Learn the game but don't play it: Nurses' perspectives on learning and applying statistics in practice

• Published in: Nurse education today Vol. 34; no. 7; pp. 1080 - 1086
• Main Authors: Gaudet, Julie, Singh, Mina D., Epstein, Iris, Santa Mina, Elaine, Gula, Taras
• Format: Journal Article
• Language: English
• Published: Scotland Elsevier Ltd 01.07.2014; Elsevier Science Ltd
• Subjects: Adult; Attitude of Health Personnel; Communication; Curriculum development; Female; Games; Humans; Interdisciplinary approach; Learning; Male; Mathematics Skills; Middle Aged; Nurses; Nursing; Nursing alumni; Nursing education; Nursing practice; Nursing Staff - statistics & numerical data; Ontario; Pedagogy; Professional image; Statistics; Statistics as Topic - education; Statistics Education; Teaching; Teaching methods; Young Adult; Ontario; Toronto Ontario Canada; Canada; Pedagogy; Statistics; Nursing alumni; Teaching; Nursing practice
• ISSN: 0260-6917; 1532-2793
• DOI: 10.1016/j.nedt.2013.05.009

An integrative review regarding undergraduate level statistics pedagogy for nurses revealed a paucity of research to inform curricula development and delivery. The aim of the study was to explore alumni nurses' perspectives about statistics education and its application to practice. A mixed-method approach was used whereby a quantitative approach was used to complement and develop the qualitative aspect. Setting: This study was conducted in Toronto, Ontario, Canada. Participants were nursing alumni who graduated from four types of nursing degree programs (BScN) in two Ontario universities between the years 2005–2009. Data were collected via surveys (n=232) followed by interviews (n=36). Participants reported that they did not fear statistics and that they thought their math skills were very good or excellent. They felt that statistics courses were important to their nursing practice but they were not required to use statistics. Qualitative findings emerged in the two major themes: 1) nurses value statistics and 2) nurses do not feel comfortable using statistics. Nurses recognize the inherent value of statistics to improve their professional image and interprofessional communication; yet they feel denied of full participation in application to their practice. Our findings have major implications for changes in pedagogy and practice.