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Interview data from eight student nurses in a UK nursing school are analyzed using a constructivist grounded theory approach. The study focuses on perceived mismatches between how universities teach and assess numeracy and the real calculation contexts in clinical practice. Findings offer an in-depth qualitative account of how such disjunctures emerge, and propose changing the focus of numeracy courses and assessments to better resolve tensions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/nursing-students-experiences-of-learning-numeracy-for-professional-practice/588664/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/nursing-students-experiences-of-learning-numeracy-for-professional-practice/588664.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the paper on numeracy for nursing?","Question",{"text":112,"@type":113},"The paper examines nursing students’ experiences of how numeracy is taught and assessed for professional practice, especially perceived gaps between training and clinical calculation contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the study conducted and analyzed?",{"text":117,"@type":113},"Data come from interviews with eight student nurses in the United Kingdom, analyzed using a constructivist grounded theory approach.",{"name":119,"@type":110,"acceptedAnswer":120},"What change does the paper propose regarding numeracy courses and assessments?",{"text":121,"@type":113},"It proposes shifting the focus of numeracy courses and assessments to help resolve tensions between numeracy in training and numeracy in professional practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588664,1792125240,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Marks, R., Hodgen, J., Coben, D., Bretscher, N. (2015). Nursing Students’Experiences of Learning Numeracy for Professional Practice. Adults Learning Mathematics: An International Journal, 11(1), 43-58  \nNursing Students’Experiences of Learning Numeracy for Professional  \nPractice  \nRachel Marks  \nUniversity of Brighton, UK  \n\u003C[r.g.marks@brighton.ac.uk](r.g.marks@brighton.ac.uk)>  \nJeremy Hodgen  \nUniversity of Nottingham, UK  \n\u003C [Jeremy.Hodgen@nottingham.ac.uk](Jeremy.Hodgen@nottingham.ac.uk)>  \nDiana Coben  \nThe University of Waikato, New Zealand  \n\u003C [dccoben@waikato.ac.nz](dccoben@waikato.ac.nz)>  \nNicola Bretscher  \nUCL Institute of Education, UK  \n\u003C [n.bretscher@ioe.ac.uk](n.bretscher@ioe.ac.uk) >  \nAbstract  \nThis 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.  \nKey words: numeracy; nursing; student nurses; medication calculation;‘numeracy for nursing’.  \nNumeracy for Nursing: Context and Background  \nThere has been long-standing concern about the safe administration of medications within clinical settings. Accurate drug calculation is seen as fundamental to safe medication administration and the reduction of associated risk. There has been a strong focus on nursing students’ numerical knowledge and skills, including the development of drug dosage calculation competence, and since 2008 the UK nursing regulatory body, the Nursing and Midwifery Council (NMC) has required students to achieve 100 percent in a numeracy in practice test in order to register as nurses. This requirement is articulated in the NMC’s Essential Skills Cluster Volume 11(1)– January 2016 43  \nCopyright © 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/](http://creativecommons.org/licenses/by/4.0/)).  \nfor Medicines Management (NMC, 2007) updated in 2010 (NMC, 2010) . In response, courses in ‘numeracy for nursing’have been added to pre-Registration training and a plethora of numeracy assessments has developed. However, despite some noteworthy attempts to inject authenticity into these courses and assessments, some appear to be far removed from the real world calculation contexts and methods used by practising nurses. Further, there are serious questions as to whether some current approaches towards increasing students’mathematical performance actually support them in terms of the calculations they encounter in clinical practice (e.g., Hutton, 1998) . On placement, students may encounter and develop numeracy skills in an arbitrary manner dependent on factors such as the clinical setting, ward specialism and mentorship. The calculations students witness in clinical settings may use different methods from the academic, formulaic focus of some numeracy for nursing courses. This paper analyses data from interviews with student nurses (N=8) to explore tensions between numeracy in training and numeracy in professional practice, as perceived by the student nurses. The paper, through providing an in-depth qualitative exploration of any perceived tensions between numeracy in training and numeracy in professional practice, speculates on how such tensions arise and proposes a new and original change to the focus of numerac","cbCaigvAq3eSTRix","https://ap.wps.com/l/cbCaigvAq3eSTRix","pdf",292990,16,"English","# Numeracy for Nursing: Context and Background\n# Teaching and Assessment of ‘Numeracy for Nursing’","[{\"question\":\"What is the main focus of the paper on numeracy for nursing?\",\"answer\":\"The paper examines nursing students’ experiences of how numeracy is taught and assessed for professional practice, especially perceived gaps between training and clinical calculation contexts.\"},{\"question\":\"How is the study conducted and analyzed?\",\"answer\":\"Data come from interviews with eight student nurses in the United Kingdom, analyzed using a constructivist grounded theory approach.\"},{\"question\":\"What change does the paper propose regarding numeracy courses and assessments?\",\"answer\":\"It proposes shifting the focus of numeracy courses and assessments to help resolve tensions between numeracy in training and numeracy in professional practice.\"}]","Nursing Students’ Experiences of Learning Numeracy for Professional Practice | PDF",1792065701]