Friday, July 23, 2004
10:00 AM - 10:30 AM
Friday, July 23, 2004
3:00 PM - 3:30 PM
This presentation is part of : Posters II
Math Competency for Medication Administration: An Intervention Study
E. Carol Polifroni, RN, EdD, CNAA, BC, Lynn Allchin, RN, PhD, and John J. McNulty, APRN, MS, BC. School of Nursing, University of Connecticut, Storrs, CT, USA
Learning Objective #1: n/a
Learning Objective #2: n/a

Objective: To determine if repeated exposure to math problems/skills will affect overall math skills. Design: Pre-post test correlation design Sample: 96 junior students in a baccalaureate program in Northeast United States Methods: A math test for medication administration was administered to all 96 students at the beginning of the semester. Twelve clinical groups were created by the undergraduate program coordinator. The twelve groups were randomly assigned to experimental and control groups. Over the course of the fourteen-week semester, the experimental group received six interventions of researcher designed math related worksheets. The worksheets provided opportunities for the clinical instructor to review responses, provide clarification, and to share correct answers to the problems posed. The control group received six worksheets on physical assessment. A math test was administered to all 96 students at the end of the fourteen weeks. Afterwards, the control groups received the math worksheets and the others received the physical assessment worksheets. The data will be compared using standard statistical measures and on the basis of conceptual, mathematical and measurement assessments. Findings: The data has been collected as of 12/9/03. The analysis will take place over the next two weeks. Implications: Medication errors, often related to poor or limited math skills, are an on-going problem. In consultation with colleagues who teach math and are mathematicians, their sole suggestion for correction of a defined math deficient is continual and frequent exposure and practice. Thus, the interventions designed in this study are aimed at meeting this need. If the data illustrates significant differences between the control and experimental groups, the interventions will be recommended for use on a regular basis in all baccalaureate programs as well as in in-service areas where medication errors are made.

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Sigma Theta Tau International
July 22-24, 2004