Marks, R;
Hodgen, J;
Coben, D;
Bretscher, N;
(2016)
Nursing Students’ Experiences of Learning Numeracy for Professional Practice.
Adults Learning Mathematics: An International Journal
, 11
(1)
pp. 43-58.
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Abstract
This paper examines nursing students’ experiences of the teaching and assessment of numeracy for nursing. Data from interviews with eight student nurses at a large school of nursing in the United Kingdom are analysed using a constructivist grounded theory approach to explore their perceptions of any disjunctures between the ways in which numeracy is taught and assessed in universities and the broader context in which calculations are carried out by nurses in practice. This paper makes an original contribution through providing an in-depth qualitative exploration of how these disjunctures may arise and hence proposes a change to the focus of numeracy courses and assessments which may begin to resolve some of these tensions.
| Type: | Article |
|---|---|
| Title: | Nursing Students’ Experiences of Learning Numeracy for Professional Practice |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://www.alm-online.net/images/ALM/journals/alm-... |
| Language: | English |
| Additional information: | Copyright © 2016 Adults Learning Mathematics International Journal. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/). |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1475592 |
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