Nurse interrupted: Development of a realistic medication administration simulation for undergraduate nurses

Abstract

Well-planned simulation experiences have the potential to expose students to authentic clinical cases, otherwise unavailable to them, building critical thinking and clinical reasoning skills and preparing them for practice.AIM: This paper describes a simulated role-play experience that was developed to enable undergraduate nurses to experience, reflect on and analyse their responses to interruptions during medication administration. METHODS:The simulation design presented in this paper was underpinned by both nursing and educational theorists, in combination with established simulation frameworks. SETTING and PARTICIPANTS:Embedded within a clinical subject in 2013, the simulation experience was run over two campuses within a large Australian University. Participants included 528 second year undergraduate nursing students and 8 academic teaching staff. OUTCOME MAPPING: To stimulate reflective learning debriefing immediately followed the simulation experience. Written reflections were completed and submitted over the

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Strategies to minimize medication errors in emergency units: an integrative review

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The culture contributing to interruptions in the nursing work environment: An ethnography

“…Within this environment, interruptions have been linked to cognitive failure and not directly to near misses or errors (Elfring, Grebner, & Ebener, 2015). Although nurses perceive that interruptions contribute to near misses and actual medication errors (Frith, 2013;Hayes, Power, Davidson, Daly, & Jackson, 2015), there is limited empirical evidence to support the direct causal relationship between interruptions and errors within nursing work environments (Hopkinson & Jennings, 2013;Sanderson & Grundgeiger, 2015).…”