Abstract The at hand study examined the effects of brace modes of instruction (computer-based and print-based) and the carriage or absence of graphics forward students' drug dosage calculation performance and self-efficacy beliefs with 56 undergraduate nursing learners It was hypothesized that observers receiving computer-based and graphics-enhanced instruction would score higher in succession the post-test and report higher self-efficacy beliefs to explain drug dosage problems than learners receiving the print-based mode of instruction.

Abstract

The at hand study examined the effects of brace modes of instruction (computer-based and print-based) and the carriage or absence of graphics forward students' drug dosage calculation performance and self-efficacy beliefs with 56 undergraduate nursing learners It was hypothesized that observers receiving computer-based and graphics-enhanced instruction would score higher in succession the post-test and report higher self-efficacy beliefs to explain drug dosage problems than learners receiving the print-based mode of instruction. As awaited the groups receiving computer-based instruction scored significantly higher upon the drug dosage problems and reported greater self-efficacy beliefs than the assemblages receiving print-based instruction. Graphics-enhanced instruction also l