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A National Survey of Medication Dosage Calculation Teaching Methods and Competency Criteria on Nursing Student
Tonya Schneidereith1, Erik Barr
1About the Authors Tonya Schneidereith, PhD, CRNP, PPCNP-BC, CPNP-AC, CNE, CHSE-A, ANEF, FAAN, is an associate professor, University of Maryland School of Nursing, Baltimore, Maryland. Erik Barr, MS, was a statistician at the University of Maryland School of Nursing at the time of this research. This study was funded through the University of Maryland School of Nursing Dean's Teaching Scholars Award. For more information, contact Dr. Schneidereith at tschneidereith@umaryland.edu.
Aim:
The purpose of this study was to synthesize the current landscape of medication dosage calculation (MDC) education for prelicensure nursing students in the United States.
Background:
There is little consistency in the format of MDC education and evaluation in prelicensure nursing education, yet consequences of not passing MDC exams can affect the number of graduating nurses. Consequences can include withdrawal from the course, delayed progression of a semester or more, or dismissal from the nursing program.
Method:
An electronic survey was emailed to prelicensure administrators of 1,620 associate, bachelor's, and master's entry programs in the United States.
Results:
Surveys were received from 210 programs. Results confirmed inconsistent methods used to teach and evaluate MDC competency.
Conclusion:
Inconsistent teaching methods and competency criteria can affect retention and subsequent growth of the nursing workforce. Based on the characteristics associated with MDC success, recommendations are made for nurse educators.
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