title: Teaching and Learning Medication Calculations: A Grounded Theory of Conceptual Understanding.
abstract: OBJECTIVE
  The purpose of this study was to identify the process of nursing students' attainment of conceptual understanding when learning medication dosage calculations.
  
  
  METHODS
  This study utilized a grounded theory research design with a blended theoretical framework of constructivism and symbolic interaction.
  
  
  RESULTS
  A process of conceptual understanding began with the teaching and learning experiences in the classroom and progressed to students' reengagement with the course content outside of the classroom. Confusion was the core category of the process. Students who were able to work through the confusion and solve problems were able to attain conceptual understanding and progress to more complex problem solving.
  
  
  CONCLUSIONS
  Nurse educators need to identify teaching and learning strategies that promote conceptual understanding. Helping students to get beyond memorization and move to understanding of medication calculations can help students' critical thinking and problem solving ability and lead to conceptual understanding.
authors.forename: Susan
authors.initials: S
authors.lastname: Mills
mesh_terms: D000328:Adult; D032882:Comprehension; D003210:Concept Formation; D003221:Confusion; D054796:Drug Dosage Calculations; D004508:Education, Nursing, Baccalaureate; D005181:Faculty, Nursing; D005260:Female; D066296:Grounded Theory; D006801:Humans; D008509:Medication Systems; D011340:Problem Solving; D036301:Qualitative Research; D013663:Teaching; D055815:Young Adult