Conquering the ‘Fear Fortress’ – Returning to a mathematics exam as a Community Practitioner Nurse Prescriber

Davide Penazzi, Charlotte Smith

Abstract


Building confidence is essential for qualified nurses undertaking numeracy assessments. This qualitative research study explores self-reported levels of confidence in nurses at various stages of the life-course, including when undertaking a numeracy test as part of the Community Practitioner Nurse Prescribing (CPNP) qualification. An hour-long, semi-structured focus group was conducted by the authors, and the resulting data was thematically analysed. The authors explored the experience of CPNP students returning to a learning and exam environment, and how this experience impacted on their confidence. Overall, a high level of confidence in the use of numeracy in clinical practice, but strong test anxiety, was identified in all participants. Participants reported an increase in confidence levels following the successful achievement of the numeracy test, with some going on to display advanced numeracy skills in clinical practice. Teaching staff have a responsibility to support returning learners to build confidence throughout this process and the authors conclude with some suggestions of how to support teaching and learning in this setting.


Keywords


Non Medical Prescribing, Mathematics Anxiety, Test Anxiety, Confidence, Community Nurses.

Full Text:

PDF

References


Auerbach, C. and Silverstein, L.B., 2003. Qualitative data: An introduction to coding and analysis, Vol. 21. NYU press.

Chen, Y., Wang, J., Kirk, R., Pethtel, O. and Kiefner, A., 2014. Age Differences in Adaptive Decision Making: The Role of Numeracy. Educational Gerontology, 40(11); pp.825-833. https://doi.org/10.1080/03601277.2014.900263

Coben, D., Hodgen, J., Hutton, M. and Ogston-Tuck, S., 2008. High stakes: Assessing numeracy for nursing. Adult Learning, 19(3-4), pp.38-41. https://doi.org/10.1177/104515950801900308

i5 Health, 2015. Non-medical prescribing - an economic evaluation. Health Education North West. http://www.i5health.com/NMP/NMPEconomicEvaluation.pdf [Accessed October 2020]

McMullan, M., Jones, R. and Lea, S., 2012. Math anxiety, self‐efficacy, and ability in British undergraduate nursing students. Research in nursing & health, 35(2), pp.178-186 https://doi.org/10.1002/nur.21460

Morsanyi, K., Busdraghi, C. and Primi, C., 2014. Mathematical anxiety is linked to reduced cognitive reflection: a potential road from discomfort in the mathematics classroom to susceptibility to biases. Behavioral and Brain Functions, 10(1), pp.1-13 https://doi.org/10.1186/1744-9081-10-31

Nursing and Midwifery Council, 2018. Standards for Prescribing Programmes. London, Nursing and Midwifery Council, Available at: https://www.nmc.org.uk/globalassets/ sitedocuments/education-standards/programme-standards-prescribing.pdf [Accessed September 2020]

Race, P., 2014. Making learning happen: A guide for post-compulsory education. Sage.

Room, A. and Brewer, E.C., 2002. Brewer's dictionary of modern phrase & fable. Sterling Publishing Company, Inc..

Smith, C. and Penazzi, D., 2020. Triggering language and maths anxiety in non-medical prescribing students. Journal of Prescribing Practice, 2(5), pp.226-232 https://doi.org/10.12968/jprp.2020.2.5.226

Tariq, V., Qualter, P., Roberts, S., Appleby, Y., and Barnes, L., 2012. Mathematical literacy in undergraduates: role of gender, emotional intelligence and emotional self-efficacy. International Journal of Mathematical Education in Science and Technology 44(8), pp.1143-1159 https://doi.org/10.1080/0020739X.2013.770087

Williams, D.J.P., 2007. Medication errors. Journal-Royal College of Physicians of Edinburgh, 37(4), p.343.

Wright, K., 2010. Do calculation errors by nurses cause medication errors in clinical practice? A literature review. Nurse education today, 30(1), pp.85-97 https://doi.org/10.1016/j.nedt.2009.06.009




DOI: https://doi.org/10.21100/msor.v19i1.1164

Refbacks

  • There are currently no refbacks.