The Techno-numerate Nurse: Results of a Study Exploring Nursing Student and Nurse Perceptions of Workplace Mathematics and Technology Demands

Abstract

In this paper, we report on the findings of a research study that sought to answer the following questions: (i) How do current nursing students’ perceptions compare with those of actual working nurses regarding the mathematics and technology demands involved in nursing?; and, (ii) What types of course structures, content, pedagogy, or other recommendations could more effectively prepare nurses for the realities of the workplace in light of mathematics and technology demands? The study involved online open-response questions and semi-structured interviews. Seventy-six participants, including both 4^th-year nursing students (n = 8) and working nurses (n = 68), completed the online component. Three of the practicing nurses, each working in very different healthcare contexts (mental health, neo-natal intensive care, acute care), volunteered to take part in subsequent in-depth interviews to share further insights. No statistically significant differences were found between nursing students’ and working nurses’ perceptions of mathematics and technology preparation for nursing within their undergraduate experiences. Based on the analysis of open-response item data and interview transcripts, we discuss the following emergent themes: math skills required for practice; math admission requirements; math-related course offerings and instructional strategies; technology skills required for practice; technology addressed in nursing programs; and, issues surrounding evidence-based practice and Internet access. The paper concludes with a list of seven recommendations for nurse education programs, as well as suggested directions for future research.