Abstract
This study measured the learning style in mathematics of nursing students to determine if there was a correlation with their ability to calculate drug dosages. The results seem to indicate that instructors can improve the ability of their students to calculate drug dosages by integrating instructional methods that 1) reinforce the student's preferred learning style; and 2) require the student to use both sequential, step-by-step, paper and pencil processing and global, all-at-once mental processing.
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