First year undergraduate nursing students' perceptions of the effectiveness of blended learning approaches for nursing numeracy

Crown Copyright © 2020. Published by Elsevier Ltd. All rights reserved..

The ability to safely calculate and administer medications are indispensable, core nursing skills in nursing education and practice. Therefore, it is imperative that nursing students are adequately prepared with the necessary numeracy skills during their undergraduate nursing studies. The focus of this study, conducted at a single multi-campus university in the western Sydney region of Australia, was to determine the effectiveness of a suite of blended learning approaches on numeracy self-efficacy from the students' perspective. Surveys were administered as part of the study and included open-ended questions. 525 students provided open-ended responses that were analysed by the research team. Four main themes were identified from the open-ended responses: (i) Self-realisation; (ii) Practice, practice, practice; (iii) Boosting confidence; and (iv) Wanting more. The themes captured students' perceptions of the benefits of having a rigorous learning design in blended learning approaches. The study showed that a structured pedagogical approach to nursing numeracy in undergraduate programs improved students' self-reported self-efficacy with mathematics and assisted students in realising the importance of learning and applying these skills as nursing clinicians.

Errataetall:

ErratumIn: Nurse Educ Pract. 2020 Jul;46:102825. - PMID 32778375

Medienart:

E-Artikel

Erscheinungsjahr:

2020

Erschienen:

2020

Enthalten in:

Zur Gesamtaufnahme - volume:45

Enthalten in:

Nurse education in practice - 45(2020) vom: 15. Mai, Seite 102800

Sprache:

Englisch

Beteiligte Personen:

O'Reilly, Rebecca [VerfasserIn]
Ramjan, Lucie M [VerfasserIn]
Fatayer, Mais [VerfasserIn]
Stunden, Annette [VerfasserIn]
Gregory, Linda R [VerfasserIn]

Links:

Volltext

Themen:

Blended learning
Journal Article
Numeracy self-efficacy
Teaching and learning approaches
Undergraduate nursing students

Anmerkungen:

Date Completed 27.01.2021

Date Revised 27.01.2021

published: Print-Electronic

ErratumIn: Nurse Educ Pract. 2020 Jul;46:102825. - PMID 32778375

Citation Status MEDLINE

doi:

10.1016/j.nepr.2020.102800

funding:

Förderinstitution / Projekttitel:

PPN (Katalog-ID):

NLM310657946