Patient safety: numerical skills and drug calculation abilities of nursing students and Registered Nurses

McMullan, Miriam; Jones, Ray; Lea, Susan

doi:10.1111/j.1365-2648.2010.05258.x

Cited by 116 publications

(97 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results showed that around 30% of students reported feeling helpless or nervous when faced with math problems, and negative feelings towards math are also associated with lower school performance. Special attention has been paid to MA and its impact on mathematical learning: an ever-growing body of research has recognised that anxiety states and worry experienced during math classes or related activities are significant factors with a negative influence on math learning and basic numerical abilities in both adults (Bursal & Paznokas, 2006;Jameson & Fusco, 2014;Pozehl, 1996;Maloney & Beilock, 2012;McMullan, Jones, & Lea, 2010;Swars, Daane, & Giesen, 2006) and children (Hill et al, 2016;Wu, Barth, Amin, Malcarne, & Menon, 2012). MA thus seems to have serious consequences, not only in the short term (on math performance at school), but also in the long term, adversely influencing an individual's choice of career, type of occupation and professional growth in adulthood (Ashcraft & Ridley, 2005;Beasley, Long, & Natali, 2001;Chipman, Krantz, & Silver, 1992;Hembree, 1990;Ho et al, 2000).…”

Section: Thinking and Reasoningmentioning

confidence: 99%

Are there gender differences in cognitive reflection? Invariance and differences related to mathematics

Primi

Donati

Chiesi

et al. 2017

Thinking & Reasoning

View full text Add to dashboard Cite

CognitiveCognitive reflection is recognized as an important skill, which is necessary for making advantageous decisions. Even though gender differences in the Cognitive Reflection test (CRT) appear to be robust across multiple studies, little research has examined the source of the gender gap in performance. In Study 1, we tested the invariance of the scale across genders. In Study 2, we investigated the role of math anxiety, mathematical reasoning, and gender in CRT performance. The results attested the measurement equivalence of the Cognitive Reflection Test -Long (CRT-L), when administered to male and female students. Additionally, the results of the mediation analysis showed an indirect effect of gender on CRT-L performance through mathematical reasoning and math anxiety. The direct effect of gender was no longer statistically significant after accounting for the other variables. The current findings suggest that cognitive reflection is affected by numerical skills and related feelings. ARTICLE HISTORY

show abstract

Section: Thinking and Reasoningmentioning

confidence: 99%

Are there gender differences in cognitive reflection? Invariance and differences related to mathematics

Primi

Donati

Chiesi

et al. 2017

Thinking & Reasoning

View full text Add to dashboard Cite

show abstract

“…Unfortunately, there is a large body of evidence showing that nurses and trainee-nurses have poor arithmetic skills [1][2][3]; as a result, calculation errors are occasionally made [4]. This has implications for the quality of care patients receive.…”

Section: Introductionmentioning

confidence: 99%

Using Graphical Representations to Support the Calculation of Infusion Parameters

Gould

Cox

Brumby

2013

Human-Computer Interaction – INTERACT 2013

View full text Add to dashboard Cite

Abstract.A variety of medical procedures require arithmetic calculations to be performed. These calculations can be complex and induce errors that can have serious consequences on the ward. In this paper, we consider whether a graphical representation might make these calculations easier. The results of a laboratory experiment are reported in which participants were asked to solve a number of infusion parameter problems that were represented either graphically or textually. Results show that participants were faster but no more accurate in solving graphical problems than they were textual problems. We discuss the need for situated work to be conducted that builds on these initial findings to determine whether the advantages of graphical representations transfer to actual workplace settings.

show abstract

“…Formal assessments of numeracy in medical students and doctors could then be required, including assessment at entry to, and exit from, medical school. We believe that education in clinician numeracy should be provided for all medical undergraduates and doctors in training, since lack of practice in mathematical skills leads to a decline in performance (Lee et al 2010;McMullan et al 2010).…”

Section: Discussionmentioning

confidence: 99%

“…Concerns have been raised about numeracy in nurses and pharmacists (Latif and Grillo 2002;Wright 2004;McMullan et al 2010;Hegener et al 2013); however, the focus of this paper is clinician numeracy in doctors. Doctors with low computational numeracy may make errors in drug-dose calculations; those with low analytical or statistical numeracy may misinterpret medical data, including test results, leading to inappropriate and ineffective treatment selection.…”

Section: Introductionmentioning

confidence: 99%

Clinician Numeracy: Use of the Medical Interpretation and Numeracy Test in Foundation Trainee Doctors

Taylor¹,

Byrne‐Davis²

2017

Numeracy

View full text Add to dashboard Cite

Patient safety is a priority in healthcare today. Good clinician numeracy in doctors contributes to patient safety, since it is essential for accuracy in prescribing, and in data interpretation. Evidence, however, suggests that although doctors are assumed to be highly numerate, they often make errors in drug dose calculation and struggle to interpret medical statistics. Having developed a new assessment measure, the Medical Interpretation and Numeracy Test (MINT), we describe its use to evaluate clinician numeracy in 135 recently qualified doctors in the UK ("foundation trainees," i.e., in their first two years post-graduation). The maximum possible test score was 43; the range of scores was 14 -42 (33 -98% correct), with an interquartile range of 29 -38 (67 -88%). Mean score was 32.76 (76%), with a 95% confidence interval of 31.6 to 33.9. Drug dose calculation errors were common, and potentially hazardous. Two thirds of participants had difficulty with simple data interpretation tasks designed for patients. Almost a quarter could not select the better of two treatment options when data were presented as relative risk reduction, absolute risk reduction or number needed to treat. Our study suggests that a significant proportion of medical graduates have poor clinician numeracy. Such doctors may harm patients by making mistakes in drug dose calculation and through flawed medical decision making. While further research is needed to investigate clinician numeracy in doctors, we believe that there is sufficient evidence to incorporate clinician numeracy into undergraduate and postgraduate medical education programs as a matter of patient safety.

show abstract

Patient safety: numerical skills and drug calculation abilities of nursing students and Registered Nurses

Cited by 116 publications

References 28 publications

Are there gender differences in cognitive reflection? Invariance and differences related to mathematics

Are there gender differences in cognitive reflection? Invariance and differences related to mathematics

Using Graphical Representations to Support the Calculation of Infusion Parameters

Clinician Numeracy: Use of the Medical Interpretation and Numeracy Test in Foundation Trainee Doctors

Contact Info

Product

Resources

About