Mathematics Competency for Beginning Chemistry Students Through Dimensional Analysis

• Published in: The Journal of nursing education Vol. 56; no. 1; pp. 22 - 26
• Main Authors: Pursell, David P, Forlemu, Neville Y, Anagho, Leonard E
• Format: Journal Article
• Language: English
• Published: United States SLACK INCORPORATED 01.01.2017
• Subjects: Chemistry; Chemistry - education; Dimensional analysis; Education, Nursing, Baccalaureate - methods; Female; Humans; Male; Mathematics - education; Nursing; Science Curriculum; Students; Students, Nursing; Teaching Methods; Young Adult; United States > US
• ISSN: 0148-4834; 1938-2421
• DOI: 10.3928/01484834-20161219-05

Mathematics competency in nursing education and practice may be addressed by an instructional variation of the traditional dimensional analysis technique typically presented in beginning chemistry courses. The authors studied 73 beginning chemistry students using the typical dimensional analysis technique and the variation technique. Student quantitative problem-solving performance was evaluated. Students using the variation technique scored significantly better (18.3 of 20 points, p < .0001) on the final examination quantitative titration problem than those who used the typical technique (10.9 of 20 points). American Chemical Society examination scores and in-house assessment indicate that better performing beginning chemistry students were more likely to use the variation technique rather than the typical technique. The variation technique may be useful as an alternative instructional approach to enhance beginning chemistry students' mathematics competency and problem-solving ability in both education and practice. [J Nurs Educ. 2017;56(1):22-26.].