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Reflecting on Dosage Calculations: A Practice-Based Professional Learning Strategy for Nursing Faculty
Daniel Ozimek1, Kristen Zulkosky1, Brandi Morgante Handzlik1
1Saint Joseph's University, Lancaster, Pennsylvania.
Background:
Nursing faculty play a critical role in helping students develop numeracy skills for safe practice. However, research suggests many faculty lack confidence in teaching these skills. This pilot study explores the use of practice-based professional learning methods, often used in mathematics teacher education, to foster meaningful conversations about mathematics and dosage calculations.
Method:
Six nursing faculty participated in this qualitative pilot study. Faculty completed three dosage calculation tasks before participating in semi-structured, small-group discussions. Discussions were recorded, transcribed, and analyzed using thematic coding. Analytic memos and observation notes also were incorporated.
Results:
The discussions revealed strong faculty ownership of calculation methods but limited confidence with alternative approaches and in supporting students. Participants described the discussion as "eye-opening" and recognized opportunities for professional growth.
Conclusion:
Practice-based learning methods should inform professional development for nursing faculty. Further research should explore how these strategies can support nurse educators' confidence for teaching mathematical skills for safe practice.
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