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The 4 Cs: a model for teaching dosage calculation.

Susan A Johnson1, Lawrence J Johnson

  • 1Department of Nursing, College of Mount St. Joseph, Cincinnati, Ohio 45233-1672, USA. susan_johnson@mail.msj.edu

Nurse Educator
|May 2, 2002
PubMed
Summary
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This study presents a model for teaching dosage calculations, emphasizing the 4 Cs (compute, convert, conceptualize, critically evaluate). Effective dosage calculation relies on student and program factors, informing teaching strategies.

Area of Science:

  • Nursing Education
  • Pharmacology
  • Mathematics Education

Background:

  • Dosage calculation is a critical nursing skill.
  • Student and program factors influence calculation proficiency.
  • Existing teaching methods may not fully address underlying mathematical challenges.

Purpose of the Study:

  • To present a research-based model for teaching dosage calculation.
  • To identify key factors influencing students' ability to perform dosage calculations.
  • To discuss effective teaching strategies derived from the model.

Main Methods:

  • Grounded in research on mathematical success.
  • Focuses on the "4 Cs" of dosage calculation: compute, convert, conceptualize, and critically evaluate.
  • Integrates student and program variables into a cohesive teaching framework.

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Main Results:

  • The proposed model provides a structured approach to dosage calculation instruction.
  • Understanding the 4 Cs is essential for accurate medication administration.
  • Student and program factors significantly impact learning outcomes.

Conclusions:

  • A research-informed model can enhance the teaching of dosage calculation.
  • Implementing strategies based on the 4 Cs improves student competency.
  • Addressing student and program factors is crucial for successful dosage calculation education.