The aim of this study was to investigate interruption management strategies and associative cues used by nursing students when interrupted during simulated medication administration. BACKGROUND Interruptions occur with high frequency in health care settings and are associated with increased medication errors and decreased task efficiency. The Altmann and Trafton memory for goals model, a cognitive-science model, proposes use of associative cues during an interruption to mitigate these negative effects. METHOD A mixed-methods, two-site study explored associative cues and other management strategies that nursing students used when interrupted during simulated medication administration. Data were collected via direct observation and semistructured interviews. RESULTS Students primarily multitasked (66.7 percent) during the interruption. Few students (5.5 percent) used associative cues. Students voiced the need for education and practice on how to manage interruptions. CONCLUSION Evidence-based strategies are required to prepare nursing students for workplace interruptions. Use of associative cues during interruptions warrants further investigation.KEY WORDS Associative Cues -Interruption Management -Interruptions -Nursing Students -Simulation N urse educators are obligated to prepare nursing students for the realities of practice. It is well known that interruptions occur with high frequency to nurses in health care settings (Drews et al., 2019;Schroers, 2018a); thus, educational programs must prepare students for this reality. Preparation for interruptions is of particular importance during critical nursing tasks such as medication administration (MA), a process that includes preparation, administration, and documentation of medication. Nurses are often interrupted during MA, with observational studies finding interruption rates of 94.51 percent (Zhao et al., 2019) and 99 percent (M. Johnson, Sanchenz et al., 2017) for nurses in hospital settings. Interruptions are associated with an increased frequency (Raja et al., 2019;Westbrook et al., 2010) of medication administration errors (MAEs), placing patient safety at risk. Not surprisingly, interruptions also lead to increased nursing task completion times, resulting in decreased task efficiency (Cooper et al., 2016).Interventions aimed to reduce interruptions during the MA process have been implemented in health care settings, such as nurses donning "do not disturb" vests or preparing medication in "nointerruption zones." These interventions have yielded mixed results Westbrook, 2014), and researchers (Westbrook et al., 2017) have voiced concerns surrounding their feasibility and sustainability. In addition, certain interruptions are necessary in health care, such as notification of a patient in critical condition, and can lead to positive patient outcomes (Sasangohar et al., 2012). Many researchers advocate for the implementation of interruption management strategies in health care settings (Hayes et al., 2015;Westbrook et al., 2017) and nursing educational progra...