护士学者与本科护理计算教学：关于自我报告的信心和焦虑的横断面研究

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2024-09-22 DOI:10.1016/j.nedt.2024.106422

Christine MINTY-WALKER , Jim PETTIGREW , Leanne RYLANDS , Leanne HUNT , Nathan J. WILSON

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引用次数: 0

摘要

背景算术和数学是可能引起焦虑的术语，不仅学生会有这种情绪，教师也会有。焦虑会抑制教师的工作表现，并与自信心不足有关。学校教师在教授数学时感受到的焦虑被广泛报道，然而，在向护理专业本科生教授计算概念时，护士学者自我报告的自信和焦虑水平却从未被研究过。目的探讨和分析澳大利亚护士学者在向护理专业本科生教授护理计算概念时自我报告的自信和焦虑水平。参与者澳大利亚护士学者，他们或长期全职或兼职；或临时/兼职；或定期合同，向护理本科生教授护理计算和药物计算。数据收集时间为 2023 年 11 月至 2024 年 2 月，采用的是在线调查平台。结果近 50% 的参与者自称在教授护理计算时感到不自信或有点自信，以及非常焦虑或有点焦虑。根据人口统计学变量，总体信心和焦虑没有明显差异，这表明这是一个普遍问题。结论有相当一部分学生在接受护士学者的护理计算教学时缺乏信心并感到焦虑，这种焦虑会转移给学生，影响学习和成绩。其下游后果可能是学生计算能力低下，患者安全受损。减少学校教师焦虑的有效策略可用于支持护士学者。

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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.

Aim

To explore and analyse Australian nurse academics' self-reported confidence and anxiety levels when teaching nursing numeracy to undergraduate nursing students.

Design

Cross-sectional survey.

Setting

Australian universities that provide an undergraduate nursing degree leading to nursing registration.

Participants

Australian nurse academics employed either permanent full time or part time; casual /sessional; or on a fixed term contract, who teach nursing numeracy and medication calculations to undergraduate nursing students.

Methods

A combination of convenience and purposive sampling was used to recruit Australian nurse academics (n = 170). Data were collected between Nov 2023 and Feb 2024 using an online survey platform.

Results

Almost 50 % of participants self-reported feeling either not confident or somewhat confident and very or somewhat anxious when teaching nursing numeracy. There were no significant differences in overall confidence and anxiety based on demographic variables, indicating this is a widespread issue. A non-significant trend towards level A academics experiencing higher anxiety and less confidence was noted.

Conclusions

A significant proportion of students are being taught nursing numeracy by nurse academics who lack confidence and experience anxiety, which can be transferred to students, affecting learning and performance. The downstream consequences are potentially poor numeracy skills in students and compromised patient safety. Strategies that have been effective in reducing school teachers' anxiety could be used to support nurse academics.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.