An integrative approach to building professional attributes in a first year nursing course: description and preliminary analysis of academic numeracy

Galligan, Linda and Loch, Birgit and Lawrence, Jill (2010) An integrative approach to building professional attributes in a first year nursing course: description and preliminary analysis of academic numeracy. In: ICME11: Adult Mathematics Education, 6-13 Jul 2008, Monterrey, Mexico.

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Abstract

This paper will describe the characteristics of an academic numeracy component of two new courses designed to build the academic attributes student nurses need to succeed at university and in the nursing profession. It will also report on a project designed to evaluate and improve these courses. This project had a collective case-study design, including quantitative and qualitative methodologies which involved students and academic staff reflecting on curriculum design and assessment. Finally the paper will report on the 2008 courses revised as a result of the evaluation.

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Item Type:	Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	No evidence of copyright restrictions on web site. Organising Team intend to edit a special issue of an international peer reviewed journal with selected papers accepted for TSG 8
Faculty / Department / School:	Historic - Faculty of Sciences - Department of Maths and Computing
Date Deposited:	26 Aug 2008 06:20
Last Modified:	02 Dec 2015 05:18
Uncontrolled Keywords:	nursing; numeracy; university; e-assessment; higher education research
Fields of Research :	13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy 13 Education > 1302 Curriculum and Pedagogy > 130209 Medicine, Nursing and Health Curriculum and Pedagogy 13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Socio-Economic Objective:	C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
URI:	http://eprints.usq.edu.au/id/eprint/4330

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