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First year undergraduate nursing students’ perceptions of the effectiveness of blended learning approaches for nursing numeracy
O'Reilly, Rebecca Ramjan, Lucie M. Fatayer, Mais Stunden, Annette Gregory, Linda R.
O'Reilly, Rebecca
Ramjan, Lucie M.
Fatayer, Mais
Stunden, Annette
Gregory, Linda R.
Abstract
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.
Keywords
numeracy self-efficacy, undergraduate nursing students, teaching and learning approaches, blended learning
Date
2020
Type
Journal article
Journal
Nurse Education in Practice
Book
Volume
45
Issue
Page Range
1-9
Article Number
Article 102800
ACU Department
School of Nursing, Midwifery and Paramedicine
Faculty of Health Sciences
Faculty of Health Sciences
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled
Notes
© 2020 Published by Elsevier Ltd. All rights reserved.