Medication calculation skills of nurses in Finland
Abstract
Summary: • The aim of this study was to describe the medication calculation skills of nurses in Finland. We tried to ascertain how nurses evaluate their own medication calculation skills and how these self‐evaluations are associated with various background factors and the actual level they score in a calculation test. • In the spring of 2000, nurses (n = 546) in one Finnish university hospital completed a questionnaire specially developed for this study. The instrument included structured questions, statements and a medication calculation test. The response rate was 56%. Data analysis was based on descriptive statistics. • The nurses found the mathematics and dosage calculation easy and interesting but the pharmacology difficult. They evaluated their own mathematical and dosage calculation skills as sufficient, although it had certain shortcomings. • The youngest nurses (20–29 years) evaluated their mathematical and dosage calculation skills as sufficient and they also succeeded in the calculation test. Basic (High School) education was associated with better calculation skills. • The findings of this study support the need and importance of checking and maintaining one's medication calculation skills.
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MCC was assessed with the Confidence in Drug Calculation subscale of the Medication Calculation Skill Test developed by Grandell-Niemi et al. and modified and translated by Park et al.
“MCC was assessed with the “Confidence in Drug Calculation” subscale of the Medication Calculation Skill Test (MCS test) developed by Grandell-Niemi et al. [18] and subsequently modified and translated by Park et al. [29].”
From Development and pilot evaluation of an AI-based pediatric medication safety virtual simulation program for nursing students: a quasi-experimental study in South Korea (2026) · cites this paper as Grandell-Niemi et al. [18]
From the perspective of experiential learning, repeated engagement in the 4-step learning cycle may enhance learning by promoting reflection, internalization, and application.
“From the perspective of experiential learning, repeated engagement in the 4-step learning cycle may enhance learning by promoting reflection, internalization, and application [18,31].”
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- Authors
- Grandell‐Niemi, H., Hupli, M., Leino‐Kilpi, H., & Puukka, P.
- Affiliations
- University of Turku (FI)
- Social Insurance Institution (FI)
- Venue
- Journal of Clinical Nursing
- Publisher
- Wiley
- Published
- 2003-06-06
- Volume
- 12
- Issue
- 4
- Pages
- 519-528
- ISSN
- 0962-1067 (ISSN-L)
- 1365-2702
- OpenAlex
- W1970878553
- Cited by
- 61
- References
- 32
- Citations by year
- 2026: 1 · 2025: 1 · 2023: 1 · 2020: 3 · 2019: 3 · 2017: 1 · 2016: 1 · 2015: 4 · 2014: 8 · 2013: 6 · 2012: 7
- FWCI
- 2.48
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Clinical Nursing (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Health Professions › Emergency Medical Services › Patient Safety and Medication Errors
- Health Sciences › Nursing › Leadership and Management › Healthcare Education and Workforce Issues
- Health Sciences › Nursing › Research and Theory › Nursing education and management
- Keywords
- medication calculation, dose calculation, arithmetic skills, mathematical ability, pharmacology knowledge, educational attainment, age, nursing education, Finland
- MeSH terms
- Adult, Clinical Competence, Dose-Response Relationship, Drug, Pharmaceutical Preparations, Education, Nursing, Female, Finland, Hospitals, University, Humans, Male, Medication Errors, Middle Aged, Nursing Staff, Hospital, Probability, Quality of Health Care, Incidence, Risk Assessment
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