Facilitating statistical literacy for evidence-based nursing practice: an active-learning approach

Abstract

A critical component of the nursing education curriculum is facilitating evidence-based practice, which is the judicious use of evidence toward effective patient care. Among the knowledge and skill sets required, is statistical literacy, which is generally perceived to be difficult, resulting in learning outcomes that are lacking. This paper presents a student-centered approach to teaching statistical literacy, in which students are engaged in individual and group critique and analysis of scientific research articles. Students are facilitated to make meaningful connections. In general, students are motivated and engaged, and by addressing the broader research context, the variables and their relationships become more meaningful, and hence there is greater conceptual grasp of statistics, which can result in transferrable knowledge and skills. This active-learning approach facilitates a meaning-making experience, which improves self-efficacy, and makes learning more interesting and meaningful, rather than mechanical and anxiety-driven. More active-learning strategies should be implemented and formally assessed.