For the learning activity this week, our focus was on the further refinement of our purpose statement as we have decided to propose a multi-method study. The focus of the study is to gather confidence levels, how they perceived their situations as well as how they felt the numeracy examinations made them feel about their future practice. While looking at these various aspects that we want to look at, we further specified our purpose statement to be determine the confidence levels and lived experience of fourth year nursing students post numeracy examinations.
This was developed after looking at the research that we have been looking at. What is out there currently looks more at how the numeracy test makes students feel, how teachers are not recognizing that the students need help, and the importance of the numeracy test, and how there should be a math class dedicated (Bagnasco, Galaverna, Aleo, Grugnetti, Rosa, & Sasso, 2016; Røykenes, Smith, & Larsen, 2014; Walsh, 2008; Røykenes, 2016; Wright, 2006). Along those lines, the research that is out there is minimal, and none from within Canada that we could find. The gap in the research that we discovered is that there is minimal, if any, research that talks about nursing student perceptions of self after numeracy and their future practice.
For our research questions, we have separated them into the two paradigms as we are trying to do a multi-method approach. For the qualitative paradigm, our central question of the research is to determine how the student felt after the numeracy examination; what the thoughts of the students were after the numeracy examination; and how the numeracy examinations affected their future practice. As for our sub-questions, we would want to base them off our central questions to guide through the methodology that we will determine.
As for the quantitative paradigm, we are focused on the confidence levels and self-perceptions of these fourth year nursing students. By looking at this focus, our core question is to identify the relationship of how the completion of the numeracy examination affects fourth year nursing students’ self-perceptions and confidence levels. The hypothesis that this question will lead up to, we have not determined yet and want to look at further once we have our specific tools.
Bagnasco, A., Galaverna, L., Aleo, G., Grugnetti, A. M., Rosa, F., & Sasso, L. (2016). Mathematical calculation skills required for drug administration in undergraduate nursing students to ensure patient safety: A descriptive study. Nurse Education in Practice, (1), 33. https://doi-org.eztest.ocls.ca/10.1016/j.nepr.2015.06.006
Røykenes, K., Smith, K., & Larsen, T. M. B. (2014). ‘It is the situation that makes it difficult’: Experiences of nursing students faced with a high-stakes drug calculation test. Nurse Education in Practice, 14, 350–356. https://doi-org.eztest.ocls.ca/10.1016/j.nepr.2014.01.004
Røykenes, K. (2016). Learning and teaching in clinical practice: “My math and me”: Nursing students’ previous experiences in learning mathematics. Nurse Education in Practice, 16, 1–7. https://doi-org.eztest.ocls.ca/10.1016/j.nepr.2015.05.009
Walsh KA. (2008). The relationship among mathematics anxiety, beliefs about mathematics, mathematics self-efficacy, and mathematics performance in associate degree nursing students. Nursing Education Perspectives (National League for Nursing), 29(4), 226–229. Retrieved from http://ra.ocls.ca/ra/login.aspx?inst=cambrian&url=http://search.ebscohost.com.eztest.ocls.ca/login.aspx?direct=true&db=c8h&AN=105655073&site=eds-live
Wright, K. (2006). Barriers to accurate drug calculations. (Cover story). Nursing Standard, 20(28), 41–45. Retrieved from http://ra.ocls.ca/ra/login.aspx?inst=cambrian&url=http://search.ebscohost.com.eztest.ocls.ca/login.aspx?direct=true&db=aph&AN=20317240&site=eds-live