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Can Gezer M, Küçük Alemdar D. The mediating role of pediatric nursing competence in the relationship between pediatric drug administration self-efficacy and medical error tendency in nursing students. Nurse Educ Pract 2024; 79:104067. [PMID: 39029325 DOI: 10.1016/j.nepr.2024.104067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2024] [Revised: 07/03/2024] [Accepted: 07/08/2024] [Indexed: 07/21/2024]
Abstract
AIM This study was conducted to determine the mediating role of pediatric nursing competence in the relationship between self-efficacy in pediatric drug administration and medical error tendency in nursing students. BACKGROUND The self-efficacy of nursing students towards drug administration knowledge and practices is one of the determinants of achieving the goals of nursing education programs related to drug administration. DESIGN The sample of the descriptive and correlational study consisted of a total of 303 3rd and 4th-year students taking the Pediatric Health and Diseases Nursing course at the Department of Nursing. Data were collected using the Pediatric Nursing Competency Scale (PNCS), the Medication Administration Self-Efficacy Scale in Children for Nursing Students (MASSC) and the Medical Errors Tendency Scale (METS). Pearson correlation analysis, linear regression analysis, independent groups t-test, one-way analysis of variance (ANOVA) and post hoc (Tukey, LSD) test were used to analyze the data. In addition, hierarchical regression analyses regarding the mediation effect were performed using PROCESS Model 4 developed by Hayes (2013) for SPSS. RESULTS When the correlation levels between the total scores of MASSC, PNSC and METS were analyzed, a positive moderate correlation was found between PNSC and MASSC total scores, a positive weak correlation was found between METS and MASSC total scores and a positive weak correlation was found between METS and PNSC total scores (p<0.05). As a result of the analysis, the model was found to be significant and the total change in METS was explained by 17.3 % of the total change in METS (F=63.289;p=0.000). It was found that PNSC was a partial mediator variable between MASSC and METS. CONCLUSION As a result of the study, it was determined that pediatric nursing competence had a partial mediating role in the relationship between pediatric drug administration self-efficacy and medical error tendency in nursing students.
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Affiliation(s)
| | - Dilek Küçük Alemdar
- Ordu University Faculty of Health Sciences, Department of Nursing, Ordu, Turkey.
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Akça K, Berşe S. Nursing students' self-efficacy and clinical decision-making in the context of medication administration to children: A descriptive-correlational study. Nurse Educ Pract 2023; 72:103775. [PMID: 37683366 DOI: 10.1016/j.nepr.2023.103775] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2023] [Revised: 08/26/2023] [Accepted: 08/30/2023] [Indexed: 09/10/2023]
Abstract
BACKGROUND It is crucial for nursing students to possess self-efficacy in medication administration to children for correct drug implementation. It is expected that nursing students enhance their clinical application skills in the pediatric field before graduation, execute the clinical decision-making process, and acquire self-efficacy in medication administration. AIM This research was conducted to examine the self-efficacy and clinical decision-making levels of nursing students in the context of medication administration to children. METHODS This descriptive-correlational study was conducted with 368 students. The data were collected using the "Participant Information Form", the "Medication Administration Self-Efficacy Scale in Children for Nursing Students", and the "Clinical Decision-Making in Nursing Scale". Number, percentage, minimum and maximum values, mean and standard deviation, Independent Samples T-Test, ANOVA, and Pearson correlation test were used in the analysis of the data. In addition, Cronbach's Alpha coefficient was calculated to evaluate the reliability of the scales. The research report of the study followed the STROBE guidelines. RESULTS In the study, the mean score of the students on the Clinical Decision-Making in Nursing Scale was slightly low; the mean score of the Medication Administration Self-Efficacy Scale in Children for Nursing Students was found to be moderate; and a significant and negative relationship was determined between the two scales. The clinical decision-making levels of the male students, the fourth-year nursing students, and those who did not experience anxiety during medication administration were found to be significantly higher. The self-efficacy of the students who did not experience anxiety during medication administration to children was found to be significantly higher than the others. CONCLUSION Nursing students need to possess self-efficacy in administering medication to children and be able to make clinical decisions. Given the significant impact of the clinical decision-making process on patient outcomes and safety, it is necessary to develop educational programs to enhance the clinical decision-making abilities of nursing students. Different educational methods that will increase students' self-efficacy in medication administration to children need to be implemented.
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Affiliation(s)
- Kamile Akça
- Gaziantep Islam Science and Technology University, Faculty of Health Sciences, Gaziantep, Turkey.
| | - Soner Berşe
- Gaziantep University, Faculty of Health Sciences, Gaziantep, Turkey
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Currie J, Thompson C, Grootemaat P, Andersen P, Finnegan A, Carter M, Halcomb E. A scoping review of clinical skill development of preregistration registered nurses in Australia and five other English-speaking countries. J Clin Nurs 2023; 32:283-297. [PMID: 35146817 PMCID: PMC10078692 DOI: 10.1111/jocn.16239] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 01/06/2022] [Accepted: 01/14/2022] [Indexed: 12/14/2022]
Abstract
AIM The aim of this scoping review is to synthesise current evidence around the clinical skill development of preregistration registered nurses (RNs) in Australia, United Kingdom (UK), Ireland, United States (US), Canada and New Zealand, to inform nurse education, policy and clinical practice. BACKGROUND Nursing is a practical profession, and registered nurses require specific skills, knowledge and attributes in order to care for patients safely. The context for health care delivery is shifting, and the education of nurses must adapt to effectively equip the registered nurse of the future. DESIGN A scoping review was conducted of clinical skill development in preregistration nurses. CINAHL Plus, MEDLINE, Health Source (Nursing/Academic edition) and Scopus were searched. Included studies were primary Australian studies and international literature reviews, which focussed on preregistration nursing education. Papers were written in the English language and focussed on clinical skill development. Results were synthesised narratively. The review is reported here in accordance with the Preferred Reporting Items for Systematic Review and Meta-analyses Scoping Review extension (PRISMA-ScR) guidelines. RESULTS One hundred fifty-five Australia studies and 89 international reviews were included in the review. Six key themes were identified, namely clinical skills, approaches to teaching and learning, interprofessional education, assessment of learning, clinical placement and simulation. CONCLUSION There is substantial variation in strategies and programmes to facilitate clinical skill development both within Australia and internationally, indicating a genuine shift away from traditional didactic pedagogy. New graduate registered nurses were expected to be "work-ready," albeit at a novice level, when they enter the workplace. Future research should consider measures of impact on actual clinical practice and focus on developing work-ready graduates for the range of clinical settings in which they may practice. Educators, policymakers and educational institutions can use these findings to inform curriculum developments to ensure that clinical skill development is evidence-based.
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Affiliation(s)
- Jane Currie
- Queensland University of Technology, Kelvin Grove Campus, Brisbane, Queensland, Australia.,Susan Wakil School of Nursing & Midwifery, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| | - Cristina Thompson
- Centre for Health Service Development, Australian Health Services Research Institute, University of Wollongong, New South Wales, Australia
| | - Pam Grootemaat
- Centre for Health Service Development, Australian Health Services Research Institute, University of Wollongong, New South Wales, Australia
| | - Patrea Andersen
- Centre for Health and Social Practice, Waikato Institute of Technology, Hamilton, New Zealand.,School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Queensland, Australia.,School of Nursing, Midwifery and Social Science, CQ University, Queensland, Australia
| | - Alan Finnegan
- University of Chester, Riverside Campus, Chester, UK
| | - Michael Carter
- University of Tennessee Health Science Center, Memphis, Tennessee, USA
| | - Elizabeth Halcomb
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
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Jarvill M, Neubrander J, Kim M. Nursing Student Medication Administration Practice in the Clinical Setting: A Descriptive Study. J Nurs Educ 2022; 61:137-142. [PMID: 35254164 DOI: 10.3928/01484834-20211128-09] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Nurses are instrumental in preventing medication errors that cause patient harm. Increased practice and educational interventions are suggested to prepare nursing students to safely administer medications. However, a quantified account of the reality of nursing student medication administration practice in the clinical setting is unknown. METHOD This cross-sectional descriptive study assessed the frequency and quality of nursing student medication administration practice in the clinical setting. A convenience sample of prelicensure nursing students (n = 222) completed an electronic Nursing Student Medication Administration Survey after each clinical day for one semester. RESULTS Overall, participants on average had one medication administration experience, administered two drugs, and administered medications to one patient. Most medication administration experiences were supervised by bedside RNs. CONCLUSION Medication administration opportunities in the clinical setting are unpredictable and vary by facility and nursing program policy. Further investigation is necessary. [J Nurs Educ. 2022;61(3):137-142.].
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Munangatire T, McInerney P. Nursing students' conceptions of competence and the learning processes that support the development of competence: a phenomenographic study. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:1113-1132. [PMID: 33730296 DOI: 10.1007/s10459-021-10041-2] [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: 11/21/2019] [Accepted: 02/22/2021] [Indexed: 06/12/2023]
Abstract
The development of competence among student nurses is important to nurse educators, nursing regulatory bodies, employers and patients. Several teaching and learning strategies support the development of competence among student nurses, but the level of competence at the point of graduation remains below expected standards. Therefore, more research is needed to find strategies that can enhance the development of competence among students. The study explored students' conceptions of competence and the learning processes that support the development of competence in nursing practice. Gaining an understanding of learning and competence from the student's perspective can improve our current understanding of the development of competence. Utilising a phenomenographic approach, in-depth interviews and focus group discussions were conducted among purposively sampled groups of nursing students. The analysis of data was managed through ATLAS. ti 8.1 and followed the process of familiarisation, condensation, comparison, grouping, articulating labelling and contrasting of excerpts to generate the students' conceptions of learning. Five categories of description emerged and showed that the development of competence involves students increasing their understanding of what competence is, hence changing their learning strategies to meet the level of competence, as they understood it. In order of hierarchy from the lowest, the categories of description were: competence is understood as task completion; competence is understood as passing assessments /satisfying facilitators; competence is understood as applying theory to practice; competence is understood as performance of nursing according to clinical standards/guidelines; and competence is understood as performance that yields positive health outcomes.
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Affiliation(s)
- Takaedza Munangatire
- Faculty of Health Sciences, Department of Nursing, University of Namibia, Rundu, Namibia.
| | - Patricia McInerney
- Faculty of Health Sciences, Centre for Health Sciences Education, University of Witwatersrand, Johannesburg, South Africa
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Identifying Risk Areas of Medication Administration Process for Developing an Interactive Three-Dimensional Game Intervention. Comput Inform Nurs 2021; 38:524-533. [PMID: 32732642 DOI: 10.1097/cin.0000000000000661] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
The aim of this study was to describe identified risk areas related to the medication administration process in acute care in order to develop a three-dimensional-game intervention. A secondary analysis was conducted using (1) observed medication administrations (n = 1058) and identified medication errors in 2012 (n = 235), (2) a systematic review including a meta-analysis of previous medication administration educational interventions (n = 14) from 2000 to 2015, (3) incident reports of medication administration errors (n = 1012) from 2013 to 2014, and (4) focus group interviews with RNs' (n = 20) views in 2015. A qualitative content analysis was used to identify risk areas, and the data were organized according to the following main themes: (1) factors related to patients (patient identification, patients' characteristics or symptoms, and patients' allergies and interactions); (2) factors related to medications (medication information, changes in medications, generic substitutes, new drugs, look-alike/sound-alike drugs, demanding drug treatments, medication preparation, and administration techniques); (3) factors related to staffing (workload, skills, interruptions and distractions, division of work, responsibility, attitudes, and guidelines); and (4) factors related to communication (flow of information, communication with the patients, and marking of medication information). Identified risk areas could be used to develop interventions with the aim of increasing the safety of medication administration and nurses' skills.
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Elonen I, Salminen L, Brasaitė-Abromė I, Fuster P, Kukkonen P, Leino-Kilpi H, Löyttyniemi E, Noonan B, Stubner J, Svavarsdóttir MH, Thorsteinsson H, Koskinen S. Medication calculation skills of graduating nursing students within European context. J Clin Nurs 2021; 31:548-558. [PMID: 34101280 DOI: 10.1111/jocn.15908] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2020] [Revised: 03/29/2021] [Accepted: 05/07/2021] [Indexed: 11/26/2022]
Abstract
AIM The aim of this study is to evaluate the medication calculation skills of graduating nursing students in six European countries and analyse the associated factors. BACKGROUND Medication calculation skills are fundamental to medication safety, which is a substantial part of patient safety. Previous studies have raised concerns about the medication calculation skills of nurses and nursing students. DESIGN As part of a broader research project, this study applies a multinational cross-sectional survey design with three populations: graduating nursing students, nurse managers and patients. METHODS The students performed two calculations (tablet and fluid) testing medication calculation skills requiring different levels of conceptual understanding and arithmetic. The managers and patients answered one question about the students' medication kills. In total, 1,796 students, 538 managers and 1,327 patients participated the study. The data were analysed statistically. The STROBE guideline for cross-sectional studies was applied. RESULTS Almost all (99%) of the students performed the tablet calculation correctly, and the majority (71%) answered the fluid calculation correctly. Older age, a previous degree in health care and satisfaction with their current degree programme was positively associated with correct fluid calculations. The patients evaluated the students' medication skills higher than the nurse managers did and the evaluations were not systematically aligned with the calculation skills tested. CONCLUSIONS Nursing students have the skills to perform simple medication calculations, but a significant number of students have difficulties with calculations involving multiple operations and a higher level of conceptual understanding. Due to the variation in students' medication calculation skills and the unalignment between the managers' and patients' evaluations and the calculation tests, further research is needed. RELEVANCE TO CLINICAL PRACTICE Graduating nursing students enter clinical field as qualified professionals, but there is still room for improvement in their medication calculation skills. This calls for attention in the fields of clinical nursing, education and research.
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Affiliation(s)
- Imane Elonen
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Leena Salminen
- Department of Nursing Science and Nurse Director, University of Turku, Turku University Hospital, Turku, Finland
| | | | - Pilar Fuster
- Nursing Department, Universitat Internacional de Catalunya, Sant Cugat del Valles, Spain
| | - Pia Kukkonen
- Department of Nursing Science, University of Turku, Finland, Turku University Hospital, Turku, Finland
| | - Helena Leino-Kilpi
- FAAN, FEANS, University of Turku and Nurse Director, Turku University Hospital, Turku, Finland
| | | | - Brendan Noonan
- University College Cork, School of Nursing and Midwifery, Cork, Ireland
| | - Juliane Stubner
- Martin Luther University Halle-Wittenberg, Institute of Health and Nursing Science, Halle, Germany
| | | | - Hrund Thorsteinsson
- Faculty of Nursing, Department of Development and Education, University of Iceland, Landspitali University Hospital, Reykjavik, Iceland
| | - Sanna Koskinen
- Department of Nursing Science, University of Turku, Turku, Finland
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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.
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Raurell-Torredà M, Bonmatí-Tomás A, Lamoglia-Puig M, Zaragoza-García I, Farrés-Tarafa M, Roldán-Merino J, Gómez-Ibáñez R. Psychometric design and validation of a tool to assess the medication administration process through simulation in undergraduate nursing students. NURSE EDUCATION TODAY 2021; 98:104726. [PMID: 33493925 DOI: 10.1016/j.nedt.2020.104726] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Revised: 11/17/2020] [Accepted: 12/07/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Medication errors account for 38% of adverse events reported among undergraduate nursing students. Simulation provides training for nursing students in the medication administration process. However, there is a lack of reliable and valid instruments to measure its assessment. OBJECTIVES To design and validate a new tool (MEDICORRECT) to assess undergraduate nursing students in the medication administration process using a high-fidelity simulation scenario. DESIGN AND METHODS Study participants were fourth year undergraduate nursing students at the University of Barcelona. Phase 1 consisted of tool design and drafting, and content validity and feasibility analyses. Phase 2 covered construct validity and interrater reliability. A factor analysis was conducted, involving a principal component analysis and varimax rotation. FINDINGS Of 21 initial items, 11 were eliminated because of low content validity ratio, 4 of which assessed cognitive skills such as administering the right medicine at the right dose, which were impossible to observe in the simulation scenario. The final version of MEDICORRECT contained 10 items. The exploratory factor analysis identified a four-factorial model explaining 67.3% of the variance. Interrater agreement measured with Kappa was greater than 0.70 for 80% of items. CONCLUSIONS The 10 items in MEDICORRECT are relevant and feasible, have suitable psychometric properties and reflect the practical skills identified in the medication administration process. The tool excludes cognitive skills, which should be included and assessed during prebriefing.
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Affiliation(s)
- M Raurell-Torredà
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain; Research group on simulation (GRISimula 2017 SGR 531), Spain
| | - A Bonmatí-Tomás
- Faculty of Nursing, University of Girona, Spain; Research Group on Health and Healthcare, Spain.
| | - M Lamoglia-Puig
- Research group on simulation (GRISimula 2017 SGR 531), Spain; School of Health Science, Tecnocampus-Mataró, Spain
| | - I Zaragoza-García
- Department of Nursing, Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid, Spain; InveCuid+12 Group, Research Institute Hospital 12 de Octubre (imas12)
| | - M Farrés-Tarafa
- Research group on simulation (GRISimula 2017 SGR 531), Spain; Sant Joan de Déu Campus Docent- Private Foundation, University of Barcelona, Spain
| | - J Roldán-Merino
- Sant Joan de Déu Campus Docent- Private Foundation, University of Barcelona, Spain
| | - R Gómez-Ibáñez
- Research group on simulation (GRISimula 2017 SGR 531), Spain; Department of Nursing, Faculty of Medicine, Autonomous University of Barcelona, Spain
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Musharyanti L, Haryanti F, Claramita M. Improving Nursing Students' Medication Safety Knowledge and Skills on Using the 4C/ID Learning Model. J Multidiscip Healthc 2021; 14:287-295. [PMID: 33574673 PMCID: PMC7872908 DOI: 10.2147/jmdh.s293917] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Accepted: 01/15/2021] [Indexed: 11/29/2022] Open
Abstract
Introduction Learning medication-safety has become a focus in many countries to improve medication-safety competencies in nursing students. Research on instructional design for medication-safety is still limited, especially about the use of the Four Components Instructional Design (4C/ID) model. This study aimed to compare the knowledge and skills in medication safety of nursing students after the medication-safety training using four components of instructional design known as 4C/ID. Methods This was a posttest-only quasi-experimental study using an intervention and control group. The participants were the third-semester students of a nursing school at Yogyakarta, Indonesia (intervention: n=55, control: n=40). The intervention group was trained for five weeks using the 4C/ID approach with interactive lectures, small group discussions, reflections, and skills simulation sessions. An observational skills evaluation and Multiple-Choice Questionnaire were administered in the last week after the training completed. Independent sample t-test and Mann Whitney tests were used to analyze the mean differences of knowledge and skills in giving oral medicine and drug injections between the two groups. Results The majority of respondents were female (74.1%), aged 19–20 years (77.8%), with GPA >3 (87.37%) and, the majority had never received instruction about patient safety (69%). There were significant mean differences in overall knowledge (p<0.05) and also in the skills of oral drug and intramuscular drug administration (p<0.05) between the intervention and control groups. Conclusion Training in medication-safety using the 4C/ID approach could improve the medication-safety knowledge and skills of the nursing students based on simple to complex learning.
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Affiliation(s)
- Lisa Musharyanti
- School of Nursing, Faculty of Medicine and Health Sciences, Universitas Muhammadiyah Yogyakarta, Yogyakarta, Indonesia
| | - Fitri Haryanti
- Department of Pediatric and Maternity Nursing, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
| | - Mora Claramita
- Department of Medical, Health Professions Education and Bioethics, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
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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.
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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.
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Goodwin J, Kilty C, Harman M, Horgan A. 'There need to be a balance': Mental health nurses' perspectives on medication education in university and clinical practice. Int J Ment Health Nurs 2020; 29:177-186. [PMID: 31498552 DOI: 10.1111/inm.12657] [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] [Accepted: 08/18/2019] [Indexed: 01/29/2023]
Abstract
Working with medication is an important role of the mental health nurse. However, little research has focused on staff nurses' perspectives on where the responsibility lies for preparing student nurses for safe, competent medication management. This study investigated mental health nurses' perspectives on medication education. An interpretive descriptive approach was used. Two focus groups were conducted, and data were analysed using inductive content analysis. It was found that participants embraced a medical approach to servicer user care, with less positive attitudes demonstrated towards psychosocial approaches. There were also tensions expressed between clinical practice and the university, with uncertainty voiced about whose responsibility it was to educate students about medication management. It is important that both environments complement each other in order to enhance the student nurse educational experience. While mental health nurses should be educated in this area to practice in a safe and competent manner, it is also key that a holistic approach to care is considered.
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Affiliation(s)
- John Goodwin
- School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Caroline Kilty
- School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Mark Harman
- School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Aine Horgan
- School of Nursing and Midwifery, University College Cork, Cork, Ireland
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Teal T, Emory J, Patton S. Analysis of Medication Errors and near Misses Made by Nursing Students. Int J Nurs Educ Scholarsh 2019; 16:ijnes-2019-0057. [DOI: 10.1515/ijnes-2019-0057] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2019] [Accepted: 10/01/2019] [Indexed: 11/15/2022]
Abstract
Abstract
Despite extensive research and technological advancements, errors related to medication administration continue to rise annually. The body of evidence surrounding medication errors has focused largely on licensed practicing nurses. Nursing students can offer a unique perspective regarding medication administration as their foundation for professional psychomotor skills and cognitive abilities are developed. The purpose of this study was to explore the variables related to medication errors made by pre-licensure nursing students. Data were collected from 2013–2015 in a pre-licensure program. Students completed a post-error survey available in Google Forms. One hundred thirteen responses to the error report were completed. By exploring the factors related to medication errors among nursing students, teaching and learning strategies forming the foundations of medication administration can improve professional nursing practice and improve safety and quality of care.
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Affiliation(s)
- Tabatha Teal
- Nursing , Univ Arkansas , 606 N Razorback Road , Fayetteville , AR 72701 , USA
| | - Jan Emory
- Nursing , Univ Arkansas , 606 N Razorback Road , Fayetteville , AR 72701 , USA
| | - Susan Patton
- Nursing , Univ Arkansas , 606 N Razorback Road , Fayetteville , AR 72701 , USA
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Chan R, Booth R, Strudwick G, Sinclair B. Nursing Students' Perceived Self-Efficacy and the Generation of Medication Errors with the Use of an Electronic Medication Administration Record (eMAR) in Clinical Simulation. Int J Nurs Educ Scholarsh 2019; 16:ijnes-2019-0014. [PMID: 31539361 DOI: 10.1515/ijnes-2019-0014] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2019] [Accepted: 07/30/2019] [Indexed: 11/15/2022]
Abstract
Medication errors continue to be a significant issue, posing substantial threats to the safety and well-being of patients. Through Bandura's theory of self-efficacy, nursing students' self-efficacy (confidence) related to medication administration was examined to investigate its influence on the generation of medication errors with the use of an Electronic Medication Administration Record (eMAR) in clinical simulation. This study examined the generation of medication errors and the differences that may exist based on nursing students' perceived confidence. The findings of this study demonstrated that nursing students continue to generate medication errors within clinical simulation. No differences in the generation of medication errors were found between nursing students with perceived high levels of confidence and those with perceived low levels of confidence (one exception noted). Further examination of the variables and contextual factors related to safe medication administration practices is required to inform nursing education and practice.
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Affiliation(s)
- Ryan Chan
- Arthur Labatt Family School of Nursing, Western University, N6A5B9London, Ontario, Canada
| | - Richard Booth
- Arthur Labatt Family School of Nursing, Western University, N6A5B9London, Ontario, Canada
| | | | - Barbara Sinclair
- Arthur Labatt Family School of Nursing, Western University, N6A5B9London, Ontario, Canada
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Gregory L, Villarosa AR, Ramjan LM, Hughes M, O’Reilly R, Stunden A, Daly M, Raymond D, Fatayer M, Salamonson Y. The influence of mathematics self‐efficacy on numeracy performance in first‐year nursing students: A quasi‐experimental study. J Clin Nurs 2019; 28:3651-3659. [DOI: 10.1111/jocn.14963] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2018] [Revised: 05/24/2019] [Accepted: 05/29/2019] [Indexed: 11/28/2022]
Affiliation(s)
- Linda Gregory
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
- Centre for Applied Nursing Research (CANR) Ingham Institute for Applied Medical Research Liverpool New South Wales Australia
| | - Amy R. Villarosa
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
- Centre for Oral Health Outcomes, Research & Translation (COHORT) Research Group Ingham Institute for Applied Medical Research Liverpool New South Wales Australia
| | - Lucie M. Ramjan
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
- Centre for Applied Nursing Research (CANR) Ingham Institute for Applied Medical Research Liverpool New South Wales Australia
| | - Mitch Hughes
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
| | - Rebecca O’Reilly
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
- Centre for Applied Nursing Research (CANR) Ingham Institute for Applied Medical Research Liverpool New South Wales Australia
| | - Annette Stunden
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
| | - Miranda Daly
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
- Centre for Applied Nursing Research (CANR) Ingham Institute for Applied Medical Research Liverpool New South Wales Australia
| | - Debra Raymond
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
| | - Mais Fatayer
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
| | - Yenna Salamonson
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
- Centre for Applied Nursing Research (CANR) Ingham Institute for Applied Medical Research Liverpool New South Wales Australia
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Musharyanti L, Claramita M, Haryanti F, Dwiprahasto I. Why do nursing students make medication errors? A qualitative study in Indonesia. J Taibah Univ Med Sci 2019; 14:282-288. [PMID: 31435418 PMCID: PMC6694917 DOI: 10.1016/j.jtumed.2019.04.002] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2019] [Revised: 04/18/2019] [Accepted: 04/21/2019] [Indexed: 10/26/2022] Open
Abstract
Objectives This study aimed to explore Indonesian nursing students' perceptions of the types and causes of medication errors in clinical rotations. Methods This descriptive qualitative study was conducted with 26 nursing students who had completed their final clinical rotations. Data were collected through four focus group discussions and analysed by Colaizzi's method. Results Three themes were obtained from the data analysis: important role played by nurses in medication safety, types of medication errors (near misses) committed by nursing students, and the causes of medication errors during clinical rotations. Conclusion Nurses play a vital role in dispensing medication and ensuring patient safety, but near misses are still reported during clinical rotations. Lack of knowledge, skills, proper supervision, and appropriate role models during clinical rotations lead to medication errors by nursing students. Appropriate role models and adequate supervision in the clinical education stage are necessary to ensure the achievement of medication safety competencies.
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Affiliation(s)
- Lisa Musharyanti
- School of Nursing, Faculty of Medicine and Health Sciences, Universitas Muhammadiyah Yogyakarta, Indonesia
| | - Mora Claramita
- Department of Medical Education, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Indonesia
| | - Fitri Haryanti
- Department of Pediatric and Maternity Nursing, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Indonesia
| | - Iwan Dwiprahasto
- Department of Pharmacology and Therapy, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Indonesia
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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.
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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
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Abu Sharour L, Subih M, Yehia D, Suleiman K, Salameh AB, Al Kaladeh M. Teaching module for improving oncology nurses' knowledge and self-confidence about central line catheters caring, complications, and application: A pretest-posttest quasi-experimental design. JOURNAL OF VASCULAR NURSING 2018; 36:203-207. [PMID: 30458943 DOI: 10.1016/j.jvn.2018.07.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2018] [Revised: 07/08/2018] [Accepted: 07/18/2018] [Indexed: 11/24/2022]
Abstract
The aim of the present study was to assess the effectiveness of implementing an educational module based on the Centers for Disease Control and Prevention guidelines on the nurses' knowledge and self-confidence regarding central line catheters (CVCs) caring, complications, and application. A pretest-posttest quasi-experimental design was used. A sample of 100 oncology nurses from oncology units participated in two groups, experimental group (N = 50) and control group (N = 50). The participants completed knowledge test and self-confidence scale before and after the educational program. The results showed that there was a significant difference between the experimental and control groups regarding knowledge related to CVC guidelines and management after the interventional sessions (t = -7.85, P = .001). The mean and standard deviation for experimental group were 15.95 (5.45) and 7.35 (2.73) for the control group. Furthermore, the results showed significant difference (t = -22.20, P = .001) between the experimental group (M = 61.50, SD = 14.20) and the control group (M = 35.50, SD = 7.20) regarding self-confidence in managing CVCs. It is concluded that using educational program strengthens nurses' skills, improves safety, and increases opportunity to learn, and thus, it will increase the self-confidence.
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Affiliation(s)
- Loai Abu Sharour
- Associate Professor, Faculty of nursing, AL-Zaytoonah University of Jordan, Amman, Jordan.
| | - Maha Subih
- Assistant Professor, School of Nursing, Al-Zaytoonah University of Jordan (ZUJ), Amman, Jordan
| | - Dalal Yehia
- Assistant Professor, School of Nursing, Al-Zaytoonah University of Jordan (ZUJ), Amman, Jordan
| | - Khaled Suleiman
- Assistant Professor, School of Nursing, Al-Zaytoonah University of Jordan (ZUJ), Amman, Jordan
| | - Ayman Bani Salameh
- Assistant Professor, School of Nursing, Al-Zaytoonah University of Jordan (ZUJ), Amman, Jordan
| | - Mahmoud Al Kaladeh
- Assistant Professor, School of Nursing, Al-Zaytoonah University of Jordan (ZUJ), Amman, Jordan
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Cox JL, Simpson MD. Microbiology Education and Infection Control Competency: Offering a New Perspective. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2018; 19:jmbe-19-71. [PMID: 29983850 PMCID: PMC6022775 DOI: 10.1128/jmbe.v19i2.1475] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/11/2017] [Accepted: 02/23/2018] [Indexed: 06/08/2023]
Abstract
Healthcare-associated infections (HAIs) have become a significant and costly problem for healthcare institutions worldwide. Despite the crucial role of infection prevention and control (IC) procedures, there is a substantial body of evidence to indicate that IC knowledge and practices of health professional graduates is, however, sub-optimal. This paper presents a discussion of the critical role microbiology plays in infection control education and practice, arguing that without an ability to apply microbiology knowledge to IC decision-making, there is an inherent risk of incorrect application of IC practices and thus a risk to patient (and nurse) safety. The authors propose a re-conceptualization of infection control competency, using nursing as an exemplar profession, to reflect practice that is not based on simple memorization of protocols but rather on a sound understanding of microbiology and informed decision-making. The proposal for re-conceptualizing the definition and assessment of IC competence, if adopted, would potentially enhance students' understanding and synthesis of microbiology knowledge and help build students' capacity to apply that knowledge to practice.
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Affiliation(s)
- Jennifer L. Cox
- Corresponding author. Mailing address: School of Biomedical Sciences, PO Box 883, Orange, NSW, Australia, 2800. Phone 612 6365 7687. E-mail:
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Booth R, Sinclair B, McMurray J, Strudwick G, Watson G, Ladak H, Zwarenstein M, McBride S, Chan R, Brennan L. Evaluating a Serious Gaming Electronic Medication Administration Record System Among Nursing Students: Protocol for a Pragmatic Randomized Controlled Trial. JMIR Res Protoc 2018; 7:e138. [PMID: 29807885 PMCID: PMC5996180 DOI: 10.2196/resprot.9601] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2017] [Revised: 04/02/2018] [Accepted: 04/02/2018] [Indexed: 11/17/2022] Open
Abstract
Background Although electronic medication administration record systems have been implemented in settings where nurses work, nursing students commonly lack robust learning opportunities to practice the skills and workflow of digitalized medication administration during their formative education. As a result, nursing students’ performance in administering medication facilitated by technology is often poor. Serious gaming has been recommended as a possible intervention to improve nursing students’ performance with electronic medication administration in nursing education. Objective The objectives of this study are to examine whether the use of a gamified electronic medication administration simulator (1) improves nursing students’ attention to medication administration safety within simulated practice, (2) increases student self-efficacy and knowledge of the medication administration process, and (3) improves motivational and cognitive processing attributes related to student learning in a technology-enabled environment. Methods This study comprised the development of a gamified electronic medication administration record simulator and its evaluation in 2 phases. Phase 1 consists of a prospective, pragmatic randomized controlled trial with second-year baccalaureate nursing students at a Canadian university. Phase 2 consists of qualitative focus group interviews with a cross-section of nursing student participants. Results The gamified medication administration simulator has been developed, and data collection is currently under way. Conclusions If the gamified electronic medication administration simulator is found to be effective, it could be used to support other health professional simulated education and scaled more widely in nursing education programs. Trial Registration ClinicalTrials.gov NCT03219151; https://clinicaltrials.gov/show/NCT03219151 (Archived by WebCite at http://www.webcitation.org/6yjBROoDt) Registered Report Identifier RR1-10.2196/9601
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Affiliation(s)
- Richard Booth
- Arthur Labatt Family School of Nursing, Faculty of Health Sciences, Western University, London, ON, Canada
| | - Barbara Sinclair
- Arthur Labatt Family School of Nursing, Faculty of Health Sciences, Western University, London, ON, Canada
| | - Josephine McMurray
- Business Technology Management/Health Studies, Wilfrid Laurier University, Waterloo, ON, Canada
| | - Gillian Strudwick
- Information Management Group, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Gavan Watson
- Teaching Support Centre, Western University, London, ON, Canada
| | - Hanif Ladak
- Department of Medical Biophysics, Faculty of Engineering, Western University, London, ON, Canada
| | - Merrick Zwarenstein
- Centre for Studies in Family Medicine, Schulich School of Medicine and Dentistry, Western University, London, ON, Canada
| | - Susan McBride
- School of Nursing, Texas Tech University Health Sciences Center, Lubbock, TX, United States
| | - Ryan Chan
- Arthur Labatt Family School of Nursing, Faculty of Health Sciences, Western University, London, ON, Canada
| | - Laura Brennan
- Arthur Labatt Family School of Nursing, Faculty of Health Sciences, Western University, London, ON, Canada
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Kelly SH, Koharchik L, Henry R, Cippel M, Hardner S, Kolesar A, Clark B. An Advanced Medication Administration Experience to Promote Students' Knowledge Acquisition in the Skill of Administering Medications. TEACHING AND LEARNING IN NURSING 2018. [DOI: 10.1016/j.teln.2017.12.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Cantrell MA, Franklin A, Leighton K, Carlson A. The Evidence in Simulation-Based Learning Experiences in Nursing Education and Practice: An Umbrella Review. Clin Simul Nurs 2017. [DOI: 10.1016/j.ecns.2017.08.004] [Citation(s) in RCA: 62] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
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Farre A, Heath G, Shaw K, Jordan T, Cummins C. The role of paediatric nurses in medication safety prior to the implementation of electronic prescribing: a qualitative case study. J Health Serv Res Policy 2017; 22:99-106. [PMID: 28429973 DOI: 10.1177/1355819616686995] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Objectives To explore paediatric nurses' experiences and perspectives of their role in the medication process and how this role is enacted in everyday practice. Methods A qualitative case study on a general surgical ward of a paediatric hospital in England, one year prior to the planned implementation of ePrescribing. Three focus groups and six individual semi-structured interviews were conducted, involving 24 nurses. Focus groups and interviews were audio-recorded, transcribed, anonymized and subjected to thematic analysis. Results Two overarching analytical themes were identified: the centrality of risk management in nurses' role in the medication process and the distributed nature of nurses' medication risk management practices. Nurses' contribution to medication safety was seen as an intrinsic feature of a role that extended beyond just preparing and administering medications as prescribed and placed nurses at the heart of a dynamic set of interactions, practices and situations through which medication risks were managed. These findings also illustrate the collective nature of patient safety. Conclusions Both the recognized and the unrecognized contributions of nurses to the management of medications needs to be considered in the design and implementation of ePrescribing systems.
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Affiliation(s)
- Albert Farre
- 1 Research Fellow, Institute of Applied Health Research, University of Birmingham, UK
| | - Gemma Heath
- 2 Research Fellow & Health Psychologist, Department of Psychology, School of Life and Health Sciences, Aston University, UK
| | - Karen Shaw
- 1 Research Fellow, Institute of Applied Health Research, University of Birmingham, UK
| | - Teresa Jordan
- 3 Senior Nurse, Birmingham Children's Hospital NHS Foundation Trust, UK
| | - Carole Cummins
- 4 Senior Lecturer, Institute of Applied Health Research, University of Birmingham, UK
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Vaismoradi M, Griffiths P, Turunen H, Jordan S. Transformational leadership in nursing and medication safety education: a discussion paper. J Nurs Manag 2016; 24:970-980. [DOI: 10.1111/jonm.12387] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/13/2016] [Indexed: 11/28/2022]
Affiliation(s)
| | - Pauline Griffiths
- College of Human and Health Sciences; Swansea University; Swansea UK
| | - Hannele Turunen
- Department of Nursing Science; University of Eastern Finland; Kuopio University Hospital; Kuopio Finland
| | - Sue Jordan
- College of Human and Health Sciences; Swansea University; Swansea UK
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Vierula J, Stolt M, Salminen L, Leino-Kilpi H, Tuomi J. Nursing education research in Finland--A review of doctoral dissertations. NURSE EDUCATION TODAY 2016; 37:145-154. [PMID: 26611574 DOI: 10.1016/j.nedt.2015.10.014] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/22/2015] [Revised: 09/11/2015] [Accepted: 10/13/2015] [Indexed: 06/05/2023]
Abstract
OBJECTIVES The aim of this literature review was to describe the focus of nursing education research in Finnish doctoral dissertations in the field of nursing and caring sciences between the years 1979-2014. In addition, the characteristics (methods, study informants and reporting of validity, reliability, and research ethics) of the dissertations were described. METHODS AND DATA A literature review was carried out. Altogether 51 Finnish doctoral dissertations of nursing and caring sciences focusing on nursing education research were included in the final analysis. The dissertations were published in 1990-2014. The data were analyzed by content analysis both deductively and inductively. RESULTS Finnish nursing education research was focused on four main areas: structural factors in nursing education, nurse teacherhood, teaching activities, and learning and learning outcomes in nursing education. The most central focus was learning in nursing education whereas nurse teacherhood and structural factors in nursing education were studied the least. Students were the predominant study informant group while nurse staff including nurse mentors were next and nurse educators only the third. Surveys and interviews were the most common data collection methods. In the findings there were a lot of similarities with international nursing education research. CONCLUSIONS Finnish nursing education research has been relatively student-centered yet studies focusing on the education of other nursing-based professions are rare. Future research about nurse teacherhood, curricula and structural factors in nursing education is recommended also. In addition, nursing education research should focus on the central phenomena of nursing education and working life. All in all, more nursing education research is needed. Nursing education dissertations cover only 12.3% of all the dissertations of nursing and caring sciences in Finland.
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Affiliation(s)
- Jonna Vierula
- Department of Nursing Science, 20014 University of Turku, Finland.
| | - Minna Stolt
- Department of Nursing Science, 20014 University of Turku, Finland.
| | - Leena Salminen
- Department of Nursing Science, 20014 University of Turku, Finland.
| | - Helena Leino-Kilpi
- Department of Nursing Science, 20014 University Of Turku Finland and Hospital District of Southwest, Finland.
| | - Jouni Tuomi
- Tampere University of Applied Sciences, TAMK Pääkampus Kuntokatu 3, 33520 Tampere Finland.
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Bagnasco A, Galaverna L, Aleo G, Grugnetti AM, Rosa F, Sasso L. Mathematical calculation skills required for drug administration in undergraduate nursing students to ensure patient safety: A descriptive study. Nurse Educ Pract 2016; 16:33-9. [DOI: 10.1016/j.nepr.2015.06.006] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2013] [Revised: 03/10/2015] [Accepted: 06/16/2015] [Indexed: 10/23/2022]
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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.
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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.
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Oguz E, Alasehirli B, Demiryurek AT. Evaluation of the attitudes of the nurses related to rational drug use in Gaziantep University Sahinbey Research and Practice Hospital in Turkey. NURSE EDUCATION TODAY 2015; 35:395-401. [PMID: 25467715 DOI: 10.1016/j.nedt.2014.10.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2014] [Revised: 09/27/2014] [Accepted: 10/21/2014] [Indexed: 06/04/2023]
Abstract
BACKGROUND AND OBJECTIVES This study aimed to evaluate the attitude of nurses about rational drug use in Gaziantep University Sahinbey Research and Practice Hospital. There are a limited number of studies available on this issue and no studies of this scale were conducted among the nurses in our region. DESIGN AND SETTING A questionnaire generated by the Rational Drug Use Unit of Turkish Ministry of Health General Directorate of Pharmaceuticals and Pharmacy was carried out to nurses. PARTICIPANTS The study was carried out to 162 nurses. METHODS The data obtained from nurses by questionnaire were determined as count, percentage and Chi-square test by SPSS statistical package program. RESULTS The most common type of medication error was giving the medicine at the wrong time. Medication errors were least common among the 36-50-year age group and with a professional experience of 11 years or longer. Nurses had the highest level of knowledge in the areas of drug administration routes and the intended use. The number of nurses reported having good/very good knowledge was higher with 4 to 10 years of professional experience and with a university degree. The nurses aged between 26 and 35 years and those with professional experience of 4 to 10 years provided drug information to patients more often than others. Forty two percent of the nurses were found to actively report any adverse events. Reporting of adverse events and reporting more than 6 adverse events were most common among university degree holders. CONCLUSIONS Nurses required a more comprehensive education on pharmacology both during their training years and working life since the requests for medicinal products are received by the nurses and preparation and administration of drugs are under the control of nurses.
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Affiliation(s)
- Elif Oguz
- Department of Medical Pharmacology, Faculty of Medicine, University of Harran, Sanliurfa, Turkey.
| | - Belgin Alasehirli
- Department of Medical Pharmacology, Faculty of Medicine, University of Gaziantep, Gaziantep, Turkey
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Hemingway S, Stephenson J, Roberts B, McCann T. Mental health and learning disability nursing students' perceptions of the usefulness of the objective structured clinical examination to assess their competence in medicine administration. Int J Ment Health Nurs 2014; 23:364-73. [PMID: 25180411 DOI: 10.1111/inm.12051] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The aim of this study was to evaluate mental health and learning disability nursing students' perceptions of the usefulness of the objective structured clinical examination (OSCE) in assessing their administration of medicine competence. Learning disability (n = 24) and mental health (n = 46) students from a single cohort were invited to evaluate their experience of the OSCE. A 10-item survey questionnaire was used, comprising open- and closed-response questions. Twelve (50%) learning disability and 32 (69.6%) mental health nursing students participated. The OSCE was rated highly compared to other theoretical assessments; it was also reported as clinically real and as a motivational learning strategy. However, it did not rate as well as clinical practice. Content analysis of written responses identified four themes: (i) benefits of the OSCE; (ii) suggestions to improve the OSCE; (iii) concern about the lack of clinical reality of the OSCE; and (iv) OSCE-induced stress. The themes, although repeating some of the positive statistical findings, showed that participants were critical of the university setting as a place to conduct clinical assessment, highlighted OSCE-related stress, and questioned the validity of the OSCE as a real-world assessment. The OSCE has an important role in the development of student nurses' administration of medicine skills. However, it might hinder their performance as a result of the stress of being assessed in a simulated environment.
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Affiliation(s)
- Steve Hemingway
- School of Health and Human Sciences, Centre for Health and Social Care Research, University of Huddersfield, West Yorkshire, UK
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Web course on medication administration strengthens nursing students' competence prior to graduation. Nurse Educ Pract 2014; 14:368-73. [DOI: 10.1016/j.nepr.2014.01.009] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2013] [Revised: 12/17/2013] [Accepted: 01/16/2014] [Indexed: 11/17/2022]
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‘It is the situation that makes it difficult’: Experiences of nursing students faced with a high-stakes drug calculation test. Nurse Educ Pract 2014; 14:350-6. [DOI: 10.1016/j.nepr.2014.01.004] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2012] [Revised: 10/01/2013] [Accepted: 01/03/2014] [Indexed: 11/18/2022]
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Aggar C, Dawson S. Evaluation of student nurses' perception of preparedness for oral medication administration in clinical practice: a collaborative study. NURSE EDUCATION TODAY 2014; 34:899-903. [PMID: 24582895 DOI: 10.1016/j.nedt.2014.01.015] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2013] [Revised: 01/19/2014] [Accepted: 01/30/2014] [Indexed: 06/03/2023]
Abstract
BACKGROUND Attainment of oral medication administration skills and competency for student nurses is challenging and medication errors are common. The ability of nurses to master a clinical skill is dependent upon educational instruction and practice. OBJECTIVES The aim of this study was to evaluate nursing students' perception of preparedness for oral medication administration in two practice environments and determine possible relationship between student demographics and their perceived preparedness for oral medication administration. DESIGN This was a cross sectional, exploratory study. PARTICIPANTS Eighty-eight second year students from a baccalaureate nursing course from two metropolitan Australian tertiary institutions participated. METHODS Student nurses' perception of preparedness for oral medication administration was measured via a self-administered, adapted, and validated questionnaire. RESULTS The overall mean Total Preparedness Score was 86.2 (range 71-102). There was no significant difference for perceived total preparedness to administer oral medications between the two facilities. Whilst there was no significant relationship established between student demographics and their perceived preparedness to administer oral medications, four single questions related to clinical practice were shown to be significant. CONCLUSION Low fidelity simulated teaching environments that incorporate time management and post medication situations, may improve student nurses' perceived preparedness for oral medication administration.
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Affiliation(s)
- Christina Aggar
- Sydney Nursing School, University of Sydney, Room A5.04, MO2, NSW 2006, Australia.
| | - Sonja Dawson
- Faculty of Nursing and Health, Avondale College of Higher Education, 185 Fox Valley Rd, Wahroonga, NSW 2076, Australia.
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Xu C, Li G, Ye N, Lu Y. An intervention to improve inpatient medication management: a before and after study. J Nurs Manag 2014; 22:286-94. [PMID: 24661365 DOI: 10.1111/jonm.12231] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/10/2014] [Indexed: 11/29/2022]
Abstract
AIM To optimise medication administration, prevent medication errors and improve inpatient safety. BACKGROUND Interventions are needed to reduce medication-related errors and to improve patient safety. METHOD A five-point management intervention strategy was developed and implemented. A quasi-experimental design was used to examine its effects. RESULTS Comparing pre-intervention data with post-intervention data, the rate of accurate compliance with medication policies and procedures increased from 86.7% (645/744 doses observed) to 97.5% (725/744). The success rate of medication administration procedures increased from 94.0% (466/496 doses observed) to 96.8% (480/496). Nurse-initiated medication error reports/total medication error reports increased from 77.1% (101/131) to 95.1% (58/61). Rate of inpatient satisfaction with medication increased from 92.1% (3427/3720) to 98.3% (3656/3720). Complaints related to nursing medication administration decreased from 23 to 6 (73.9% reduction). CONCLUSION The five-point management intervention strategy improved inpatient medication safety: medication errors were reduced, nurses' awareness and skills of medication safety enhanced, inpatient satisfaction improved. However, randomised controlled trials are needed to test its effectiveness. IMPLICATIONS FOR NURSING MANAGEMENT A systematic approach is vital to address the issues of medication errors and patient safety.
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Affiliation(s)
- Cuirong Xu
- Southeast University Zhongda Hospital, Nanjing, Jiangsu Province, China
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van de Mortel TF, Whitehair LP, Irwin PM. A whole-of-curriculum approach to improving nursing students' applied numeracy skills. NURSE EDUCATION TODAY 2014; 34:462-467. [PMID: 23684524 DOI: 10.1016/j.nedt.2013.04.024] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2013] [Revised: 04/22/2013] [Accepted: 04/25/2013] [Indexed: 06/02/2023]
Abstract
BACKGROUND Nursing students often perform poorly on numeracy tests. Whilst one-off interventions have been trialled with limited success, a whole-of-curriculum approach may provide a better means of improving applied numeracy skills. OBJECTIVE The objective of the study is to assess the efficacy of a whole-of-curriculum approach in improving nursing students' applied numeracy skills. DESIGN Two cycles of assessment, implementation and evaluation of strategies were conducted following a high fail rate in the final applied numeracy examination in a Bachelor of Nursing (BN) programme. Strategies included an early diagnostic assessment followed by referral to remediation, setting the pass mark at 100% for each of six applied numeracy examinations across the programme, and employing a specialist mathematics teacher to provide consistent numeracy teaching. SETTING The setting of the study is one Australian university. PARTICIPANTS 1035 second and third year nursing students enrolled in four clinical nursing courses (CNC III, CNC IV, CNC V and CNC VI) were included. METHODS Data on the percentage of students who obtained 100% in their applied numeracy examination in up to two attempts were collected from CNCs III, IV, V and VI between 2008 and 2011. A four by two χ(2) contingency table was used to determine if the differences in the proportion of students achieving 100% across two examination attempts in each CNC were significantly different between 2008 and 2011. RESULTS The percentage of students who obtained 100% correct answers on the applied numeracy examinations was significantly higher in 2011 than in 2008 in CNC III (χ(2)=272, 3; p<0.001), IV (χ(2)=94.7, 3; p<0.001) and VI (χ(2)=76.3, 3; p<0.001). CONCLUSIONS A whole-of-curriculum approach to developing applied numeracy skills in BN students resulted in a substantial improvement in these skills over four years.
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Affiliation(s)
| | | | - Pauletta M Irwin
- Southern Cross University, PO Box 157, Lismore 2480, NSW, Australia
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Vaismoradi M, Jordan S, Turunen H, Bondas T. Nursing students' perspectives of the cause of medication errors. NURSE EDUCATION TODAY 2014; 34:434-440. [PMID: 23669600 DOI: 10.1016/j.nedt.2013.04.015] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2013] [Revised: 04/05/2013] [Accepted: 04/16/2013] [Indexed: 06/02/2023]
Abstract
BACKGROUND Medication errors complicate up to half of inpatient stays and some have very serious consequences. To our knowledge, this is the first qualitative study of Iranian nursing students' perspectives of medication errors. OBJECTIVES To describe nursing students' perspectives of the causes of medication errors. DESIGN Four focus groups were held with 24 nursing students from 4 different academic semesters in the nursing school in Tehran, between November 2011 and November 2012. Using a qualitative descriptive design, themes and subthemes were identified by content analysis. RESULTS Two main themes emerged from the data: "under-developed caring skills in medication management" and "unfinished learning of safe medication management", which was subdivided into "drifting between being worried and being careful", and "contextualising pharmacology education". All respondents felt that their education programmes were leaving them vulnerable to "drug errors" and cited incidents where patient safety had been jeopardised. CONCLUSION Nursing curricula need to increase investment in medicines management. If nursing students are to become competent, skilful and safe practitioners, their learning will require extensive support from their academic institutions and clinical mentors.
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Affiliation(s)
- Mojtaba Vaismoradi
- Department of Nursing, College of Human and Health Sciences, Swansea University, Swansea, United Kingdom; Faculty of Professional Studies, University of Nordland, Bodø, Norway
| | - Sue Jordan
- Department of Nursing, College of Human and Health Sciences, Swansea University, Swansea, United Kingdom.
| | - Hannele Turunen
- Department of Nursing Science, Kuopio Campus, University of Eastern Finland, Kuopio, Finland
| | - Terese Bondas
- Department of Nursing Science, Kuopio Campus, University of Eastern Finland, Kuopio, Finland; Faculty of Professional Studies, University of Nordland, Bodø, Norway
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Montgomery P, Killam L, Mossey S, Heerschap C. Third year nursing students' viewpoints about circumstances which threaten safety in the clinical setting. NURSE EDUCATION TODAY 2014; 34:271-276. [PMID: 24169443 DOI: 10.1016/j.nedt.2013.09.019] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2013] [Revised: 08/27/2013] [Accepted: 09/26/2013] [Indexed: 06/02/2023]
Abstract
BACKGROUND Evidence emphasizes that learners, educators, clinicians, programs, and organizations share the responsibility for establishing and maintaining safety throughout undergraduate nursing education. Increased knowledge about students' perceptions of threats to safety in the clinical setting may guide educators' efforts to promote the development of safe novice practitioners while preserving patient safety. OBJECTIVE The purpose of this study was to describe third year nursing students' viewpoints of the circumstances which threaten safety in the clinical setting. METHODS Using Q methodology, 34 third year Bachelor of Science in Nursing students sorted 43 theoretical statement cards. Each card identified a statement describing a threat to safety in the clinical setting. These statements were generated through a review of nursing literature and consultation with experts in nursing education. Centroid factor analysis and varimax rotation identified viewpoints regarding circumstances that most threaten safety. RESULTS Three discrete viewpoints and one consensus perspective constituted students' description of threatened safety. The discrete viewpoints were labeled lack of readiness, misdirected practices, and negation of professional boundaries. There was consensus that it is most unsafe in the clinical setting when novices fail to consolidate an integrated cognitive, behavioral, and ethical identity. This unifying perspective was labeled non-integration. CONCLUSION Third year nursing students and their educators are encouraged to be mindful of the need to ensure readiness prior to entry into the clinical setting. In the clinical setting, the learning of prepared students must be guided by competent educators. Finally, both students and their educators must respect professional boundaries to promote safety for students and patients.
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Affiliation(s)
- Phyllis Montgomery
- School of Nursing, Laurentian University, 935 Ramsey Lake Road, Sudbury, Ontario, P3E 2C6, Canada.
| | - Laura Killam
- School of Heath Sciences and Emergency Services, Cambrian College of Applied Arts and Technology, 1400 Barrydowne Road, Sudbury, Ontario, P3A 3V8, Canada.
| | - Sharolyn Mossey
- School of Nursing, Laurentian University, 935 Ramsey Lake Road, Sudbury, Ontario, P3E 2C6, Canada.
| | - Corey Heerschap
- School of Heath Sciences and Emergency Services, Cambrian College of Applied Arts and Technology, 1400 Barrydowne Road, Sudbury, Ontario, P3A 3V8, Canada.
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Unver V, Başak T, İyigün E, Taştan S, Demiralp M, Yıldız D, Ayhan H, Köse G, Yüksel Ç, Çelikel AS, Hatipoglu S. An evaluation of a course on the rational use of medication in nursing from the perspective of the students. NURSE EDUCATION TODAY 2013; 33:1362-1368. [PMID: 22884567 DOI: 10.1016/j.nedt.2012.07.005] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2012] [Revised: 06/25/2012] [Accepted: 07/05/2012] [Indexed: 06/01/2023]
Abstract
BACKGROUND The objectives of educational instruction on the rational use of medication are to teach students about frequent pharmaceutical applications, dosage calculations, observation of adverse side effects and patient training. A simulation project was used in nursing education/medical staff education to effectively gain knowledge and skills. OBJECTIVES In this study, our first aim was to investigate the effect of using a simulated patient as a teaching method on the performance of students in medication administration. Our second aim was to explore the students' views on the simulated patient teaching method in terms of the skills acquired in administering medication. DESIGN The study was designed and carried out as a quasi-experimental investigation in Turkey between September 2011 and December 2011. PARTICIPANTS The participants in the study were senior nursing students at a nursing school in Turkey. The data from eighty-five nursing students were obtained both at pretest and posttest. The views of all eighty-two students regarding a course on the rational use of medications were taken into consideration. Simulated patients were used throughout the entire course. SETTING An objectively constructed evaluation form (OCEF) was administered both at pretest and posttest to obtain participant feedback on a course on the rational use of medication. Descriptive statistics and a paired sample t-test were used in the data analyses. RESULT The mean pre-test score on the evaluation form was 24.02 ± 16.06, whereas the mean post-test score was 54.28 ± 14.54. Therefore, there was a statistically significant difference between the mean pre- and post-test scores (p<0.01; t=14.35). CONCLUSION The use of a simulated patient in a course on the rational use of medication proved effective. Furthermore, the students gave positive feedback regarding the use of the simulated patient as a teaching method.
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Affiliation(s)
- Vesile Unver
- Gulhane Military Medical Academy, School of Nursing, Ankara, Turkey.
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Kim MH, Park JH, Kim MS. Predictors of Drug Calculation Competence of Nursing Students. ACTA ACUST UNITED AC 2012. [DOI: 10.7586/jkbns.2012.14.3.174] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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