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Building Consensus on the Essential Quantitative Competencies, Skills, and Practices for Entry-Level Nurses
Daniel Ozimek1, Heather Bowers, Lindsay Good
1About the Authors Daniel Ozimek, PhD, is associate professor of practice in mathematics, Saint Joseph's University, Lancaster, Pennsylvania. Heather Bowers, MSN, RN, is clinical assistant professor, nursing, Purdue University Northwest, Hammond, Indiana. Lindsay Good, MEd, is instructor of practice, mathematics, Saint Joseph's University. Beth Kelch, MS, is associate professor, mathematics, Delta College, University Center, Michigan. Maryann Valcourt, PhD, RN, is associate professor, nursing, Marymount University, Arlington, Virginia. The authors thank the following for their contributions to this study: Dr. Rachel Bates (Cowley College), Dr. Loi Booher (University of Central Arkansas), Dr. Courtney Orelup-Fitzgerald (Assumption University), Dr. Victor Piercey (Ferris State University), and Dr. Gayle Watson (Pennsylvania State University). Contact Dr. Ozimek at dozimek@sju.edu for more information.
Aim:
Nursing and mathematics educators sought to establish consensus on the essential quantitative competencies, skills, and practices for entry-level nurses.
Background:
National recommendations have called for the identification of quantitative skills and competencies necessary for safe nursing practice.
Method:
A descriptive survey design was utilized to gather input from educators across the United States. Individuals were asked to classify 64 quantitative-related items as essential, not essential but nice to have, or not necessary for safe practice. Responses were analyzed using a three-item Likert scale. Fisher's exact test was used to explore differences between associate and bachelor's levels.
Results:
Individuals across 31 states ( n = 76) completed the survey. Items within five content domains were identified as essential. Significant differences were identified within probability and statistics.
Conclusion:
The findings offer a basis for further collaborative efforts to identify the most appropriate educational offerings and practices to support nursing students' quantitative education.
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