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50 Years of ERIC
50 Years of ERIC
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ERIC Number: EJ881401
Record Type: Journal
Publication Date: 2010-Feb
Pages: 14
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0309-877X
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; Fritsch, Lynn Faller; Burke, Linda
Journal of Further and Higher Education, v34 n1 p83-96 Feb 2010
Some undergraduate programmes require evidence of baseline numeracy skills as a condition of entry. With a widened entry gate into higher education and a recognised "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. (Contains 7 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: United Kingdom