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dc.contributor.authorRøykenes, Kari
dc.contributor.authorSmith, Kari
dc.contributor.authorLarsen, Torill Marie Bogsnes
dc.identifier.citationNordisk tidsskrift for helseforskning 2014, 10(2):106-120eng
dc.description.abstractNorwegian nursing students must pass a drug calculation test with a flawless performance if they are to qualify as nurses. This requirement is found to increase students’ test anxiety and mathematical low self-conceptual students are highly effected. The aim of the current study is to examine if participating in a special education program benefits students with high test anxiety and low self-concept in the domain of mathematics. The participants were highly involved in both planning and conducting the alternative program which had a practical approach towards both mathematics and drug calculation. We use a mixed methods approach to examine nursing students’ experiences participating in the program, and data are collected by using survey questionnaires, participants’ evaluation and a focus group interview. Ten freshman nursing students participating in the program responded to a questionnaire pre and post intervention, including a written evaluation during the program. Finally a focus group interview was conducted two years after the intervention. The survey data show a significant change in mathematics-self-concept, however, no significant reduction in test anxiety was found, but the qualitative data from the interview suggest a reduction in anxiety and higher mathematical self-concept after participating in the program.eng
dc.publisherSeptentrio Academic Publishingeng
dc.rightsAttribution CC BYeng
dc.subjecttest anxietyeng
dc.subjectdrug calculationeng
dc.subjectnursing studentseng
dc.titlePraksisnær undervisning i legemiddelregning i arbeidet med å redusere testangst og styrke selvoppfattelse hos sykepleierstudentereng
dc.typeJournal articleeng
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283
dc.subject.nsiVDP::Social sciences: 200::Education: 280::Subject didactics: 283
dc.rights.holderCopyright 2014 The Authorseng
bora.peerreviewedPeer reviewedeng
dc.type.documentJournal article

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Except where otherwise noted, this item's license is described as Attribution CC BY