Learn the game but don't play it: Nurses' perspectives on learning and applying statistics in practice

An integrative review regarding undergraduate level statistics pedagogy for nurses revealed a paucity of research to inform curricula development and delivery. The aim of the study was to explore alumni nurses' perspectives about statistics education and its application to practice. A mixed-met...

Full description

Saved in:
Bibliographic Details
Published in:Nurse education today 2014-07, Vol.34 (7), p.1080-1086
Main Authors: Gaudet, Julie, Singh, Mina D., Epstein, Iris, Santa Mina, Elaine, Gula, Taras
Format: Article
Language:English
Subjects:
Adult
Attitude of Health Personnel
Communication
Curriculum development
Female
Games
Humans
Interdisciplinary approach
Learning
Male
Mathematics Skills
Middle Aged
Nurses
Nursing
Nursing alumni
Nursing education
Nursing practice
Nursing Staff - statistics & numerical data
Ontario
Pedagogy
Professional image
Statistics
Statistics as Topic - education
Statistics Education
Teaching
Teaching methods
Young Adult
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:An integrative review regarding undergraduate level statistics pedagogy for nurses revealed a paucity of research to inform curricula development and delivery. The aim of the study was to explore alumni nurses' perspectives about statistics education and its application to practice. A mixed-method approach was used whereby a quantitative approach was used to complement and develop the qualitative aspect. Setting: This study was conducted in Toronto, Ontario, Canada. Participants were nursing alumni who graduated from four types of nursing degree programs (BScN) in two Ontario universities between the years 2005–2009. Data were collected via surveys (n=232) followed by interviews (n=36). Participants reported that they did not fear statistics and that they thought their math skills were very good or excellent. They felt that statistics courses were important to their nursing practice but they were not required to use statistics. Qualitative findings emerged in the two major themes: 1) nurses value statistics and 2) nurses do not feel comfortable using statistics. Nurses recognize the inherent value of statistics to improve their professional image and interprofessional communication; yet they feel denied of full participation in application to their practice. Our findings have major implications for changes in pedagogy and practice.
ISSN:0260-6917
1532-2793
DOI:10.1016/j.nedt.2013.05.009