Something Doesn't Add Up: Reimagining a Graduate Nursing Statistics Course

Q: What does this research mean for the field?

Coteaching required statistics courses in nursing programs enhances student learning outcomes. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

Kylee Rohatgi; Ranjan Rohatgi

doi:10.3928/01484834-20251028-02

March 2, 2026Journal of Nursing Education

Something Doesn't Add Up: Reimagining a Graduate Nursing Statistics Course

View at Publisher

Ask AI

Bookmark

Share

Key Points

To explore the effects of interdisciplinary coteaching on graduate nursing students' understanding of statistics.
Implemented coteaching strategies in required statistics courses
Assessed student engagement and learning outcomes
Collaborated across disciplines to enhance course delivery
Improved student understanding of statistical concepts
Increased student engagement and satisfaction
Positive feedback from students on the coteaching model

Ask about this paper

Answers are grounded in this paper and cite their sources.

Implication

This interdisciplinary approach improves student learning in nursing programs, indicating future implementation benefits.

Abstract

This interdisciplinary partnership provided a multitude of benefits to student learning. We recommend nursing programs pilot coteaching required statistics courses.

Discussion

No takes yet. Share an insight, caveat, or question.

Cite This Study

Rohatgi et al. (2026) studied this question.

synapsesocial.com/papers/69a7cd5ed48f933b5eed999d https://doi.org/10.3928/01484834-20251028-02

View at Publisher

Ask AI

Bookmark

Share

Something Doesn't Add Up: Reimagining a Graduate Nursing Statistics Course

Key Points

Ask about this paper

Implication

Abstract

Discussion

Cite This Study

Something Doesn't Add Up: Reimagining a Graduate Nursing Statistics Course

Key Points

Ask about this paper

Implication

Abstract

Discussion

Cite This Study

Keep reading

Keep reading