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Alves APB, Aredes NDA, Silva GO, Oliveira FDS, Fonseca LMM, Ribeiro LM. Nurseped: educational technology for safety in the management of intravenous antibiotics in pediatrics. Rev Lat Am Enfermagem 2023; 31:e4067. [PMID: 38055589 DOI: 10.1590/1518-8345.6886.4067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2023] [Accepted: 09/03/2023] [Indexed: 12/08/2023] Open
Abstract
OBJECTIVE to develop and validate the content of a serious game on the safe management of intravenous medications in pediatrics. METHOD methodological study for the development and content validation of an educational technology. The cases and challenges of the serious game were developed based on a literature review and validated by 11 nurses with training and experience in the area. Content validity and agreement indices were adopted to analyze agreement and internal consistency (minimum of 0.8). RESULTS the content is based on the main antibiotics used in the clinical management of infections in hospitalized children and patient safety. Absolute agreement was obtained in 60 of the 61 items evaluated, and the minimum obtained was 0.82 in the content validation index and 0.80 in agreement. Adjustments were suggested by experts in the response statement for a specific case and implemented to improve the quality of the technology content. CONCLUSION the content of the serious game Nurseped was validated by nurse experts in child health regarding clinical cases, question statements and multiple-choice answers, in addition to feedback that presents the user with an evidence-based answer after getting the challenge right or wrong.
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Affiliation(s)
- Amanda Paiva Bernardes Alves
- Universidade Federal de Goiás, Goiânia, GO, Brasil
- Becario de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Brasil
| | | | - George Oliveira Silva
- Becario de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Brasil
- Universidade Federal de Goiás, Faculdade de Enfermagem, Goiânia, GO, Brasil
| | - Faétila Dos Santos Oliveira
- Universidade Federal de Goiás, Goiânia, GO, Brasil
- Becaria del Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Brasil
| | - Luciana Mara Monti Fonseca
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, Centro Colaborador de la OPS/OMS para el Desarrollo de la Investigación en Enfermería, Ribeirão Preto, SP, Brasil
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Hotchkiss J, Bula AK, Zimba C, Bingo S, Chinkhata M, Song L, Bryant AL. Evaluating the Knowledge Change Before and After Continuing Cancer Education in Malawian Nurses. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2023; 38:1624-1628. [PMID: 37208558 PMCID: PMC10198782 DOI: 10.1007/s13187-023-02310-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/07/2023] [Indexed: 05/21/2023]
Abstract
Malawi has a high cancer incidence and mortality. Efforts to train and educate oncology nurses have been identified as an area of need. This study evaluates the educational needs of oncology nurses in Malawi and the effects of a virtual cancer education program on improving the knowledge of cancer epidemiology, treatment, and nursing care of common cancers among oncology nurses in Malawi. The educational programs consisted of four sessions at one-month intervals focused on Cancer Screening, Survivorship, Radiation Therapy, and Complementary and Alternative Therapies. A pretest-posttest design was used. Overall, there was an increase in knowledge at each session: cancer screening (47% vs 95%), survivorship (22% vs 100%), radiation therapy (66% vs 100%), and complementary and alternative therapies (63% vs 88%). Using virtual continuing education sessions is an effective tool to enhance the knowledge of oncology nurses in Malawi. These education sessions can serve as an example of how other Schools of Nursing and cancer centers in high-resource countries can collaborate with hospitals and Schools of Nursing in low- and middle-resource countries to support the advancement of oncology nursing knowledge, and ultimately, oncologic care.
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Affiliation(s)
- Jennifer Hotchkiss
- UNC School of Nursing, The University of North Carolina at Chapel Hill, Chapel Hill, USA
| | - Agatha Kapatuka Bula
- UNC School of Nursing, The University of North Carolina at Chapel Hill, Chapel Hill, USA
- UNC Project Malawi, Lilongwe, Malawi
| | - Chifundo Zimba
- UNC School of Nursing, The University of North Carolina at Chapel Hill, Chapel Hill, USA
| | - Samuel Bingo
- National Cancer Centre, Kamuzu Central Hospital, PO Box 149, Lilongwe, Malawi
| | | | - Lixin Song
- School of Nursing UT Health San Antonio, 7703 Floyd Curl Drive, Mail Code 7947, San Antonio, TX 78229 USA
| | - Ashley Leak Bryant
- UNC School of Nursing, The University of North Carolina at Chapel Hill, Chapel Hill, USA
- UNC Lineberger Comprehensive Cancer Center, The University of North Carolina at Chapel Hill, Chapel Hill, USA
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Kang NG, You MA. The Effects of a Smartphone-Based Education Program Designed to Help Mothers Safely Administer Medication to Their Children. Comput Inform Nurs 2023; 41:77-85. [PMID: 35314588 PMCID: PMC9907687 DOI: 10.1097/cin.0000000000000859] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
This study aimed to determine the effect of a smartphone-based medication education program to help mothers safely administer medication to their children at home. A quasi-experimental, non-equivalent control group, pretest-posttest design was utilized. There were 33 participants in the experimental group and 30 in the control group. The experimental group participated in the KidsMedi program for 6 weeks. The experimental group, receiving the KidsMedi program, had a statistically significant higher perception of antipyretic analgesics and higher eHealth literacy than the control group. The medication education program developed in this study is a mobile Web-based program. It is an effective program for mothers to improve their knowledge about administering drugs to children at home. This program is not affected by time and place, allowing repetitive self-directed learning. Nurses can utilize this program in daycare centers, schools, hospitals, communities, and public institutions to educate parents about safe medication for children.
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Youhasan P, Lyndon MP, Chen Y, Henning MA. Implementation of a Web-Based Educational Intervention for Promoting Flipped Classroom Pedagogy: A Mixed-Methods Study. MEDICAL SCIENCE EDUCATOR 2023; 33:91-106. [PMID: 37008440 PMCID: PMC10060460 DOI: 10.1007/s40670-022-01706-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/28/2022] [Indexed: 06/19/2023]
Abstract
Introduction Flipped classroom pedagogy (FCP) is recognised as an effective and efficient teaching-learning method. However, nursing students and teachers may be hesitant to adopt FCP due to technophobia and time constraints linked to academic and clinical responsibilities. This necessitates the provision of promotional training for adopting FCP. However, there is a dearth of research regarding how the practice of FCP could be promoted and in demonstrating its efficacy in developing countries. Thus, this study aimed to examine the educational impact of a web-based education intervention, branded as the Flipped Classroom Navigator (FCN), for promoting FCP in nursing education in Sri Lanka. Methods This mixed-methods study employed pre- and post-training knowledge tests, the Instructional Materials Motivation Survey (IMMS), the Perceived Transfer of Learning Questionnaire survey, and collected students' and teachers' open-ended responses to evaluate the impact of the FCN. Fifty-five undergraduate nursing students and 15 university teachers participated in the study from two state universities in Sri Lanka. Repeated-measures ANOVA, t-tests, Levene's test of homogeneity, Cohen's d, and an inductive thematic approach were employed in the data analysis. Results Post-training knowledge test scores were significantly higher than the pre-training knowledge test scores indicating improved understanding of FCP. Participants were also highly motivated to learn in the FCN instructional materials. Participants exhibited positive attitudes towards FCN training with transfer of learning to their teaching-learning practice. The inductive thematic analysis identified the following themes: user experiences, FCN learning content, behaviour changes, and suggested improvements. Conclusion Overall, the FCN enhanced both students' and teachers' knowledge and understanding of FCP in undergraduate nursing education. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-022-01706-7.
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Affiliation(s)
- Punithalingam Youhasan
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Building 507, Level 2, Room 2001, 28 Park Avenue, Grafton, Auckland, 1023 New Zealand
- Department of Medical Education & Research, Faculty of Health-Care Sciences, Eastern University, Sri Lanka, Batticaloa, Sri Lanka
| | - Mataroria P. Lyndon
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Building 507, Level 2, Room 2001, 28 Park Avenue, Grafton, Auckland, 1023 New Zealand
| | - Yan Chen
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Building 507, Level 2, Room 2001, 28 Park Avenue, Grafton, Auckland, 1023 New Zealand
| | - Marcus A. Henning
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Building 507, Level 2, Room 2001, 28 Park Avenue, Grafton, Auckland, 1023 New Zealand
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Öztürk H, Güneş Ü. Effect of blended learning on nursing students’ medication dosage calculation skills. TEACHING AND LEARNING IN NURSING 2022. [DOI: 10.1016/j.teln.2022.07.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
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Quesada-Pallarès C, González-Ortiz-de-Zárate A, Pineda-Herrero P, Cascallar E. Intention to Transfer and Transfer Following eLearning in Spain. VOCATIONS AND LEARNING 2022; 15:359-385. [PMID: 35729911 PMCID: PMC9191882 DOI: 10.1007/s12186-022-09292-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Accepted: 06/02/2022] [Indexed: 06/15/2023]
Abstract
Understanding vocational learning and transfer is vital to European citizens. We need to understand how transfer works, which factors influence it, and how these factors affect employee behaviour. Research in online training specific to Southern Europe is needed to move the field forward. The Unified Model of Motivation for Training Transfer (MTT) was proposed to understand behaviour change after training. It conceives three phases: (1) forming transfer intentions, (2) actualizing implementation intentions for transfer, and (3) strengthening transfer commitment. We analysed initial transfer intention and transfer following online training in three Spanish organisations. We used an ex post facto prospective design with one group (n = 204). We applied the online version of the Initial Transfer Intention questionnaire (ITI) three days before the training, and the Transfer Questionnaire (TrQ) three to four months after the training. Training consisted of 22 online courses offered by the three participating organisations. A cluster analysis and post hoc analysis were performed. We identified three groups (k = 3), indicating that there were significant differences in the means between employees with low and high intention to transfer. Results showed a greater difference in the factor profile between participants with LowPT and HighPT. We identified common characteristics among people with low levels of transfer; this information can help understand what type of employee will transfer less and provide cues on how to prevent this from happening in future training activities. Limitations and recommendations for research and practice are discussed.
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Affiliation(s)
- Carla Quesada-Pallarès
- Applied Pedagogy Department, Autonomous University of Barcelona, Barcelona, Catalonia Spain
- Present Address: Serra Hunter Fellow, Barcelona, Spain
| | | | - Pilar Pineda-Herrero
- Present Address: Educational Theories and Social Pedagogy Department, Autonomous University of Barcelona, Barcelona, Catalonia Spain
| | - Eduardo Cascallar
- Present Address: Faculty of Psychology and Educational Sciences, KU Leuven University, Leuven, Belgium
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Chuang HM, Band SS, Sookhak M, Pinandhito K. The value co-creation behavior in learning communities: Comparing conventional learning and e-learning. MATHEMATICAL BIOSCIENCES AND ENGINEERING : MBE 2021; 18:7239-7268. [PMID: 34814247 DOI: 10.3934/mbe.2021358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
With the rapid development of ICT, the present world is experiencing rapid changes in the field of education. Implementation of e-learning and ICT in the education system could allow teachers to upgrade and improve their lectures. However, from the perspective of value co-creation behavior in learning communities, conventional learning and e-learning classrooms may encounter different opportunities and challenges. Thus, a more in-depth investigation would be needed. Based on the S-O-R framework, this study identifies self-directed learning as a stimulus, perceived benefits as the organism, and value co-creation behavior as the response. By applying the multi-criteria decision-making techniques of DEMATEL, ANP, and VIKOR, this study explores the causal effects, influential weights, and performance ranking of the primary constructs in the framework as criteria. This study's theoretical and practical implications are discussed, and ways of improving learning performance are suggested.
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Affiliation(s)
- Huan-Ming Chuang
- Department of Information Management, National Yunlin University of Science and Technology, 123 University Road, Yunlin 64002, Taiwan
| | - Shahab S Band
- Future Technology Research Center, College of Future, National Yunlin University of Science and Technology, 123 University Road, Yunlin 64002, Taiwan
| | - Mehdi Sookhak
- School of Information Technology, Illinois State University, Illinois, USA
| | - Kenneth Pinandhito
- Department of Information Management, National Yunlin University of Science and Technology, 123 University Road, Yunlin 64002, Taiwan
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Tanaka R, Horiuchi S. Implementing an education program for nurse-midwives focused on early essential care for breast milk expression among mothers of preterm infants. Int Breastfeed J 2021; 16:47. [PMID: 34174915 PMCID: PMC8235824 DOI: 10.1186/s13006-021-00395-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/22/2020] [Accepted: 06/08/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Although breastfeeding guidelines for infants admitted to the neonatal intensive care unit (NICU) have been introduced in Japan, these guidelines have not been reflected in practice. To improve this situation, it is important for nurses and nurse-midwives to acquire knowledge of appropriate care. This study examined changes in nurse-midwives' knowledge, attitude, and implementation of appropriate care after implementing an education program focused on early essential care for breast milk expression among mothers of preterm infants. METHODS This pre- and post-intervention study using a single group was conducted from June 2018 to May 2019 and enrolled 36 nurse-midwives in one perinatal medical center. The education program content included nurses' roles in early essential care for milk expression and the necessary care to promoting breast milk production among mothers of preterm infants. The nurse-midwives' knowledge and attitude on care were investigated 3 months before (pre-1), just before (pre-2), just after (post-1), and 3 months after (post-2) the program. The nurse-midwives' care implementation was investigated at pre-1, pre-2, and post-2. During this time, 11 mothers (before: 7, after: 4) reported the status of milk expression for 10 days after birth. RESULTS The mean knowledge scores of the nurse-midwives at post-1 and post-2 were significantly higher than that at pre-2 (post-1: p < 0.001, post-2: p < 0.001). The attitude on care scores at post-1 and post-2 were significantly higher than that at pre-2 (post-1: p < 0.001, post-2: p = 0.010). The care implementation score at post-2 was significantly higher than that at pre-2 in eight items (e.g., Q7 Explain about the effect of initiating milk expression early and assist mothers in it). However, the education program did not cause any changes in the mothers' initiation and frequency of milk expression, and breast milk volume after birth. CONCLUSIONS The significant increases in the knowledge, attitude on care, and care implementation scores of the nurse-midwives suggest the beneficial effects of the education program. The small number of mothers in the survey on the practice of breast milk expression limited the full determination of the benefits of the education program for nurse-midwives.
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Affiliation(s)
- Rie Tanaka
- Graduate Course of Midwifery, Teikyo University, 2-11-1 Kaga, Itabashi-ku, Tokyo, 173-8605, Japan.
| | - Shigeko Horiuchi
- St. Luke's International University, 10-1 Akashi-cho, Chuo-ku, Tokyo, 104-0044, Japan
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Abstract
BACKGROUND Nurses must be adequately prepared for safe medication administration. PURPOSE The specific aims of the study were to compare first- and final-semester nursing students' medication administration performance, describe graduating nursing student performance, assess the long-term effect of an Individual Simulation-Based Experience (ISBE), and determine if nursing assistant experience impacted performance. METHODS The study was a longitudinal, descriptive, experimental, 2-group pretest-posttest design. The Medication Administration Safety Assessment Tool was used to assess nursing student (n = 68) medication administration performance at 3 points in time: after learning the skill, after participation in an ISBE or traditional practice session, and prior to graduation. RESULTS Only one-third of senior nursing students accurately demonstrated medication administration. There was no significant difference between first- and last-semester performance. CONCLUSION Findings suggest nursing students are not prepared for safe medication administration upon graduation. The reality of practice opportunities to perform this skill throughout a nursing program should be examined.
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Valderrama Sanabria ML. Efectividad de una Estrategia de enseñanza en Administración de Medicamentos en Pediatría. REVISTA CUIDARTE 2021. [DOI: 10.15649/cuidarte.2042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Introducción: La pandemia originada por el nuevo coronavirus, hizo que los docentes universitarios enfrentaran el desafío de adoptar nuevas estrategias didácticas de tipo virtual para dar continuidad al proceso enseñanza-aprendizaje. El objetivo del estudio fue determinar la efectividad del uso de un objeto virtual de aprendizaje en la formación de profesionales de Enfermería. Materiales y Método: Se trata de un estudio de tipo cuantitativo cuasi experimental pre-post con grupo control sin aleatorización. Las mediciones estuvieron orientadas a determinar el efecto de la aplicación del objeto virtual de aprendizaje. Resultados: La población estuvo constituida por la totalidad de estudiantes de quinto semestre de Enfermería de la Universidad de los Llanos, durante el primer y segundo semestre de 2018. Se garantizó una muestra de 81 sujetos (40 del grupo control y 41 del experimental). Se utilizó prueba de McNemar para determinar diferencias entre grupos pareados y la U de Mann Whitney para comparar los puntajes y la diferencia. Se evidenció el desarrollo de competencias en los dos grupos, pero con mayor nivel en el grupo intervenido con el objeto virtual, lo cual indica que la estrategia mejoró significativamente el desarrollo de competencias en comparación con la enseñanza tradicional y fue de bastante utilidad en época de pandemia. Conclusiones: La aplicación del objeto virtual de aprendizaje favoreció el proceso enseñanza aprendizaje, permitió desarrollar la competencia de administrar medicamentos en pediatría, de forma crítica y reflexiva.
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Bashirian S, Barati M, Karami M, Hamzeh B, Ezati E. Effectiveness of E-Learning Program in Preventing WP Smoking in Adolescent Females in West of Iran by Applying Prototype-Willingness Model: A Randomized Controlled Trial. J Res Health Sci 2020; 20:e00497. [PMID: 33424006 PMCID: PMC8695788 DOI: 10.34172/jrhs.2020.31] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2020] [Revised: 09/30/2020] [Accepted: 10/23/2020] [Indexed: 11/09/2022] Open
Abstract
BACKGROUND Given the increasing trend of Water pipe (WP) smoking in adolescent females, it is necessary to use effective educational strategies in preventing WP smoking in developing countries. We aimed to determine effectiveness of e-learning program in preventing WP smoking in adolescent females west of Iran using prototype-willingness model. STUDY DESIGN A randomized controlled trial. METHODS This study was performed on 221 adolescent females in Kermanshah City, Iran during 2019-2020. Multistage random sampling was used. Data collection tool included a researcher-made questionnaire based on prototype-willingness model. E-learning-based intervention program included 5 training sessions. Participants were followed up for 3 months after the intervention. The data were analyzed using SPSS software. RESULTS The mean scores of attitude, subjective norms, prototype, intention, and behavioral willingness structures were similar in both experimental and control groups before the educational intervention. However, after educational interventions, mean scores of structures of positive attitude towards WP, subjective norms about WP smoking, positive prototype about WP smokers, intention, and behavioral willingness towards WP smoking were decreased in the experimental group. Moreover, frequency of WP smoking was decreased in the experimental group compared to the control group after the educational intervention (P=0.003). CONCLUSION The use of e-learning-based interventions is an educational strategy for reducing WP smoking in adolescent females.
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Affiliation(s)
- Saeed Bashirian
- Social Determinants of Health Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Majid Barati
- Social Determinants of Health Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Manoochehr Karami
- Research Center for Health Sciences, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Behrooz Hamzeh
- Research Center for Environmental Determinacies of Health, School of Health, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Elahe Ezati
- Department of Public Health, School of Public Health, Hamadan University of Medical Sciences, Hamadan, Iran.
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Bektaş İ, Bektaş M, Ayar D. Developing and Evaluating the Psychometric Properties of the Pediatric Nursing Competency Scale for Nursing Students. Florence Nightingale Hemsire Derg 2020; 28:133-142. [PMID: 34263192 PMCID: PMC8152165 DOI: 10.5152/fnjn.2020.19065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2019] [Accepted: 11/25/2019] [Indexed: 11/26/2022] Open
Abstract
Aim This study aims to develop and evaluate the psychometric properties of the Pediatric Nursing Competency Scale for nursing students. Methods This study was conducted with 318 nursing students, including third-year students enrolled in a pediatric nursing course and fourth-year students completing a pediatric nursing internship. Factor analysis, Cronbach’s alpha, item-total score analysis, and known-groups comparison were used to assess the research data. In total, 16 items were eliminated from the scale on the basis of experts’ recommendations. Results The scale consisted of 39 items and 8 sub-scales. The 8 sub-scales exhibited 66.4% of the total variance. Both exploratory factor analysis and confirmatory factor analysis (CFA) revealed that all factor loads were greater than 0.40. The CFA also revealed that all of the fit indices were greater than 0.85, and the root mean square error of approximation was less than 0.08. Cronbach’s alpha was 0.96 for the entire scale, and greater than 0.80 for all sub-scales. Conclusion The Pediatric Nursing Competency Scale for nursing students was found to be valid and reliable.
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Affiliation(s)
- İlknur Bektaş
- Department of Pediatric Nursing, Dokuz Eylül University Faculty of Nursing, İzmir, Turkey
| | - Murat Bektaş
- Department of Pediatric Nursing, Dokuz Eylül University Faculty of Nursing, İzmir, Turkey
| | - Dijle Ayar
- Department of Pediatric Nursing, Dokuz Eylül University Faculty of Nursing, İzmir, Turkey
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Pourteimour S, Hemmati MalsakPak M, Jasemi M, Eghtedar S, Parizad N. The Effect of Smartphone-Based Application Learning on the Nursing Students' Performance in Preventing Medication Errors in the Pediatric Units. Pediatr Qual Saf 2019; 4:e226. [PMID: 32010853 PMCID: PMC6946239 DOI: 10.1097/pq9.0000000000000226] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2019] [Accepted: 09/26/2019] [Indexed: 11/25/2022] Open
Abstract
Medication errors (MEs) are potentially harmful patient safety events in all age groups. MEs are particularly hazardous in the pediatric population, especially with patients who require special attention due to the high incidence and severity of disease. This study aimed to determine the effect of a smartphone messenger application on nursing students' learning regarding the prevention of MEs in pediatric patients. METHODS We performed this quasi-experimental study with 80 nursing students who were randomly divided into intervention and control groups. We collected the data using a researcher-made checklist. We conducted learning through Telegram, a smartphone messenger application (app), for 3 weeks. We analyzed data using SPSS version 16.0 by utilizing descriptive and inferential statistics, and P < 0.05 was considered to be significant. RESULTS The mean age of the students was 23.5 ± 2.9 years. The majority of mistakes related to MEs in the control groups included the lack of proper control of the following: high risk medication administration, medication incompatibility interactions, medication administration card, medication dose calculations, adverse drug event recognition, pharmaceutical name recognition during drug selection, aseptic and sterile technique adherence, microbore IV tubing flush practices, IV drip rate adjustment, and medication administration schedules. The mean scores of students' performance were significantly different in the knowledge of preventing MEs between the 2 groups. (P = 0.022). CONCLUSIONS Smartphone learning with the Telegram messenger app improves nursing student knowledge regarding the prevention of MEs in pediatric patients. We recommend that this form of learning be used in nursing schools to prevent errors related to medication ordering, dosing, and administration.
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Affiliation(s)
- Sima Pourteimour
- From the Patient Safety Research Center, Nursing and Midwifery School, Urmia University of Medical Sciences, Urmia, Iran
| | - Masumeh Hemmati MalsakPak
- Mother and Child Obesity Research Center, Nursing and Midwifery School, Urmia University of Medical Sciences, Urmia, Iran
| | - Madineh Jasemi
- Nursing and Midwifery School, Urmia University of Medical Sciences, Urmia, Iran
| | - Samereh Eghtedar
- Nursing and Midwifery School, Urmia University of Medical Sciences, Urmia, Iran
| | - Naser Parizad
- From the Patient Safety Research Center, Nursing and Midwifery School, Urmia University of Medical Sciences, Urmia, Iran
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The Effect of Web-Based Preoperative and Postoperative Patient Care Education on Nursing Students: A Randomized Controlled Study. Comput Inform Nurs 2019; 37:541-547. [PMID: 31373901 DOI: 10.1097/cin.0000000000000552] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
This study examined the effect of Web-based preoperative and postoperative patient care education among undergraduate nursing students. This was an experimental, randomized controlled study. The study included 305 nursing students (experimental group: n = 155, control group: n = 150), who were assessed with the following instruments: the Preoperative and Postoperative Care Knowledge Test, Preoperative and Postoperative Care Skill Control List, Clinical Decision Making in Nursing Scale, and Nursing Student Clinical Performance Evaluation Scale. t Tests and χ tests were used to evaluate the data. There was no statistically significant difference between the students' posttest knowledge levels, clinical performance assessment, or clinical decision-making scores. The experimental group was found to perform the skills of "check patient's documents and prophylactic antibiotics when going to surgery" (χ = 4.88; P = .02), "controls the surgical safety checklist (before surgery) before going to surgery" (χ = 10.41; P = .00), and "observes surgical site/dressing (χ = 7.77; P = .00)" at a statistically significantly higher level. The education provided in the Web-based education was equivalent to that provided in traditional education. Thus, Web-based education appears to be a useful tool to educate student nurses in preoperative and postoperative patient care.
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Evaluation of Swedish nursing students' experience of a web-based platform for drug calculation. Nurse Educ Pract 2019; 38:89-95. [PMID: 31229942 DOI: 10.1016/j.nepr.2019.06.010] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2018] [Revised: 12/17/2018] [Accepted: 06/11/2019] [Indexed: 01/10/2023]
Abstract
Safe drug calculation is important in nursing as insufficient skills pose a risk to patient safety. Therefor solid education in mathematics for undergraduate nursing students must be provided. To support nursing students' skills in drug calculation, a web-based learning platform for drug calculation was created. The aim of this study was to investigate nursing students' experiences of a web-based learning platform for drug calculation in terms of usability and learning support. The study was a cross-sectional comparative study. Ninety-five nursing students participated, out of which 46 students were in semester one and 49 students were in semester six. A questionnaire was used to evaluate the nursing students' experiences of a web-based learning platform for drug calculation in terms of usability and learning support. The findings were informed by statistical and thematic analyses. The majority of the participants evaluated the platform positively. The platform was deemed useful, and it was a support for the nursing students' learning. These findings provide that a web-based learning platform for drug calculation can be used as a complement to traditional lectures. Nevertheless, further research is required focusing teaching strategies facilitating different learning styles and level of computer skills.
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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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Lee SE, Quinn BL. Incorporating medication administration safety in undergraduate nursing education: A literature review. NURSE EDUCATION TODAY 2019; 72:77-83. [PMID: 30453203 DOI: 10.1016/j.nedt.2018.11.004] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2018] [Revised: 10/01/2018] [Accepted: 11/05/2018] [Indexed: 06/09/2023]
Abstract
OBJECTIVE The purpose of this review was to identify methods for incorporating medication administration safety in undergraduate nursing education. DESIGN The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines directed this review. DATA SOURCES A search of four electronic databases (Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Center, Google Scholar, and MedLine/PubMed MedLine/PubMed) as well as hand searches were conducted to identify original research published between 2005 and 2018. REVIEW METHODS Original empirical research describing a method for incorporating medication administration safety concepts in nursing education and examining its effectiveness on undergraduate nursing students' outcomes were selected for review. Articles describing medication safety education for graduate students, students other than those in nursing, and practicing nurses were excluded. RESULTS Twelve original research articles were included for review. Three methods for incorporating medication administration safety in undergraduate nursing education were identified: simulation experiences, technology aids, and online learning modules. Most studies were conducted in North America. The use of different interventions as well as different outcome measures was noted as a limitation to the collective body of research in this area. Also, there was a lack of information regarding psychometric properties of instruments used among the studies reviewed. CONCLUSION Simulation experiences, use of technology aids, and online learning modules helped increase medication safety competence of nursing students. However, simulation equipment, select technology aids, and online learning may not be available for all nursing programs; therefore, educators should consider developing and testing classroom-based educational interventions. Moreover, future researchers should use or develop psychometrically sound instruments to measure nursing students' outcomes including competencies about medication administration safety.
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Affiliation(s)
- Seung Eun Lee
- Solomont School of Nursing, University of Massachusetts Lowell, 113 Wilder Street, Suite 200, Lowell, MA 01854, United States of America.
| | - Brenna L Quinn
- Solomont School of Nursing, University of Massachusetts Lowell, 113 Wilder Street, Suite 200, Lowell, MA 01854, United States of America.
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Draper-Rodi J, Vogel S, Bishop A. Design and development of an e-learning programme: An illustrative commentary. INT J OSTEOPATH MED 2018. [DOI: 10.1016/j.ijosm.2018.07.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Gaupp R, Fabry G, Körner M. Self-regulated learning and critical reflection in an e-learning on patient safety for third-year medical students. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2018; 9:189-194. [PMID: 30007950 PMCID: PMC6129166 DOI: 10.5116/ijme.5b39.d5a8] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2018] [Accepted: 07/02/2018] [Indexed: 05/25/2023]
Abstract
OBJECTIVES To explore the influence of critical thinking, self-regulated learning and system usability on the acceptance of e-learning on patient safety. METHODS A cross-sectional study was conducted, using a 32-question online survey. One hundred ninety-three (n=193 medical students participated in the study and were asked to rate levels of reflective thinking, self-regulated learning and attitudes towards patient safety using scales from the Questionnaire for Reflective Thinking, the Attitudes to Patient Safety Questionnaire and the System Usability Scale. Differences between reflection levels were calculated using paired t-tests, associations between critical thinking and self-regulated learning were calculated using linear correlations. We performed linear multiple regression analysis to identify predictors for student acceptance of the e-learning. RESULTS Students (n=193) engaged in intermediate levels of reflection (5-point Likert, M=3.62, SD=0.73) and significantly (t(143)=15.15, p<0.001, d=1.57) lower levels (M=2.35, SD=0.87) of critical reflection. Most students showed high (≥ 4; 44.1%) or intermediate (<4 level > 2; 29.4 %) levels of self-regulated learning. A regression model indicated that 5 predictors (Reflection, critical reflection, self-regulated learning, relevance, usability) explained 65.3% of the variance (R²=0.653, F(5, 96)=39.02, p<0.01) of perceived total quality. CONCLUSIONS This study shows that reflection and learning skills are important factors for e-learning acceptance, but perceived relevance and system usability play a more important role. From a didactic perspective, it is indispensable to provide the students with sufficient examples and links to professional practice to enhance the perception of relevance and to improve system usability permanently.
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Affiliation(s)
- Rainer Gaupp
- Freiburg University, Medical Faculty, Medical Psychology and Medical Sociology, Germany
| | - Götz Fabry
- Freiburg University, Medical Faculty, Medical Psychology and Medical Sociology, Germany
| | - Mirjam Körner
- Freiburg University, Medical Faculty, Medical Psychology and Medical Sociology, Germany
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20
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McMaster R, Lopez V, Cleary M. Lifelong learning and professional practice. Nurs Health Sci 2018; 20:1-3. [PMID: 29504211 DOI: 10.1111/nhs.12419] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2017] [Revised: 01/31/2018] [Accepted: 01/31/2018] [Indexed: 11/30/2022]
Affiliation(s)
| | - Violeta Lopez
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Michelle Cleary
- School of Health Sciences, University of Tasmania, Sydney, New South Wales, Australia
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Booth RG, Sinclair B, Strudwick G, Brennan L, Tong J, Relouw H, Hancock M, Vlasic W. Identifying Error Types Made by Nursing Students Using eMAR Technology. Clin Simul Nurs 2017. [DOI: 10.1016/j.ecns.2017.05.016] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Latimer S, Hewitt J, Stanbrough R, McAndrew R. Reducing medication errors: Teaching strategies that increase nursing students' awareness of medication errors and their prevention. NURSE EDUCATION TODAY 2017; 52:7-9. [PMID: 28214666 DOI: 10.1016/j.nedt.2017.02.004] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/12/2016] [Revised: 01/23/2017] [Accepted: 02/03/2017] [Indexed: 06/06/2023]
Abstract
Medication errors are a patient safety and quality of care issue. There is evidence to suggest many undergraduate nursing curricula do not adequately educate students about the factors that contribute to medication errors and possible strategies to prevent them. We designed and developed a suite of teaching strategies that raise students' awareness of medication error producing situations and their prevention.
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Affiliation(s)
- Sharon Latimer
- Griffith University, School of Nursing and Midwifery, L05 3.45 Logan campus, Meadowbrook, Queensland 4131, Australia.
| | - Jayne Hewitt
- Griffith University, School of Nursing and Midwifery, G16 Gold Coast campus, Southport, Queensland 4222, Australia.
| | - Rebecca Stanbrough
- Queensland Health, Logan Hospital, Meadowbrook, Queensland 413, Australia.
| | - Ron McAndrew
- Griffith University, School of Nursing and Midwifery, G16 Gold Coast campus, Southport, Queensland 4222, Australia.
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Voutilainen A, Saaranen T, Sormunen M. Conventional vs. e-learning in nursing education: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2017; 50:97-103. [PMID: 28038371 DOI: 10.1016/j.nedt.2016.12.020] [Citation(s) in RCA: 73] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2016] [Revised: 12/01/2016] [Accepted: 12/13/2016] [Indexed: 05/24/2023]
Abstract
BACKGROUND By and large, in health professions training, the direction of the effect of e-learning, positive or negative, strongly depends on the learning outcome in question as well as on learning methods which e-learning is compared to. In nursing education, meta-analytically generated knowledge regarding the comparisons between conventional and e-learning is scarce. OBJECTIVES The aim of this review is to discover the size of the effect of e-learning on learning outcomes in nursing education and to assess the quality of studies in which e-learning has been compared to conventional learning. METHODS A systematic search of six electronic databases, PubMed, Ovid MEDLINE®, CINAHL (EBSCOhost), Cochrane Library, PsycINFO, and ERIC, was conducted in order to identify relevant peer-reviewed English language articles published between 2011 and 2015. The quality of the studies included as well as the risk of bias in each study was assessed. A random-effects meta-analysis was performed to generate a pooled mean difference in the learning outcome. RESULTS Altogether, 10 studies were eligible for the quality assessment and meta-analysis. Nine studies were evaluated as good quality studies, but not without a risk of bias. Performance bias caused a high risk in nearly all the studies. In the meta-analysis, an e-learning method resulted in test scores that were, on average, five points higher than a conventional method on a 0-100 scale. Heterogeneity between the studies was very large. CONCLUSIONS The size and direction of the effect of a learning method on learning outcomes appeared to be strongly situational. We suggest that meta-regressions should be performed instead of basic meta-analyses in order to reveal factors that cause variation in the learning outcomes of nursing education. It might be necessary to perform separate meta-analyses between e-learning interventions aimed at improving nursing knowledge and those aimed at improving nursing skills.
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Affiliation(s)
- Ari Voutilainen
- Department of Nursing Science, University of Eastern Finland, Yliopistonranta 1C, Kuopio, Finland.
| | - Terhi Saaranen
- Department of Nursing Science, University of Eastern Finland, Yliopistonranta 1C, Kuopio, Finland
| | - Marjorita Sormunen
- Department of Nursing Science, University of Eastern Finland, Yliopistonranta 1C, Kuopio, Finland
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Alvarez AG, Dal Sasso GTM, Iyengar MS. Persuasive technology in teaching acute pain assessment in nursing: Results in learning based on pre and post-testing. NURSE EDUCATION TODAY 2017; 50:109-114. [PMID: 28039801 DOI: 10.1016/j.nedt.2016.12.019] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2016] [Revised: 11/13/2016] [Accepted: 12/14/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Thousands of patients seek health services every day with complaints of pain. However, adequate pain assessment is still flawed, a fact that is partly related to gaps in professional learning on this topic. Innovative strategies such as the use of a virtual learning object mediated by persuasive technology in the learning of undergraduate nursing students can help to fill these gaps and to provide different ways of learning to learn. OBJECTIVE To evaluate the results in learning among undergraduate nursing students about assessment of acute pain in adults and newborns, before and after an online educational intervention. DESIGN This is a quasi-experimental, non-equivalent study using pre-and post-testing. SETTING Federal University of Santa Catarina, Brazil. PARTICIPANTS 75 undergraduate nursing students. METHODS Our study was conducted in three steps (pre-test, education intervention, post-test). Data were collected from November 2013 to February 2014. The educational intervention was performed using online access to virtual learning object about acute pain assessment, which students accessed on their mobile devices. CONCLUSION A significant difference was seen in student learning (p<0.001) in the post-test compared with the pre-test results. The students understood the importance of the topic, and were satisfied and motivated by the technology and method applied. The use of persuasive technology such as small mobile devices as mediators of online educational interventions broadens learning spaces in an innovative, flexible, motivational, and promising manner.
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Affiliation(s)
- Ana Graziela Alvarez
- Federal University of Santa Catarina, Postal Box: 5057, 88040-900 Florianópolis, SC, Brazil.
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Van Lancker A, Baldewijns K, Verhaeghe R, Robays H, Buyle F, Colman R, Van Hecke A. The effectiveness of an e-learning course on medication calculation in nursing students: a clustered quasi-experimental study. J Adv Nurs 2016; 72:2054-64. [PMID: 27060466 DOI: 10.1111/jan.12967] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/06/2016] [Indexed: 11/26/2022]
Abstract
AIM To evaluate the effectiveness of an e-learning course compared with a face-to-face lecture on medication calculation. BACKGROUND The current knowledge on medication calculation of nursing students and nurses is insufficient to provide safe care. DESIGN A stratified-clustered quasi-experimental study. METHODS A random selection of nursing schools were allocated to the e-learning course (intervention group) (seven schools; 189 students) or face-to-face lecture (control group) (six schools, 222 students). Students in both groups completed a validated medication calculation test (maximum score: 16) prior to the course (T0), immediately after the course (T1) and 3 months later (T2). A linear mixed model was used for data analysis. RESULTS Medication calculation skills improved significantly more by the face-to-face lecture than e-learning course. Students in both groups significantly improved in medication calculation skills immediately after the course (T1) and 3 months later. The results flattened at T2 with a significant decline in the intervention group between T1 and T2 and a non-significant decline in the control group. Based on a subgroup analysis, improvement in medication calculation skills at T2 could only be observed in vocational-level (sub degree) nursing students receiving a face-to-face course. CONCLUSIONS Both medication calculation courses had a positive effect on medication calculation skills. Students receiving traditional face-to-face lecture improved significantly more than the students receiving the e-learning course.
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Affiliation(s)
- Aurélie Van Lancker
- University Centre for Nursing and Midwifery, Department of Public Health, Faculty of Medicine and Health Sciences, Ghent University, Belgium
| | - Katleen Baldewijns
- Technical Institute of Higher Professional Education, Department Nurse Education, Hasselt, Belgium
| | - Rik Verhaeghe
- Nursing Department, Ghent University Hospital, Belgium
| | - Hugo Robays
- Department of Pharmacy, Ghent University Hospital, Belgium
| | - Franky Buyle
- Department of Pharmacy, Ghent University Hospital, Belgium
| | - Roos Colman
- Medical Informatics, Department of Public Health, Faculty of Medicine and Health Sciences, Ghent University, Belgium
| | - Ann Van Hecke
- University Centre for Nursing and Midwifery, Department of Public Health, Faculty of Medicine and Health Sciences, Ghent University, Belgium.,Nursing Department, Ghent University Hospital, Belgium
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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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Lin FY, Wu WW, Lin HR, Lee TY. The learning experiences of student nurses in pediatric medication management: a qualitative study. NURSE EDUCATION TODAY 2014; 34:744-748. [PMID: 24007896 DOI: 10.1016/j.nedt.2013.08.004] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2013] [Revised: 06/26/2013] [Accepted: 08/13/2013] [Indexed: 06/02/2023]
Abstract
BACKGROUND Traditionally, the 'five rights' (right patient, right route, right drug, right time, and right dose) principle is taught to be practiced during every medication administration process. Nursing educators use this principle to evaluate student performance. However, health care unit factors and education system characteristics that can contribute to student errors should not be underestimated. Students often felt stressed when medicating children during clinical practicum. The voices of these students are rarely represented. OBJECTIVE To understand students' experiences and perceptions of medication administration during their pediatric clinical practicum. DESIGN A descriptive qualitative study design was adopted. SETTING A university in Northern Taiwan. PARTICIPANTS A total of 34 undergraduate students who had completed a pediatric clinical practicum participated in a one-on-one interview. METHODS Each student was interviewed according to a semi-structured interview guide and was encouraged to disclose individual feelings and thoughts toward their experiences in pediatric medication administration. RESULTS Eight themes emerged. The findings suggest that to decrease students' anxiety and increase their competence, pediatric instructors should improve their teaching strategies to better prepare students for clinical training. Providing self-directed learning activities and resources to improve students' familiarity with medication and medication safety knowledge is necessary. Instructors should provide students with a secure environment to discuss their medication errors. CONCLUSION The 'nine rights' should be taught in fundamental nursing courses to enhance students' awareness during the medication administration process, and students should continue to practice the 'nine rights' in later pediatric clinical courses. Equal importance should be given to system failures that impact patient safety.
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Affiliation(s)
- Fang-Yi Lin
- School of Nursing, National Taipei University of Nursing and Health Sciences, 365, Ming Te Rd. Peitou, Taipei 11219, Taiwan, ROC.
| | - Wei-Wen Wu
- School of Nursing, National Taipei University of Nursing and Health Sciences, 365, Ming Te Rd. Peitou, Taipei 11219, Taiwan, ROC
| | - Hung-Ru Lin
- School of Nursing, National Taipei University of Nursing and Health Sciences, 365, Ming Te Rd. Peitou, Taipei 11219, Taiwan, ROC
| | - Tzu-Ying Lee
- School of Nursing, National Taipei University of Nursing and Health Sciences, 365, Ming Te Rd. Peitou, Taipei 11219, Taiwan, ROC.
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