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Table 3 The independent determinants of total medication competence (% of correct answers) (n = 594)

From: Factors associated with nursing students’ medication competence at the beginning and end of their education

Determinant n Adjusted mean (SE) 1) β (SE) p 2) IF/LEF
Age, years 3)     0.0002 IF
  19-20 86 67.7 (1.29) −7.0 (1.74)   
  21-25 353 70.6 (0.69) −4.1 (1.41)   
  26-30 85 73.1 (1.26) −1.5 (1.71)   
  31- 70 74.6 (1.36) 0   
Long syllabus in matricular examination on mathematics     0.01 IF
  Yes 120 72.9 (1.12) 2.8 (1.15)   
  No 474 70.1 (0.63) 0   
Semester     0.03 LEF
  2nd semester 285 70.5 (0.77) −2.1 (0.98)   
  7th semester 309 72.5 (0.93) 0   
Perception on pharmacology to be easy 4)     0.003 IF
  Agree 109 72.3 (1.17) −0.4 (1.29)   
  Not agree, not disagree 241 69.5 (0.86) −3.2 (0.98)   
  Disagree 244 72.7 (0.86) 0   
Satisfied on the amount of current education     0.04 IF
  Agree 179 71.3 (0.94) −1.7 (1.01)   
  Not agree, not disagree 107 70.2 (1.16) −2.8 (1.17)   
  Disagree 308 73.0 (0.78) 0   
Grade on mathematics 594 - 1.2 (0.59) 0.04 IF
Grade on exam on theoretical basis of medication management 594 - 1.2 (0.48) 0.01 IF
Self-Regulation in learning 594 - 1.4 (0.56) 0.01 IF
Lack of regulation in learning 594 - −1.8 (0.62) 0.004 IF
Perception on mathematics and medication calculations to be easy 594 - 1.5 (0.54) 0.006 IF
  1. IF individual factor, LEF learning environment factor
  2. Model 100 xR-square = 19.4 %
  3. Model F(14, 579) = 9.95, p < 0.0001
  4. SE: standard error of estimate
  5. 1) The adjusted mean is the mean value of the category adjusted by all other determinants in the model. 2) Significance of the determinant. 3) In pair-wise comparisons the following significant differences between categories were found: “19-20 y” and”26-30 y” (p = 0.008), “19-20 y” and “31- y” (p = 0.0004), “21-25 y” and “31- y” (p = 0.02). 4) In pair-wise comparisons the following significant difference between categories was found: “Disagree” and”Not agree, not disagree” (p = 0.004)