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Something Doesn't Add Up: Reimagining a Graduate Nursing Statistics Course
Kylee J Rohatgi1, Ranjan Rohatgi2
1Department of Nursing Science.
The Journal of Nursing Education
|March 2, 2026
Summary
Nursing students
Area of Science:
- Nursing Education
- Statistics Pedagogy
Background:
- Nursing students often experience negative attitudes towards statistics.
- A collaborative approach was initiated to improve the statistics course experience for graduate nursing students.
Purpose of the Study:
- To redesign a required online, asynchronous statistics course for nursing graduate students.
- To enhance student engagement and learning outcomes in statistics.
Main Methods:
- Utilized backward design principles for curriculum development.
- Incorporated evidence-based teaching strategies for inclusive online learning.
- Balanced statistical rigor with real-world applicability through interdisciplinary collaboration.
Main Results:
- Pilot students reported increased enjoyment of the statistics course.
- Students successfully achieved the defined learning outcomes.
Conclusions:
- Interdisciplinary partnerships in teaching statistics offer significant benefits to nursing students.
- Recommends piloting co-taught statistics courses in nursing programs.
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