Nurse academics and the teaching of undergraduate nursing numeracy: A cross-sectional study of self-reported confidence and anxiety.

Background: Numeracy and mathematics are terms that can cause anxiety, not only in students, but this emotion can also be experienced in teachers. Anxiety can inhibit teacher performance and is correlated with low self-confidence. The anxiety felt by school teachers when teaching mathematics is widely reported, however, the self-reported confidence and anxiety levels of nurse academics when teaching numeracy concepts to undergraduate nursing students has never been studied.

Nurse academics' self-reported insights into the teaching of undergraduate nursing numeracy: A national cross-sectional study.

Aims: The aim of this research was to explore the teaching of undergraduate nursing numeracy in tertiary education settings in Australia. Specifically, it explored and identified: (1) the most common basic numeracy concepts taught, (2) additional training and resources to support numeracy teaching, (3) who is best placed to teach numeracy and (4) the preferred methods of teaching medication calculations.

Background: Nurse academics are required to teach nursing numeracy to undergraduate nursing students who enter university unprepared to accurately calculate medication dosages.

Assessing numeracy and medication calculations within undergraduate nursing education: A qualitative study.

Aim: To explore how undergraduate nursing students are assessed on nursing numeracy and medication calculations from the perspective of Australian nurse education leaders.

Design: A qualitative study.

Methods: Semi-structured interviews were conducted with 17 nurse education leaders between November 2022 and January 2023.

Numeracy Teaching for Undergraduate Nursing Students: A Scoping Review.

Background: Education providers teach numeracy to undergraduate nursing students using a diverse range of approaches. Proficiency in numeracy skills is critical for patient safety; however, alarmingly, the accuracy rate of calculations by both undergraduate nurses and RNs is reported to be low.

Method: The literature search yielded 1,180 articles published between 1994 and 2022.

Nurse education leaders' perspectives on the teaching of numeracy to undergraduate nursing students: A qualitative research study.

Aim: The aim of this study was to explore the perspectives of nurse education leaders of Australian undergraduate nursing degrees on the teaching of nursing numeracy and how the Australian Nursing & Midwifery Accreditation Standards influence curriculum development.

Background: Nurses' numeracy skills are reportedly deficient worldwide, posing a significant threat to patient safety. This is an issue for the education of undergraduate nurses and thus for the nursing profession.

Contextualising numeracy skill development and assessment in a first year undergraduate nursing subject: A mixed methods research study.

Background: Undergraduate nursing students continue to perform poorly on clinically-related numeracy tasks, making errors that betray fundamental misconceptions about the underlying mathematics. Graduate nurses are also prone to error in this area but they have the benefit of performing their calculations in a real-world setting with the assistance of colleague nurses if required. These conditions are difficult to simulate in a classroom environment, but when effort is made in this direction the effects can be rewarding for students and educators.