Drug calculations for nurses--a computer assisted learning application.

Abstract

A summative evaluation of the effectiveness of a computer assisted learning package, 'Drug Calculations for Nurses' was conducted. Two groups of students, the experimental and control were chosen from the schools of nursing where English was used as the medium of instruction. The experimental group was taught drug calculations in classrooms, but not the control group. Both groups used the software after they had attempted a drug calculation test. A post-treatment test of similar nature was undertaken to reflect the students' mathematical achievement. An attitude semantic differential was used to measure subjects' attitude. Findings of this investigation indicated that there was a significant difference in mathematical achievement of the students who experienced both teaching strategies as compared with the group taught by the computer software only. The experimental group scored significantly higher in their post-treatment test. Even though the control group did show some improvement, it was not statistically significant. Both groups demonstrated a positive attitude towards computer assisted learning, however, only the mean scores for the subscales comfort and function were significant. Implications of this study were then identified and areas for future research were recommended.