Joanne Keefe, Billie Anne Gebb, Lucinda Farina, Linda Cole, Gail Spake, Sally A Weiss
{"title":"加强研究生护理课程的统计素养。","authors":"Joanne Keefe, Billie Anne Gebb, Lucinda Farina, Linda Cole, Gail Spake, Sally A Weiss","doi":"10.1097/NNE.0000000000001847","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Advanced practice registered nurses (APRNs) learn statistical literacy skills to read and interpret research relevant to evidence-based practice. Faculty desired a resource for students to review, reinforce, and retain statistical competencies.</p><p><strong>Problem: </strong>Faculty in courses that used assessments requiring statistical competence found it necessary to review statistical content because students were not retaining concepts taught earlier.</p><p><strong>Approach: </strong>This project used cognitive load theory to create a modular LibGuide along with self-assessments and low-stakes quizzes, enhancing statistical literacy while optimizing learning efficiency and minimizing cognitive overload.</p><p><strong>Outcomes: </strong>The LibGuide was viewed 3,198 times in 2 years. Views were highest the first month of each academic term. The majority of views came from the course where the LibGuide was embedded.</p><p><strong>Conclusions: </strong>Embedding a review resource to assist students with their cognitive processing and retention of statistical concepts is recommended in APRN courses requiring statistical literacy skills.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"221-223"},"PeriodicalIF":2.4000,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Reinforcing Statistical Literacy in Graduate Nursing Courses.\",\"authors\":\"Joanne Keefe, Billie Anne Gebb, Lucinda Farina, Linda Cole, Gail Spake, Sally A Weiss\",\"doi\":\"10.1097/NNE.0000000000001847\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Advanced practice registered nurses (APRNs) learn statistical literacy skills to read and interpret research relevant to evidence-based practice. Faculty desired a resource for students to review, reinforce, and retain statistical competencies.</p><p><strong>Problem: </strong>Faculty in courses that used assessments requiring statistical competence found it necessary to review statistical content because students were not retaining concepts taught earlier.</p><p><strong>Approach: </strong>This project used cognitive load theory to create a modular LibGuide along with self-assessments and low-stakes quizzes, enhancing statistical literacy while optimizing learning efficiency and minimizing cognitive overload.</p><p><strong>Outcomes: </strong>The LibGuide was viewed 3,198 times in 2 years. Views were highest the first month of each academic term. The majority of views came from the course where the LibGuide was embedded.</p><p><strong>Conclusions: </strong>Embedding a review resource to assist students with their cognitive processing and retention of statistical concepts is recommended in APRN courses requiring statistical literacy skills.</p>\",\"PeriodicalId\":54706,\"journal\":{\"name\":\"Nurse Educator\",\"volume\":\" \",\"pages\":\"221-223\"},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2025-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Educator\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1097/NNE.0000000000001847\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/4/4 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Educator","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1097/NNE.0000000000001847","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/4/4 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
Reinforcing Statistical Literacy in Graduate Nursing Courses.
Background: Advanced practice registered nurses (APRNs) learn statistical literacy skills to read and interpret research relevant to evidence-based practice. Faculty desired a resource for students to review, reinforce, and retain statistical competencies.
Problem: Faculty in courses that used assessments requiring statistical competence found it necessary to review statistical content because students were not retaining concepts taught earlier.
Approach: This project used cognitive load theory to create a modular LibGuide along with self-assessments and low-stakes quizzes, enhancing statistical literacy while optimizing learning efficiency and minimizing cognitive overload.
Outcomes: The LibGuide was viewed 3,198 times in 2 years. Views were highest the first month of each academic term. The majority of views came from the course where the LibGuide was embedded.
Conclusions: Embedding a review resource to assist students with their cognitive processing and retention of statistical concepts is recommended in APRN courses requiring statistical literacy skills.
期刊介绍：
Nurse Educator, a scholarly, peer reviewed journal for faculty and administrators in schools of nursing and nurse educators in other settings, provides practical information and research related to nursing education. Topics include program, curriculum, course, and faculty development; teaching and learning in nursing; technology in nursing education; simulation; clinical teaching and evaluation; testing and measurement; trends and issues; and research in nursing education.
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