Related Papers
Academic numeracy as a framework for course development
2013 •
Linda Galligan
This paper defines academic numeracy around three features: competence, confidence and critical awareness of both the context of mathematics and students' own relationship with mathematics. It then uses this definition to frame a course and assessment for 1st year nursing students to develop their mathematics skills needed for their degree.
Building academic numeracy in a first year nursing course using an evaluative model of program development
2010 •
Linda Galligan
Numeracy is a key attribute in nursing. At USQ, a large regional university in Australia, numeracy has been embedded in a course in the first semester nursing program. This chapter identifies the numeracy needs of these nursing students and outlines the model of learning improvement, based on that of Keimig, chosen to target the students' learning within a course. It also describes the method of evaluation and development guiding each of the course design, delivery, and improvement stages. These include both quantitative and qualitative strategies designed to investigate students' and staffs' reflections on curriculum design and assessment. These data collection strategies enabled the design team to incorporate a number of features specifically designed to engage and empower student nurses' numeracy skills in the delivery stage. The program conclusions in the first stage revealed the need for a number of improvements, including more targeted testing and increased fle...
Building academic numeracy in a first year nursing course using an evaluative model of program development. Paper presented at the Adult mathematics education: Papers from the Topic
2005 •
Linda Galligan
Numeracy is a key attribute in nursing. At the University of Southern Queensland (USQ), a large regional university in Australia, numeracy has been embedded in a course in the first semester nursing program. This chapter identifies the numeracy needs of these nursing students and outlines the model of learning improvement, based on that of Keimig, chosen to target the students' learning within a course. It also describes the method of evaluation and development guiding each of the course design, delivery, and improvement stages. These include both quantitative and qualitative strategies designed to investigate students' and staffs' reflections on curriculum design and assessment. These data collection strategies enabled the design team to incorporate a number of features specifically designed to engage and empower student nurses' numeracy skills in the delivery stage. The program conclusions in the first stage revealed the need for a number of improvements, inclu...
Becoming Competent, Confident and Critically Aware: Tracing Academic Numeracy Development in Nursing
2013 •
Linda Galligan
This paper describes the mathematical journey of a mature aged nursing student as she struggles to become more academically numerate. Within the paper, academic numeracy is defined around three features: competence, confidence and critical awareness of both the context of mathematics and students' own relationship with mathematics. It then uses this definition to describe a course for 1st year nursing students to develop their mathematics skills needed for their degree. A conceptual framework, based on Valsiner's Human Development Theory, is used to trace students' developing understanding of academic numeracy. Finally the paper describes one student, Sally, as she struggles to become more numerate.
Nursing students’ readiness for the numeracy needs of their program: students’ perspective
2017 •
Linda Galligan
Numeracy needs of nursing students are often underestimated by students when they enter university. Even when students are aware of the mathematics required, students underestimate or overestimate the skills they have. Research has highlighted the mathematics and numeracy skills required of nurses and nursing students and numerous studies have tested these skills. Research highlighted in this paper investigates students’ perceptions of these skills generally, and students’ retrospective reflection after having finished a course. Results indicate both an underestimation and overestimation of students’ skills when compared to students’ results.
An integrative approach to building professional attributes in a first year nursing course: Description and preliminary analysis of academic numeracy
Birgit Loch, Linda Galligan
Research into academic numeracy
2009 •
Linda Galligan
Academic numeracy is a critical awareness that allows students to become confident and competent in using mathematics and to be able to situate, interpret, critique, use, communicate and even create mathematics within their discipline’s setting. Academic numeracy is usually based on both the mathematics learnt at school and the mathematics needed in disciplines such as nursing or economics. Many students at both school and university are opting to study easier types of mathematics; universities are removing mathematical pre-requisites from award programs and not recognising the embedded mathematics within many of their courses. These trends ensure that initiatives which allow students to bridge the mathematical gaps to university are still necessary. Yet while research into mathematics at university does exist, it is still in it infancy. There are many questions not fully answered and as universities move into the culture of quality and performance matched funding, it is essential t...
Collegian
Undergraduate nursing curricula: Numeracy and accreditation
2021 •
leanne hunt
Mathematics Education Research Group of Australasia
Academic Numeracy and First Year Undergraduate Studies across Six Regional Universities
2019 •
Margaret Marshman
Measuring academic numeracy: beyond competence testing
2011 •
Linda Galligan
Academic numeracy consists of three critical elements: competence, confidence and critical awareness of students' own mathematical knowledge and the mathematics used in students' future professions. This definition is used to frame pre-test assessment in a first year nursing program. Competence and confidence were measured using a paper and pencil test. Critical awareness was measured via students' reflections on their own performance, their relationship to mathematics and their understanding of how mathematics relates to nursing. Results show issues related to professional numeracy practices including relatively low understanding of the connection between mathematics and nursing.
