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.
Rainboth
Lynde
L
BryanLGH College of Health Sciences, Nebraska Wesleyan University, USA. melynda.rainboth@sdstate.edu
DeMasi
Chris
C
D000328:Adult; D001291:Attitude of Health Personnel; D002983:Clinical Competence / Q000592:standards*; D004358:Drug Therapy / Q000451:nursing; D004510:Education, Nursing, Diploma Programs / Q000379:methods* / Q000592:standards; D004521:Educational Measurement; D005260:Female; D006301:Health Services Needs and Demand; D006801:Humans; D008297:Male; D037141:Mandatory Programs; D008433:Mathematics; D008508:Medication Errors / Q000451:nursing / Q000517:prevention & control; D015146:Midwestern United States; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D018794:Problem-Based Learning / Q000379:methods; D015397:Program Evaluation; D017751:Safety Management; D013338:Students, Nursing / Q000523:psychology; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods