Nurse educators’ self-efficacy for teaching mathematics for nursing practice

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI:10.1016/j.teln.2024.11.023

Daniel Ozimek PhD, Brandi Morgante Handzlik EdD, Lindsay Good MEd, Kristen Zulkosky PhD, RN, CNE, CHSE

{"title":"Nurse educators’ self-efficacy for teaching mathematics for nursing practice","authors":"Daniel Ozimek PhD, Brandi Morgante Handzlik EdD, Lindsay Good MEd, Kristen Zulkosky PhD, RN, CNE, CHSE","doi":"10.1016/j.teln.2024.11.023","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Mathematics teaching practices vary across nursing programs given the lack of guidance from accrediting bodies and organizations. Nurse educators are often tasked to teach quantitative concepts.</div></div><div><h3>Aim</h3><div>This study describes nurse educators’ self-efficacy and confidence in teaching mathematics, and whether nurse educators have the necessary resources to support students' quantitative education.</div></div><div><h3>Methods</h3><div>This descriptive quantitative study incorporated Likert-style and open-ended questions. Educators who teach nursing students completed an online survey to report their self-efficacy and confidence for teaching mathematics.</div></div><div><h3>Results</h3><div>Participating nurse educators were generally confident in teaching mathematics for nursing, with most survey items having a mean score of 3 or greater (out of 4). Participants exhibited lower perceived confidence to motivate students, explain why certain calculations “work,” and support them to use multiple solution methods (means less than 3). Nurse educators noted they are “not a math teacher” and “afraid of math.”</div></div><div><h3>Conclusion</h3><div>Nurse educators need meaningful professional development regarding mathematics pedagogy. Institutions should evaluate their current structures, curriculum, and instructional practices to ensure educators can adequately support nursing students’ quantitative education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e376-e382"},"PeriodicalIF":1.9000,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Learning in Nursing","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1557308724002555","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

Abstract

Background

Mathematics teaching practices vary across nursing programs given the lack of guidance from accrediting bodies and organizations. Nurse educators are often tasked to teach quantitative concepts.

Aim

This study describes nurse educators’ self-efficacy and confidence in teaching mathematics, and whether nurse educators have the necessary resources to support students' quantitative education.

Methods

This descriptive quantitative study incorporated Likert-style and open-ended questions. Educators who teach nursing students completed an online survey to report their self-efficacy and confidence for teaching mathematics.

Results

Participating nurse educators were generally confident in teaching mathematics for nursing, with most survey items having a mean score of 3 or greater (out of 4). Participants exhibited lower perceived confidence to motivate students, explain why certain calculations “work,” and support them to use multiple solution methods (means less than 3). Nurse educators noted they are “not a math teacher” and “afraid of math.”

Conclusion

Nurse educators need meaningful professional development regarding mathematics pedagogy. Institutions should evaluate their current structures, curriculum, and instructional practices to ensure educators can adequately support nursing students’ quantitative education.

查看原文本刊更多论文

护士教育者对护理实践数学教学的自我效能感

由于缺乏认证机构和组织的指导，各个护理专业的数学教学实践各不相同。护士教育工作者的任务通常是教授定量概念。目的研究护理教育工作者在数学教学中的自我效能感和自信心，以及护理教育工作者是否拥有必要的资源来支持学生的量化教育。方法采用李克特式开放式问卷进行描述性定量研究。教护理学生的教育工作者完成了一项在线调查，报告他们在数学教学中的自我效能感和信心。结果参与的护理教育工作者普遍对护理数学教学有信心，大多数调查项目的平均得分为3分或更高（满分为4分）。参与者表现出较低的信心来激励学生，解释为什么某些计算“有效”，并支持他们使用多种解决方法（均值小于3）。护理教育工作者指出他们“不是数学老师”，“害怕数学”。结论护理教育工作者在数学教育学方面需要有意义的专业发展。机构应评估其目前的结构、课程和教学实践，以确保教育者能够充分支持护理学生的定量教育。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Teaching and Learning in Nursing NURSING-

CiteScore

2.60

自引率

10.50%

发文量

119

审稿时长

37 days

期刊介绍： Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty