Exploring the Impact of Instructional Approaches on the Learning and Transfer of Medication Dosage Calculation Competency
Karen Glaister
Course Coordinator, Postgraduate Diabetes Programs, School of Nursing and Midwifery, Curtin University of Technology, Perth WA
PP: 3
Abstract
The ability of nurses to perform accurate drug dosage calculations has repercussions for patients' well-being. How best to assist nurses develop competency in this area is paramount. This paper presents findings of a study conducted with undergraduate nurses to determine the effect of three instructional approaches on the learning of this skill.
Method. The quasi-experimental study exposed participants to one of three instructional approaches: integrative learning; computerised learning; and a combination of integrative and computerised learning. Quantitative and qualitative approaches were used to explore differences in the instructional approaches and gain further understanding of the learning process.
Results. There was no statistical difference between the three instructional approaches on knowledge acquisition and transfer measures, other than measures for procedural knowledge, which was significant (F(2,47)=3.33 at p<.044). A least-significant difference post hoc test (?=0.10) indicated computerised learning was significantly more effective in developing procedural knowledge.
The provision of instructional strategies, which facilitate development of conditional knowledge and automaticity, is necessary for competency development in dosage calculations. Furthermore, the curriculum must incorporate authentic tasks and permit time to support competency attainment.
Keywords
dosage, calculations, drugs, computerised learning, medication administration, transfer learning
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