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Statistical Literacy in NursingStatistical Literacy in NursingJ. Craig PhillipsJ. Craig Phillips

PhD, LLM, RN, PMHCNS-BC, ACRNPhD, LLM, RN, PMHCNS-BC, ACRNAssistant ProfessorAssistant Professor

Course “Snapshot”Course “Snapshot”DescriptionDescription• Statistics, a perplexing subject for many students, is an Statistics, a perplexing subject for many students, is an

important means of communication in nursing science…important means of communication in nursing science…Understanding the fundamental concepts is critical to Understanding the fundamental concepts is critical to success in nursingsuccess in nursing

• Designed, not as a primer in data manipulation, but as an Designed, not as a primer in data manipulation, but as an introduction to a scientific approach to thinking… introduction to a scientific approach to thinking…

• Aimed at ‘beginners’ with limited mathematical skill. Aimed at ‘beginners’ with limited mathematical skill. • Goals – promote appreciation and comprehension of Goals – promote appreciation and comprehension of

statistical information statistical information • Develop statistical thinking and comprehension of basic Develop statistical thinking and comprehension of basic

quantitative data analysis…for making informed choices…quantitative data analysis…for making informed choices…and reasonable suppositions about good nursing practice. and reasonable suppositions about good nursing practice.

Course “Snapshot”Course “Snapshot”

Published ObjectivesPublished Objectives• Demonstrate working knowledge of basic Demonstrate working knowledge of basic

statistical terms and notationstatistical terms and notation• Demonstrate working knowledge of Demonstrate working knowledge of

graphics (tables, graphs, figures) commonly graphics (tables, graphs, figures) commonly used to communicate in nursingused to communicate in nursing

• Interpret statistical information commonly Interpret statistical information commonly presented in the nursing literaturepresented in the nursing literature

• Critically evaluate nursing research claimsCritically evaluate nursing research claims• Detect some misuses of statisticsDetect some misuses of statistics

Teacher’s PerspectiveTeacher’s Perspective

• How best to teach challenging content in a How best to teach challenging content in a venue that can contribute to anxiety for venue that can contribute to anxiety for students?students?

• Overcoming my own biases about online stats Overcoming my own biases about online stats classesclasses

• Being prepared to teach Excel 2003 and Being prepared to teach Excel 2003 and learning/teaching Excel 2007 simultaneously learning/teaching Excel 2007 simultaneously – in Kamloops– in Kamloops

• Marital discord amongst technology and my Marital discord amongst technology and my artistic ability – in Vancouverartistic ability – in Vancouver

Teacher’s PerspectiveTeacher’s PerspectiveInnovative Approaches UsedInnovative Approaches Used

The Online SurveyThe Online Survey• Section I: Demographic Data

• Section II: Statistical Literacy and Beliefs

• Section III: Health Care Practitioner (HCP) Beliefs

• Section IV: Knowledge about Physical Restraints (KPR)

• Section V: Nursing Practice Issues (NPI)

• Section VI: Attitudes Regarding Use of Restraints (ARUR)

The The OnlineOnlineSurveySurvey

Teacher’s PerspectiveTeacher’s PerspectiveInnovative Approaches UsedInnovative Approaches Used

Course assignmentsCourse assignments• Online testing – headaches all across BCOnline testing – headaches all across BC• Small group assignments – building Small group assignments – building

community capacity among nursescommunity capacity among nurses• Literature review matrix – a great idea, Literature review matrix – a great idea,

but born prematurely (luckily we had but born prematurely (luckily we had NICU nurses to respond)NICU nurses to respond)

learnerslearners PerspectivesPerspectivesAppreciatedAppreciated• … … very responsive to get back to me if and when I had very responsive to get back to me if and when I had

questions. His comments were very helpful and questions. His comments were very helpful and directed me where I needed to go. He was respectful in directed me where I needed to go. He was respectful in the manner in which he pushed my thinking forwardthe manner in which he pushed my thinking forward

• You put the class at ease using humour and are a good You put the class at ease using humour and are a good speaker. I thought the class was very well organized and speaker. I thought the class was very well organized and you were easily accessible to us when we needed helpyou were easily accessible to us when we needed help

• You were approachable in person and phone and took You were approachable in person and phone and took time to listen to course challenges. You were open to time to listen to course challenges. You were open to understanding the challenges of learning this course via understanding the challenges of learning this course via distancedistance

learnerslearners PerspectivesPerspectivesSuggestions for ImprovementSuggestions for Improvement• This course would be way better in a This course would be way better in a

classroom format instead of online. You did a classroom format instead of online. You did a great job teaching despite the online formatgreat job teaching despite the online format

• it must have been a hard course to teach it must have been a hard course to teach online.... i didn't feel like i learned a whole lot online.... i didn't feel like i learned a whole lot because it was online and most of the time i because it was online and most of the time i was really confusedwas really confused

• Getting the class to participate more in Getting the class to participate more in discussion and in class exercises to help with discussion and in class exercises to help with understanding statisticsunderstanding statistics

Lessons LearnedLessons Learned• Always have a Always have a plan B, …, plan B, …, kkii

• Be creative in solutions to challenges such Be creative in solutions to challenges such as technology glitches, use discussion as technology glitches, use discussion groups, and online testinggroups, and online testing

• Encourage Encourage learnerlearner collaboration collaboration • Engage with Engage with learnerslearners early and often early and often• Use Use group projects group projects & & group dynamics group dynamics to to

your advantage – learners learn more when your advantage – learners learn more when they are involved and keep each other on they are involved and keep each other on tasktask

• Don’t be afraid to admit you experience end Don’t be afraid to admit you experience end user malfunctions – after all user malfunctions – after all You are the You are the human element!human element!

The keys to The keys to Statistical Literacy in NursingStatistical Literacy in Nursing

PracticePractice• PracticePractice– Practice Practice

• PracticePractice– PracticePractice

» PracticePractice

And enjoy life to And enjoy life to the fullest!the fullest!