Transferability of Medication Administration Simulation Training to Clinical Settings

Avraham, Rinat; Shor, Vlada; Hurvitz, Nancy; Shvartsur, Rachel; Kimhi, Einat

doi:10.1016/j.teln.2018.07.004

Cited by 9 publications

(15 citation statements)

References 25 publications

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“…Medication administration is an activity that can be developed individually. Some authors have adopted scenarios in which students participated individually (24,26,28,32,37) , in pairs (25,(34)(35) or in groups (27,30) . It was not possible to establish, however, if there are differences between the use of individual scenarios or with more than one student in promoting competence in safely administering medications, therefore studies are needed to ascertain this aspect.…”

Section: Discussionmentioning

confidence: 99%

“…Of the total of 14 studies reviewed, compared to experimental group students, who experienced teaching based on simulation, only 1 study (7.1%; Level 3) showed that students who experienced a traditional approach (control group) showed better scores in the self-assessment of competence for medication administration (35) . Furthermore, another 3 (21.4%; Level 3) studies did not show differences between the simulation strategy and traditional teaching with regard to the acquired knowledge (24) and the students' practical performance for medication administration (25)(26) . In this context, 10 other studies (71.4%) showed that the simulation strategy showed greater effectiveness to develop student skills than the traditional methodology and in this case the level of evidence varied between 3 (70%) and 2 (30%).…”

Section: Randomized Controlled Clinical Trialmentioning

confidence: 91%

“…Training to Clinical Settings (24) To assess the use of individual simulation to prepare nursing students to administer medication to patients in a clinical setting. Impact of simulation on safe medication practice with diploma/ADN students (25) To examine the effect of simulation on safe medication practice for nursing students.…”

Section: Transferability Of Medication Administration Simulationmentioning

confidence: 99%

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Skill acquisition of safe medication administration through realistic simulation: an integrative review

2020

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Objective: to investigate evidence that indicates the contribution of realistic high, medium or low fidelity simulation to acquire knowledge, skills and attitudes in safe medication administration by nursing students. Methods: an integrative review of experimental studies from MEDLINE, LILACS, Web of Science, Scopus and Science Direct. The descriptors “nursing students”, “simulation”, “high fidelity simulation training”, “medication errors” and “pharmacology” were used to identify 14 studies that answered the research question, and were assessed for accuracy methodological level and level of evidence. Results: there was a sample of quasi-experimental studies, (level 3 of evidence; 78.6%) and randomized clinical trials (level 2 of evidence; 21.4%), whose expressive majority showed superiority of the simulation strategy over the traditional methodology (71.4%). Conclusion: using low and high fidelity simulators, standardized patients and virtual simulation can promote acquisition of essential skills for patient safety.

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Section: Discussionmentioning

confidence: 99%

Section: Randomized Controlled Clinical Trialmentioning

confidence: 91%

Section: Transferability Of Medication Administration Simulationmentioning

confidence: 99%

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Skill acquisition of safe medication administration through realistic simulation: an integrative review

2020

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“…13 The use of simulation methods is beneficial in achieving drug delivery competencies and connecting the students’ readiness towards actual practice and their practice in clinical education. 23 , 24 …”

Section: Discussionmentioning

confidence: 99%

“…13 The use of simulation methods is beneficial in achieving drug delivery competencies and connecting the students' readiness towards actual practice and their practice in clinical education. 23,24 The second component of 4C/ID is the supportiveinformation provided in the initial learning in the form of video playback and presentation of a real case. These two supportive-information series were used as the triggers in the learning-task activities.…”

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confidence: 99%

Improving Nursing Students’ Medication Safety Knowledge and Skills on Using the 4C/ID Learning Model

Musharyanti¹,

Haryanti²,

Claramita³

2021

JMDH

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Introduction Learning medication-safety has become a focus in many countries to improve medication-safety competencies in nursing students. Research on instructional design for medication-safety is still limited, especially about the use of the Four Components Instructional Design (4C/ID) model. This study aimed to compare the knowledge and skills in medication safety of nursing students after the medication-safety training using four components of instructional design known as 4C/ID. Methods This was a posttest-only quasi-experimental study using an intervention and control group. The participants were the third-semester students of a nursing school at Yogyakarta, Indonesia (intervention: n=55, control: n=40). The intervention group was trained for five weeks using the 4C/ID approach with interactive lectures, small group discussions, reflections, and skills simulation sessions. An observational skills evaluation and Multiple-Choice Questionnaire were administered in the last week after the training completed. Independent sample t -test and Mann Whitney tests were used to analyze the mean differences of knowledge and skills in giving oral medicine and drug injections between the two groups. Results The majority of respondents were female (74.1%), aged 19–20 years (77.8%), with GPA >3 (87.37%) and, the majority had never received instruction about patient safety (69%). There were significant mean differences in overall knowledge ( p <0.05) and also in the skills of oral drug and intramuscular drug administration ( p <0.05) between the intervention and control groups. Conclusion Training in medication-safety using the 4C/ID approach could improve the medication-safety knowledge and skills of the nursing students based on simple to complex learning.

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Learning practical nursing skills in simulation centers – A narrative review

Hilleren¹,

Christiansen²,

Bjørk³

2022

International Journal of Nursing Studies Advances

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Transferability of Medication Administration Simulation Training to Clinical Settings

Cited by 9 publications

References 25 publications

Skill acquisition of safe medication administration through realistic simulation: an integrative review

Skill acquisition of safe medication administration through realistic simulation: an integrative review

Improving Nursing Students’ Medication Safety Knowledge and Skills on Using the 4C/ID Learning Model

Learning practical nursing skills in simulation centers – A narrative review

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