First-Year Undergraduate Nursing Students' Self-Efficacy in Numeracy

Thursday, 19 July 2018: 3:50 PM

Rebecca O'Reilly, PhD1
Miranda Daly2
Mitchell Hughes, MAppLing, GradDipEd, BA3
Lucie M. Ramjan, PhD4
Yenna Salamonson, PhD5
Annette Stunden, MSN6
Linda Gregory, EdD, MEd (AdultEd)6
(1)School of Nursing and Midwifery, Western Sydney University, Penrith NSW 2751 Australia, Australia
(2)School of Nurisng and Midwifery, Western Sydney University, Penrith NSW 2751 Australia, Australia
(3)School of Nursing and Midwifery, Western Sydney University, Penrith, Australia
(4)School of Nurisng and Midwifery, Western Sydney University, Penrith, Australia
(5)School of Nursing and Midwifery, Western Sydney Univeristy, Penrith NSW 2751, Australia
(6)School of Nursing and Midwifery, Western Sydney University, Penrith NSW 2751, Australia

Purpose: This study reviewed the open-ended responses from a survey which examined students’ self-efficacy in numeracy in a first year undergraduate nursing course. Students provided valuable insights on teaching and learning of the numeracy components used to strengthen students’ self-efficacy in medication calculation.

Methods: A survey was completed by 525 undergraduate nursing students, midway during Semester 2 in the first year of their undergraduate course. Open-ended comments were obtained on the students’ perceptions of numeracy components they found easy; aspects they found difficult and; further comments about numeracy content covered in the unit. Content analysis was used to analyse the surveys open-ended comments. The data was systematically coded and categorised to identify patterns and trends that are presented as the themes below (Browne, 2004; Grbich, 2007).

Results: Four main themes emerged from the data. These themes were: 1) Self-realisation;

2) Practice, practice, practice; 3) Boosting confidence; 4) Wanting More.


    1. Self-realisation: Students reflected and identified that numeracy competence was highly relevant to nursing practice. Many of the students realized that they needed to invest in improving their abilities and appreciated the teaching and learning resources in place to develop self-efficacy in numeracy.
    2. Practice, practice, practice: In order to develop self-efficacy in numeracy, students identified that they needed to refresh their numeracy skills through practice which then prepared them for medication administration in practice settings.
    3. Boosting confidence: The teaching and learning strategies within the unit assisted students in developing confidence and competence in medication calculation; and reduced anxiety around numeracy.
    4. Wanting More: Students reported wanting not only more time for processing and practicing on-line teaching and learning content but strongly acknowledged the need for more face-to-face teaching on numeracy.

Conclusion: In conclusion, students were satisfied with the numeracy resources and teaching and learning content being provided in the unit. Overwhelmingly, they wanted more practice each week in a classroom environment with the tutor to increase confidence and competence, and reduce numeracy anxiety. The study findings have the potential to provide valuable insights into best practice for tertiary level nursing education in numeracy and medication calculation and administration. However, further refinement of both online and face-to-face numeracy instructions need to be explored to ensure students are able to optimize their learning opportunities in this unit.

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