Numeracy for Nurses: The Case for Traditional Versus Non-traditional Methods for Teaching Drug Calculation

Two methods for teaching drug calculation were compared—one using traditional formulabased teaching methods, the other building on students’ existing mathematical problemsolving skills. On the basis of quantitative measures, the formula-based approach appeared more effective. However, students’ interview responses revealed that the learning experiences of the two student groups were quite different. The findings are supported by other evidence that alternative teaching methods may be more effective in increasing students’ confidence, and achieving better long-term recall and transfer of skills.