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Nursing faculty discussions on dosage calculations revealed confidence in personal methods but uncertainty in teaching students. Practice-based learning offers professional growth opportunities for educators to improve numeracy skill instruction.

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Area of Science:

  • Nursing Education
  • Mathematics Education
  • Professional Development

Background:

  • Nursing faculty are essential for developing student numeracy skills vital for safe patient care.
  • Many nursing educators report low confidence in teaching mathematical concepts and dosage calculations.
  • This study investigates practice-based professional learning methods to address this gap.

Purpose of the Study:

  • To explore the effectiveness of practice-based professional learning in enhancing nursing faculty's confidence and competence in teaching dosage calculations.
  • To foster meaningful dialogue among nursing faculty regarding mathematics and calculation strategies.
  • To identify opportunities for professional growth in nurse educators.

Main Methods:

  • A qualitative pilot study involving six nursing faculty.
  • Participants completed dosage calculation tasks prior to semi-structured, small-group discussions.
  • Data were collected through recorded discussions, transcriptions, thematic coding, analytic memos, and observation notes.

Main Results:

  • Faculty demonstrated strong ownership of their preferred calculation methods.
  • Participants expressed limited confidence in alternative approaches and in their ability to support students.
  • Discussions were perceived as "eye-opening," highlighting potential for professional development.

Conclusions:

  • Practice-based learning methodologies are recommended for nursing faculty professional development.
  • Further research is needed to validate these strategies for improving nurse educators' confidence in teaching essential mathematical skills.
  • Enhancing faculty confidence is crucial for ensuring safe nursing practice through improved numeracy instruction.