Journal Title

International Journal of Nursing Education Scholarship

Publication Date

3-2011

Abstract

Nursing faculty strive to educate students in a manner that prevents errors, promoting quality, patient-centered care. This endeavor is dependent upon meaningful and effective education that incorporates educational experiences reflective of the service sector. Anecdotal reports from clinical faculty and student nurses suggest that academic medication administration education may not optimally prepare students for safe entry into clinical practice. The aim of this phenomenologic qualitative research is to understand student nurse perceptions regarding teaching strategies and learning activities that prepared them for safe medication administration in acute care clinical settings. Focus group interviews resulted in two broad themes that are identified as Effective Education and Gaps in Education. Within these broad themes, findings revealed that students value faculty demonstrations, peer-learning opportunities, and repetitive practice with timely feedback. Study findings also pointed to educational gaps. Students reported needing to learn communication and conflict resolution strategies that would help them manage real-world interruptions, distractions, and computer generated alerts. Study findings recommend implementing relevant decision-support technology within academic lab learning activities.

Author Supplied Keywords

student nurse; effective education, medication administration, educational instruction

Subjects

Cognitive learning theory; Nursing students

Publication Information

Copyright 2011 Walter de Gruyter GmbH/ Walter de Gruyter, Inc. The original published version of this article may be found at http://dx.doi.org/10.2202/1548-923X.2178.

DOI

10.2202/1548-923X.2178

Peer-Reviewed

Yes

Document Type

Journal Article

Included in

Nursing Commons

Share

COinS