Teaching Statistics to Undergraduate Nursing Students: An Integrative Review to Inform our Pedagogy

Abstract

One goal of undergraduate nursing education is to develop competency in statistics interpretation. This competency requires adequate knowledge and skill to read and analyze the merits of research studies, quality assurance data, and patient data. The literature suggests that RNs may lack undergraduate, entry-to-practice competencies regarding statistical analysis. This review explores and critically appraises the international nursing literature concerning the pedagogy of teaching undergraduate statistics to nursing students. The following dominant three themes: (1) student and faculty characteristics, (2) conceptual framework and (3) the course characteristics of content and delivery guided our review. It was found that there is limited to no evidence concerning the pedagogy of statistics; further research is needed to establish best practices based on evidence.