Nurse educator · 2026
Innovative Educational Strategies to Improve Dosage Calculation Competency in a Nursing Program.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Onubogu Uloma D, Nelson Naquita J, Gardner Lisa, Johnson Shelley
Аннотация
BACKGROUND: Medication dosage calculation (MDC) errors remain a persistent concern to patient safety and a barrier to nursing student progression. Programs continue to seek scalable, sustainable instructional strategies to improve MDC competency.
PROBLEM: Significant declines in pass rates occurred with more than half of students across program levels failing initial MDC assessments.
APPROACH: A retrospective program evaluation examined MDC outcomes across 13 semesters (4 pre- and 9 postimplementation) following the implementation of a standardized, experiential MDC initiative integrating instruction, simulation, and assessment. First-attempt pass rates were compared using a t test to assess program-level change over time.
OUTCOMES: Mean semester-level MDC pass rates were significantly higher postimplementation, t(3.79) = -4.18, P = .016, with the postimplementation semesters consistently meeting or exceeding the program benchmark.
CONCLUSIONS: A standardized, experiential approach to MDC instruction was associated with sustained improvements in program-level outcomes and provides practical guidance for nurse educators seeking data-driven curricular innovations to support medication safety and student progression.
PROBLEM: Significant declines in pass rates occurred with more than half of students across program levels failing initial MDC assessments.
APPROACH: A retrospective program evaluation examined MDC outcomes across 13 semesters (4 pre- and 9 postimplementation) following the implementation of a standardized, experiential MDC initiative integrating instruction, simulation, and assessment. First-attempt pass rates were compared using a t test to assess program-level change over time.
OUTCOMES: Mean semester-level MDC pass rates were significantly higher postimplementation, t(3.79) = -4.18, P = .016, with the postimplementation semesters consistently meeting or exceeding the program benchmark.
CONCLUSIONS: A standardized, experiential approach to MDC instruction was associated with sustained improvements in program-level outcomes and provides practical guidance for nurse educators seeking data-driven curricular innovations to support medication safety and student progression.