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Date of Award


Degree Type

Restricted Evidence-Based Project Report

Degree Name

Doctor of Nursing Practice (DNP)



First Advisor

Suzanne E. Zentz


The administration of medications to ill patients is a critical nursing responsibility. Much time is spent teaching nursing students the math skills necessary to correctly administer medications. Math can be difficult to learn, creates stress for the student, and errors can cause unintended harm. The PICOT question addressed in this evidence-based practice (EBP) project was, "In undergraduate, baccalaureate nursing students enrolled in the fall 2011 semester, what is the effect of simulation-based education on the accuracy of medication calculation and preparation as compared to didactic, non-simulated education?” The purpose of this EBP project was to investigate the impact of simulation on undergraduate baccalaureate nursing students' math calculation skills as they relate to medication administration within a pediatric nursing course. Roger’s Diffusion of Innovation theory and Jeffries Nursing Education Simulation Framework (NESF) guided this EBP project. A three hour, simulation-based Math Workshop was offered to pediatric nursing students. One week later, the PMS test was administered. The PMS scores of those who attended the workshop were compared to those who were not offered a math workshop. Analysis of the outcomes determined that there was no significant difference in the math scores of nursing students who attended the Math Workshop versus those who did not attend; however, the overall pass rate was significantly higher in the intervention group than in the control group. Debriefings and student evaluations reflected that practicing calculations and simulating medication preparation increased self-confidence and critical thinking skills. Nursing education strategies that integrate simulation can improve student nurses' math calculations, self-confidence and critical thinking skills. The use of simulation in every aspect of nursing education needs to be formally researched further.