A quasi-experimental study measuring the effect of dimensional analysis on undergraduate nurses' level of self-efficacy in medication calculations

The instructional approach of dimensional analysis has been identified as an effective method for promoting conceptual understanding and decreasing calculation errors of nursing students. The purpose of this study was to determine the effectiveness of dimensional analysis in enhancing the mathematics self-efficacy levels of undergraduate nursing students. Using a quasi-experimental design, the Nursing Students Self-Efficacy for Mathematics tool was administered to 147 second-year nursing students enrolled in two different nursing programs in Alberta. One program used dimensional analysis, while the other program used the formula method to teach mathematical calculations. The findings demonstrate no difference in self-efficacy levels between the group being taught dimensional analysis and the group that was taught an alternative method. However, increased age, male gender, and higher grades received in high school mathematics contributed significantly to increased levels of self-efficacy. A discussion of the implications and recommendations for future research and nursing education conclude the thesis