Mathematics in a Safety–Critical Work Context: The Case of Numeracy for Nursing

Abstract

This chapter draws on our interdisciplinary research on the relationship between mathematics and nursing, a safety–critical work context in which mathematics really matters—for nurses, their patients, their employers and the public at large. There is a growing international literature indicating the problematic nature of this relationship in many countries. Scare stories of mathematical errors by nurses dent public confidence and may impede recruitment into nursing from those who, with the right education and continuing professional support and development, have the potential to become good nurses. Against this background, we are working on the teaching, learning and assessment of numeracy for nursing. In one project, we aim to create an evidence-based benchmark in numeracy for nursing, capable of being operationalised as part of nursing students’ preparation for professional practice and used in qualified nurses’ continuing professional development. In this chapter, we outline our work towards the creation of such a benchmark, focusing on our study of the assessment of student nurses’ skills in medication dosage calculation against our proposed benchmark, undertaken with the aim of ensuring that all concerned may have confidence in nurses’ ability to manage the mathematical demands of this key area of nursing safely and effectively.