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Numeracy competence requirements for admission to undergraduate degree programmes: a case study of a programme to prepare pre-registration nursing student candidates for a numeracy entrance test

Numeracy competence requirements for admission to undergraduate degree programmes: a case study of a programme to prepare pre-registration nursing student candidates for a numeracy entrance test

Dray, Beattie, Perkins, Andrew, Faller Frisch, Lynn and Burke, Linda (2010) Numeracy competence requirements for admission to undergraduate degree programmes: a case study of a programme to prepare pre-registration nursing student candidates for a numeracy entrance test. Journal of Further and Higher Education, 34 (1). pp. 83-96. ISSN 1469-9486 (Online) (doi:https://doi.org/10.1080/03098770903477128)

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Abstract

Some undergraduate programmes require evidence of baseline numeracy skills as a condition of entry. With a widened entry gate into higher education and a ‘mathematics problem’ in society, students wishing to enrol onto degree programmes that require evidence of numeracy often find it difficult to provide such evidence. Numeracy skills of pre-registration nursing students are an issue of particular concern. Some undergraduate nursing programmes require prospective students who are applying for places to undertake a numeracy entrance test as part of the selection process. Evidence from numeracy selection tests conducted at one university indicated that many applicants struggled to demonstrate competence in basic numerical concepts. On the basis of this evidence, the School of Nursing at Kingston University/St George’s University of London (KU/SGUL), in partnership with Merton College of Further Education, designed and delivered an innovative pre-entrance test numeracy development programme for prospective nursing students. The programme, ‘Making Friends with Numbers’, was delivered to two groups. There is little evidence in the literature that this type of support is offered to students who fail to demonstrate the minimum numeracy requirement for entry. A case-study evaluation study was undertaken to measure the effectiveness of the numeracy programme. Results showed that the programme had short- and medium-term success in helping students to prepare for the numeracy entrance test and developed students’ confidence and self-esteem in relation to their numerical ability. The findings will be of relevance to all professionally orientated programmes where numeracy is important.

Item Type: Article
Uncontrolled Keywords: numeracy, selection tests, widening participation, basic mathematical skills
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
R Medicine > RT Nursing
Pre-2014 Departments: School of Health & Social Care
Related URLs:
Last Modified: 14 Oct 2016 09:18
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/7446

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