Using High-Fidelity Simulation to Increase Nursing Student Knowledge in Medication Administration

Konieczny, Leona A.

doi:10.1016/j.teln.2016.08.003

Cited by 21 publications

(22 citation statements)

References 11 publications

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“…Quasi-experimental studies, level 3 in the evidence hierarchy (n=11; 78.6%), prevailed, followed by randomized clinical trials, level 2 in the hierarchical classification of evidence (n=3; 21.4%). All studies were quantitative in nature and 21.4% used only descriptive statistics (25,30,34) . By applying the SRR, which ranges from 0 to 56 points in purely quantitative studies, there was a distribution of the quality from good (n=8; 57.1%) to excellent (n=6; 42.9%), varying between 31 and 54 points, corresponding to 55.35% to 96.42% in methodological quality (Chart 3).…”

Section: Resultsmentioning

confidence: 99%

“…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%

“…Using High fidelity Simulation to Increase Nursing Student Knowledge in Medication Administration (30) To compare high and low fidelity simulation in nursing students' pharmacological knowledge.…”

Section: Quasi-experimental Study With Comparison Groupmentioning

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: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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

2020

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“…Konieczny (2016) conducted a study to analyze whether HFS education increased nursing students' knowledge in medication or not and found that HFS education increased nursing students' knowledge in medication and that they obtained higher knowledge scores in comparison with LFS. Fawaz and Hamdan-Mansour (2016) examined the effect of HFS education on students' clinical decision making and motivation and found out that motivation scores and average clinical decision making scores were higher.…”

Section: Resultsmentioning

confidence: 99%

The use of high fidelity simulation in nursing education: A literature review<p>Hemşirelik eğitiminde yüksek gerçekli simülasyon kullanimi: Literatür incelemesi

Sarı

Erdem

2017

HumanSciences

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Nursing is an applied profession which requires the combination of theoretical content and practical skills in a meaningful way. Nursing education must help students internalize information, skills, attitudes, professional values and ethical standards concerning the discipline and make them a part of their behavior. Nursing education necessitates an education system which covers all cognitive, affective and psychomotor areas of learning at a level of adequacy that could get students to assume the specified roles. As well as technical skills, such skills as providing a holistic and empathic health care and communication and team cooperation must be included by this system. The main objective of nursing education is to train nurses who can combine theory and practice, think critically in the learning process and have acquired effective problem solving skills. In the educational settings of our day, different teaching technologies are employed at each stage of instruction. Many instructional methods and strategies are tried out for the improvement of information and skills in nursing education. A great majority of educational methods and strategies consists of computer aided education, simulation and distance education approaches.

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“…The benefits of high-fidelity SBL (HF-SBL) for nursing education include: high satisfaction with HF-SBL by students (La Cerra et al, 2019); significantly increased knowledge (Konieczny, 2016); improved quality of patient care as a result of helping students develop critical thinking abilities in clinical situations and mitigating concerns about patient safety by using simulators to replace real patients (Doolen et al, 2016;NLN, 2015); and strengthened students' nursing capabilities through the application of learnt skills before experiencing real clinical settings (Tutticci, Ryan, Coyer, & Lewis, 2018;Vincent, Sheriff, & Mellott, 2015).…”

Section: Introductionmentioning

confidence: 99%

Nursing Students' Learning Dynamics and Perception of High-Fidelity Simulation-Based Learning

Lee

Yeung

Clarke

et al. 2019

Clinical Simulation in Nursing

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Background: Nursing students' high-fidelity simulation-based learning (HF-SBL) dynamics remain poorly understood. This study aimed to construct a substantive theory of nursing students' HF-SBL dynamics by exploring nursing students' experiences of HF-SBL and identifying factors that influence HF-SBL. Method: Constructivist grounded theory was adopted. Twenty-three semi-structured interviews with memo writing were conducted with 16 undergraduate nursing students. All collected data were managed using NVivo 11.

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Using High-Fidelity Simulation to Increase Nursing Student Knowledge in Medication Administration

Cited by 21 publications

References 11 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

The use of high fidelity simulation in nursing education: A literature review<p>Hemşirelik eğitiminde yüksek gerçekli simülasyon kullanimi: Literatür incelemesi

Nursing Students' Learning Dynamics and Perception of High-Fidelity Simulation-Based Learning

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