Comparison of teaching strategies on teaching drug ...
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Comparison of teaching strategies on teaching drug dosage calculation skills in fundamental nursing students
Comparison of teaching strategies on teaching drug dosage calculation skills in fundamental nursing students
Name:Personal
Huse, Jaclynn Suzanne Role :Text(marcrelator)
creator
Huse, Jaclynn Suzanne Role :Text(marcrelator)
creator
Name:Personal
Leners, Debra Role :Text(marcrelator)
thesis advisor
Leners, Debra Role :Text(marcrelator)
thesis advisor
Name:Personal
Houser, Janet Role :Text
committee member
Houser, Janet Role :Text
committee member
Name:Personal
Buckner, Martha Role :Text
committee member
Buckner, Martha Role :Text
committee member
Name:Personal
Henry, Melissa Role :Text
committee member
Henry, Melissa Role :Text
committee member
Name:Corporate
Nursing Role :Text(marcrelator)
sponsor
Nursing Role :Text(marcrelator)
sponsor
Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor
University of Northern Colorado Role :Text(marcrelator)
degree grantor
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Thesis
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:Text
Greeley (Colo.)
University of Northern Colorado (keyDate="yes")
2010-05
2010-05
Greeley (Colo.)
University of Northern Colorado (keyDate="yes")
2010-05
2010-05
Language
:Text
English
English
Physical Description
345 pages
born digital
345 pages
born digital
abstract
Dosage calculation errors in clinical settings are ongoing issues, in spite of nursing programs implementing multiple teaching strategies to improve calculation skills in nursing students. In addition, validating dosage calculation skills with a traditional paper/pencil dosage calculation instrument does not necessarily reflect how a student will perform in a real clinical setting. This dissertation study was guided by a quasi-experimental, quantitative design. Polýa's Four Phases of Problem-Solving framework and the Nursing Education Simulation Framework were utilized to design a traditional case study in the classroom and a low-fidelity scenario in a simulation lab. A pre-test/post-test was utilized to analyze changes that occurred in fundamental, associate degree nursing students as a result of the interventions. The purpose of this dissertation study was to (a) compare medication administration dosage calculation scores and scores of self-perceived judgment in medication dosage calculations in students who attended either a traditional classroom experience or a low-fidelity simulation experience and (b) determine if there was difference between satisfaction and self-confidence in learning when comparing the classroom and simulation teaching modalities. This study revealed that both teaching strategies improved students' abilities to accurately calculate dosages and increased perception that calculated dosages were logical. A distinguishing factor revealed in this study was that students in the simulation group were significantly more confident that the necessary skills to perform this task in the clinical environment were being developed and that appropriate resources were used. Patient safety is a major concern in the clinical environment and self-confidence has been linked to the ability to perform accurately. The simulation group was significantly more satisfied with the helpfulness and effectiveness of the teaching module, the variety of learning materials and activities provided that motivated learning, and how the instructor taught the simulation to make it suitable for individual learning needs. note
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Ph.D.
Ph.D.
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doctoral
doctoral
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Huse_unco_0161N_10036.pdf
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http://hdl.handle.net/10176/cogru:325
http://hdl.handle.net/10176/cogru:325
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languageOfCataloging
:Text(ISO639-2B)
English :Code(ISO639-2B)
eng
English :Code(ISO639-2B)
eng
note:admin
note:bibliography
note:thesis(displayLabel="Degree Type")
PhD note:thesis(displayLabel="Degree Name")
doctoral
Subject
Subject
Subject
Name:Personal
Subject
Name:Corporate
Subject
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Title Information:Alternative
Subject
Subject
Nursing Education
Nursing Education
Subject
Nursing Education Simulation Framework
Nursing Education Simulation Framework
Subject
Four Phases of Problem-Solving
Four Phases of Problem-Solving
Subject
Health Sciences
Health Sciences
Subject
Medication Dosage Calculation
Medication Dosage Calculation