Abstract
Purpose: This study explores the impact of web-based interactive learning within the context of dosage calculation testing, using an online interactive learning and testing platform. Incorporating web-based learning into nursing education is a concept that has been introduced previously and has gained significant attention as a promising approach to enhance learning and engagement while improving student competency among undergraduate nursing students. Dosage calculation is a fundamental skill in nursing practice with a critical impact on patient care and outcomes. The magnitude of accurate calculation necessitates a robust and effective method of teaching and assessing competence. The use of an interactive dosage calculation platform offers an interactive environment for nursing students to practice dosage calculation skills while allowing faculty to evaluate competency through web-based testing. This research aims to assess the efficacy of a web-based interactive program in dosage calculation testing, focusing on evaluating student engagement, knowledge retention, and skill acquisition.
Procedure: The use of an interactive learning platform was implemented in an undergraduate baccalaureate nursing program. Analysis of dosage calculation exam results was conducted across three semesters in which student performance was evaluated utilizing traditional teaching and testing modalities in comparison to the web-based modality. Intellectus Statistical software was utilized to detect significant differences between modalities and to predict outcomes related to utilization of the interactive learning and testing platform for future use.
Results: While the teaching modality did not have a significant impact on dosage calculation testing success (t(226) = 0.71, p = .477), the testing modality via the interactive platform demonstrated a statistically significant impact on dosage calculation testing success (t(188.48) = -9.15, p < .001)
Conclusions: This project contributes valuable insights into the potential of interactive learning platforms as effective educational tools to improve dosage calculation competency in nursing education, ultimately promoting safe and competent nursing practice.
Notes
References:
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Sigma Membership
Delta Eta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Competence, Virtual Learning, Teaching and Learning Strategies
Recommended Citation
Beacom, Robin; Templet, Tricia A.; and Watson, Cynthia, "Interactive Learning and Dosage Calculation Performance" (2025). Biennial Convention (CONV). 5.
https://www.sigmarepository.org/convention/2025/presentations_2025/5
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-17
Interactive Learning and Dosage Calculation Performance
Indianapolis, Indiana, USA
Purpose: This study explores the impact of web-based interactive learning within the context of dosage calculation testing, using an online interactive learning and testing platform. Incorporating web-based learning into nursing education is a concept that has been introduced previously and has gained significant attention as a promising approach to enhance learning and engagement while improving student competency among undergraduate nursing students. Dosage calculation is a fundamental skill in nursing practice with a critical impact on patient care and outcomes. The magnitude of accurate calculation necessitates a robust and effective method of teaching and assessing competence. The use of an interactive dosage calculation platform offers an interactive environment for nursing students to practice dosage calculation skills while allowing faculty to evaluate competency through web-based testing. This research aims to assess the efficacy of a web-based interactive program in dosage calculation testing, focusing on evaluating student engagement, knowledge retention, and skill acquisition.
Procedure: The use of an interactive learning platform was implemented in an undergraduate baccalaureate nursing program. Analysis of dosage calculation exam results was conducted across three semesters in which student performance was evaluated utilizing traditional teaching and testing modalities in comparison to the web-based modality. Intellectus Statistical software was utilized to detect significant differences between modalities and to predict outcomes related to utilization of the interactive learning and testing platform for future use.
Results: While the teaching modality did not have a significant impact on dosage calculation testing success (t(226) = 0.71, p = .477), the testing modality via the interactive platform demonstrated a statistically significant impact on dosage calculation testing success (t(188.48) = -9.15, p < .001)
Conclusions: This project contributes valuable insights into the potential of interactive learning platforms as effective educational tools to improve dosage calculation competency in nursing education, ultimately promoting safe and competent nursing practice.
Description
This study evaluates a web-based interactive learning platform for dosage calculation in nursing education. Analyzing exam results over three semesters, it compared traditional and interactive teaching methods. The teaching method had no significant impact on performance (t(226) = 0.71, p = .477), but interactive platform significantly improved success (t(188.48) = -9.15, p < .001). Findings suggest that interactive learning enhances dosage calculation skills, promoting safer nursing practice.