A Comparison of Algorithmic and Teacher-Directed Instruction in Dosage Calculation Presented Via Whole and Part Methods for Associate Degree Nursing Students

Nursing students' mathematic calculation skills

This mixed method study used a pre-test/post-test design to evaluate the efficacy of a teaching strategy in improving beginning nursing student learning outcomes. During a 4-week student teaching period, a convenience sample of 54 sophomore level nursing students were required to complete calculation assignments, taught one calculation method, and mandated to attend medication calculation classes. These students completed pre- and post-math tests and a major medication mathematic exam. Scores from the intervention student group were compared to those achieved by the previous sophomore class. Results demonstrated a statistically significant improvement from pre- to post-test and the students who received the intervention had statistically significantly higher scores on the major medication calculation exam than did the students in the control group. The evaluation completed by the intervention group showed that the students were satisfied with the method and outcome.

Nursing students' mathematic calculation skills

This mixed method study used a pre-test/post-test design to evaluate the efficacy of a teaching strategy in improving beginning nursing student learning outcomes. During a 4-week student teaching period, a convenience sample of 54 sophomore level nursing students were required to complete calculation assignments, taught one calculation method, and mandated to attend medication calculation classes. These students completed pre- and post-math tests and a major medication mathematic exam. Scores from the intervention student group were compared to those achieved by the previous sophomore class. Results demonstrated a statistically significant improvement from pre- to post-test and the students who received the intervention had statistically significantly higher scores on the major medication calculation exam than did the students in the control group. The evaluation completed by the intervention group showed that the students were satisfied with the method and outcome.

The 4 Cs: a model for teaching dosage calculation

Performing dosage calculation can be viewed as the ability to perform the 4 Cs: compute, convert, conceptualize, and critically evaluate. Ability to perform the 4 Cs is dependent on a variety of student and program factors. A model for teaching dosage calculation, grounded in research on mathematical success, is presented. Strategies for teaching dosage calculation based on this model are discussed.

Building a framework for getting evidence into critical care education and practice

One challenge for nurse educators is how best to enhance the integration of theory and practice elements in relation to critical care nursing. Practice should be evidence-based, i.e. the best available empirical evidence, including recent research findings, should be applied in practice in order to aid clinical decision-making. Barriers to the implementation of research exist at many levels including the individual practitioner, the clinical team, the practice setting and wider organizational factors. The authors propose that clinical guidelines can provide a vital link between theory and practice. At varying levels the use of care protocols, clinical pathways and algorithmic guidelines (provided they are rigorously reviewed and evidence-based) can help infuse research into practice, thereby promoting quality and standardization of care. The purpose of this paper is to discuss the value and use of these frameworks in promoting and raising awareness of the need for and use of evidence-based approaches to critical care education and practice. In this paper, we present outline information relating to an assessment method, adopted for continuing education courses in critical care within our department. This approach is designed to combine the best available evidence with reflective practice through the assessment process.

Mathematical Calculation Ability and Mathematical Anxiety of Baccalaureate Nursing Students

Accurate mathematical calculations are a critical skill that nurses must demonstrate in order to safely administer medications. This study was designed to investigate differences in mathematical calculation ability and mathematical anxiety for a group of baccalaureate nursing students (n = 56) and a group of undergraduate students majoring in fields other than nursing (n = 56). Results showed the nursing students had significantly lower mathematical skills test performance than the non-nursing students. No group differences were found for mathematical anxiety. These results are consistent with previous findings that indicate that nursing students are seriously deficient in mathematical skills. The greater deficiency in mathematical skills performance noted in the nursing group indicates that nursing education must consider more selective admission requirements related to mathematics. Mathematical calculation skills must be evaluated early in the program of study and educational opportunities to increase mathematical proficiency must be planned throughout the nursing program.