DNP student perspectives of an asynchronous statistics course
Review TypeAbstract Review Only: Reviewed by Event Host
Repository Posting Date2020-03-02T18:20:39Z
Author DetailsAbigail Parish, DNP, AGPNCP-BC, GNP-BC, FNAP; Margaret (Betsy) Babb Kennedy, PhD, RN, CNE -- School of Nursing, Vanderbilt University, Nashville, Tennessee, USA; Rameela Chandrasekhar, PhD; Cynthia Brame, PhD -- Vanderbilt University, Nashville, Tennessee, USA
Lead Author Sigma AffliationIota
Level of EvidenceN/A
Nursing students may report lower math-related confidence and find courses in statistics anxiety-provoking. We used focus groups with DNP students completing a statistics course to explore course-related factors that served as supports or barriers to learning statistics. Students valued course strategies which promoted constructs such as self-efficacy and task value.
Conference NameNursing Education Research Conference 2020: Transforming Nursing Education Through Evidence Generation and Translation
Conference LocationWashington, DC, USA
NotesAll rights reserved by author(s)/presenter(s) unless otherwise stated in this item record or attached files.
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