A comparison of algorithmic and teacher-directed instruction in dosage calculation presented via whole and part methods for associate degree nursing students.
The accurate calculation of drug dosages is a critical skill for nurses. This study compared two different treatments, algorithmic-based instruction (ABI) and teacher-directed instruction (TDI), as ways of providing instruction in dosage calculation. The ABI treatment relied exclusively on the use of a written study guide with algorithms, whereas the TDI treatment utilized lecture. Both treatments included an equal number of practice sessions structured via a whole or part method. The sample included 55 nursing students who were randomly assigned to either the whole or part method, and to TDI or ABI treatment. Initial learning and retention were measured by the use of two post-tests. Analysis of covariance indicated that neither of the treatments nor methods were statistically different for initial learning or retention. Both treatments, however, were found to be effective. The ABI treatment, moreover, was very efficient since it eliminated 75 minutes of instruction presented by a lecturer. Implications of this finding are considered.
Connor
S E
SE
Armstrong State College, Savannah, GA 31419-1997.
Tillman
M H
MH
D000328:Adult; D000465:Algorithms; D004507:Education, Nursing, Associate; D004521:Educational Measurement; D005260:Female; D005845:Georgia; D006801:Humans; D007858:Learning; D008297:Male; D008433:Mathematics; D008875:Middle Aged; D004364:Pharmaceutical Preparations / Q000008:administration & dosage*; D013663:Teaching / Q000379:methods* / Q000592:standards
D004364:Pharmaceutical Preparations