title: Learn the game but don't play it: nurses' perspectives on learning and applying statistics in practice.
abstract: BACKGROUND
  An integrative review regarding undergraduate level statistics pedagogy for nurses revealed a paucity of research to inform curricula development and delivery.
  
  
  OBJECTIVE
  The aim of the study was to explore alumni nurses' perspectives about statistics education and its application to practice.
  
  
  METHODS
  A mixed-method approach was used whereby a quantitative approach was used to complement and develop the qualitative aspect.
  
  
  METHODS
  This study was conducted in Toronto, Ontario, Canada.
  
  
  METHODS
  Participants were nursing alumni who graduated from four types of nursing degree programs (BScN) in two Ontario universities between the years 2005-2009.
  
  
  METHODS
  Data were collected via surveys (n=232) followed by interviews (n=36).
  
  
  RESULTS
  Participants reported that they did not fear statistics and that they thought their math skills were very good or excellent. They felt that statistics courses were important to their nursing practice but they were not required to use statistics. Qualitative findings emerged in the two major themes: 1) nurses value statistics and 2) nurses do not feel comfortable using statistics.
  
  
  CONCLUSIONS
  Nurses recognize the inherent value of statistics to improve their professional image and interprofessional communication; yet they feel denied of full participation in application to their practice. Our findings have major implications for changes in pedagogy and practice.
authors.affiliation: School of Nursing, George Brown College, 51 Dockside Drive, P.O. Box 1015, Station B, Toronto, Ontario M5T 2 T9, Canada. Electronic address: jgaudet@georgebrown.ca.
authors.forename: Julie
authors.initials: J
authors.lastname: Gaudet
authors.affiliation: School of Nursing, York University, 4700 Keele Street, Toronto, Ontario M3J 1P3, Canada. Electronic address: minsingh@yorku.ca.
authors.forename: Mina D
authors.initials: MD
authors.lastname: Singh
authors.affiliation: School of Nursing, George Brown College, 51 Dockside Drive, P.O. Box 1015, Station B, Toronto, Ontario M5T 2 T9, Canada. Electronic address: iepstein@georgebrown.ca.
authors.forename: Iris
authors.initials: I
authors.lastname: Epstein
authors.affiliation: School of Nursing, Ryerson University, 350 Victoria Street, Toronto, Ontario M5B2K3, Canada. Electronic address: esantami@ryerson.ca.
authors.forename: Elaine
authors.initials: E
authors.lastname: Santa Mina
authors.affiliation: School of Information Management, George Brown College, 51 Dockside Drive, P.O. Box 1015, Station B, Toronto, Ontario M5T 2 T9, Canada. Electronic address: tgula@georgebrown.ca.
authors.forename: Taras
authors.initials: T
authors.lastname: Gula
mesh_terms: D000328:Adult; D001291:Attitude of Health Personnel; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008875:Middle Aged; D009740:Nursing Staff / Q000706:statistics & numerical data*; D009864:Ontario; D013223:Statistics as Topic / Q000193:education*; D055815:Young Adult
keywords: Nursing alumni; Nursing practice; Pedagogy; Statistics; Teaching