Nurse education today · 2025
Exploring mathematics anxiety among nursing and midwifery students and the impacts on pharmacological knowledge: A qualitative study.
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Abdul-Mumin Khadizah H, Arrifin Inani Syaqiqah Mohammad, Austerberry Jen, Johnston Jacqueline, McKenna Lisa
Аннотация
BACKGROUND: Mathematics anxiety is a well-documented phenomenon that can significantly impact learning, particularly in disciplines requiring numerical proficiency. For nursing and midwifery students, mathematics anxiety poses a critical challenge, potentially compromising pharmacological knowledge and safe medication administration. Despite its importance, limited research has explored the experiences of nursing and midwifery students regarding mathematics anxiety and its direct impact on pharmacological calculations. This study aimed to address this gap and to explore mathematics anxiety for undergraduate nursing and midwifery students in Brunei Darussalam.
DESIGN: A qualitative descriptive study.
METHODS: An online questionnaire containing two open-ended questions was distributed via Google Forms to eligible participants. Thematic analysis was conducted to identify recurring patterns, codes, and themes from the responses.
RESULTS: Nineteen participants completed the questionnaire, revealing two key themes: "We cannot run and hide from maths." and "A basic knowledge of maths should suffice." Four subthemes were also identified: "Maths is everywhere", "It is bitter but must be swallowed", "Fear and nervousness about maths", and "Maths is challenging but can be fun!" Findings highlight students' struggles with mental calculations and their apprehension toward mathematical problem-solving.
CONCLUSION: Mathematics is an essential component of daily nursing and midwifery practice, from calculating patient ratios to drug dosages. This study reveals that many students lacked confidence in mental mathematics, despite its critical role in real-time drug calculations. Addressing mathematics anxiety through structured interventions is imperative to enhance students' pharmacological competence and, ultimately, patient safety.
DESIGN: A qualitative descriptive study.
METHODS: An online questionnaire containing two open-ended questions was distributed via Google Forms to eligible participants. Thematic analysis was conducted to identify recurring patterns, codes, and themes from the responses.
RESULTS: Nineteen participants completed the questionnaire, revealing two key themes: "We cannot run and hide from maths." and "A basic knowledge of maths should suffice." Four subthemes were also identified: "Maths is everywhere", "It is bitter but must be swallowed", "Fear and nervousness about maths", and "Maths is challenging but can be fun!" Findings highlight students' struggles with mental calculations and their apprehension toward mathematical problem-solving.
CONCLUSION: Mathematics is an essential component of daily nursing and midwifery practice, from calculating patient ratios to drug dosages. This study reveals that many students lacked confidence in mental mathematics, despite its critical role in real-time drug calculations. Addressing mathematics anxiety through structured interventions is imperative to enhance students' pharmacological competence and, ultimately, patient safety.