Kerri Wright1. 1. University of Greenwich, Avery Hill Campus, Avery Hill Road, Eltham, SE9 2UG, United Kingdom. k.wright@gre.ac.uk
Abstract
UNLABELLED: AIMS AND OUTCOMES: This study explored the area of learning styles in relation to drug calculations. Student nurses' perceptions of how they learn drug calculation skills were investigated in order to inform future teaching and learning strategies. METHODOLOGY: A semi-structured questionnaire was given to 67 student nurses to explore their perceptions of teaching and learning strategies implemented during a 2nd year nursing module. The results were analysed using descriptive statistics and grounded theory. RESULTS: From this analysis three main themes emerged; students being able to measure their skills and gain feedback about their progress; being able to learn in their 'own way' and being given opportunities for this to happen; and being focussed on the goal of being able to calculate drugs in the 'real world'. The implications of these findings are explored in relation to nurse education.
UNLABELLED: AIMS AND OUTCOMES: This study explored the area of learning styles in relation to drug calculations. Student nurses' perceptions of how they learn drug calculation skills were investigated in order to inform future teaching and learning strategies. METHODOLOGY: A semi-structured questionnaire was given to 67 student nurses to explore their perceptions of teaching and learning strategies implemented during a 2nd year nursing module. The results were analysed using descriptive statistics and grounded theory. RESULTS: From this analysis three main themes emerged; students being able to measure their skills and gain feedback about their progress; being able to learn in their 'own way' and being given opportunities for this to happen; and being focussed on the goal of being able to calculate drugs in the 'real world'. The implications of these findings are explored in relation to nurse education.