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Senior Nursing Studentsʼ Perceptions of Their Readiness for Oral Medication Administration Prior to Final Year Internship. Dimens Crit Care Nurs 2020; 39:23-32. [DOI: 10.1097/dcc.0000000000000401] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
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Antimicrobial stewardship: Staff nurse knowledge and attitudes. Am J Infect Control 2019; 47:1219-1224. [PMID: 31128981 DOI: 10.1016/j.ajic.2019.03.022] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2019] [Revised: 03/02/2019] [Accepted: 03/03/2019] [Indexed: 11/21/2022]
Abstract
BACKGROUND Registered nurses are uniquely qualified to augment antimicrobial stewardship (AS) processes. However, the role of nursing in AS needs further development. More information is needed regarding gaps in registered nurse knowledge, attitudes toward AS, and how infection preventionists can help. METHODS An online descriptive survey was deployed to a convenience sample of approximately 2,000 nurses at the bedside. The survey included 15 questions addressing: (1) overall knowledge of AS; (2) antimicrobial delivery; (3) knowledge and attitudes regarding antimicrobial use; (4) antimicrobial resistance; and (5) antimicrobial resources and education. RESULTS Three hundred sixteen staff nurses from 3 hospitals (15.8%) responded to the survey. Fifty-two percent of nurses were not familiar with the term "antimicrobial stewardship," although 39.6% of nurses indicated that an AS program was moderately or extremely important in their health care setting. Almost all nurses (95%) believed that they should be involved in AS interventions. DISCUSSION These findings suggest gaps in nursing knowledge rearding AS. However, nurses believed AS programs were important and were eager to be involved. CONCLUSIONS This study showed that many nurses are not aware of AS, or do not understand their role in contributing to AS endeavors. Infection preventionist education should focus on increasing staff nurse awareness and demonstrating how nurses can make specific AS interventions.
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Hanson J, Andersen P, Dunn PK. Effectiveness of three-dimensional visualisation on undergraduate nursing and midwifery students' knowledge and achievement in pharmacology: A mixed methods study. NURSE EDUCATION TODAY 2019; 81:19-25. [PMID: 31306850 DOI: 10.1016/j.nedt.2019.06.008] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2018] [Revised: 04/18/2019] [Accepted: 06/26/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Historically nursing and midwifery students have reported difficulty understanding the concept-based science underpinning the interactions between drugs and their targets. This knowledge is crucial for the administration and monitoring of the therapeutic and adverse effects of medications. Immersive three-dimensional technology is reported to enhance understanding of complex scientific concepts but the physical effects of motion sickness may limit its use. OBJECTIVES This project compared the effectiveness of three-dimensional immersive visualisation technology with two-dimensional visualisation technology as a teaching method to improve student understanding of a pharmacological concept, and to assess levels of student discomfort and satisfaction associated with the experience. DESIGN Traditional lecture content and presentation about drug-receptor binding was followed by exposure to either a two- or three-dimensional artifact visualising β-adrenoceptor binding. Two student groups were compared by type of exposure: Group 1 watched the artifact via a three-dimensional immersive facility and Group 2 on a wide, two-dimensional screen. SETTINGS School of Nursing and Midwifery in a regional university in Southeast Queensland, Australia. PARTICIPANTS Two hundred and two second year undergraduate nursing and midwifery students. METHODS The study used mixed methods methodology. Pre- and post- testing of student knowledge was collected using five multiple-choice questions. A post-intervention survey elicited students' self-assessed perceptions of discomfort and satisfaction with the learning experience. RESULTS The three-dimensional immersive learning experience was comparable to the two-dimensional experience in terms of satisfaction and comfort but resulted in statistically significant improvements in post-test scores. CONCLUSIONS The three-dimensional experience improved understanding when compared to two-dimensional viewing, satisfied students leaning needs, and caused minimal discomfort. The results are encouraging in terms of using three-dimensional technology to enhance student knowledge of pharmacological concepts necessary for competency in medication management.
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Affiliation(s)
- Julie Hanson
- School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Patrea Andersen
- School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Peter K Dunn
- School Health and Sports Science, ML 40, Locked Bag 4, Maroochydore DC 4558, Australia.
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Druedahl LC, Mølby Hansen J, Freese EL, Almarsdóttir AB, Traulsen JM. Mandatory medication content in the curricula of six health care personnel types with patient contact in Denmark. Basic Clin Pharmacol Toxicol 2019; 124:431-438. [PMID: 30311428 DOI: 10.1111/bcpt.13147] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2018] [Accepted: 10/05/2018] [Indexed: 11/30/2022]
Abstract
Medication use is a complex process involving different types of health care personnel. This study investigated and compared mandatory medication content in the curricula of six types of health care personnel with patient contact. Using content analysis, three independent raters analysed the mandatory medication content for physicians, pharmacists, pharmaconomists, nurses, health care assistants and support workers in the Capital Region of Denmark. Three dimensions were analysed as follows: communication with patients about medication, medication use or pharmacology and medication formulation and production. ECTS credits were totalled for courses analysed to have high or medium content, and inter-rater reliability was tested with Fleiss' kappa. The total mandatory medication content for pharmacists was 197.0 ECTS, physicians 136.0 ECTS, pharmaconomists 123.3 ECTS, nurses 52.0 ECTS, health care assistants 17.8 ECTS and support workers 0.0 ECTS. Communication with patients about medication was included to the greatest extent in the educations of pharmaconomists (112.0 ECTS), pharmacists (37.5 ECTS) and physicians (25.0 ECTS). Knowledge about medication use and pharmacology was taught primarily to pharmacists (146.5 ECTS), physicians (123.6 ECTS) and pharmaconomists (89.8 ECTS) and to a lesser extent nurses (52.0 ECTS), health care assistants (17.8 ECTS) and support workers (0.0 ECTS). Medication formulation and production were taught only to pharmacists (93.0 ECTS) and pharmaconomists (25.1 ECTS). Mapping the basic competencies about medication taught to each of the six health care personnel types can lead to a better understanding of how they can complement each other in patient care. The study points to weaknesses in medication curriculum content for health care personnel with the most patient contact.
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Affiliation(s)
- Louise C Druedahl
- Social and Clinical Pharmacy, Department of Pharmacy, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Johanne Mølby Hansen
- Social and Clinical Pharmacy, Department of Pharmacy, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | | | - Anna Birna Almarsdóttir
- Social and Clinical Pharmacy, Department of Pharmacy, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Janine M Traulsen
- Social and Clinical Pharmacy, Department of Pharmacy, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
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Preston P, Leone-Sheehan D, Keys B. Nursing student perceptions of pharmacology education and safe medication administration: A qualitative research study. NURSE EDUCATION TODAY 2019; 74:76-81. [PMID: 30594903 DOI: 10.1016/j.nedt.2018.12.006] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2017] [Revised: 11/15/2018] [Accepted: 12/16/2018] [Indexed: 06/09/2023]
Abstract
PURPOSE This research study was performed to elicit student nurses' perceptions of the impact of pharmacology in education on safe medication administration. OBJECTIVES The purpose of this study was to describe student perceptions of the relationship between pharmacology education and safe clinical practice. Nurse educators will gain insights into students' perceptions of the significance of pharmacology in baccalaureate curricula. BACKGROUND A lack of adequate pharmacological knowledge in nursing has been shown to lead to increased medication errors. Safe administration of medication has been identified as a major area for focus in improving health care. DESIGN This study was an analysis of qualitative data collected as part of a larger study. Students provided narrative, open-ended responses describing how pharmacology education impacted safe medication administration. PARTICIPANTS The sample consisted of 28 RN-BSN students and 71 traditional BSN students. SETTING The research was conducted at a college in the Northeastern United States. Data was collected from students enrolled in the traditional baccalaureate and nontraditional RN-BSN hybrid programs. METHODS In the full study, students completed a brief survey instrument, which included both quantitative and open-ended items. The qualitative data presented in this article was analyzed using conventional content analysis. RESULTS Students described the impact of pharmacology education as either having a positive or negative effect on safe medication administration. The majority of students described a positive effect. Positive responses were characterized into the following themes: Knowing how medications work, Improving the nursing process, and Building a foundation of clinical knowledge. Negative responses were more heavily endorsed by RN-BSN students. The negative responses were substantiated by one theme: Inability to transfer from didactic to clinical practice. CONCLUSIONS The findings of this study are significant to education as nursing schools struggle to develop curriculum to prepare students for safe medication practice in today's fast-paced and demanding healthcare environment.
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Affiliation(s)
- Pamela Preston
- Saint Anselm College, Manchester, New Hampshire 03102, United States of America.
| | | | - Brenda Keys
- Medstar Washington Hospital Center, Washington, DC, 20010, United States of America
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Wieland PS, Willis J, Peters ML, O'Toole RS. Examining the impact of modality and learning style preferences on recall of psychiatric nursing and pharmacology terms. NURSE EDUCATION TODAY 2018; 66:130-134. [PMID: 29702442 DOI: 10.1016/j.nedt.2018.04.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2017] [Revised: 12/31/2017] [Accepted: 04/10/2018] [Indexed: 06/08/2023]
Abstract
The purpose of this experimental research study was to explore how modality and learning style preferences impact non-prescribing, first-year Licensed Vocational Nurse (LVN) students' recall of vocabulary. Independent t-test results indicated a statistically significant mean difference in short-term recall of pharmacological and psychiatric terms, with learners receiving visual text instruction recalling significantly more vocabulary than learners receiving audio text instruction. A correlation was not found between learning preferences and vocabulary recall.
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Affiliation(s)
- Patience S Wieland
- Literacy, Library, and Learning Technologies, University of Houston-Clear Lake, College of Education, 2700 Bay Area Blvd., Houston, TX 77058, United States.
| | - Jana Willis
- Literacy, Library, and Learning Technologies, University of Houston-Clear Lake, College of Education, 2700 Bay Area Blvd., Houston, TX 77058, United States.
| | - Michelle L Peters
- Research & Applied Statistics, University of Houston-Clear Lake, College of Education, 2700 Bay Area Blvd., Houston, TX 77058, United States.
| | - Robin S O'Toole
- San Jacinto College, 13735 Beamer Road, Houston, TX 77089, United States; Western Governors University, 4001 S 700 E #700, Salt Lake City, UT 84107, United States; University of Texas-Arlington, 411 S Nedderman Drive, Arlington, TX 76010, United States; College of the Mainland, 1200 N Amburn Road, Texas City, TX 77591, United States; Emergency Department, HCA Texas Orthopedic Hospital, 7401 S. Main Street, Houston, TX 77030, United States.
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Romero-Collado A, Raurell-Torreda M, Zabaleta-Del-Olmo E, Rascon-Hernan C, Homs-Romero E. Nurse prescribing in Spain: The law and the curriculum. Nurs Health Sci 2017; 19:373-380. [PMID: 28752535 DOI: 10.1111/nhs.12355] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2016] [Revised: 03/20/2017] [Accepted: 03/23/2017] [Indexed: 11/27/2022]
Abstract
In this cross-sectional study, we explored course content related to pharmacology and/or healthcare products and supplies in all nursing degree programs in Spain. Changes in nurse-prescribing legislation in Spain require that nurses take a certification course before prescribing over-the-counter products and medications. Using a cross-sectional descriptive study, between July and September 2014, the degree programs of all centers that offer a degree in nursing in Spain were examined, selecting those with course information available online. All centers offered at least one pharmacology course. One-third of the required courses had content related to pharmacology and healthcare products/supplies. The analysis showed that the course content and training received during the current nursing degree program provides the knowledge and skills needed to prescribe healthcare products/supplies and medications that do not now require a doctor's prescription, without the need for additional training and certification. It is essential that government regulation of nursing education be aligned with nursing competencies, curriculum standards, clinical practice, and evidence-based research to provide the maximum level of confidence for nursing professionals and their patients.
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Affiliation(s)
| | | | - Edurne Zabaleta-Del-Olmo
- University Institute for Primary Care Research Jordi Gol, Barcelona, Spain.,Nursing Department Autonomous Unversity of Barcelona, Bellaterra, Spain
| | | | - Erica Homs-Romero
- Figueres Basic Healthcare Area Catalan Health Institute, Girona, Spain
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Stomski NJ, Morrison P, Meehan T. Assessing clinicians' perspectives about the identification and management of antipsychotic medication side-effects: Psychometric evaluation of a survey questionnaire. Int J Ment Health Nurs 2016; 25:171-9. [PMID: 26834074 DOI: 10.1111/inm.12216] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/29/2015] [Revised: 11/04/2015] [Accepted: 12/09/2015] [Indexed: 11/28/2022]
Abstract
Eliciting clinicians' views about antipsychotic medication side-effects may assist in understanding strategies that could enhance the identification and management of these side-effects. The present paper details the development and psychometric evaluation of a questionnaire that captures clinicians' perceptions about these issues. An initial item set was derived from a literature review, and then refined by an expert content validity panel that assessed the relevance of the items. The online questionnaire was distributed to Australian mental health nurses and 140 fully completed questionnaires were returned. Principal components analysis yielded two robust scales that conceptually tapped "system responsibility" and "personal confidence". These scales may be used to advance knowledge about how mental health nurses' attitudes towards the assessment and management of antipsychotic medication side-effects influences their clinical behaviour.
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Affiliation(s)
- Norman J Stomski
- Murdoch University, School of Health Professions, Perth, Western Australia
| | - Paul Morrison
- Murdoch University, School of Health Professions, Perth, Western Australia
| | - Tom Meehan
- University of Queensland, The Park Centre for Mental Health, Brisbane, Queensland, Australia
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Sulosaari V, Huupponen R, Torniainen K, Hupli M, Puukka P, Leino-Kilpi H. Medication education in nursing programmes in Finland – Findings from a national survey. Collegian 2014; 21:327-35. [DOI: 10.1016/j.colegn.2013.08.003] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Lim AG, Honey M. New Zealand newly graduated nurses medication management: Results of a survey. Nurse Educ Pract 2014; 14:660-5. [DOI: 10.1016/j.nepr.2014.08.005] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2013] [Revised: 08/19/2014] [Accepted: 08/24/2014] [Indexed: 11/26/2022]
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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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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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Kroezen M, Veer A, Francke A, Groenewegen P, Dijk L. Changes in nurses' views and practices concerning nurse prescribing between 2006 and 2012: results from two national surveys. J Adv Nurs 2014; 70:2550-61. [DOI: 10.1111/jan.12404] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/01/2014] [Indexed: 11/30/2022]
Affiliation(s)
- Marieke Kroezen
- NIVEL Netherlands Institute for Health Services Research Utrecht the Netherlands
| | - Anke Veer
- NIVEL Netherlands Institute for Health Services Research Utrecht the Netherlands
| | - Anneke Francke
- NIVEL Netherlands Institute for Health Services Research Utrecht the Netherlands
- Department of Public and Occupational Health EMGO Institute for Health and Care Research (EMGO+) of VU University Medical Center Amsterdam the Netherlands
| | - Peter Groenewegen
- NIVEL Netherlands Institute for Health Services Research Utrecht the Netherlands
- Department of Sociology and Department of Human Geography Utrecht University the Netherlands
| | - Liset Dijk
- NIVEL Netherlands Institute for Health Services Research Utrecht the Netherlands
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Adhikari R, Tocher J, Smith P, Corcoran J, MacArthur J. A multi-disciplinary approach to medication safety and the implication for nursing education and practice. NURSE EDUCATION TODAY 2014; 34:185-190. [PMID: 24219921 DOI: 10.1016/j.nedt.2013.10.008] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2013] [Revised: 10/05/2013] [Accepted: 10/21/2013] [Indexed: 06/02/2023]
Abstract
BACKGROUND Medication management is a complex multi-stage and multi-disciplinary process, involving doctors, pharmacists, nurses and patients. Errors can occur at any stage from prescribing, dispensing and administering, to recording and reporting. There are a number of safety mechanisms built into the medication management system and it is recognised that nurses are the final stage of defence. However, medication error still remains a major challenge to patient safety globally. OBJECTIVES This paper aims to illustrate two main aspects of medication safety practices that have been elicited from an action research study in a Scottish Health Board and three local Higher Education Institutions: firstly current medication safety practices in two clinical settings; and secondly pre and post-registration nursing education and teaching on medication safety. METHOD This paper is based on Phase One and Two of an Action Research project. An ethnography-style observational method, influenced by an Appreciative Inquiry (AI) approach was adapted to study the everyday medication management systems and practices of two hospital wards. This was supplemented by seven in-depth interviews with nursing staff, numerous informal discussions with healthcare professionals, two focus-groups, one peer-interview and two in-depth individual interviews with final year nursing students from three Higher Education Institutions in Scotland. RESULT This paper highlights the current positive practical efforts in medication safety practices in the chosen clinical areas. Nursing staff do employ the traditional 'five right' principles - right patient, right medication, right dose, right route and right time - for safe administration. Nursing students are taught these principles in their pre-registration nursing education. However, there are some other challenges remaining: these include the establishment of a complete medication history (reconciliation) when patients come to hospital, the provision of an in-depth training in pharmacological knowledge to junior nursing staff and pre-registration nursing students. CONCLUSION This paper argues that the 'five rights' principle during medication administration is not enough for holistic medication safety and explains two reasons why there is a need for strengthened multi-disciplinary team-work to achieve greater patient safety. To accomplish this, nurses need to have sufficient knowledge of pharmacology and medication safety issues. These findings have important educational implications and point to the requirement for the incorporation of medication management and pharmacology in to the teaching curriculum for nursing students. There is also a call for continuing professional development opportunities for nurses working in clinical settings.
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Affiliation(s)
- Radha Adhikari
- School of Health in Social Science, University of Edinburgh, Doorway 6, Teviot Place, EH8 9AG, UK.
| | - Jennifer Tocher
- School of Health in Social Science, University of Edinburgh, Doorway 6, Teviot Place, EH8 9AG, UK.
| | - Pam Smith
- School of Health in Social Science, University of Edinburgh, Doorway 6, Teviot Place, EH8 9AG, UK.
| | - Janet Corcoran
- NHS Comely Bank Centre13 Crewe Road South,EdinburghEH4 2LD, UK.
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An evaluation of the drug calculation skills of registered nurses. Nurse Educ Pract 2014; 14:55-61. [DOI: 10.1016/j.nepr.2013.06.002] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2012] [Revised: 04/17/2013] [Accepted: 06/05/2013] [Indexed: 11/20/2022]
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Lloyd H, Hinton T, Bullock S, Babey AM, Davis E, Fernandes L, Hart J, Musgrave I, Ziogas J. An evaluation of pharmacology curricula in Australian science and health-related degree programs. BMC MEDICAL EDUCATION 2013; 13:153. [PMID: 24252183 PMCID: PMC3842843 DOI: 10.1186/1472-6920-13-153] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2013] [Accepted: 11/12/2013] [Indexed: 05/05/2023]
Abstract
BACKGROUND Pharmacology is a biomedical discipline taught in basic science and professional degree programs. In order to provide information that would facilitate pharmacology curricula to be refined and developed, and approaches to teaching to be updated, a national survey was undertaken in Australia that investigated pharmacology course content, teaching and summative assessment methods. METHODS Twenty-two institutions participated in a purpose-built online questionnaire, which enabled an evaluation of 147 courses taught in 10 different degrees. To enable comparison, degrees were grouped into four major degree programs, namely science, pharmacy, medicine and nursing. The pharmacology content was then classified into 16 lecture themes, with 2-21 lecture topics identified per theme. The resultant data were analysed for similarities and differences in pharmacology curricula across the degree programs. RESULTS While all lecture themes were taught across degree programs, curriculum content differed with respect to the breadth and hours of coverage. Overall, lecture themes were taught most broadly in medicine and with greatest coverage in pharmacy. Reflecting a more traditional approach, lectures were a dominant teaching method (at least 90% of courses). Sixty-three percent of science courses provided practical classes but such sessions occurred much less frequently in other degree programs, while tutorials were much more common in pharmacy degree programs (70%). Notably, problem-based learning was common across medical programs. Considerable diversity was found in the types of summative assessment tasks employed. In science courses the most common form of in-semester assessment was practical reports, whereas in other programs pen-and-paper quizzes predominated. End-of-semester assessment contributed 50-80% to overall assessment across degree programs. CONCLUSION The similarity in lecture themes taught across the four different degree programs shows that common knowledge- and competency-based learning outcomes can be defined for pharmacology. The authors contend that it is the differences in breadth and coverage of material for each lecture theme, and the differing teaching modes and assessment that characterise particular degree programs. Adoption of pharmacology knowledge-based learning outcomes that could be tailored to suit individual degree programs would better facilitate the sharing of expertise and teaching practice than the current model where pharmacology curricula are degree-specific.
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Affiliation(s)
- Hilary Lloyd
- The University of Sydney, Sydney NSW 2006, Australia
| | - Tina Hinton
- School of Medical Sciences (Pharmacology), The University of Sydney, Sydney NSW 2006, Australia
| | - Shane Bullock
- Gippsland Medical School, Monash University, Northways Road, Churchill VIC 3842, Australia
| | - Anna-Marie Babey
- School of Science and Technology, University of New England, Armidale NSW 2351, Australia
| | - Elizabeth Davis
- Department of Pharmacology, Monash University, Clayton VIC 3800, Australia
| | - Lynette Fernandes
- School of Medicine and Pharmacology, The University of Western Australia, Crawley WA 6009, Australia
| | - Joanne Hart
- School of Medical Sciences, RMIT University, Bundoora VIC 3083, Australia
| | - Ian Musgrave
- Discipline of Pharmacology, School of Medical Sciences, University of Adelaide, Adelaide SA 5005, Australia
| | - James Ziogas
- Department of Pharmacology, University of Melbourne, Parkville VIC 3010, Australia
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Lo TF, Yu S, Chen IJ, Wang KWK, Tang FI. Faculties' and nurses' perspectives regarding knowledge of high-alert medications. NURSE EDUCATION TODAY 2013; 33:214-221. [PMID: 22322071 DOI: 10.1016/j.nedt.2012.01.004] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2011] [Revised: 12/28/2011] [Accepted: 01/14/2012] [Indexed: 05/31/2023]
Abstract
The incorrect administration of high-alert medications can have serious consequences. A previous study by the authors of this study developed and validated 20 true-false questions concerning high-alert medications and suggested that the topic be taught to nurses. The perspectives of faculty and nurses, however, needed to be assessed before such teaching could be implemented. The aim of this study was to understand the views of faculty and nurses about training in high-alert medications: its importance, the frequency with which it is provided, and the ideal stage at which it should be provided. A cross-sectional study was conducted in 2008 in Taiwan. A questionnaire was used to determine whether the 20 questions are important, whether its content was being taught, and the ideal time for teaching it. Snowball sampling and descriptive statistics were used. A total of 136 faculty and 199 nurses participated. From the perspectives of faculty and nurses, all 20 questions regarding high-alert medications were important (faculty vs. nurses: 4.65±0.35 vs. 4.45±0.67) but the issues to which they related were insufficiently taught (faculty vs. nurses: 3.88±0.87 vs. 3.06±0.94). Faculty believed that the ideal stage at which to provide training on high-alert medications was during formal, in-school nursing education (94.3%) while nurses believed that the ideal stage was during in-hospital continuing education (48.9%). For training in high-alert medications, the researchers recommended the inclusion of classes on the subject as part of formal, in-school nursing education, as well as of hospital-based continuing education. The instrument's questions highlight the important concepts concerning high-alert medications which should be taught to nurses and nursing students.
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Lu MC, Yu S, Chen IJ, Wang KWK, Wu HF, Tang FI. Nurses' knowledge of high-alert medications: a randomized controlled trial. NURSE EDUCATION TODAY 2013; 33:24-30. [PMID: 22178145 DOI: 10.1016/j.nedt.2011.11.018] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2011] [Revised: 11/14/2011] [Accepted: 11/17/2011] [Indexed: 05/31/2023]
Abstract
AIM This study explores the effectiveness of an educational intervention on nurses' knowledge regarding the administration of high-alert medications. BACKGROUND Nurses' insufficient knowledge is considered to be one of the most significant factors contributing to medication errors. Most medication errors cause no harm to patients, but the incorrect administration of high-alert medications can result in serious consequences. A previous study by the same authors validated 20 true/false questions concerning high-alert medications and suggested that the topic be taught to nurses (Hsaio, et al., 2010. Nurses' knowledge of high-alert medications: Instrument development and validation. Journal of Advanced Nursing, 66(1), 177-199.). METHODS A randomized controlled trial was employed in 2009 in Taiwan. Twenty-one hospital wards and 232 nurses were randomized to control and intervention groups. The sixty-minute educational intervention was based on the viewing of a Powerpoint file developed for this study. The results were compared pre-intervention and six weeks post-intervention by means of a test comprising the 20 questions regarding high-alert medications. FINDINGS The pre-intervention baseline data for correct answer rate was 75.8% (mean; n=232). After the intervention, the post-test showed significant improvement in the intervention group (n=113) (pre vs. post; 77.2±15.5 vs. 94.7±7.6; paired t=10.82, p<0.0001) but not in the control group (n=112) (pre vs. post; 74.3±14.7 vs. 75.5±14.2; paired t=0.60; p=0.247). CONCLUSIONS Educational intervention appears to be effective in strengthening nurses' knowledge of high-alert medications. The Powerpoint file presented teaching material which is both suitable and feasible for hospital-based continuing education.
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Affiliation(s)
- Min-Chin Lu
- Tri-service General Hospital, Taipei, Taiwan
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Nurse prescribing of medicines in Western European and Anglo-Saxon countries: A survey on forces, conditions and jurisdictional control. Int J Nurs Stud 2012; 49:1002-12. [DOI: 10.1016/j.ijnurstu.2012.02.002] [Citation(s) in RCA: 66] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2011] [Revised: 01/16/2012] [Accepted: 02/02/2012] [Indexed: 11/22/2022]
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20
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Sino CGM, Munnik A, Schuurmans MJ. Knowledge and perspectives of Dutch home healthcare nurses regarding medication frequently used by older people. Int J Older People Nurs 2012; 8:131-8. [PMID: 22805649 DOI: 10.1111/j.1748-3743.2012.00336.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
BACKGROUND Home healthcare nurses in their roles as caregivers, educators and administrators of medications are particularly well positioned to act on a preventive way to be alert of adverse drug reactions. However, knowledge about medication and a professional attitude is required. AIM To describe medication-related knowledge and perspectives of Dutch home healthcare nurses regarding frequent used medication by older people. METHOD A cross-sectional study was conducted among home healthcare nurses (n=146) in the Netherlands based on the ten most frequently used drugs by older people. FINDING The mean score for total medication knowledge was 76.2% of the maximum score. Most home healthcare nurses (80.3%) felt responsible for improving older patients' medication use. Three-quarters of the home healthcare nurses agreed with the statement: "By taking appropriate action at the right time, I am able to prevent a medication-related hospital admission". CONCLUSION Although most home healthcare nurses felt responsible for their older patients' proper medication use and agreed with the statement that they played a role in preventing older patients' medication-related hospital admissions, their knowledge regarding medications could be improved. IMPLICATIONS FOR PRACTICE Home healthcare nurses should profit as a professional from gaining more knowledge of medication frequently used by older people.
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Affiliation(s)
- Carolien G M Sino
- Research Centre for Innovation in Health Care, University of Applied Sciences Utrecht, Utrecht, The Netherlands.
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Croteau SD, Howe LA, Timmons SM, Nilson L, Parker VG. Evaluation of the effectiveness of "the village": a pharmacology education teaching strategy. Nurs Educ Perspect 2011; 32:338-341. [PMID: 22029248 DOI: 10.5480/1536-5026-32.5.338] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
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Meechan R, Valler-Jones T, Jones H. Do medicines OSCEs improve drug administration ability? ACTA ACUST UNITED AC 2011. [DOI: 10.12968/bjon.2011.20.13.728] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Ronnie Meechan
- Institute of Health and Society, Academic Unit of Pre-registration Nursing, University of Worcester
| | - Tracey Valler-Jones
- Institute of Health and Society, Academic Unit of Pre-registration Nursing, University of Worcester
| | - Helen Jones
- Institute of Health and Society, Academic Unit of Pre-registration Nursing, University of Worcester
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Meechan R, Mason V, Catling J. The impact of an integrated pharmacology and medicines management curriculum for undergraduate adult nursing students on the acquisition of applied drug/pharmacology knowledge. NURSE EDUCATION TODAY 2011; 31:383-389. [PMID: 20833455 DOI: 10.1016/j.nedt.2010.07.011] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2010] [Revised: 07/23/2010] [Accepted: 07/28/2010] [Indexed: 05/29/2023]
Abstract
AIMS To investigate the efficacy of a 14-month integrated pharmacology and medicines management curriculum for undergraduate nursing students on the acquisition of applied drug/pharmacology knowledge. BACKGROUND Despite considerable debate regarding nurses' ability to be able to fulfill their medication management responsibilities, little is known about how nurses should be educated in medicines management. METHODS Two groups of nursing students were compared. The first group were exposed to the usual curriculum (control group), whilst a second group experienced a new integrated pharmacology and medicines management curriculum (intervention group) (N=120). The impact of the curriculum on applied drug knowledge was assessed using a 69 item short answer questionnaire relating to a vignette. Students also undertook a 42 item on-line test exploring principles of pharmacokinetics. Students were also asked to self-rate their knowledge using a four point likert scale which asked how confident they were in relation to the prescribed medication regime. The data were collected in July 2008. The intervention group was exposed to an integrated curriculum approach, whilst the control group undertook periods of supervised practice within a clinical environment supported with a workbook and practice assessment learning outcomes. RESULTS/FINDINGS Students exposed to an integrated approach to pharmacology and medicines management demonstrated superior pharmacokinetic knowledge and were more able to apply drug knowledge to the patient vignettes than the control group. CONCLUSION An early introduction of an integrated approach to the teaching and assessing of pharmacological processes improves students' drug knowledge prior to qualification. A sound preparation will help to ensure safe and effective medicines management care for patients and will prepare nurses for post graduate education and further training.
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Affiliation(s)
- Ronnie Meechan
- Institute of Health & Society, University of Worcester Henwick Grove, WR2 6AJ, UK.
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Sulosaari V, Suhonen R, Leino-Kilpi H. An integrative review of the literature on registered nurses’ medication competence. J Clin Nurs 2010; 20:464-78. [DOI: 10.1111/j.1365-2702.2010.03228.x] [Citation(s) in RCA: 60] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Brady AM, Malone AM, Fleming S. A literature review of the individual and systems factors that contribute to medication errors in nursing practice. J Nurs Manag 2009; 17:679-97. [PMID: 19694912 DOI: 10.1111/j.1365-2834.2009.00995.x] [Citation(s) in RCA: 144] [Impact Index Per Article: 9.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
AIM This paper reports a review of the empirical literature on factors that contribute to medication errors. BACKGROUND Medication errors are a significant cause of morbidity and mortality in hospitalized patients. This creates an imperative to reduce medication errors to deliver safe and ethical care to patients. METHOD The databases CINAHL, PubMed, Science Direct and Synergy were searched from 1988 to 2007 using the keywords medication errors, medication management, medication reconciliation, medication knowledge and mathematical skills, and reporting medication errors. RESULTS Contributory factors to nursing medication errors are manifold, and include both individual and systems issues. These include medication reconciliation, the types of drug distribution system, the quality of prescriptions, and deviation from procedures including distractions during administration, excessive workloads, and nurse's knowledge of medications. IMPLICATIONS FOR NURSING MANAGEMENT It is imperative that managers implement strategies to reduce medication errors including the establishment of reporting mechanisms at international and national levels to include the evaluation and audit of practice at a local level. Systematic approaches to medication reconciliation can also reduce medication error significantly. Promoting consistency between health care professionals as to what constitutes medication error will contribute to increased accuracy and compliance in reporting of medication errors, thereby informing health care policies aimed at reducing the occurrence of medication errors. Acquisition and maintenance of mathematical competency for nurses in practice is an important issue in the prevention of medication error. The health care industry can benefit from learning from other high-risk industries such as aviation in the prevention and management of systems errors.
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Affiliation(s)
- Anne-Marie Brady
- School of Nursing and Midwifery, Trinity College Dublin, 24 D'Olier Street, Dublin 2, Ireland.
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Leathard HL, Cook MJ. Learning for holistic care: addressing practical wisdom (phronesis) and the spiritual sphere. J Adv Nurs 2009; 65:1318-27. [PMID: 19243460 DOI: 10.1111/j.1365-2648.2008.04949.x] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
AIM This paper is a discussion of practical wisdom (phronesis) and spirituality in holistic caring and strategies to facilitate their application in nurse education. BACKGROUND Phronesis, with its inherent spiritual qualities, is an established aspect of the persona of excellent clinical leaders. There is a strong case for recognizing the value of this characteristic in all nurses, and a strategy is required for engendering the development of phronesis during nurse education. DATA SOURCES Electronic searches of Google Scholar and CINAHL were conducted for English language publications in the period 1996-2008. Search terms included combinations of phronesis, spirituality, health, education, pharmacology, medicines and medication education, holistic care and spiritual care. Selection of items for inclusion was based on their pertinence to the arguments being developed and their value as leads to earlier material. DISCUSSION The links between the attributes of effective clinical leaders and those required for holistic caring are explicated and related to phronesis, the acquisition of which involves spiritual development. An explanatory account of phronesis and its applicability to nursing leads to an explanation of how its spiritual aspects in particular might be incorporated into learning for holistic care. Reference to research in medicines-related education illustrates how the principles can be applied in nurse education. CONCLUSION Nursing quality could be enhanced if adequate opportunities for acquiring phronesis through experiential learning were provided in nursing curricula. Phronesis and spiritual care could be incorporated into existing models of nursing care or new models devised to use these critical concepts.
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Lymn JS, Bath-Hextall F, Wharrad HJ. Pharmacology education for nurse prescribing students - a lesson in reusable learning objects. BMC Nurs 2008; 7:2. [PMID: 18215261 PMCID: PMC2263034 DOI: 10.1186/1472-6955-7-2] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2007] [Accepted: 01/23/2008] [Indexed: 11/21/2022] Open
Abstract
Background The shift away from a biological science to a social science model of nursing care has resulted in a reduction in pharmacology knowledge and understanding in pre-registration nursing students. This has a significant impact on nurse prescribing training where pharmacology is a critical component of the course from a patient safety perspective. Methods Reusable learning objects (RLOs) are electronic resources based on a single learning objective which use high quality graphics and audio to help engagement with the material and to facilitate learning. This study used questionnaire data from three successive cohorts of nurse prescribing students (n = 84) to evaluate the use of RLOs focussed around pharmacology concepts to promote the understanding of these concepts in students. A small number of students (n = 10) were followed up by telephone interview one year after qualification to gain further insight into students' perceptions of the value of RLOs as an educational tool. Results Students' perceptions of their own understanding of pharmacology concepts increased substantially following the introduction of RLOs to supplement the pharmacology component of the course. Student evaluation of the RLOs themselves was extremely positive with a number of students continuing to access these tools post-qualification. Conclusion The use of RLOs to support the pharmacology component of nurse prescribing courses successfully resulted in a perceived increase in pharmacology understanding, with some students directly implicating these educational tools in developing confidence in their own prescribing abilities.
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Affiliation(s)
- Joanne S Lymn
- School of Nursing, University of Nottingham, Queens Medical Centre, Nottingham, UK.
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Abstract
AIM This paper is a report of an investigation of the impact of prescribing on a group of recently qualified nurse prescribers in the United Kingdom. BACKGROUND The creation of advanced nursing roles, and specific skills such as nurse prescribing, has resulted in nurses taking on roles that have traditionally been associated with doctors. The non-doctor prescribing initiative is continually developing and many nurses are now able to prescribe independently from almost the same range of medicines as doctors. Despite the advantages that appear to stem from nurses prescribing, some nurse researchers have been cautious about the impact that prescribing may have on the nursing profession. METHOD Interviews were conducted during 2005 and 2006 with 45 nurse prescribers. All nurses had successfully qualified and registered as prescribers. Interviews were analysed thematically in line with the principles of grounded theory. FINDINGS Prescribing allows nurses to overcome difficulties in the healthcare system that previously delayed patients' access to medicines. Prescribing is viewed as more than an 'add on' to current roles, it complements many aspects of nursing and integrates previously diffuse aspects of the nursing role. This enables nurses to adopt a more holistic approach to patient care and prescribing. Prescribing has the potential to increase job satisfaction and autonomous working, with the result that nurses are more likely to involve patients in decision-making about their care. CONCLUSIONS Prescribing enhances nurses' knowledge about medication and increases their confidence to engage in prescribing decisions across the healthcare team. Nurse prescribing has the potential to improve service-user care, enhance collaboration and widen discussions about medicines. However, team members need to be prepared for the impact nurse prescribing could have on the dynamics of the multidisciplinary team. Preparatory information about nurse prescribing should be provided to all team members by trainee nurse prescribers. Information could include details about the proposed scope of future prescribing roles, allowing team members to consider how their roles could develop.
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Lim AG, Honey M. Integrated undergraduate nursing curriculum for pharmacology. Nurse Educ Pract 2006; 6:163-8. [PMID: 19040872 DOI: 10.1016/j.nepr.2005.11.005] [Citation(s) in RCA: 16] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2005] [Revised: 11/22/2005] [Accepted: 11/25/2005] [Indexed: 11/29/2022]
Abstract
Undergraduate pharmacology education for nurses has tended to follow one of two broad approaches, either specific courses in pharmacology or an integrated approach, where the pharmacology content is blended with other content. The School of Nursing at the University of Auckland selected an integrated approach to pharmacology education for nurses aligned with constructivist learning theory. The weaving of pharmacology through the three-year undergraduate curriculum is described, showing the development of a pharmacology curricula thread. The significance of supporting curricula content in areas such as communication skills, law and ethics, as well as sound biological science and physiology knowledge are highlighted. A sound understanding of pharmacology knowledge does not develop in isolation. Rather pharmacology education in the undergraduate nurse is the beginning of developing pharmacological reasoning and providing the skills for life-long learning in this ever changing subject.
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Affiliation(s)
- Anecita Gigi Lim
- School of Nursing, The University of Auckland, Private Bag 92-019, Auckland, New Zealand
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Kyriacos U, Jordan S, van den Heever J. The biological sciences in nursing: a developing country perspective. J Adv Nurs 2005; 52:91-103. [PMID: 16149985 DOI: 10.1111/j.1365-2648.2005.03555.x] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
AIM This paper reports a study to inform curriculum development by exploring the contribution of bioscience education programmes to nurses' clinical practice, their understanding of the rationale for practice, and their perceptions of their continuing professional development needs. BACKGROUND The future of the health services worldwide depends on nurse education programmes equipping practitioners to deliver safe and effective patient care. In the developed world, the structure and indicative content of nursing curricula have been debated extensively. However, despite the rapid expansion in nursing roles brought about by social change, there is little information on the educational needs of nurses in developing countries. METHODS This study was undertaken in government teaching hospitals in Cape Town, South Africa in 2003. A purposive sample of 54 nurses from a range of clinical settings completed questionnaires and described critical incidents where bioscience knowledge had directed practice. Questionnaires were analysed descriptively, in the main. Analysis of critical incident reports was based on Akinsanya's bionursing model. FINDINGS Most nurses felt that their understanding of the biological, but not the physical sciences, was adequate or better: all felt confident with their knowledge of anatomy, compared with 57.4% (31/54) for microbiology. Respondents attributed the successes and failures of their education programmes to their teachers' delivery of content, ability to relate to practice and management of the process of learning. The biological, but not the physical, sciences were universally (96-100%) regarded as relevant to nursing. However, the critical incidents and nurses' own reports indicated a need for further education in pharmacology (40/54, 74.1%) and microbiology (29/54, 53.7%). CONCLUSION To meet the needs of nurses in developing countries, and empower them to meet the increasingly complex demands of their expanding roles, nurse educators need to consider increasing the curriculum content in certain key areas, including pharmacology and microbiology.
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Affiliation(s)
- Una Kyriacos
- Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
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Grandell-Niemi H, Hupli M, Leino-Kilpi H, Puukka P. Finnish nurses' and nursing students' pharmacological skills. J Clin Nurs 2005; 14:685-94. [PMID: 15946276 DOI: 10.1111/j.1365-2702.2005.01131.x] [Citation(s) in RCA: 41] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
UNLABELLED PURPOSES AND OBJECTIVES: The purposes of this study were to investigate the pharmacological skills of Finnish nurses and graduating nursing students, to determine how pharmacological skills are related to background factors and to identify differences between nurses and students and, finally, to examine how the instrument used, the Medication Calculation Skills Test, works. BACKGROUND Pharmacology is a relevant and topical subject. In several studies, however, pharmacological skills of nurses and nursing students have been found insufficient. In addition, pharmacology as a subject is found to be difficult for both nursing students and nurses. DESIGN AND METHODS The study was evaluative in nature; the data were collected using the Medication Calculation Skills Test, developed for the purposes of this study. The instrument was used to gather information on background factors and self-rated pharmacological and mathematical skills and to test actual skills in these areas. RESULTS Results concerning pharmacological skills are reported in this paper. The maximum Medication Calculation Skills Test score was 24 points. The mean score for nurses was 18.6 and that for students 16.3. Half of (50%) the students attained a score of 67% and 57% of nurses attained a score of 79%. CONCLUSIONS Nurses and students had some deficiencies in their pharmacological skills. Nurses had better pharmacological skills than students according to both self-ratings and actual performance on the test. RELEVANCE TO CLINICAL PRACTICE It is vitally important that nurses have adequate pharmacological skills to administer medicines correctly. This study showed that the Medication Calculation Skills Test seems to work well in measuring pharmacological skills, even though it needs further evaluation. Findings from this study can be used when planning the nursing curriculum and further education for Registered Nurses.
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Manias E, Aitken R, Dunning T. Medication management by graduate nurses: Before, during and following medication administration. Nurs Health Sci 2004; 6:83-91. [PMID: 15130093 DOI: 10.1111/j.1442-2018.2004.00178.x] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
The purpose of the present study was to explore graduate nurses' perceptions of their medication management activities in the acute care context. A qualitative research design with a semistructured interview schedule was used to elicit information from participants. The sampling population consisted of graduate nurses involved in direct patient care in medical and surgical wards of a Melbourne metropolitan teaching hospital, completing a graduate nurse program. Twelve graduate nurses participated in the interviews. Two major themes emerged: (i). monitoring medications and (ii). interventions for patient care. The findings indicate that graduate nurses are required to address several facets of the medication management role in their daily practice. It is pertinent to examine ward dynamics to ensure that graduate nurses have ready access to experienced health care professionals. Through collegial support, graduate nurses should also be encouraged to critically examine the different possibilities when making clinical judgments about monitoring patient medications.
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Affiliation(s)
- Elizabeth Manias
- School of Nursing, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, Carlton, Victoria, Australia.
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Abstract
BACKGROUND Pharmacology education in nursing has become increasingly important as nurses' roles in administering, prescribing and educating patients about their medications have grown. Some authors have expressed concern at the lack of science teaching in nurse education, and others have suggested that there is a theory-practice gap in this area of the curriculum. AIM This paper reports a study to explore nurses' pharmacology education needs by identifying nursing roles that require pharmacology knowledge, and nurses' preparation for practice from preregistration pharmacology education. METHOD A qualitative approach was used to collect data from a purposive sample of 10 qualified nurses from an emergency admissions unit in a city in the north of England. Semi-structured interviews were transcribed verbatim and categorized using Burnard's 14 stages. FINDINGS This study revealed a limited understanding of the subject, and dissatisfaction with the teaching of pharmacology, with resulting anxiety on qualifying. Nursing roles identified as requiring pharmacology knowledge included drug administration, patient assessment, nurse prescribing, and patient medication education. CONCLUSION The findings suggest that, although nurses have a limited understanding of pharmacology, they recognize the need for pharmacology knowledge in practice. Improved pharmacology teaching might increase nurses' confidence in performing drug administration, patient education, and nurse prescribing, and decrease anxieties related to these roles.
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Affiliation(s)
- Rachel L King
- Emergency Admissions Unit, Royal Hallamshire Hospital, Sheffield, UK.
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