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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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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: 25] [Impact Index Per Article: 5.0] [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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Bano N, de Beer J, Omer T. Team-based learning in postgraduate midwifery education: A descriptive qualitative study. ACTA ACUST UNITED AC 2019. [DOI: 10.4103/ehp.ehp_17_19] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
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Cox JL, Simpson MD. Microbiology Education and Infection Control Competency: Offering a New Perspective. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2018; 19:jmbe-19-71. [PMID: 29983850 PMCID: PMC6022775 DOI: 10.1128/jmbe.v19i2.1475] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/11/2017] [Accepted: 02/23/2018] [Indexed: 06/08/2023]
Abstract
Healthcare-associated infections (HAIs) have become a significant and costly problem for healthcare institutions worldwide. Despite the crucial role of infection prevention and control (IC) procedures, there is a substantial body of evidence to indicate that IC knowledge and practices of health professional graduates is, however, sub-optimal. This paper presents a discussion of the critical role microbiology plays in infection control education and practice, arguing that without an ability to apply microbiology knowledge to IC decision-making, there is an inherent risk of incorrect application of IC practices and thus a risk to patient (and nurse) safety. The authors propose a re-conceptualization of infection control competency, using nursing as an exemplar profession, to reflect practice that is not based on simple memorization of protocols but rather on a sound understanding of microbiology and informed decision-making. The proposal for re-conceptualizing the definition and assessment of IC competence, if adopted, would potentially enhance students' understanding and synthesis of microbiology knowledge and help build students' capacity to apply that knowledge to practice.
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Affiliation(s)
- Jennifer L. Cox
- Corresponding author. Mailing address: School of Biomedical Sciences, PO Box 883, Orange, NSW, Australia, 2800. Phone 612 6365 7687. E-mail:
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A time management intervention using simulation to improve nursing students’ preparedness for medication administration in the clinical setting: A quasi-experimental study. Collegian 2018. [DOI: 10.1016/j.colegn.2017.04.004] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Pediatric Nurses' Perspectives on Medication Teaching in a Children's Hospital. J Pediatr Nurs 2017; 36:225-231. [PMID: 28888507 DOI: 10.1016/j.pedn.2017.07.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/16/2017] [Revised: 06/02/2017] [Accepted: 07/06/2017] [Indexed: 11/20/2022]
Abstract
PURPOSE To explore inpatient pediatric nurses' current experiences and perspectives on medication teaching. DESIGN AND METHODS A descriptive qualitative study was conducted at a Midwest pediatric hospital. Using convenience sampling, 26 nurses participated in six focus groups. Data were analyzed in an iterative group coding process. RESULTS Three themes emerged. 1) Medication teaching is an opportunity. 2) Medication teaching is challenging. Nurses experienced structural and process challenges to deliver medication teaching. Structural challenges included the physical hospital environment, electronic health record, and institutional discharge workflow while process challenges included knowledge, relationships and interactions with caregivers, and available resources. 3) Medication teaching is amenable to improvement. CONCLUSION Effective medication teaching with caregivers is critical to ensure safe, quality care for children after discharge. Nursing teaching practices have not changed, despite advances in technology and major changes in hospital care. Nurses face many challenges to conduct effective medication teaching. Improving current teaching practices is imperative in order to provide the best and safest care. PRACTICE IMPLICATIONS This study generated knowledge regarding pediatric nurses' teaching practices, values and beliefs that influence teaching, barriers, and ideas for how to improve medication teaching. Results will guide the development of targeted interventions to promote successful medication teaching practices.
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Abstract
Pain is a complex sensation with a variety of qualities rather than a single sensation varying in intensity. People find it difficult to describe their pain mainly because its nature and intensity vary so much, not only between individuals but also for a person over time. This article provides an overview of wound pain, its causes and assessment, with a focus on the procedure of dressing change itself. The wound care industry has manufactured dressings to assist in reducing the pain experience and it is incumbent on health care professionals to make the most appropriate dressing selection for the individual patient and wound, rather than a 'one type of dressing fits all' approach. The choice of primary product is important and is the aspect of focus for this discussion. This paper discusses the use of Flaminal (an enzyme alginogel) to assist practitioners in managing painful wounds.
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Affiliation(s)
| | - Heather Williams
- Nurse Consultant & Honorary Lecturer Chronic Pain Service Royal Victoria Infirmary Newcastle upon Tyne
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Häggström M, Bergsman AC, Månsson U, Holmström MR. Learning to manage vasoactive drugs-A qualitative interview study with critical care nurses. Intensive Crit Care Nurs 2017; 39:1-8. [PMID: 28108169 DOI: 10.1016/j.iccn.2016.09.002] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2016] [Revised: 09/14/2016] [Accepted: 09/17/2016] [Indexed: 11/17/2022]
Abstract
OBJECTIVE Being a nurse in an intensive care unit entails caring for seriously ill patients. Vasoactive drugs are one of the tools that are used to restore adequate circulation. Critical care nurses often manage and administer these potent drugs after medical advice from physicians. AIM To describe the experiences of critical care nurses learning to manage vasoactive drugs, and to highlight the competence required to manage vasoactive drugs. RESEARCH METHODOLOGY/SETTING Twelve critical care nurses from three hospitals in Sweden were interviewed. Qualitative content analysis was applied. RESULTS The theme "becoming proficient requires accuracy, practice and precaution" illustrated how critical care nurses learn to manage vasoactive drugs. Learning included developing cognitive, psychomotor, and effective skills. Sources for knowledge refers to specialist education combined with practical exercises, collegial support, and accessible routine documents. The competence required to manage vasoactive drugs encompassed well-developed safety thinking that included being careful, in control, and communicating failures. Specific skills were required such as titrating doses, being able to analyse and evaluate the technological assessments, adapting to the situation, and staying calm. CONCLUSION Learning to manage vasoactive drugs requires a supportive introduction for novices, collegial support, lifelong learning, and a culture of safety.
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Ghamari Zare Z, Adib-Hajbaghery M. Performance of Clinical Nurse Educators in Teaching Pharmacology and Medication Management: Nursing Students' Perceptions. Nurs Midwifery Stud 2016; 5:e29913. [PMID: 27331055 PMCID: PMC4915211 DOI: 10.17795/nmsjournal29913] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2015] [Revised: 09/28/2015] [Accepted: 10/15/2015] [Indexed: 12/02/2022] Open
Abstract
Background Pharmacological knowledge and medication management skills of student nurses greatly depend on the clinical nurse educators’ performance in this critical issue. However, the Iranian nurse educators’ performance in teaching pharmacology and medication management are not adequately studied. Objectives The current study aimed to investigate the nursing students’ perceptions on the status of clinical pharmaceutical and medication management education. Materials and Methods A cross-sectional study was conducted on all 152 nursing students registered in the seventh and eighth semesters at the Qom and Naragh branches of Islamic Azad University, and Kashan University of Medical Sciences in 2013 - 2014 academic year. The students’ perceptions on the performance of clinical nurse educators in teaching pharmacology and medication management were assessed using a researcher made questionnaire. The questionnaire consisted of 31 items regarding clinical educators’ performance in teaching pharmacology and medication management and two questions about students’ satisfaction with their level of knowledge and skills in pharmacology and medication management. Descriptive statistics was employed and analysis of variance was performed to compare the mean of scores of teaching pharmacology and medication management in the three universities. Results Among a total of 152 subjects, 82.9% were female and their mean age was 22.57 ± 1.55 years. According to the students, instructors had the weakest performance in the three items of teaching pharmacology and medication management based on the students’ learning needs, teaching medication management through a patient-centered method and teaching pharmacology and medication management based on the course plan. The students’ satisfaction regarding their own knowledge and skill of pharmacology and medication management was at medium level. Conclusions Nursing students gave a relatively low score in several aspects of their instructors’ performance regarding teaching pharmacology and medication management. It seems that many clinical nurse educators in the studied settings were incompetent especially in teaching pharmacology and medication management, while these are critical areas and need special attention.
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Affiliation(s)
- Zohre Ghamari Zare
- Faculty of Nursing and Midwifery, Qom Branch, Islamic Azad University, Qom, IR Iran
| | - Mohsen Adib-Hajbaghery
- Trauma Nursing Research Center, Faculty of Nursing and Midwifery, Kashan University of Medical Sciences, Kashan, IR Iran
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Cabilan CJ, Eley R, Hughes JA, Sinnott M. Medication knowledge and willingness to nurse-initiate medications in an emergency department: a mixed-methods study. J Adv Nurs 2015; 72:396-408. [DOI: 10.1111/jan.12840] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/10/2015] [Indexed: 11/28/2022]
Affiliation(s)
- C. J. Cabilan
- Department of Emergency Medicine; Princess Alexandra Hospital; Brisbane Queensland Australia
| | - Robert Eley
- Department of Emergency Medicine; Princess Alexandra Hospital; Brisbane Queensland Australia
- The University of Queensland; School of Medicine; Brisbane Queensland Australia
| | - James A. Hughes
- Department of Emergency Medicine; Princess Alexandra Hospital; Brisbane Queensland Australia
- School of Nursing and Midwifery; Griffith University; Brisbane Queensland Australia
| | - Michael Sinnott
- Department of Emergency Medicine; Princess Alexandra Hospital; Brisbane Queensland Australia
- The University of Queensland; School of Medicine; Brisbane Queensland Australia
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Patient safety and technology-driven medication – A qualitative study on how graduate nursing students navigate through complex medication administration. Nurse Educ Pract 2015; 15:203-11. [DOI: 10.1016/j.nepr.2014.11.015] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2013] [Revised: 11/15/2014] [Accepted: 11/19/2014] [Indexed: 11/17/2022]
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Johansson-Pajala RM, Martin L, Fastbom J, Jorsäter Blomgren K. Nurses' self-reported medication competence in relation to their pharmacovigilant activities in clinical practice. J Eval Clin Pract 2015; 21:145-52. [PMID: 25327625 DOI: 10.1111/jep.12263] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/22/2014] [Indexed: 11/29/2022]
Abstract
RATIONALE, AIMS AND OBJECTIVES Adverse drug reactions (ADRs) represent a major health problem and previous studies show that nurses can have an active role in promoting medication safety. The aim of this study was to describe and evaluate nurses' self-reported competence and pharmacovigilant activities in clinical practice and also to explore the impact of age, education, workplace and nursing experience on these matters. METHODS This cross-sectional study was based on a questionnaire covering areas related to nurses' medication competence, including knowledge, assessment and information retrieval, and pharmacovigilant activities within these areas, for example, the detection and assessment of ADRs. A 45-item questionnaire was 2013 sent out to 296 nurses in different settings and counties in Sweden. They were selected on the basis of having applied to a university course including pharmacovigilance during 2008-2011. One hundred twenty-four had participated in the courses (exposed) and 172 had applied to the courses but not participated (unexposed). RESULTS Completed questionnaires were obtained from 75 exposed (60%) and 93 unexposed (54%) nurses. Overall nurses rated themselves high in medication competence but low in pharmacovigilant activities. Significant (P ≤ 0.001) differences between groups were observed regarding medication competence. The exposure of completed dedicated courses in pharmacovigilance was the strongest factor for self-reported medication competence when adjusted for age, other education, workplace and experience. No significant differences between the groups were found regarding the number of pharmacovigilant activities during the 6 months prior to answering the questionnaire. CONCLUSION Dedicated university courses improved nurses' self-reported competence in pharmacovigilance but did not increase the number of related activities. Education per se seems to be not sufficient to generate pharmacovigilant activities among nurses.
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Wilcock M, Davidson I, Underwood F. Hospital staff views on their role in providing information to patients on medication side effects. Eur J Hosp Pharm 2014. [DOI: 10.1136/ejhpharm-2014-000554] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022] Open
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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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Lim AG, North N, Shaw J. Experiences of nurses as postgraduate students of pharmacology and therapeutics: a multiple case narrative study. NURSE EDUCATION TODAY 2014; 34:985-990. [PMID: 24467863 DOI: 10.1016/j.nedt.2014.01.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/16/2013] [Revised: 12/23/2013] [Accepted: 01/08/2014] [Indexed: 06/03/2023]
Abstract
BACKGROUND Pharmacology and therapeutics are essential components of educational programmes in prescribing, yet little is known about students' experiences in studying these subjects for a prescribing role. OBJECTIVE To investigate the views and experiences of nurses as postgraduate students who were studying pharmacology and therapeutics in preparation for a prescribing role. DESIGN Qualitative study using a multiple case narrative approach. SETTINGS The participants were undertaking or had recently completed a Master's degree programme; they worked in a range of clinical areas and services in the Auckland region. PARTICIPANTS Twenty nurses, with advanced clinical backgrounds and experience engaged in postgraduate studies in pharmacology and therapeutics. METHODS A semi-structured interview of approximately 1h was undertaken with each participant. Transcripts were analysed within and across cases using Narralizer software to support thematic analysis. RESULTS There were four broad thematic areas. In the first, 'prescribing in the context of advanced nursing practice', participants reflected on why prescribing authority was important to them. In the second theme, 'adequacy of prior pharmacology knowledge' they discussed the relative lack of pharmacology in their undergraduate programmes and in nursing practice. In the third, 'drawing on clinical experience in acquiring pharmacology knowledge', participants discussed how, as they grappled with new pharmacological science, they drew on clinical experience which facilitated their learning. In the fourth theme, 'benefits of increased pharmacology knowledge' they discussed how their studies improved their interactions with patients, medical colleagues and as members of multi-disciplinary teams. CONCLUSIONS All nurses viewed their studies in pharmacology as fundamental to their roles as prescribers, through knowledge development and an increase in confidence. Although pharmacology theory was new to many participants, their learning was facilitated because they were able to reflect on previous clinical experience and apply this to theory.
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Affiliation(s)
- Anecita Gigi Lim
- School of Nursing, The University of Auckland, Auckland, New Zealand.
| | - Nicola North
- School of Population Health, The University of Auckland, Auckland, New Zealand
| | - John Shaw
- School of Pharmacy, The University of Auckland, Auckland, New Zealand
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Güneş ÜY, Gürlek Ö, Sönmez M. Factors contributing to medication errors in Turkey: nurses' perspectives. J Nurs Manag 2014; 22:295-303. [DOI: 10.1111/jonm.12216] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/19/2013] [Indexed: 11/30/2022]
Affiliation(s)
- Ülkü Y. Güneş
- Department of Fundamentals of Nursing; Ege University Faculty of Nursing; Bornova-Izmir Turkey
| | - Öznur Gürlek
- Afyonkarahisar State Hospital; Afyonkarahisar Turkey
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Bertrand B, Livingston-Bowen C, Duffrin C, Mann A. ACE inhibitors and potassium foods – nurses' knowledge. Int J Health Care Qual Assur 2014; 27:54-64. [DOI: 10.1108/ijhcqa-06-2012-0057] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
– According to Joint Commission standards, patients should be educated about drug-nutrient interactions. Because nurses are well-suited to educating patients, this paper aims to assess their knowledge of ACE inhibitor drugs, nutrient interactions and high- and low-potassium foods.
Design/methodology/approach
– Licensed nurses from a teaching hospital in the US south eastern Atlantic region completed a self-administered questionnaire (n=83). Means, standard deviations and 95 percent confidence intervals were calculated for continuous data and frequency and percentage distribution for discrete data. Student's t-test was used to evaluate responses by ACE inhibitor patient load and nursing education.
Findings
– Mean nurse knowledge of ACE inhibitors and potassium was 62±16 percent and identifying high- and low-potassium foods was 32±23 percent. Most identified five from 12 high-potassium foods and did not know the designation of six, one from 14 low-potassium foods and did not know the designation of 11. Knowledge scores and identifying high- and low-potassium foods were similar regardless of ACE inhibitor patient load and nursing education.
Practical implications
– ACE inhibitors are the fourth most commonly used drug class in the USA. Nurses are well positioned to recognize potential drug-nutrient interactions owing to changing or adding a drug, dose delivery method, dietary change or a patient's physical or clinical status that may indicate nutrient deficiency. The findings suggest that the nurses surveyed were proficient in identifying ACE inhibitors pharmacology, but that most were unable to identify foods that increase drug-nutrient interaction risk, and thus this is an area in which additional training might be beneficial.
Originality/value
– Case menus were used to portray real-life scenarios in which healthcare practitioners can provide patient education about ACE inhibitor drug and dietary potassium interactions.
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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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Albarran JW, Jones I, Lockyer L, Manns S, Cox H, Thompson DR. Patients’ perspectives on the educational preparation of cardiac nurses. Eur J Cardiovasc Nurs 2013; 13:451-8. [PMID: 24072728 DOI: 10.1177/1474515113507166] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Affiliation(s)
- John W Albarran
- Centre for Health and Clinical Research, Faculty of Applied Sciences, University of the West of England, UK
| | - Ian Jones
- School of Nursing, Midwifery & Social Work, University of Salford, UK
| | - Lesley Lockyer
- Centre for Health and Clinical Research, Faculty of Applied Sciences, University of the West of England, UK
| | - Sarah Manns
- Centre for Health and Clinical Research, Faculty of Applied Sciences, University of the West of England, UK
| | - Helen Cox
- Centre for Health and Clinical Research, Faculty of Applied Sciences, University of the West of England, UK
| | - David R Thompson
- Cardiovascular Research Centre, Australian Catholic University, Australia
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Mercovich N, Kyle GJ, Naunton M. Safe to crush? A pilot study into solid dosage form modification in aged care. Australas J Ageing 2013; 33:180-4. [DOI: 10.1111/ajag.12037] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Affiliation(s)
- Nicole Mercovich
- Discipline of Pharmacy; University of Canberra; Canberra Australian Capital Territory Australia
| | - Greg J Kyle
- Discipline of Pharmacy; University of Canberra; Canberra Australian Capital Territory Australia
| | - Mark Naunton
- Discipline of Pharmacy; University of Canberra; Canberra Australian Capital Territory Australia
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Lee TY, Lin FY. The effectiveness of an e-learning program on pediatric medication safety for undergraduate students: a pretest-post-test intervention study. NURSE EDUCATION TODAY 2013; 33:378-383. [PMID: 23433840 DOI: 10.1016/j.nedt.2013.01.023] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2012] [Revised: 01/18/2013] [Accepted: 01/30/2013] [Indexed: 06/01/2023]
Abstract
BACKGROUND Safe medication management is a major competency taught in the nursing curriculum. However, administering pediatric medications is considered a common clinical stressor for Taiwanese students. A supplemental e-learning program that helps students fill the gap between basic nursing skills and pediatric knowledge on medication safety was developed. OBJECTIVE To evaluate the effectiveness of an e-learning program to increase pediatric medication management among students who take pediatric nursing courses. DESIGN This intervention study used a historical comparison design. SETTING A university in Northern Taiwan. PARTICIPANTS A total of 349 undergraduate nursing students who took pediatric nursing courses participated. Eighty students in the comparison group received regular pediatric courses, including the lectures and clinical practicum; 269 students in the intervention group received an e-learning program, in addition to the standard pediatric courses. METHODS Between February 2011 and July 2012 pediatric medication management, including pediatric medication knowledge and calculation ability, was measured at the beginning of the first class, at the completion of the lectures, and at the completion of the clinical practicum. The program was evaluated qualitatively and quantitatively. RESULTS The intervention group had significantly higher pediatric medication management scores at completion of the lecture course and at the completion of the clinical practicum than the comparison group based on the first day of the lecture course, after adjusting for age, nursing program, and having graduated from a junior college in nursing. Overall, the students appreciated the program that included various teaching modalities content that related to the administration of medication. CONCLUSION Using an e-learning program on pediatric medication management is an effective learning method in addition to sitting in a regular lecture course. The different emphases in each module, provided by experienced instructors, enabled the students to be more aware of their role in pediatric medication safety.
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Affiliation(s)
- Tzu-Ying Lee
- School of Nursing, National Taipei University of Nursing and Health Sciences, 365, Ming Te Rd. Peitou 11219, Taipei, Taiwan, ROC.
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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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Mostyn A, Meade O, Lymn JS. Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students--a preliminary evaluation. BMC MEDICAL EDUCATION 2012; 12:113. [PMID: 23148762 PMCID: PMC3515432 DOI: 10.1186/1472-6920-12-113] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2012] [Accepted: 11/05/2012] [Indexed: 05/23/2023]
Abstract
BACKGROUND The use of anonymous audience response technology (ART) to actively engage students in classroom learning has been evaluated positively across multiple settings. To date, however, there has been no empirical evaluation of the use of individualised ART handsets and formative feedback of ART scores. The present study investigates student perceptions of such a system and the relationship between formative feedback results and exam performance. METHODS Four successive cohorts of Non-Medical Prescribing students (n=107) had access to the individualised ART system and three of these groups (n=72) completed a questionnaire about their perceptions of using ART. Semi-structured interviews were carried out with a purposive sample of seven students who achieved a range of scores on the formative feedback. Using data from all four cohorts of students, the relationship between mean ART scores and summative pharmacology exam score was examined using a non-parametric correlation. RESULTS Questionnaire and interview data suggested that the use of ART enhanced the classroom environment, motivated students and promoted learning. Questionnaire data demonstrated that students found the formative feedback helpful for identifying their learning needs (95.6%), guiding their independent study (86.8%), and as a revision tool (88.3%). Interviewees particularly valued the objectivity of the individualised feedback which helped them to self-manage their learning. Interviewees' initial anxiety about revealing their level of pharmacology knowledge to the lecturer and to themselves reduced over time as students focused on the learning benefits associated with the feedback.A significant positive correlation was found between students' formative feedback scores and their summative pharmacology exam scores (Spearman's rho = 0.71, N=107, p<.01). CONCLUSIONS Despite initial anxiety about the use of individualised ART units, students rated the helpfulness of the individualised handsets and personalised formative feedback highly. The significant correlation between ART response scores and student exam scores suggests that formative feedback can provide students with a useful reference point in terms of their level of exam-readiness.
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Affiliation(s)
- Alison Mostyn
- School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington Campus, Loughborough, UK
| | - Oonagh Meade
- School of Nursing, Midwifery & Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, UK
| | - Joanne S Lymn
- School of Nursing, Midwifery & Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, UK
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Mendes D, Alves C, Batel Marques F. Nurses' spontaneous reporting of adverse drug reactions: expert review of routine reports. J Nurs Manag 2012; 22:322-30. [PMID: 24754750 DOI: 10.1111/jonm.12003] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/27/2012] [Indexed: 11/28/2022]
Abstract
AIM The aims of this study were to analyse spontaneously reported adverse drug reactions according to their previous description, seriousness, causality and the reporting professional. BACKGROUND Previous findings showed that fewer nurses than physicians and pharmacists report adverse drug reactions. This is not attributed to any lack of ability in identifying adverse drug reactions. METHOD Adverse drug reactions received by the Central Portugal Regional Pharmacovigilance Unit, between 2001 and 2011, were studied. Certain and probable adverse drug reactions were included to test differences between professional groups for serious and non-serious adverse drug reactions. RESULTS The Central Portugal Regional Pharmacovigilance Unit received 1014 adverse drug reactions. Fifty-four nurses reported 66 adverse drug reactions, whereas 232 physicians and 145 pharmacists reported 589 and 357 adverse drug reactions, respectively. Considering the number of practising professionals, it was estimated that 0.55% of nurses, 3.96% of physicians and 7.08% of pharmacists have reported an adverse drug reaction. Of the 633 adverse drug reactions assessed as certain or probable, 46 (21 serious), 387 (192 serious) and 198 (77 serious) were reported from nurses, physicians and pharmacists, respectively. There were no differences in the reporting of serious adverse drug reactions among nurses, physicians and pharmacists. CONCLUSIONS Nurses are able to identify serious adverse drug reactions although they report less than other professionals. IMPLICATIONS FOR NURSING MANAGEMENT Nurses need to increase their involvement in spontaneous reporting schemes by taking responsibility for routinely reporting suspected adverse drug reactions.
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Affiliation(s)
- Diogo Mendes
- Central Portugal Regional Pharmacovigilance Unit, Health Technology Assessment Centre, AIBILI, Coimbra, Portugal
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28
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Pompey JW. Evaluating student learning in an undergraduate pharmacology nursing course using pharmacology timed tables. J Nurs Educ 2012; 51:596. [PMID: 23027768 DOI: 10.3928/01484834-20120920-03] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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McNamara MC, Harmon DC, Saunders J. Effect of education on knowledge, skills and attitudes around pain. ACTA ACUST UNITED AC 2012; 21:958, 960-4. [PMID: 23123650 DOI: 10.12968/bjon.2012.21.16.958] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Mary C McNamara
- Centre for Nurse and Midwifery Education, HSE West, Mid-Western Regional Hospital, Dooradoyle, Limerick, Ireland
| | - Dominic C Harmon
- Department of Pain Medicine, HSE West, Mid-Western Regional Hospital, Dooradoyle, Limerick, Ireland
| | - Jean Saunders
- Department of Mathematics & Statistics, University of Limerick, Limerick, Ireland
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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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31
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Mohamad ML, Yang L, Jin X, Eng PTL, Shern TKY. Knowledge of immunosuppressive drugs used in kidney transplants. ACTA ACUST UNITED AC 2012; 21:795-800. [DOI: 10.12968/bjon.2012.21.13.795] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Aim: A key role of renal nurses is the correct and safe administration of immunosuppressive drug therapy (ImmRx) to kidney transplant recipients. The authors sought to examine the knowledge and competency of ImmRx in kidney transplant patients and whether an annual kidney transplant nurse education programme had any beneficial effects. Methods: The study population was comprised of 63.2% (n=50/79) of all nurses from renal wards (ward A (n=17/35), ward B (n=21/32)) and 12 nurses from a high-dependency urology ward (ward C (n=12)). Kidney transplant patients usually receive inpatient care in wards A, B or C only as these wards specialise in urology and renal care. Each nurse completed a 35-question test that covered ImmRx in areas of indication, identification, interaction, pharmcokinetics/pharmacodynamics, therapeutic drug monitoring, administration and adverse effects. A minimum score of 70% was required to pass the test. Results: Only 46% of participants passed the test. The proportion of nurses who passed was not significantly different with respect to years of nursing experience, professional rank, postgraduate nursing qualifications or ward location. Unexpectedly, a greater proportion of nurses who did not attend the education programme passed the test (63.6%; n=14/22) than those who did attend it (32.1%; n=9/28]; p=0.03). Notably, 24% (n=12/50), 4% (n=2/50) and 4% (n=2/50) were unable to correctly answer any of the identification, interaction and therapeutic drug monitoring questions. Conclusion: These findings suggest that the nurses' understanding and knowledge of ImmRx is insufficient and they need to update their knowledge on ImmRx continually.
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Affiliation(s)
- Mas Linda Mohamad
- Senior Clinical Instructor, Changi General Hospital, Ward 64, Department of Nursing, Singapore General Hospital
| | - Li Yang
- Senior Staff Nurse, Ward 64, Department of Nursing, Singapore General Hospital
| | - Xu Jin
- Senior Staff Nurse, Ward 64, Department of Nursing, Singapore General Hospital
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Daouphars M, Magali A, Bertrand E, Basuyau F, Violette S, Varin R. Knowledge Assessment and Information Needs of Oncology Nurses Regarding Inpatient Medication. Clin J Oncol Nurs 2012; 16:182-7. [DOI: 10.1188/12.cjon.182-187] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Simonsen BO, Johansson I, Daehlin GK, Osvik LM, Farup PG. Medication knowledge, certainty, and risk of errors in health care: a cross-sectional study. BMC Health Serv Res 2011; 11:175. [PMID: 21791106 PMCID: PMC3162500 DOI: 10.1186/1472-6963-11-175] [Citation(s) in RCA: 42] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2010] [Accepted: 07/26/2011] [Indexed: 11/10/2022] Open
Abstract
Background Medication errors are often involved in reported adverse events. Drug therapy, prescribed by physicians, is mostly carried out by nurses, who are expected to master all aspects of medication. Research has revealed the need for improved knowledge in drug dose calculation, and medication knowledge as a whole is poorly investigated. The purpose of this survey was to study registered nurses' medication knowledge, certainty and estimated risk of errors, and to explore factors associated with good results. Methods Nurses from hospitals and primary health care establishments were invited to carry out a multiple-choice test in pharmacology, drug management and drug dose calculations (score range 0-14). Self-estimated certainty in each answer was recorded, graded from 0 = very uncertain to 3 = very certain. Background characteristics and sense of coping were recorded. Risk of error was estimated by combining knowledge and certainty scores. The results are presented as mean (±SD). Results Two-hundred and three registered nurses participated (including 16 males), aged 42.0 (9.3) years with a working experience of 12.4 (9.2) years. Knowledge scores in pharmacology, drug management and drug dose calculations were 10.3 (1.6), 7.5 (1.6), and 11.2 (2.0), respectively, and certainty scores were 1.8 (0.4), 1.9 (0.5), and 2.0 (0.6), respectively. Fifteen percent of the total answers showed a high risk of error, with 25% in drug management. Independent factors associated with high medication knowledge were working in hospitals (p < 0.001), postgraduate specialization (p = 0.01) and completion of courses in drug management (p < 0.01). Conclusions Medication knowledge was found to be unsatisfactory among practicing nurses, with a significant risk for medication errors. The study revealed a need to improve the nurses' basic knowledge, especially when referring to drug management.
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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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Dilles T, Vander Stichele RR, Van Bortel L, Elseviers MM. Nursing students' pharmacological knowledge and calculation skills: ready for practice? NURSE EDUCATION TODAY 2011; 31:499-505. [PMID: 20837376 DOI: 10.1016/j.nedt.2010.08.009] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2009] [Revised: 08/03/2010] [Accepted: 08/07/2010] [Indexed: 05/29/2023]
Abstract
OBJECTIVES To evaluate graduating students' pharmacological knowledge and calculation skills and describe their self-rated readiness to safe medication care in practice on two nurse educational levels. Additionally, the study describes some characteristics of pharmacology in nurse education in Flanders, Belgium. METHODS Thirty-eight nursing schools (bachelor's degree in nursing [N=18] and diploma in nursing [N=20]) were asked to provide details on their pharmacology curriculum and to let their graduating students participate in a cross-sectional survey using the Medication Knowledge and Calculation test in February/March 2009. RESULTS The 29 participating schools showed a large diversity in pharmacology curricula. Mean scores on the pharmacology section and calculation section were 55% and 66%, respectively, for bachelor's degree and 52% and 53% for diploma students. On a scale of 1-10, 27% had a self-rated readiness perception≤5. Results differed significantly between schools. CONCLUSIONS Just before graduation, nursing students' pharmacological knowledge and calculation skills are limited. Apart from the test results, students did not perceive themselves able to deliver safe medication care in practice. Schools need to address the shortcomings. In practice, awareness is needed regarding possible limitations of the newly graduated.
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MESH Headings
- Adult
- Belgium
- Clinical Competence/standards
- Cross-Sectional Studies
- Curriculum
- Drug Dosage Calculations
- Education, Nursing, Baccalaureate
- Education, Nursing, Diploma Programs
- Female
- Health Knowledge, Attitudes, Practice
- Humans
- Male
- Middle Aged
- Nursing Education Research
- Pharmacology, Clinical/education
- Schools, Nursing
- Self Efficacy
- Students, Nursing/psychology
- Students, Nursing/statistics & numerical data
- Young Adult
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Affiliation(s)
- Tinne Dilles
- University of Antwerp, Department of Nursing Science, Belgium.
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Gabe M. Letter to the Editor: In response to: Herxheimer, A. and Ziebland, S. (2011) Nurses should be encouraged and helped to monitor patients’ medicines. Journal of Nursing Management 19 (3), 393-394. J Nurs Manag 2011; 19:693-4. [DOI: 10.1111/j.1365-2834.2011.01274.x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Roshan Essani R, Ali TS. Knowledge and Practice Gaps among Pediatric Nurses at a Tertiary Care Hospital Karachi Pakistan. ISRN PEDIATRICS 2011; 2011:460818. [PMID: 22389778 PMCID: PMC3263578 DOI: 10.5402/2011/460818] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/12/2011] [Accepted: 02/24/2011] [Indexed: 12/03/2022]
Abstract
The advancement in medical science has created health care environments that require nursing professionals who posses specialized clinical knowledge and skills to provide care and deal with critically and acutely ill children. This study explored gaps between knowledge and practice as perceived by the registered nurses of pediatric units by further recommending the changes suggested by them. A descriptive exploratory study design under the quantitative research methodology was utilized using universal sampling of all pediatric nurses working at a tertiary care hospital in Karachi, Pakistan. The gaps between knowledge and practice, as perceived by the participants, were categorized into five major categories: (1) medication (34%), (2) skills (28.3%), (3) knowledge (13.36%), (4) handling of code blue and intubations (12.6%), and (5) operating medical devices (11.58%). As a result, anxiety and incompetency were notably seen in the participants which had great amount of impact on the level of care provided to the patients. The implications of the findings for quality patient care were also analyzed.
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Affiliation(s)
- Rozina Roshan Essani
- School of Nursing, Aga Khan University, Karachi, Pakistan
- Nursing Practice, Division of Nursing Services, Aga Khan University Hospital, Karachi, Pakistan
| | - Tazeen Saeed Ali
- School of Nursing, Aga Khan University, Karachi, Pakistan
- Division of Global Health (IHCAR), Department of Public Health Sciences, Karolinska Institutet, Stockholm, Sweden
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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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Hemingway S, Stephenson J, Allmark H. Student experiences of medicines management training and education. ACTA ACUST UNITED AC 2011; 20:291-8. [DOI: 10.12968/bjon.2011.20.5.291] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | | | - Howard Allmark
- University of Huddersfield, and Retired Public Health Consultant
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40
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Gabe ME, Davies GA, Murphy F, Davies M, Johnstone L, Jordan S. Adverse drug reactions: treatment burdens and nurse-led medication monitoring. J Nurs Manag 2011; 19:377-92. [PMID: 21507109 DOI: 10.1111/j.1365-2834.2011.01204.x] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Marie E Gabe
- Research Capacity Building Collaboration (RCBC) Wales, College of Human and Health Sciences, Swansea University, Swansea, UK.
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Meade O, Bowskill D, Lymn JS. Pharmacology podcasts: a qualitative study of non-medical prescribing students' use, perceptions and impact on learning. BMC MEDICAL EDUCATION 2011; 11:2. [PMID: 21223547 PMCID: PMC3024307 DOI: 10.1186/1472-6920-11-2] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2010] [Accepted: 01/11/2011] [Indexed: 05/16/2023]
Abstract
BACKGROUND There is growing research on student use of podcasts in academic settings. However, there is little in-depth research focusing on student experience of podcasts, in particular in terms of barriers to, and facilitators of, podcast use and students' perceptions of the usefulness of podcasts as learning tools. This study aimed to explore the experiences of non-medical prescribing students who had access to podcasts of key pharmacology lectures as supplementary learning tools to their existing course materials. METHODS Semi-structured interviews were carried out with seven non-medical prescribing students (average age = 43 years), all of whom were nurses, who had access to seven podcasts of key pharmacology lectures. These podcasts took the form of downloadable audio lecture recordings available through the virtual learning environment WebCT. Low, medium and high users of the podcasts took part in the interviews in order to access a variety of student experiences. Interview data was analysed using thematic template analysis to identify key themes surrounding student experience of podcast availability, particularly in relation to barriers to and facilitators of podcast use, and students' experiences of podcasts as a learning tool. RESULTS Students used podcasts for a variety of reasons such as revisiting lectures, preparing for exams, to clarify or revise specific topics and, to a lesser extent, to catch up on a missed lecture. Barriers to podcast use centred mainly around technological issues. Lack of experience of the technology required to access podcasts proved a barrier for some students. A lack of access to suitable technology was also a reported barrier. Family assistance and I.T. assistance from the university helped facilitate students' use of the podcasts. Students found that using podcasts allowed them to have greater control over their learning and to gauge their learning needs, as well as helping them build their understanding of a complex topic. CONCLUSIONS Students used podcasts for a variety of reasons. Barriers to podcasts use were generally related to technological issues. Students often found that once assistance had been gained regarding these technological issues, they accessed the podcasts more easily. Students felt that access to podcasts added value to their learning materials by allowing them to better manage their learning and build their understanding. Podcasts represent a valuable additional learning tool for this specific group of older students.
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Affiliation(s)
- Oonagh Meade
- School of Nursing, Midwifery & Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, U.K
| | - Dianne Bowskill
- School of Nursing, Midwifery & Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, U.K
| | - Joanne S Lymn
- School of Nursing, Midwifery & Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, U.K
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Lymn JS, Mostyn A. Audience response technology: engaging and empowering non-medical prescribing students in pharmacology learning. BMC MEDICAL EDUCATION 2010; 10:73. [PMID: 20979620 PMCID: PMC2978227 DOI: 10.1186/1472-6920-10-73] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2010] [Accepted: 10/27/2010] [Indexed: 05/12/2023]
Abstract
BACKGROUND Non-medical prescribing (NMP) is a six month course for nurses and certain allied health professionals. It is critical that these students develop a good understanding of pharmacology; however, many students are mature learners with little or no formal biological science knowledge and struggle with the pharmacology component. The implications for patient safety are profound, therefore we encourage students not just to memorise enough pharmacology to pass the exam but to be able to integrate it into clinical practice. Audience response technology (ART), such as the KeePad system (KS) has been shown to promote an active approach to learning and provide instant formative feedback. The aim of this project, therefore, was to incorporate and evaluate the use the KS in promoting pharmacology understanding in NMP students. METHODS Questions were incorporated into eight pharmacology lectures, comprising a mix of basic and clinical pharmacology, using TurningPoint software. Student (n = 33) responses to questions were recorded using the KS software and the percentage of students getting the question incorrect and correct was made immediately available in the lecture in graphical form. Survey data collected from these students investigated student perceptions on the use of the system generally and specifically as a learning tool. More in depth discussion of the usefulness of the KS was derived from a focus group comprising 5 students. RESULTS 100% of students enjoyed using the KS and felt it promoted their understanding of key concepts; 92% stated that it helped identify their learning needs and 87% agreed that the technology was useful in promoting integration of concepts. The most prevalent theme within feedback was that of identifying their own learning needs. Analysis of data from the focus group generated similar themes, with the addition of improving teaching. Repeated questioning produced a significant increase (p < 0.05) in student knowledge of specific pharmacological concepts. CONCLUSIONS The use of ART enhanced non-medical prescribing students' experience of pharmacology teaching. Student perceptions were that this system increased their ability to identify learning needs and promoted understanding and integration of concepts. Students also reported that the technology aided exam revision and reduced associated anxiety.
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Affiliation(s)
- Joanne S Lymn
- School of Nursing, Midwifery & Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, UK
| | - Alison Mostyn
- School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington Campus, Loughborough, 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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Bell C, McCarthy G. The assessment and treatment of wound pain at dressing change. ACTA ACUST UNITED AC 2010; 19:S4, S6, S8 passim. [DOI: 10.12968/bjon.2010.19.sup4.48418] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | - Geraldine McCarthy
- Catherine McAuley School of Nursing and Midwifery, University College Cork
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Stewart M, Purdy J, Kennedy N, Burns A. An interprofessional approach to improving paediatric medication safety. BMC MEDICAL EDUCATION 2010; 10:19. [PMID: 20170498 PMCID: PMC2834694 DOI: 10.1186/1472-6920-10-19] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/09/2009] [Accepted: 02/19/2010] [Indexed: 05/13/2023]
Abstract
BACKGROUND Safe drug prescribing and administration are essential elements within undergraduate healthcare curricula, but medication errors, especially in paediatric practice, continue to compromise patient safety. In this area of clinical care, collective responsibility, team working and communication between health professionals have been identified as key elements in safe clinical practice. To date, there is limited research evidence as to how best to deliver teaching and learning of these competencies to practitioners of the future. METHODS An interprofessional workshop to facilitate learning of knowledge, core competencies, communication and team working skills in paediatric drug prescribing and administration at undergraduate level was developed and evaluated. The practical, ward-based workshop was delivered to 4th year medical and 3rd year nursing students and evaluated using a pre and post workshop questionnaire with open-ended response questions. RESULTS Following the workshop, students reported an increase in their knowledge and awareness of paediatric medication safety and the causes of medication errors (p < 0.001), with the greatest increase noted among medical students. Highly significant changes in students' attitudes to shared learning were observed, indicating that safe medication practice is learnt more effectively with students from other healthcare disciplines. Qualitative data revealed that students' participation in the workshop improved communication and teamworking skills, and led to greater awareness of the role of other healthcare professionals. CONCLUSION This study has helped bridge the knowledge-skills gap, demonstrating how an interprofessional approach to drug prescribing and administration has the potential to improve quality and safety within healthcare.
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Affiliation(s)
- Moira Stewart
- Department of Child Health, Queen's University Belfast, Grosvenor Road, BT12 6BP, Belfast, Northern Ireland
| | - Joanna Purdy
- Centre for Excellence in Interprofessional Education, School of Dentistry, Queen's University Belfast, Grosvenor Road, BT12 6BP, Belfast, Northern Ireland
| | - Neil Kennedy
- Department of Child Health, Queen's University Belfast, Grosvenor Road, BT12 6BP, Belfast, Northern Ireland
| | - Anne Burns
- Royal Belfast Hospital for Sick Children, Grosvenor Road, BT12 6BP, Belfast, Northern Ireland
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Jones RA. Patient Education in Rural Community Hospitals: Registered Nurses’ Attitudes and Degrees of Comfort. J Contin Educ Nurs 2010; 41:41-8. [DOI: 10.3928/00220124-20091222-07] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Meade O, Bowskill D, Lymn JS. Pharmacology as a foreign language: a preliminary evaluation of podcasting as a supplementary learning tool for non-medical prescribing students. BMC MEDICAL EDUCATION 2009; 9:74. [PMID: 20021673 PMCID: PMC2804703 DOI: 10.1186/1472-6920-9-74] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2009] [Accepted: 12/18/2009] [Indexed: 05/16/2023]
Abstract
BACKGROUND Nurses and other health professionals in the U.K. can gain similar prescribing rights to doctors by undertaking a non-medical prescribing course. Non-medical prescribing students must have a thorough understanding of the pharmacology of prescribing to ensure safe practice. Pharmacology education at this level is complicated by the variation in students' prior subject knowledge of, and anxiety about, the subject. The recent advances in technology, particularly the potential for mobile learning, provide increased opportunities for students to familiarise themselves with lecture materials and hence promote understanding. The objective of this study was therefore to evaluate both the subjective (student perception) and objective (student use and exam results) usefulness of podcasts of pharmacology lectures which were provided as an extra learning tool to two cohorts (n = 69) of non-medical prescribing students. METHODS The podcasts were made available to students through the virtual learning environment WebCT. Use of podcasts by two successive cohorts of nurse prescribing students (n = 69) was tracked through WebCT. Survey data, which was collected from 44 of these students, investigated patterns of/reasons for podcast use and perceived usefulness of podcasts as a learning tool. Of these 69 students, 64 completed the pharmacology exam. In order to examine any impact of podcasts on student knowledge, their exam results were compared with those of two historical cohorts who did not have access to podcasts (n = 70). RESULTS WebCT tracking showed that 91% of students accessed at least one podcast. 93% of students used the podcasts to revisit a lecture, 85% used podcasts for revision, and 61% used the podcasts when they had a specific question. Only 22% used the podcasts because they had missed a pharmacology session. Most students (81%) generally listened to the entire podcast rather than specific sections and most (73%) used them while referring to their lecture handouts. The majority of students found the podcasts helpful as a learning tool, as a revision aid and in promoting their understanding of the subject. Evaluation of the range of marks obtained, mode mark and mean mark suggested improved knowledge in students with access to podcasts compared to historical cohorts of students who did not have access to pharmacology podcasts. CONCLUSIONS The results of this study suggest that non-medical prescribing students utilised podcasts of pharmacology lectures, and have found the availability of these podcasts helpful for their learning. Exam results indicate that the availability of podcasts was also associated with improved exam performance.
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Affiliation(s)
- Oonagh Meade
- School of Nursing, Midwifery & Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, UK
| | - Dianne Bowskill
- School of Nursing, Midwifery & Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, UK
| | - Joanne S Lymn
- School of Nursing, Midwifery & Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, UK
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Hsaio GY, Chen IJ, Yu S, Wei IL, Fang YY, Tang FI. Nurses’ knowledge of high-alert medications: instrument development and validation. J Adv Nurs 2009; 66:177-90. [DOI: 10.1111/j.1365-2648.2009.05164.x] [Citation(s) in RCA: 53] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Podcasts and videostreaming: Useful tools to facilitate learning of pathophysiology in undergraduate nurse education? Nurse Educ Pract 2009; 9:372-6. [DOI: 10.1016/j.nepr.2008.11.003] [Citation(s) in RCA: 59] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2008] [Revised: 10/30/2008] [Accepted: 11/16/2008] [Indexed: 11/29/2022]
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Polen HH, Clauson KA, Thomson W, Zapantis A, Lou JQ. Evaluation of nursing-specific drug information PDA databases used as clinical decision support tools. Int J Med Inform 2009; 78:679-87. [PMID: 19640779 DOI: 10.1016/j.ijmedinf.2009.06.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2009] [Revised: 05/06/2009] [Accepted: 06/19/2009] [Indexed: 11/29/2022]
Abstract
BACKGROUND Nursing is arguably the most organizationally diverse healthcare profession. Educational backgrounds may vary, even among similarly credentialed nurses. Drug information databases used as clinical decision support tools can improve access to pharmacologic information at point-of-care when housed on personal digital assistants. They may also help address the disparity in drug information and pharmacology education between nurses. OBJECTIVES To evaluate nursing-specific drug information database content on personal digital assistants (PDAs). METHODS Seven nursing-specific PDA databases were evaluated for scope (absence or presence of an answer) and completeness (three-point scale) via the use of 80 general category and 80 subspecialty drug information questions. Erroneous information was also tracked. Individual scope and completeness scores were delineated by rank order and chi square was performed to determine differences in scope and completeness scores between the databases. RESULTS Davis's Drug Guide for Nurses (DDGN) and Nursing Lexi-Drugs (NLD) tied for the highest scores for scope, including each answering 72.5% of the 160 evaluation questions. No significant differences existed between their scores and those earned by Nursing2008 Drug Handbook (p<0.05). The highest scores for completeness were earned by NLD with 58.1% and DDGN at 57.1%. Saunders Nursing Drug Handbook was the only database that showed a significantly lower score in completeness as compared to the other six databases (p<0.05). A 4.2% overall error rate was found among database answers. DISCUSSION Significant differences were found among the performances in the databases evaluated in this study for their ability to answer commonly encountered drug information issues in nursing practice. All databases contained some erroneous information and even the top performers failed to provide answers to more than one-fourth of the questions posed. The availability of accurate and timely drug information at point-of-care can play a vital role in patient management and outcomes, but current resources that are available need to be improved.
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Affiliation(s)
- Hyla H Polen
- Nova Southeastern University, College of Pharmacy, Palm Beach Gardens, FL, USA.
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