2.50
Hdl Handle:
http://hdl.handle.net/10755/155601
Type:
Presentation
Title:
Math Competency for Medication Administration: An Intervention Study
Abstract:
Math Competency for Medication Administration: An Intervention Study
Conference Sponsor:Sigma Theta Tau International
Conference Year:2004
Conference Date:July 22-24, 2004
Author:Polifroni, E. Carol, RN, EdD, CNAA, BC
P.I. Institution Name:University of Connecticut
Title:Associate Professor, Coordinator of MbEIN and Patient Care Services & Systems Administration
Co-Authors:Lynn Allchin, RN, PhD; John J. McNulty, APRN, MS, BC
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.
Repository Posting Date:
26-Oct-2011
Date of Publication:
22-Jul-2004
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleMath Competency for Medication Administration: An Intervention Studyen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155601-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Math Competency for Medication Administration: An Intervention Study</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2004</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 22-24, 2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Polifroni, E. Carol, RN, EdD, CNAA, BC</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Connecticut</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor, Coordinator of MbEIN and Patient Care Services &amp; Systems Administration</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">carolpolifroni@aol.com</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Lynn Allchin, RN, PhD; John J. McNulty, APRN, MS, BC</td></tr><tr><td colspan="2" class="item-abstract">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.</td></tr></table>en_GB
dc.date.available2011-10-26T13:59:41Z-
dc.date.issued2004-07-22en_GB
dc.date.accessioned2011-10-26T13:59:41Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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