The presence of mathematics and computer anxiety in nursing students and their effects on medication dosage calculations

SummaryAim ermine if the presence of mathematical and computer anxiety in nursing students affects learning of dosage calculations. asi-experimental study compared learning outcomes at differing levels of mathematical and computer anxiety when integrative and computer based learning approaches were used. Participants involved a cohort of second year nursing students (n = 97). s atical anxiety exists in 20% (n = 19) of the student nurse population, and 14% (n = 13) experienced mathematical testing anxiety. Those students more anxious about mathematics and the testing of mathematics benefited from integrative learning to develop conditional knowledge (F(4,66) = 2.52 at p < .05). Computer anxiety was present in 12% (n = 11) of participants, with those reporting medium and high levels of computer anxiety performing less well than those with low levels (F(1,81) = 3.98 at p < .05). sion ctional strategies need to account for the presence of mathematical and computer anxiety when planning an educational program to develop competency in dosage calculations.