot Project. TEACHING AND LEARNING IN NURSING 2016. [DOI: 10.1016/j.teln.2016.08.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Sulosaari V, Huupponen R, Hupli M, Puukka P, Torniainen K, Leino-Kilpi H. Factors associated with nursing students' medication competence at the beginning and end of their education. BMC MEDICAL EDUCATION 2015; 15:223. [PMID: 26683623 PMCID: PMC4683869 DOI: 10.1186/s12909-015-0513-0] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/24/2015] [Accepted: 12/12/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND In previous studies, deficiencies in nursing students' medication competence have been highlighted. However, the focus of research has been limited especially to medication calculation competence and factors associated with it. In order to develop undergraduate nursing education and research, an understanding of the individual and learning environmental factors associated with medication competence from a broader approach is warranted. Our aim was therefore to evaluate the theoretical, practical and decision-making competence of nursing students and to identify factors associated with their medication competence at the beginning and end of their education. METHODS We used a descriptive, correlational study design with a structured instrument including a set of potential associated factors, knowledge test, medication calculation test and patient vignettes. The participants were nursing students at the beginning (n = 328) and at the end of their education (n = 338). Data were analyzed statistically. RESULTS In the evaluation of theoretical medication competence, the students' mean score over the semesters was 72 % correct answers in a knowledge test. In the evaluation of practical medication competence, the mean score was 74 % correct answers in a medication calculation test. In the evaluation of decision-making competence, the mean score was 57 % correct answers on deciding the best action in the situation given in patient vignettes. At the end of their education, students were able to solve patient vignettes significantly better. Individual factors were most evidently associated with medication competence. At the beginning of their education, students' previous academic success had a stronger association with medication competence. However, at the end of the education students' abilities in self-regulated learning and study motivation were more significant factors. CONCLUSION The core elements of medication competence are significantly interrelated, highlighting the need to provide integrated and comprehensive medication education throughout the undergraduate education. Students' learning style is associated with medication competence. There is a need for methods to identify and support students having difficulties to self-regulate their learning. To increase the safety of medication care of patients, research focusing on the development of effective teaching methods is needed. This study produced information for future nursing education research in this field, especially for interventional studies.
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Affiliation(s)
- Virpi Sulosaari
- Department of Nursing Science, University of Turku, FI-20014, Turku, Finland.
| | - Risto Huupponen
- Clinical Pharmacology Unit, Department of Pharmacology, Drug Development and Therapeutics, University of Turku, FI-20014, Turku, Finland.
| | - Maija Hupli
- Department of Nursing Science, University of Turku, FI-20014, Turku, Finland.
| | - Pauli Puukka
- National Institute for Health and Welfare, PL 57, FI-20521, Turku, Finland.
| | - Kirsti Torniainen
- Hospital Pharmacy Hospital Pharmacy, Turku University Hospital, PO Box 52, FI-20521, Turku, Finland.
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, FI-20014, Turku, Finland.
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Røykenes K. "My math and me": Nursing students' previous experiences in learning mathematics. Nurse Educ Pract 2015; 16:1-7. [PMID: 26072444 DOI: 10.1016/j.nepr.2015.05.009] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2013] [Revised: 03/18/2015] [Accepted: 05/16/2015] [Indexed: 10/23/2022]
Abstract
In this paper, 11 narratives about former experiences in learning of mathematics written by nursing students are thematically analyzed. Most students had a positive relationship with the subject in primary school, when they found mathematics fun and were able to master the subject. For some, a change occurred in the transition to lower secondary school. The reasons for this change was found in the subject (increased difficulty), the teachers (movement of teachers, numerous substitute teachers), the class environment and size (many pupils, noise), and the student him- or herself (silent and anonymous pupil). This change was also found in the transition from lower to higher secondary school. By contrast, some students had experienced changes that were positive, and their mathematics teacher was a significant factor in this positive change. The paper emphasizes the importance of previous experiences in learning mathematics to nursing students when learning about drug calculation.
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Affiliation(s)
- Kari Røykenes
- Betanien University College, Vestlundveien 19, 5145 Fyllingsdalen, Norway.
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Abstract
A primary responsibility for nurse educators is to provide students with theoretical knowledge and clinical skills for professional nursing. In this study, laboratory faculty developed a creative pedagogical strategy to reduce nursing student stress during assessment of skill performance. Mock competencies were structured so that students participated in peer-to-peer evaluations in simulated competency assessments. The purpose of this study was to determine whether this pedagogical strategy had an impact on first-round pass rates for skills competency assessments.
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