Progression Rates Among Rural Junior-I Pre-licensure Nursing Students Using a Math Academic Coaching Program

Abstract

Purpose: Math competency is a content area in which some rural pre-licensure baccalaureate nursing students struggle, contributing to lower completion rates. The purpose of this project was to determine if a Math Academic Coaching Program (MACP) can increase first semester nursing student success with math proficiency in medication dosage calculations. Sample: First semester Bachelor of Science nursing students at a rural, public university in the Southeastern United States participated in this study. Method: Six online learning modules were provided. A quantitative, quasi-experimental approach was used to measure successful completion of the Medication Dosage Competency Exam (MDCE) and Junior-I progression using frequency distributions and means to compare MACP group to the traditional teaching math group. Participation was voluntary. Findings: The MACP improved MDCE scores and progression rates compared to previous semesters of students who did not complete the MACP. Conclusion: The MACP was an effective way to teach math skills to rural first-semester nursing students, assist them in success in the MDCE, and increase patient safety through proper medication calculations and dosing. Keywords: nursing students, drug dosage calculations, academic success, rural nursing education DOI: https://doi.org/10.14574/ojrnhc.v22i1.688