护士教育领导者对本科护生数学能力教学的看法：一项定性研究

Nurse education leaders' perspectives on the teaching of numeracy to undergraduate nursing students: A qualitative research study.

作者信息

Minty-Walker Christine, Pettigrew Jim, Hunt Leanne, Rylands Leanne, Wilson Nathan J

机构信息

School of Nursing & Midwifery, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia.

Office of the Pro Vice-Chancellor (Learning Futures), Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia.

出版信息

Nurse Educ Pract. 2023 Oct;72:103754. doi: 10.1016/j.nepr.2023.103754. Epub 2023 Aug 19.

DOI:10.1016/j.nepr.2023.103754

PMID:37619287

Abstract

AIM

The aim of this study was to explore the perspectives of nurse education leaders of Australian undergraduate nursing degrees on the teaching of nursing numeracy and how the Australian Nursing & Midwifery Accreditation Standards influence curriculum development.

BACKGROUND

Nurses' numeracy skills are reportedly deficient worldwide, posing a significant threat to patient safety. This is an issue for the education of undergraduate nurses and thus for the nursing profession. The international literature reveals a heterogeneous blend of learning approaches, but it is unclear which approaches are best suited to improve the numerical calculation ability of nurses. In the Australian context, there are no accreditation standards referring to numeracy, therefore, it is important to discover how nurse education leaders' design and implement the teaching of numeracy.

DESIGN

A qualitative approach using thematic analysis was employed. The setting was Australian universities that delivered an accredited undergraduate nursing degree leading to nursing registration.

METHODS

Purposive sampling was used to recruit 17 nurse education leaders of Australian undergraduate nursing degrees. Individual, semi-structured virtual interviews were conducted between November 2022 and January 2023. Interview data were analysed using Braun and Clarke's (2006) six phases of thematic analysis.

FINDINGS

Five themes emerged from the analysis: (i) indistinct accreditation standards, (ii) teaching basic maths for clinical applications, (iii) a range of bespoke teaching approaches (iv) we're nurses, not numeracy educators and (v) assumptions about an unprepared cohort.

CONCLUSION

The leaders of undergraduate nursing degrees assumed that nursing students would have proficiency in numeracy skills on entering university. However, this was not the case, hence numeracy was an essential skill that needed to be taught to the undergraduate nursing students. Lack of direction from the accreditation council led to the existence of various curricula and an array of approaches to teaching numeracy and medication calculations, which challenged nursing academics who did not consider themselves numeracy educators. This study makes a novel contribution to knowledge, teaching and practice in undergraduate nursing numeracy curricula.

摘要

目的

本研究旨在探讨澳大利亚本科护理学位的护理教育领导者对护理数字运算教学的看法，以及澳大利亚护理与助产士认证标准如何影响课程开发。

背景

据报道，全球护士的数字运算技能不足，对患者安全构成重大威胁。这是本科护士教育的一个问题，因此也是护理行业的一个问题。国际文献揭示了各种不同的学习方法，但尚不清楚哪种方法最适合提高护士的数字计算能力。在澳大利亚的背景下，没有关于数字运算的认证标准，因此，了解护理教育领导者如何设计和实施数字运算教学非常重要。

设计

采用主题分析的定性方法。研究背景为提供经认证的本科护理学位并可获得护理注册资格的澳大利亚大学。

方法

采用目的抽样法招募了17位澳大利亚本科护理学位的护理教育领导者。在2022年11月至2023年1月期间进行了个人半结构化虚拟访谈。访谈数据采用布劳恩和克拉克（2006年）的主题分析六个阶段进行分析。

结果

分析得出五个主题：（i）认证标准不明确，（ii）为临床应用教授基础数学，（iii）一系列定制教学方法，（iv）我们是护士，不是数字运算教育者，（v）对准备不足的学生群体的假设。

结论

本科护理学位的领导者认为护理专业学生进入大学时应具备熟练的数字运算技能。然而，实际并非如此，因此数字运算是本科护理专业学生需要学习的一项基本技能。认证委员会缺乏指导导致了各种课程的存在以及一系列数字运算和药物计算的教学方法，这给那些不认为自己是数字运算教育者的护理学者带来了挑战。本研究对本科护理数字运算课程的知识、教学和实践做出了新的贡献。