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Related Concept Videos

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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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A nursing diagnosis is written when the nurse recognizes a cluster of essential patient data indicating health problems treated with independent nursing interventions. The standardized terminologies of a nursing diagnosis help nurses identify and treat patients' problems. Every electronic health record that uses nursing diagnosis must employ standard diagnostic terminology. Developing an efficient, individualized care plan begins with accurate nursing diagnoses.
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Related Experiment Video

Updated: Jun 22, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
10:58

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Published on: August 28, 2021

Diagnosing the problem: using a tool to identify pre-registration nursing students' mathematical ability.

Sharon Harvey1, Fiona Murphy, Richard Lake

  • 1School of Health Science, Swansea University, Swansea SA2 8PP, United Kingdom. S.D.Harvey@swansea.ac.uk

Nurse Education in Practice
|May 27, 2009
PubMed
Summary

Most nursing students (81%) failed a basic math test, highlighting a need for improved numeracy skills. Previous math qualifications significantly impacted scores, indicating a target area for support.

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Area of Science:

  • Nursing Education
  • Mathematical Skills Assessment

Background:

  • Nurses require strong mathematical skills for safe medication and fluid administration.
  • A deficit in mathematical proficiency exists among some nurses and nursing students.
  • Undergraduate nursing programs need effective tools to assess mathematical abilities.

Purpose of the Study:

  • To assess the mathematical abilities of undergraduate nursing students upon entry.
  • To identify specific mathematical areas causing difficulties for students.
  • To evaluate the utility of a diagnostic mathematics test for targeted support.

Main Methods:

  • A diagnostic mathematics test (25 multiple-choice, GCSE-level questions) was administered to 304 pre-registration nursing students.
  • The test had a passing threshold of 72%.
  • Data analysis focused on pass rates, areas of difficulty, and demographic influences, particularly prior mathematical qualifications.

Main Results:

  • Only 19% of students passed the diagnostic test.
  • Common difficulties were observed in areas including decimals, SI units, formulae, and fractions.
  • Previous mathematical qualifications were the most significant demographic factor influencing test performance.

Conclusions:

  • The diagnostic tool effectively identified students needing additional mathematical support.
  • The test highlighted specific mathematical topics requiring curriculum attention.
  • Addressing mathematical proficiency gaps is crucial for ensuring safe nursing practice.