Christine MINTY-WALKER , Jim PETTIGREW , Leanne RYLANDS , Leanne HUNT , Nathan J. WILSON
{"title":"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","authors":"Christine MINTY-WALKER , Jim PETTIGREW , Leanne RYLANDS , Leanne HUNT , Nathan J. WILSON","doi":"10.1016/j.nedt.2024.106422","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aim</h3><div>To explore and analyse Australian nurse academics' self-reported confidence and anxiety levels when teaching nursing numeracy to undergraduate nursing students.</div></div><div><h3>Design</h3><div>Cross-sectional survey.</div></div><div><h3>Setting</h3><div>Australian universities that provide an undergraduate nursing degree leading to nursing registration.</div></div><div><h3>Participants</h3><div>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.</div></div><div><h3>Methods</h3><div>A combination of convenience and purposive sampling was used to recruit Australian nurse academics (<em>n</em> = 170). Data were collected between Nov 2023 and Feb 2024 using an online survey platform.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106422"},"PeriodicalIF":3.6000,"publicationDate":"2024-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0260691724003320/pdfft?md5=f08dc7145b2b96f05cf8589708aad048&pid=1-s2.0-S0260691724003320-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Nurse academics and the teaching of undergraduate nursing numeracy: A cross-sectional study of self-reported confidence and anxiety\",\"authors\":\"Christine MINTY-WALKER , Jim PETTIGREW , Leanne RYLANDS , Leanne HUNT , Nathan J. WILSON\",\"doi\":\"10.1016/j.nedt.2024.106422\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>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.</div></div><div><h3>Aim</h3><div>To explore and analyse Australian nurse academics' self-reported confidence and anxiety levels when teaching nursing numeracy to undergraduate nursing students.</div></div><div><h3>Design</h3><div>Cross-sectional survey.</div></div><div><h3>Setting</h3><div>Australian universities that provide an undergraduate nursing degree leading to nursing registration.</div></div><div><h3>Participants</h3><div>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.</div></div><div><h3>Methods</h3><div>A combination of convenience and purposive sampling was used to recruit Australian nurse academics (<em>n</em> = 170). Data were collected between Nov 2023 and Feb 2024 using an online survey platform.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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. 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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.
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.
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