1
|
Zakeri M, Fatima B, Yazdanfard S, Sansgiry SS. Integrated curriculum in the United States pharmacy programs. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:102094. [PMID: 38644128 DOI: 10.1016/j.cptl.2024.04.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2023] [Revised: 04/08/2024] [Accepted: 04/13/2024] [Indexed: 04/23/2024]
Abstract
INTRODUCTION In the last decade, significant changes in pharmaceutical sciences have influenced the delivery of pharmacy education in Pharmacy programs. Integrated curriculum is one such method considered. We aimed to describe the perceived level of integrated curriculum among PharmD programs in the US. METHODS From October 26th, 2021, until January 18th, 2022, faculty administrators across 138 US pharmacy colleges were surveyed. Data was collected regarding each program's perceived curriculum integration and assessment integration. Characteristics of each college, including region and the type of school (public/private), were obtained from the PharmCAS website. Programs were categorized into high-integration and low-integration groups for analysis purposes. Descriptive and comparative analysis by the level of curriculum integration was performed. RESULTS Overall, 60 colleges completed surveys (participation rate = 43.48%). Most schools were from the South region (38.33%) and public colleges (53.33%). The average perceived curriculum integration was 45% (SD = 23.69), while the average perceived assessment integration was 36% (SD = 25.52). Pharmacy practice [clinical sciences] (76.67%) was the most common discipline considered for integration, and the social and administrative sciences (21.67%) was the discipline least commonly considered for integration. Case-based learning (95%) was the most common pedagogy strategy to integrate knowledge from different disciplines. CONCLUSIONS Integrated curriculum implementation in the US PharmD programs varied across colleges. While most programs integrated their clinical practice courses, social and administrative sciences was the course least commonly integrated. Very limited progress in assessment integration was perceived.
Collapse
MESH Headings
- Curriculum/trends
- Curriculum/standards
- Curriculum/statistics & numerical data
- Humans
- United States
- Surveys and Questionnaires
- Education, Pharmacy/methods
- Education, Pharmacy/statistics & numerical data
- Education, Pharmacy/trends
- Education, Pharmacy/standards
- Schools, Pharmacy/statistics & numerical data
- Schools, Pharmacy/organization & administration
- Education, Pharmacy, Graduate/methods
- Education, Pharmacy, Graduate/statistics & numerical data
- Education, Pharmacy, Graduate/trends
- Education, Pharmacy, Graduate/standards
Collapse
Affiliation(s)
- Marjan Zakeri
- Health Building 2. Pharmaceutical Health Outcomes and Policy Department, College of Pharmacy, University of Houston, 4849 Calhoun Road, USA.
| | - Bilqees Fatima
- Health Building 2. Pharmaceutical Health Outcomes and Policy Department, College of Pharmacy, University of Houston, 4849 Calhoun Road, USA.
| | - Sahar Yazdanfard
- Health Building 2. Pharmaceutical Health Outcomes and Policy Department, College of Pharmacy, University of Houston, 4849 Calhoun Road, USA.
| | - Sujit S Sansgiry
- Health Building 2. Pharmaceutical Health Outcomes and Policy Department, College of Pharmacy, University of Houston, 4849 Calhoun Road, Room 4050, Houston, TX 77204-5047, USA.
| |
Collapse
|
2
|
Rafferty B, Mthimunye K, Bimerew M. Theory-practice gap: Nursing students' self-reported depth of understanding of bioscience and its relevance to clinical practice. PLoS One 2023; 18:e0294319. [PMID: 38033017 PMCID: PMC10688849 DOI: 10.1371/journal.pone.0294319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2022] [Accepted: 10/30/2023] [Indexed: 12/02/2023] Open
Abstract
BACKGROUND Bioscience subjects are essential as they allow nurses to have a clear understanding of the patient's condition and ultimately allow them to provide appropriate and timeous care. However, these subjects remain a significant problem in the endeavour to produce highly competent nurses. AIM The study aimed to investigate the nursing students' self-reported depth of understanding of bioscience and its relevance to clinical practice. METHODS A quantitative research approach using a descriptive survey design was employed. The sample (n = 211) included second-, third- and fourth-year undergraduate nursing students. A three-part self-administered questionnaire was adapted and used to collect the data. Data were analysed using IBM Statistical Package for Social Sciences software version 25.0 (IBM SPSS-25). Descriptive statistics and Chi-squared test were performed to describe the relationship among the study variables. RESULTS Participants rated their understanding of the application of Human Biology (n = 86, 40.76%) and Pharmacology (n = 88, 41.71%) as good, while Physics (n = 80, 37.91%) and Chemistry (n = 85, 40.28%) were rated as adequate. Most participants rated Human Biology (n = 175, 83.73%) and Pharmacology (n = 181, 86.19%) as essential, while Physics (n = 129, 61.72%) and Chemistry (n = 133, 63.64%) were rated as relevant to clinical practice. Physics (n = 112, 60.54%; n = 95, 50.53%) and Chemistry (n = 126, 68.85%; n = 113 61.41%) were rated as not relevant to monitoring a patient's heart rate and blood pressure. Participants' perception of the relevance of Chemistry in monitoring a patient's blood pressure was statistically significant (χ2 = 6.871 (df 2), p<0.05). Most participants (n = 57, 41.91%) performed at Task specific on Akinsanya's Bionursing model, suggesting an overall understanding of the foundational concepts and principles of bioscience. CONCLUSION The findings of the study provided evidence of the students' self-reported depth of understanding and perception of the relevance of bioscience and indicate a need for more emphasis on the importance of bioscience integration in clinical practice.
Collapse
Affiliation(s)
- Bronwynne Rafferty
- School of Nursing, Faculty of Community and Health Science, University of the Western Cape, Cape Town, Western Cape, South Africa
| | - Katlego Mthimunye
- Department of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle Upon Tyne, United Kingdom
| | - Million Bimerew
- School of Nursing, Faculty of Community and Health Science, University of the Western Cape, Cape Town, Western Cape, South Africa
| |
Collapse
|
3
|
Yiin SJ, Chern CL. The effects of an active learning mechanism on cognitive load and learning achievement: A new approach for pharmacology teaching to Taiwanese nursing students. NURSE EDUCATION TODAY 2023; 124:105756. [PMID: 36821948 PMCID: PMC9922678 DOI: 10.1016/j.nedt.2023.105756] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 01/18/2023] [Accepted: 02/08/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Nursing students require learning strategies when studying pharmacology. The COVID-19 pandemic has increased the prevalence of online self-study. The design of effective online learning materials has therefore become vital to nursing education. OBJECTIVES The objective of this study was to describe the active learning mechanism that helped nursing students learn pharmacology through interactive learning materials and to demonstrate that no increased cognitive load in nursing students when studying pharmacology using interactive learning materials. METHOD We designed an active learning mechanism to help nursing students study pharmacology by using interactive learning materials. An experimental pre- and post-test design was conducted. The participants were second-year nursing students (age 16-17) in a junior college of nursing. Students were randomly assigned to an experimental group (n = 98) and a control group (n = 90). RESULTS We developed multi-media interactive learning materials and an active learning mechanism to enable nursing students to learn pharmacology. The proposed approach not only improved learning achievements but also reduced the cognitive load of nursing students. CONCLUSION The major contribution of this study exhibits a new approach to practice wherein active learning is incorporated into interactive pharmacology materials for nursing students. This can be attributed to the design features of "explanation," "quiz and feedback," and "encouragement." Our results aid the development of effective interactive learning materials for pharmacology for Taiwanese nursing students.
Collapse
Affiliation(s)
- Shuenn-Jiun Yiin
- Department of Nursing, National Tainan Junior College of Nursing, Tainan, Taiwan, ROC.
| | - Chi-Liang Chern
- Department of Medical Laboratory Science and Biotechnology, Fooyin University, Kaohsiung, Taiwan, ROC
| |
Collapse
|
4
|
Husaini DC, Mphuthi DD, Chiroma JA, Abubakar Y, Adeleye AO. Nursing students' experiences of service-learning at community and hospital pharmacies in Belize: Pedagogical implications for nursing pharmacology. PLoS One 2022; 17:e0276656. [PMID: 36327317 PMCID: PMC9632813 DOI: 10.1371/journal.pone.0276656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Accepted: 10/11/2022] [Indexed: 11/06/2022] Open
Abstract
OBJECTIVES Many students seem to find pharmacology learning very challenging due to the complexity and variety of drugs they have to study. The number of drugs the students have to learn, the duration of time to learn the medications, and the evolving nature of diseases demanded learning beyond the classroom walls. This study explored and described nursing students' experiences in community and hospital-based pharmacy practice sites during their service-learning and its implications for pharmacology pedagogical practices. METHODS Kolb's learning theory provided the framework to explore nursing students' 48-hour service-learning experiences at community/hospital-based pharmacies in Belize and its implications for pharmacology pedagogy. The study utilized two qualitative approaches, reflective journals and focus group interviews, to collect data from 46 second-year nursing students. NVivo software and coding schemes were employed to analyze the data from the interviews and reflective journals. RESULTS Students reported learning medications, integrating classroom pharmacological knowledge at pharmacy practice sites, acquiring and enhancing communication skills, interpreting prescriptions, dispensing medications, drug calculations, taking inventory, doing vital signs, and patient education. In addition, students reported experiencing inter-professional relationships as healthcare team members. Anxiety was a major challenge experienced by many students at the beginning of the service-learning experience. CONCLUSIONS This study highlights the importance of experiential learning of pharmacology amongst second year nursing students, offering the opportunity to inform and support pharmacotherapeutics educators in designing strategies for more effective teaching of medications to nursing students. It also supports the addition of pharmacy placements to the nursing curriculum' as it shows that nursing students can learn medications, skills, and teamwork from experiential pharmacy site posting. Combining classroom instruction with pharmacy experiential service learning might be an effective complement for teaching nursing pharmacology.
Collapse
Affiliation(s)
- Danladi Chiroma Husaini
- Faculty of Health Sciences, Allied Health Department, University of Belize, Central America, Belmopan, Belize
| | - David D. Mphuthi
- Faculty of Health Studies, College of Human Sciences, University of South Africa, Pretoria, South Africa
| | - Jane A. Chiroma
- Department of Leadership and Curriculum Development, Pan Africa Christian University, Nairobi, Kenya
| | - Yusuf Abubakar
- Faculty of Health Sciences, Allied Health Department, University of Belize, Central America, Belmopan, Belize
| | - Adeniyi O. Adeleye
- Central Queensland University, College of Nursing and Midwifery, Rockhampton, Queensland, Australia
| |
Collapse
|
5
|
Thelen M. Medication competence: a concept analysis. NURSE EDUCATION TODAY 2022; 111:105292. [PMID: 35149327 DOI: 10.1016/j.nedt.2022.105292] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Revised: 01/09/2022] [Accepted: 01/31/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVE This paper aims to provide a thorough concept analysis of medication competence, within the context of nursing education. Also, to establish a clear definition of the concept for research purposes, and to improve the communication and use of the concept in healthcare practice. DESIGN & METHODS The Walker and Avant concept analysis was utilized as a framework to develop a comprehensive understanding of the phenomena of medication competence in nursing education. DATA SOURCES A review of literature on medication competence was conducted using the electronic databases of EBSCOhost, CINAHL Complete, Web of Science, Ovid full text, ERIC, ScienceDirect, International Nursing Association for Clinical Simulation and Learning (INASCL), PubMed, Google Scholar, and PsychLit. Search terms included medication competence, medication safety, medication management, medication skills, healthcare, nursing, and nursing students. RESULTS The literature search resulted in 39 articles that met the inclusion criteria. Three defining attributes were identified: pharmacovigilant, effective skills competence, and interprofessionality. Antecedents, consequences, and empirical referents of the concept medication competence were also highlighted. CONCLUSIONS Insight gleaned from this concept analysis will enhance the ability of nurse educators to effectively educate and assess medication competence among nursing students. By defining medication competence it validates the importance of further quantitative and qualitative research exploration of medication competence among nursing students and other healthcare specialties. Thus, this concept analysis establishes the springboard for innovative educational interventions, as well as future research in nursing education.
Collapse
Affiliation(s)
- Melynda Thelen
- South Dakota State University, United States of America.
| |
Collapse
|
6
|
Noh Y, Lee I. A Mixed-Methods Approach-Based Study of Anaphylaxis Awareness and Educational Needs among Nursing Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18179280. [PMID: 34501867 PMCID: PMC8430915 DOI: 10.3390/ijerph18179280] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/06/2021] [Revised: 08/19/2021] [Accepted: 08/30/2021] [Indexed: 12/03/2022]
Abstract
In this mixed-methods study, we identified anaphylaxis awareness among nursing students through a survey, and the needs for anaphylaxis education through focus group interviews (FGIs). Anaphylaxis awareness was surveyed from 10 June–30 July 2018 using a structured questionnaire with 221 junior or senior nursing students. To assess the needs for anaphylaxis education, 14 senior nursing students were interviewed using FGIs from 10–22 June 2018. Quantitative data were analyzed descriptively using SPSS, and qualitative data were assessed using thematic analysis. Nursing students’ awareness of anaphylaxis was identified by correct answers to items concerning symptoms (33.0%), causes (64.6%), and treatments (55.8%), with an overall average of 51.5%. The thematic analysis identified four themes reflecting students’ educational needs: the need for anaphylaxis education, various education methods, field training-based study of educational content, and repeated education. Nursing students’ anaphylaxis awareness is low. Their specific needs derived in this study for anaphylaxis education should draw special attention when planning nursing curriculum. Incorporating these findings in future education programs may promote students’ confidence in treating anaphylaxis.
Collapse
|
7
|
Thelen MA. The impact of online synchronous simulated clinical immersions on nursing students' pharmacology self-efficacy: A pre-test post-test intervention pilot study. NURSE EDUCATION TODAY 2021; 100:104833. [PMID: 33735750 DOI: 10.1016/j.nedt.2021.104833] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2020] [Revised: 02/08/2021] [Accepted: 02/22/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Medication errors are fatally significant, posing considerable threats to patient safety. To date, there is a lack of literature and no consistent recommended nursing pharmacology curriculum design to improve nursing students' pharmacology self-efficacy. PURPOSE The purpose of this pilot study is to examine the effects of nursing pharmacology synchronous online scrabbling active learning classroom design with simulated clinical immersion experiences on the students' self-efficacy and perceived pharmacology knowledge acquisition. METHODS A pretest-posttest intervention design was used with a convenience sample of (n = 34) accelerated nursing students. The intervention included an online synchronous scrabbling active learning classroom design with simulated clinical immersion experiences for eight weeks. The Motivated Strategies for Learning Self-Efficacy Subscale (MSLQ-SE) questionnaire was applied before and after the intervention. The Survey for Knowledge Acquisition and Application (SKAA) was used post-intervention. The students also provided narrative, open-ended responses regarding their perceptions of the synchronous simulated clinical experiences. RESULTS The results of the simulated clinical immersions presented an improvement in self-efficacy scores. A one tailed paired t-test presented a significant increase from MSLQ-SE pre-test scores (M = 31.2, SD = 4.8) to MSLQ-SE post-test scores (M = 32.9, SD = 4.3); (t(33) = -2.1, p = .02). The SKAA results presented that the students perceived that simulated clinical immersions were promoting authentic learning and confidence. CONCLUSION The finding of this study is significant to nursing pharmacology education. The online synchronous simulated clinical immersion experiences improved overall self-efficacy scores and provide an authentic teaching approach to connect pharmacology theory to the clinical practice.
Collapse
|
8
|
Barton MJ, Bentley S, Craft J, Dupen O, Gordon C, Cayanan EA, Kunst E, Connors A, Todorovic M, Johnston AN. Nursing students' perceptions of clinical relevance and engagement with bioscience education: A cross-sectional study of undergraduate and postgraduate nursing students. NURSE EDUCATION TODAY 2021; 99:104767. [PMID: 33571929 DOI: 10.1016/j.nedt.2021.104767] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2020] [Revised: 12/08/2020] [Accepted: 01/07/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Bioscience in nursing education covers a broad range of disciplinary areas (anatomy, physiology, pathophysiology and pharmacology) and underpins clinical assessment and critical thinking in nursing practice. This is imperative for patient safety and favourable patient outcomes. In nursing programs for registration, most bioscience content is taught during the early phases of the program and little incorporated into postgraduate nursing programs. OBJECTIVES The aim of this study was to explore student's perceived relationship between clinical relevance and engagement (attention and time) with bioscience content, by surveying undergraduates and postgraduate nursing students. DESIGN This sequential mixed methods study included two phases. METHODS The first phase comprised of focus group interviews from one Australian University. Thematic analysis of these data, coupled with existing literature, informed the second study phase; a quantitative questionnaire. PARTICIPANTS Focus group interviews included N = 30 students from one tertiary site; 10 from each year level. The questionnaire was administered to nursing students undertaking undergraduate nursing studies (1st, 2nd & 3rd years), and postgraduate nursing studies. RESULTS Nursing students (n = 406) across three Australian universities (four programmes) completed the questionnaire. The clinical relevance of bioscience was widely appreciated; 91.6% of undergraduate nursing students and 98.5% of postgraduate nursing students indicated that every nurse must have a good understanding of bioscience. However, there was an inverse relationship between engagement with bioscience and timing in the curriculum, as 50% of undergraduate nursing students indicated that bioscience content took up too much of their time, compared to only 20% of postgraduate nurses (odds ratio 0.27 [0.16-0.46], p < 0.001). CONCLUSION Nursing students' perceptions of the clinical relevance of bioscience for their career strongly corresponds with their progression through their studies. Unfortunately, as students progress to the later years of their nursing education, their engagement with formal bioscience education decreases. This poses the question 'Are we delivering bioscience content to nursing students at the appropriate time?'
Collapse
Affiliation(s)
- Matthew J Barton
- School of Nursing & Midwifery, Griffith University, QLD 4111, Australia; Menzies Health Institute Queensland, Griffith University, QLD 4111, Australia.
| | - Steven Bentley
- Menzies Health Institute Queensland, Griffith University, QLD 4111, Australia
| | - Judy Craft
- School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, QLD 4055, Australia
| | - Oliver Dupen
- School of Nursing & Midwifery, Griffith University, QLD 4111, Australia
| | - Christopher Gordon
- Faculty of Medicine and Health, The University of Sydney, NSW 2006, Australia
| | - Elizabeth A Cayanan
- Faculty of Medicine and Health, The University of Sydney, NSW 2006, Australia
| | - Elicia Kunst
- School of Health and Human Sciences, Southern Cross University, QLD 4225, Australia
| | - Amanda Connors
- Faculty of Health, Arts & Design, Swinburne University of Technology Department of Health Professionals, VIC 3122, Australia
| | - Michael Todorovic
- School of Nursing & Midwifery, Griffith University, QLD 4111, Australia; Menzies Health Institute Queensland, Griffith University, QLD 4111, Australia
| | - Amy Nb Johnston
- School of Nursing, Midwifery and Social Work, The University of Queensland, Woolloongabba, QLD 4102, Australia; Department of Emergency Medicine, Metro South Health, Woolloongabba, QLD 4102, Australia
| |
Collapse
|
9
|
Rubaiy HN. Strategies to Inspire Students' Engagement in Pharmacology Courses. PHARMACY 2021; 9:70. [PMID: 33810384 PMCID: PMC8103257 DOI: 10.3390/pharmacy9020070] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Revised: 03/11/2021] [Accepted: 03/12/2021] [Indexed: 11/17/2022] Open
Abstract
Pharmacology is a distinct discipline and offers core knowledge to broaden student programs in the provision of health care (medicine, nursing, pharmacy, and others) as well as research-oriented programs (biosciences and biomedical). Therefore, knowledge and information on topics such as prescribing medication, drug interactions, dosage adjustments, and the correct drug dose calculation for medicine are essential for preventing and reducing medication errors, which is a key element in patient safety. Recently, many institutions have been trying to enhance their quality of teaching, as students demand support and success in their studies. Pharmacology is a highly challenging interdisciplinary topic, and requires a huge effort from both educators and students to achieve the best outcomes. Therefore, creating an effective environment to support students' learning in pharmacology courses is essential to improving students' engagement, success and learning outcomes. In recent decades, the landscape of education has changed, and distance learning has skyrocketed. This manuscript intends to discuss and highlight the importance of student engagement in higher education in pharmacology courses. Additionally, this paper spotlights and presents a review of recent studies focusing on student engagement in pharmacology courses and possible methods for enhancing and inspiring student engagement in pharmacology courses.
Collapse
Affiliation(s)
- Hussein N Rubaiy
- Department of Health and Caring Sciences, Faculty of Health and Occupational Studies, University of Gävle, 801 76 Gävle, Sweden
| |
Collapse
|
10
|
Begum F, Mutsatsa S, Gul N, Thomas B, Flood C. Antipsychotic medication side effects knowledge amongst registered mental health nurses in England: A national survey. J Psychiatr Ment Health Nurs 2020; 27:521-532. [PMID: 31960574 DOI: 10.1111/jpm.12600] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/13/2019] [Revised: 01/15/2020] [Accepted: 01/17/2020] [Indexed: 12/01/2022]
Abstract
WHAT IS KNOWN ON THE SUBJECT?: Research findings indicate the percentage of knowledge-related errors in medicines management is high, accounting for approximately 75% of all errors, with insufficient knowledge levels one of the most significant contributors of medication errors. Patients should be able to trust nurses to engage therapeutically and actively listen to their needs and concerns, responding using skills that are helpful, providing information that is clear, accurate, meaningful and free from jargon. However, without knowledge of pharmacology, it is impossible for nurses to be able to provide adequate advice. WHAT THE PAPER ADDS TO THE EXISTING KNOWLEDGE?: This study has examined an area that had not yet been systematically examined previously, which draws together previous research findings on mental health nurses' knowledge of adverse events, including side effects and medication errors, related to antipsychotic medication within NHS inpatient settings. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: A recent study has found that almost three-quarters (73%) of patients taking antipsychotic medication reported side effects to some degree. This high number of people experiencing antipsychotic medication side effects is likely to compromise care, especially in situations where nurses have inadequate knowledge of side effects and are unable to provide effective advice to patients. The findings from this study allow the mental health nursing profession an opportunity to reflect on the best means to increase knowledge and increase patient safety awareness and benefits for mental health service users. ABSTRACT: Introduction Antipsychotic medications play a significant role in the treatment and recovery of people with several psychiatric disorders. However, research findings indicate mental health nurses are insufficiently knowledgeable about antipsychotic medication side effects. Aim To assess practising mental health nurses' knowledge of antipsychotic medication side effects using a Multiple-Choice Questionnaire (MCQ) across National Health Service (NHS) Trusts in England. Hypothesis Knowledge of antipsychotic medication side effects amongst registered mental health nurses is related to their academic qualification, clinical banding and length of experience. Method A national survey of registered mental health nurses was carried out using an online questionnaire which was disseminated by Research and Development departments. Results A total of 504 questionnaires were returned, 245 of which had full data and further analysed. The mean score for the sample was 14.4 and only 21 participants attained a mark of >80%. Implications for Practice Two out of three of our hypotheses (that length of experience and clinical banding are directly related to knowledge of antipsychotic medication side effects) were supported. Our study found many nurses have a suboptimal working knowledge of antipsychotic medication side effects which has the potential to compromise care. Strategies need to be put in place to enhance pharmacology knowledge.
Collapse
Affiliation(s)
- Fareha Begum
- East London NHS Foundation Trust, Trust HQ, London, UK.,Centre for Mental Health Research, City, University of London, London, UK
| | - Stanley Mutsatsa
- Centre for Mental Health Research, City, University of London, London, UK
| | - Noreen Gul
- National Learning and Reporting System, NHS Improvement, London, UK
| | - Ben Thomas
- Mental Health and Learning Disabilities, London South Bank University, London, UK
| | - Chris Flood
- Centre for Mental Health Research, City, University of London, London, UK
| |
Collapse
|
11
|
Moloney M, Kingston L, Doody O. Fourth year nursing students' perceptions of their educational preparation in medication management: An interpretative phenomenological study. NURSE EDUCATION TODAY 2020; 92:104512. [PMID: 32599470 DOI: 10.1016/j.nedt.2020.104512] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/08/2019] [Revised: 03/30/2020] [Accepted: 06/17/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Medication safety is an integral aspect of patient safety. Nurses, as advocates of patient safety, actively consider medication safety in the course of their daily work. Hence, it is important to consider the educational preparation of nursing students in medication management, as future caregivers. There are inherent links between nurses' undergraduate educational preparation in medication management and patient safety. OBJECTIVE This research study identifies fourth-year nursing students' perceptions of their educational preparation in medication management. DESIGN An interpretative phenomenological methodological approach underpinned this research study. SETTING This study was conducted at a University in the West of Ireland. PARTICIPANTS Participants were final year students of three undergraduate nursing programmes, Bachelor of Science in Nursing (General), Bachelor of Science in Nursing (Intellectual Disability) and Bachelor of Science in Nursing (Mental Health). METHODS Fourteen semi-structured, face-to-face interviews were conducted with students on a one-to-one basis. Data were analysed using thematic content analysis. RESULTS The voices and interpretations of the participants in this study were fundamental to understanding nursing students' perceptions of their preparation in medication management and provided the foundation for this research. These perceptions were captured in the format of four themes: developing an understanding, embedding knowledge in practice, engaging in practice and accepting professional responsibility. CONCLUSIONS Findings point to the important role of the university and the clinical placement settings in nursing students' medication management education and the need for further collaboration and development across both settings. Teaching and learning strategies which promote the integration of theory and practice throughout the four years of the undergraduate degree programme should be encouraged, such as technology enhanced learning and simulation.
Collapse
Affiliation(s)
- Mairead Moloney
- Department of Nursing and Midwifery, University of Limerick, Limerick V94 T9PX, Ireland.
| | - Liz Kingston
- Department of Nursing and Midwifery, University of Limerick, Limerick V94 T9PX, Ireland.
| | - Owen Doody
- Department of Nursing and Midwifery, University of Limerick, Limerick V94 T9PX, Ireland.
| |
Collapse
|
12
|
Khan E, Tarling M, Calder I. Reusable learning objects for nurse education: development, evaluation, challenges and recommendations. ACTA ACUST UNITED AC 2020; 28:1136-1143. [PMID: 31556728 DOI: 10.12968/bjon.2019.28.17.1136] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Online resources are expected within healthcare education, and a plethora of online or technology-based delivery methods are available. Reusable learning objects (RLOs) are a form of digitally supported education that can be used multiple times in various locations; they are especially favoured by nurses. Little is understood about the issues involved in their creation. This article examines the development of an RLO in respiratory physiology for first-year nurses and how those creating it worked together. Feedback during the development of the RLO was gathered over 1 year from academics, technologists and students. Issues that arose included variations and misunderstanding regarding terminology and academics' not appreciating the time it took to develop the resource and its potential. Practical matters included sourcing royalty-free or in-house images, record-keeping and version control, and addressing production logic in case developers moved to other projects. It is important to include students during the design process rather than in just evaluating the final product because user experience and navigation have to be considered together with pedagogical content. Addressing these issues when developing an RLO will help streamline the process and generate a student-focused output.
Collapse
Affiliation(s)
- Ehsan Khan
- Senior Lecturer in nurse Education, King's College London, Florence Nightingale Faculty of Nursing and Midwifery
| | - Maggie Tarling
- At the time of writing was Lecturer, City University, School of Health Sciences, London, now retired
| | - Ian Calder
- Learning Technologist, Aberdeen Business School, Robert Gordon University, Aberdeen
| |
Collapse
|
13
|
Khan EU, Hood PA. Nurses' perspectives on pharmacology: why, what and at which point of the curricula should education be delivered? ACTA ACUST UNITED AC 2019; 27:546-553. [PMID: 29791213 DOI: 10.12968/bjon.2018.27.10.546] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
AIMS AND OBJECTIVES the study aimed to capture the views of nursing students and qualified nurses about pharmacology education and at which point the subject should be taught. BACKGROUND drug errors are common in clinical practice. However, the presence of pharmacology education in nursing curricula varies, with few higher education institutes focusing on the topic in pre-registration years. DESIGN a cross-sectional survey was carried out with 46 pre-registration, 18 post-qualification and 15 post-qualification nurse prescribing course students. RESULTS most agreed that pharmacology education was crucial for practice. Post-qualification participants ranked the topics of ethics and law as applied to pharmacology higher than pre-registration students. Qualified nurses ranked the topic of pharmacokinetics statistically higher than pre-registration students. Equal numbers of qualified participants favoured having pharmacology education as part of pre- and post-qualification programmes, either as a discrete module or incorporated in core modules. Pre-registration participants thought pharmacology education should be integrated throughout the programme. Most participants thought it should be taught face to face in the classroom. CONCLUSION pharmacology education is valued by all nurses. Respondents mostly favoured a gradual integration of the subject in a programme of study, face to face.
Collapse
Affiliation(s)
- Ehsan U Khan
- Lecturer, Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London
| | - Pauline A Hood
- Lecturer (retired) Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London
| |
Collapse
|
14
|
Karttunen M, Sneck S, Jokelainen J, Elo S. Nurses’ self‐assessments of adherence to guidelines on safe medication preparation and administration in long‐term elderly care. Scand J Caring Sci 2019; 34:108-117. [DOI: 10.1111/scs.12712] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2018] [Accepted: 04/15/2019] [Indexed: 11/30/2022]
Affiliation(s)
| | | | - Jari Jokelainen
- Unit of General Practice Oulu University Hospital Oulu Finland
- Center for Life Course Epidemiology and Systems Medicine University of Oulu Oulu Finland
| | - Satu Elo
- Oulu University of Applied Sciences Oulu Finland
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
- Medical Research Center MRC Oulu University Hospital Oulu Finland
| |
Collapse
|
15
|
Gill M, Andersen E, Hilsmann N. Best practices for teaching pharmacology to undergraduate nursing students: A systematic review of the literature. NURSE EDUCATION TODAY 2019; 74:15-24. [PMID: 30554030 DOI: 10.1016/j.nedt.2018.11.017] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2018] [Revised: 10/15/2018] [Accepted: 11/23/2018] [Indexed: 06/09/2023]
Abstract
OBJECTIVE In this systematic review we describe best practices for teaching pharmacology to undergraduate baccalaureate nursing students based on the available evidence. Numerous teaching strategies employed in undergraduate pharmacology courses for nursing students have been summarized and compared for their impact on pharmacology knowledge retention, application of pharmacology theory to practice, and student satisfaction. Future directions for research are discussed. DESIGN The review was performed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for systematic reviews and meta-analyses. DATA SOURCES The Cumulative Index of Nursing and Allied Health Literature (CINAHL), Academic Search Complete, Education Resources Information Center (ERIC), and Education Source and Health Reference Centre Academic were searched using key search terms and phrases. Twenty studies, conducted between 2001 and 2017, met the inclusion criteria. METHOD Quality assessment was made in accordance with two appraisal tools: Kirkpatrick's framework and the Medical Education Research Quality Instrument (MERSQI) for quantitative studies. RESULTS Online, simulation, and integrated methods of teaching pharmacology were most beneficial for pharmacology knowledge acquisition and student satisfaction. Traditional lecture, problem-based learning, and a flipped classroom were least effective strategies for teaching pharmacology to undergraduate students. CONCLUSIONS This systematic review will contribute to the body of knowledge used by nurse educators who teach in undergraduate nursing programs, may be particularly useful for undergraduate nursing program directors/administrators who are considering undergoing curricular changes, and may be a conduit for future researchers who wish to design studies aimed at improving teaching and learning within undergraduate nursing education.
Collapse
Affiliation(s)
- Manu Gill
- Faculty of Nursing, School of Health Sciences, British Columbia Institute of Technology, Burnaby, BC, Canada.
| | - Elizabeth Andersen
- Faculty of Health and Social Development, School of Nursing, University of British Columbia, Kelowna, BC, Canada
| | - Norma Hilsmann
- Faculty of Health and Social Development, School of Nursing, University of British Columbia, Kelowna, BC, Canada
| |
Collapse
|
16
|
Dubovi I, Dagan E, Sader Mazbar O, Nassar L, Levy ST. Nursing students learning the pharmacology of diabetes mellitus with complexity-based computerized models: A quasi-experimental study. NURSE EDUCATION TODAY 2018; 61:175-181. [PMID: 29216602 DOI: 10.1016/j.nedt.2017.11.022] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2017] [Revised: 10/14/2017] [Accepted: 11/15/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Pharmacology is a crucial component of medications administration in nursing, yet nursing students generally find it difficult and self-rate their pharmacology skills as low. OBJECTIVES To evaluate nursing students learning pharmacology with the Pharmacology Inter-Leaved Learning-Cells environment, a novel approach to modeling biochemical interactions using a multiscale, computer-based model with a complexity perspective based on a small set of entities and simple rules. This environment represents molecules, organelles and cells to enhance the understanding of cellular processes, and combines these cells at a higher scale to obtain whole-body interactions. PARTICIPANTS Sophomore nursing students who learned the pharmacology of diabetes mellitus with the Pharmacology Inter-Leaved Learning-Cells environment (experimental group; n=94) or via a lecture-based curriculum (comparison group; n=54). METHODS A quasi-experimental pre- and post-test design was conducted. The Pharmacology-Diabetes-Mellitus questionnaire and the course's final exam were used to evaluate students' knowledge of the pharmacology of diabetes mellitus. RESULTS Conceptual learning was significantly higher for the experimental than for the comparison group for the course final exam scores (unpaired t=-3.8, p<0.001) and for the Pharmacology-Diabetes-Mellitus questionnaire (U=942, p<0.001). The largest effect size for the Pharmacology-Diabetes-Mellitus questionnaire was for the medication action subscale. Analysis of complex-systems component reasoning revealed a significant difference for micro-macro transitions between the levels (F(1, 82)=6.9, p<0.05). CONCLUSIONS Learning with complexity-based computerized models is highly effective and enhances the understanding of moving between micro and macro levels of the biochemical phenomena, this is then related to better understanding of medication actions. Moreover, the Pharmacology Inter-Leaved Learning-Cells approach provides a more general reasoning scheme for biochemical processes, which enhances pharmacology learning beyond the specific topic learned. The present study implies that deeper understanding of pharmacology will support nursing students' clinical decisions and empower their proficiency in medications administration.
Collapse
Affiliation(s)
- Ilana Dubovi
- Faculty of Education, Department of Learning, Instruction and Teacher Education, University of Haifa, Israel; Faculty of Social Welfare and Health Sciences, The Cheryl Spencer Department of Nursing, University of Haifa, Israel.
| | - Efrat Dagan
- Faculty of Social Welfare and Health Sciences, The Cheryl Spencer Department of Nursing, University of Haifa, Israel
| | - Ola Sader Mazbar
- Faculty of Social Welfare and Health Sciences, The Cheryl Spencer Department of Nursing, University of Haifa, Israel
| | - Laila Nassar
- Rambam Health Care Campus, Unit of Clinical Pharmacology and Toxicology, Israel
| | - Sharona T Levy
- Faculty of Education, Department of Learning, Instruction and Teacher Education, University of Haifa, Israel
| |
Collapse
|
17
|
Lim AG, Honey ML. New Graduate Nurses' Knowledge and Skills in Medication Management: Implications for Clinical Settings. J Contin Educ Nurs 2017. [DOI: 10.3928/00220124-20170517-09] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
18
|
Rutt J. Pre-registration clinical skills development and curriculum change. ACTA ACUST UNITED AC 2017; 26:93-97. [DOI: 10.12968/bjon.2017.26.2.93] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Jo Rutt
- Deputy Course Lead BSc Nursing, Assistant Professor in Adult Nursing, School of Health Sciences, University of Nottingham
| |
Collapse
|
19
|
Craft J, Christensen M, Bakon S, Wirihana L. Advancing student nurse knowledge of the biomedical sciences: A mixed methods study. NURSE EDUCATION TODAY 2017; 48:114-119. [PMID: 27771542 DOI: 10.1016/j.nedt.2016.10.003] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/20/2016] [Revised: 09/15/2016] [Accepted: 10/05/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Nursing students' ability to learn, integrate and apply bioscience knowledge to their clinical practice remains a concern. OBJECTIVES To evaluate the implementation, influence, and student perspective of a team-teaching workshop to integrate bioscience theory with clinical nursing practice. DESIGN The team-teaching workshop was offered prior to commencement of the university semester as a refresher course at an Australian university. This study employed a sequential explanatory mixed methods design incorporating both quantitative and qualitative items. METHODS An evaluation survey with quantitative and qualitative items and a focus group were employed. The qualitative data were analysed using a thematic approach. The quantitative data was combined with the emergent themes in the qualitative data. PARTICIPANTS Participants were final year nursing students. Nine students attended the workshop. All students completed the evaluation (N=9) and 44.4% (N=4) attended the focus group. RESULTS The results revealed six themes: (1) lectures are an inadequate teaching strategy for bioscience; (2) teaching strategies which incorporate active learning engage students; (3) the team-teaching workshop provides an effective learning environment; (4) the workshop content should be expanded; (5) pharmacology should relate to bioscience, and bioscience should relate to nursing; and (6) team-teaching was effective in integrating pharmacology with bioscience, and then translating this into nursing practice. Students had felt there was disjointedness between pharmacology and bioscience, and between bioscience and nursing care within their undergraduate studies. The workshop that was based on team-teaching bridged those gaps, utilised active learning strategies and provided an effective learning environment. CONCLUSION Team-teaching that employs active learning strategies is an effective approach to assist nursing students to integrate bioscience knowledge into their nursing practice.
Collapse
Affiliation(s)
- Judy Craft
- Queensland University of Technology, Caboolture Campus, Cnr Manley and Tallon Street, Caboolture, Queensland 4510, Australia.
| | - Martin Christensen
- Queensland University of Technology, Caboolture Campus, Cnr Manley and Tallon Street, Caboolture, Queensland 4510, Australia.
| | - Shannon Bakon
- Queensland University of Technology, Caboolture Campus, Cnr Manley and Tallon Street, Caboolture, Queensland 4510, Australia.
| | - Lisa Wirihana
- Queensland University of Technology, Caboolture Campus, Cnr Manley and Tallon Street, Caboolture, Queensland 4510, Australia.
| |
Collapse
|
20
|
Gaard M, Orbæk J. Supervising nursing students in a technology-driven medication administration process in a hospital setting: a systematic review protocol. JBI DATABASE OF SYSTEMATIC REVIEWS AND IMPLEMENTATION REPORTS 2016; 14:52-57. [PMID: 27635745 DOI: 10.11124/jbisrir-2016-003051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
The objective of this review is to identify, describe and synthesize the experiences of nurse supervisors and the factors that influence the supervision of pre-graduate nursing students in undertaking technology-driven medication administration in hospital settings.The current review seeks to answer the following questions.
Collapse
Affiliation(s)
- Mette Gaard
- 1Department of Medicine: University Amager-Hvidovre Hospital, Hvidovre, Denmark 2Department of Gastroenterology: University Amager-Hvidovre Hospital, Hvidovre, Denmark
| | | |
Collapse
|
21
|
Bravo KS, Pozehl B, Kupzyk K. Revision and Psychometric Testing of the Safe Administration of Medications Scale. J Nurs Meas 2016; 24:147-65. [PMID: 27103250 DOI: 10.1891/1061-3749.24.1.147] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND AND PURPOSE This study describes revision and psychometric testing of the Safe Administration of Medications-Revised (SAM-R) scale. METHODS The SAM-R scale was revised and tested to assess Bachelor of Science in Nursing (BSN) students' readiness to safely deliver medications through simulated case studies and associated vignettes. Subjects were junior- and senior-level BSN students (N = 227) from a large Midwestern university. Both classical testing and item response theory (IRT) were used to analyze item and group results. RESULTS Face, content, and construct validity were assessed. Internal consistency reliability of the scale was .736. IRT provided item-level information, using a one-parameter logistic model, but the sample size was inadequate for testing more complex models. CONCLUSION Evidence was obtained for reliability, face, content, and construct validity. Further revisions, and a larger sample size, are warranted.
Collapse
|
22
|
Santos Martiniano C, de Castro Marcolino E, Barros de Souza M, Alves Coelho A, Arcêncio RA, Fronteira I, da Costa Uchôa SA. The gap between training and practice of prescribing of drugs by nurses in the primary health care: a case study in Brazil. NURSE EDUCATION TODAY 2016; 36:304-309. [PMID: 26277426 DOI: 10.1016/j.nedt.2015.07.017] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2014] [Revised: 07/03/2015] [Accepted: 07/21/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND In many countries, the inclusion of nurses as prescribers is considered to be an advanced practice. In Brazil, such prescriptions are legally regulated and restricted to primary health care protocols. The presence of prescribing nurses has provoked a debate among medical and nursing corporations. However, there are few studies examining the qualifications, protocols and in-service training that are aimed at prescribing nurses in primary health care. OBJECTIVE We sought to investigate possible gaps between the education, qualifications, self-assessments and practice of prescribing medicine in primary health care from the perspective of nurses. DESIGN This investigation is a case study with a qualitative approach. SETTING This research was conducted in a Brazilian municipality with 84.04% family health strategy coverage and 400,002 inhabitants in northeast Brazil. PARTICIPANTS The participants were an intentional sample of 37 nurses in primary health care who were linked to the family health strategy. METHODS The study was conducted between August and November 2011 with four focus groups, a script validated by the Delphi technique, and a pilot study. This study addressed the qualifications for the prescription of medication, the sufficiency of the Ministry of Health protocols and self-assessments of the ability to prescribe. Qualitative analysis was applied. RESULTS All nurses reported having received insufficient training in the discipline of pharmacology to qualify them for prescriptive practice. The nurses emphasised the need for post-graduate training, the importance of clinical experience, and the lack of discussions and training. Only a small number of nurses self-assessed themselves as competent in prescribing drugs, and the others revealed fears of causing adverse reactions to medication. CONCLUSIONS There are gaps in the education, training, and daily demands of the prescription of medication by nurses in primary health care. It is suggested that prescription practices should be incorporated into undergraduate studies and continuing education in health services.
Collapse
Affiliation(s)
- Claudia Santos Martiniano
- Universidade Federal do Rio Grande do Norte, Rua Juvêncio Arruda, s/n. Campus Universitário, Bodocongó, CEP: 58.429-600, Campina Grande, Paraíba, Brazil
| | - Emanuella de Castro Marcolino
- Universidade Estadual da Paraíba, Endereço: Rosendo Pereira de Lucena 92, São José, CEP: 58400382 Campina Grande, Paraíba, Brazil
| | - Marize Barros de Souza
- Universidade Federal do Rio Grande do Norte, Rua Industrial João Motta, n 1541, Bl D, apto 102, Condomínio Liberdade, Capim Macio, Natal-RN, Brazil
| | - Ardigleusa Alves Coelho
- Universidade Federal do Rio Grande do Norte, Rua Juvêncio Arruda, s/n. Campus Universitário, Bodocongó, CEP: 58.429-600, Campina Grande, Paraíba, Brazil
| | - Ricardo Alexandre Arcêncio
- Universidade de São Paulo, Av. Bandeirantes, 3900 Campus Universitário, 14049900 Ribeirão Preto, São Paolo, Brazil
| | - Inês Fronteira
- Universidade Nova de Lisboa, Rua da Junqueira 100, 1349-008 Lisboa, Portugal
| | - Severina Alice da Costa Uchôa
- Universidade Federal do Rio Grande do Norte, Av. Senador Salgado Filho, CEP: 59078-970, Lagoa Nova, Natal-RN, Brazil
| |
Collapse
|
23
|
Sulosaari V, Huupponen R, Hupli M, Puukka P, Torniainen K, Leino-Kilpi H. Factors associated with nursing students' medication competence at the beginning and end of their education. BMC MEDICAL EDUCATION 2015; 15:223. [PMID: 26683623 PMCID: PMC4683869 DOI: 10.1186/s12909-015-0513-0] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/24/2015] [Accepted: 12/12/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND In previous studies, deficiencies in nursing students' medication competence have been highlighted. However, the focus of research has been limited especially to medication calculation competence and factors associated with it. In order to develop undergraduate nursing education and research, an understanding of the individual and learning environmental factors associated with medication competence from a broader approach is warranted. Our aim was therefore to evaluate the theoretical, practical and decision-making competence of nursing students and to identify factors associated with their medication competence at the beginning and end of their education. METHODS We used a descriptive, correlational study design with a structured instrument including a set of potential associated factors, knowledge test, medication calculation test and patient vignettes. The participants were nursing students at the beginning (n = 328) and at the end of their education (n = 338). Data were analyzed statistically. RESULTS In the evaluation of theoretical medication competence, the students' mean score over the semesters was 72 % correct answers in a knowledge test. In the evaluation of practical medication competence, the mean score was 74 % correct answers in a medication calculation test. In the evaluation of decision-making competence, the mean score was 57 % correct answers on deciding the best action in the situation given in patient vignettes. At the end of their education, students were able to solve patient vignettes significantly better. Individual factors were most evidently associated with medication competence. At the beginning of their education, students' previous academic success had a stronger association with medication competence. However, at the end of the education students' abilities in self-regulated learning and study motivation were more significant factors. CONCLUSION The core elements of medication competence are significantly interrelated, highlighting the need to provide integrated and comprehensive medication education throughout the undergraduate education. Students' learning style is associated with medication competence. There is a need for methods to identify and support students having difficulties to self-regulate their learning. To increase the safety of medication care of patients, research focusing on the development of effective teaching methods is needed. This study produced information for future nursing education research in this field, especially for interventional studies.
Collapse
Affiliation(s)
- Virpi Sulosaari
- Department of Nursing Science, University of Turku, FI-20014, Turku, Finland.
| | - Risto Huupponen
- Clinical Pharmacology Unit, Department of Pharmacology, Drug Development and Therapeutics, University of Turku, FI-20014, Turku, Finland.
| | - Maija Hupli
- Department of Nursing Science, University of Turku, FI-20014, Turku, Finland.
| | - Pauli Puukka
- National Institute for Health and Welfare, PL 57, FI-20521, Turku, Finland.
| | - Kirsti Torniainen
- Hospital Pharmacy Hospital Pharmacy, Turku University Hospital, PO Box 52, FI-20521, Turku, Finland.
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, FI-20014, Turku, Finland.
| |
Collapse
|
24
|
Nurses' and Nursing Students' Knowledge and Attitudes regarding Pediatric Pain. Nurs Res Pract 2015; 2015:210860. [PMID: 26543643 PMCID: PMC4620320 DOI: 10.1155/2015/210860] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2015] [Revised: 06/17/2015] [Accepted: 06/24/2015] [Indexed: 11/17/2022] Open
Abstract
Nursing staff spend more time with patients with pain than any other health staff member. For this reason, the nurse must possess the basic knowledge to identify the presence of pain in patients, to measure its intensity and make the steps necessary for treatment. Therefore, a prospective, descriptive, analytical, and cross-sectional study was conducted to investigate the knowledge and attitudes regarding pediatric pain in two different populations. The questionnaire, Pediatric Nurses Knowledge and Attitudes Survey Regarding Pain (PKNAS), was applied to 111 hospital pediatric nurses and 300 university nursing students. The final scores for pediatric nurses and nursing students were 40.1 ± 7.9 and 40.3 ± 7.5, respectively. None of the sociodemographic variables predicted the scores obtained by the participants (P > 0.05). There was a high correlation between the PKNAS scores of pediatric nurses and nursing students (r = 0.86, P < 0.001). It was observed that the degree of knowledge about pain and its treatment was very low in both groups. Due to this deficiency, pain in children remains inadequately managed, which leads to suffering in this population. It is necessary to increase the continued training in this subject in both areas.
Collapse
|
25
|
Patient safety and technology-driven medication – A qualitative study on how graduate nursing students navigate through complex medication administration. Nurse Educ Pract 2015; 15:203-11. [DOI: 10.1016/j.nepr.2014.11.015] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2013] [Revised: 11/15/2014] [Accepted: 11/19/2014] [Indexed: 11/17/2022]
|
26
|
Sulosaari V, Huupponen R, Torniainen K, Hupli M, Puukka P, Leino-Kilpi H. Medication education in nursing programmes in Finland – Findings from a national survey. Collegian 2014; 21:327-35. [DOI: 10.1016/j.colegn.2013.08.003] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
27
|
Simonsen BO, Daehlin GK, Johansson I, Farup PG. Differences in medication knowledge and risk of errors between graduating nursing students and working registered nurses: comparative study. BMC Health Serv Res 2014; 14:580. [PMID: 25413244 PMCID: PMC4243274 DOI: 10.1186/s12913-014-0580-7] [Citation(s) in RCA: 48] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2014] [Accepted: 11/03/2014] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Nurses experience insufficient medication knowledge; particularly in drug dose calculations, but also in drug management and pharmacology. The weak knowledge could be a result of deficiencies in the basic nursing education, or lack of continuing maintenance training during working years. The aim of this study was to compare the medication knowledge, certainty and risk of error between graduating bachelor students in nursing and experienced registered nurses. METHODS Bachelor students in closing term and registered nurses with at least one year job experience underwent a multiple choice test in pharmacology, drug management and drug dose calculations: 3x14 questions with 3-4 alternative answers (score 0-42). Certainty of each answer was recorded with score 0-3, 0-1 indicating need for assistance. Risk of error was scored 1-3, where 3 expressed high risk: being certain that a wrong answer was correct. The results are presented as mean and (SD). RESULTS Participants were 243 graduating students (including 29 men), aged 28.2 (7.6) years, and 203 registered nurses (including 16 men), aged 42.0 (9.3) years and with a working experience of 12.4 years (9.2). The knowledge among the nurses was found to be superior to that of the students: 68.9%(8.0) and 61.5%(7.8) correct answers, respectively, (p < 0.001). The difference was largest in drug management and dose calculations. The improvement occurred during the first working year. The nurses expressed higher degree of certainty and the risk of error was lower, both overall and for each topic (p < 0.01). Low risk of error was associated with high knowledge and high sense of coping (p < 0.001). CONCLUSIONS The medication knowledge among experienced nurses was superior to bachelor students in nursing, but nevertheless insufficient. As much as 25% of the answers to the drug management questions would lead to high risk of error. More emphasis should be put into the basic nursing education and in the introduction to medication procedures in clinical practice to improve the nurses' medication knowledge and reduce the risk of error.
Collapse
|
28
|
Lim AG, Honey M. New Zealand newly graduated nurses medication management: Results of a survey. Nurse Educ Pract 2014; 14:660-5. [DOI: 10.1016/j.nepr.2014.08.005] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2013] [Revised: 08/19/2014] [Accepted: 08/24/2014] [Indexed: 11/26/2022]
|
29
|
Meechan R, Valler-Jones T, Jones H. Do medicines OSCEs improve drug administration ability? ACTA ACUST UNITED AC 2011. [DOI: 10.12968/bjon.2011.20.13.728] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Ronnie Meechan
- Institute of Health and Society, Academic Unit of Pre-registration Nursing, University of Worcester
| | - Tracey Valler-Jones
- Institute of Health and Society, Academic Unit of Pre-registration Nursing, University of Worcester
| | - Helen Jones
- Institute of Health and Society, Academic Unit of Pre-registration Nursing, University of Worcester
| |
Collapse
|