Exploring prelicensure nursing students’ perceptions and attitudes toward mathematics in a concept-based curriculum

Abstract

Aim

This study examines the perceptions and attitudes towards mathematics of prelicensure nursing students enrolled in a concept-based curriculum, and if there are differences in perceptions based on whether students completed, were enrolled in, or yet to take their required mathematics course.

Methods

Students in two nursing courses completed a mathematics attitudes and perceptions survey, which compares students’ perspectives with experts in the field. The survey captures students’ perceptions along multiple subscales: growth mindset, real world use of mathematics, confidence, interest, persistence, sense-making, and the nature of answers in mathematics.

Results

Students’ perceptions aligned most with the experts in the growth mindset and sense-making subscales. When compared to their peers who had yet to complete the required Clinical Mathematics course, students that completed or were enrolled in the course had significantly greater scores in the mathematical confidence, persistence, and interest subscales.

Conclusions

Completing a Clinical Mathematics course has a positive impact on students perceived mathematical confidence, persistence, and interest in math. Stakeholders should consider when students complete mathematics courses in the curriculum.