Supervising nursing students administering medication: a perspective from registered nurses

Aims. To explore the attitudes, experiences and opinions of registered nurses regarding supervision of undergraduate nursing students while administering medication in the healthcare setting. Background. Medication errors present a considerable risk to safety in the healthcare setting. By virtue of their role in the administration of medication, registered nurses are considered as major contributors to this problem. Undergraduate nursing students administer medication in the clinical setting, but little attention has been paid to the implications for patient safety. Design. This research was conducted using exploratory qualitative methodology. Methods. Focus group interviews were conducted with 13 registered nurses. The participants were asked to describe their experiences and opinions regarding the supervision of undergraduate nursing students. Data were analysed using the framework approach. Results. Three main themes from this work are presented in this paper: ‘standard of supervision’, ‘a beneficial experience’ and ‘preparation’. Conclusions. The participants regarded supervision as an important process in fostering student learning and ensuring safety. Preparation on the part of the healthcare facility, students and the university were essential to maximise the benefits for all concerned. Relevance to clinical practice. The ability to administer medication safely is an important skill for all registered nurses. Nursing students need the opportunity to develop these skills as part of their undergraduate educational programme. Registered nurses must supervise students in a rigorous and supportive manner to enhance learning and to promote quality care.     

Interprofessional education for the quality use of medicines: Designing authentic multimedia learning resources

It is claimed that health care students who learn together will be better prepared for contemporary practice and more able to work collaboratively and communicate effectively. In Australia, although recognised as important for preparing nursing, pharmacy and medical students for their roles in the medication team, interprofessional education is seldom used for teaching medication safety. This is despite evidence indicating that inadequate communication between health care professionals is the primary issue in the majority of medication errors. It is suggested that the pragmatic constraints inherent in university timetables, curricula and contexts limit opportunities for health professional students to learn collaboratively. Thus, there is a need for innovative approaches that will allow nursing, medical and pharmacy students to learn about and from other disciplines even when they do not have the opportunity to learn with them. This paper describes the development of authentic multimedia resources that allow for participative, interactive and engaging learning experiences based upon sound pedagogical principles. These resources provide opportunities for students to critically examine clinical scenarios where medication safety is, or has the potential to be compromised and to develop skills in interprofessional communication that will prepare them to manage these types of situations in clinical practice.     

Factors influencing the supervision of nursing students administering medication: the registered nurse perspective

Administering medication is an important function of registered nurses. It is therefore necessary that nursing students develop knowledge and skill in this field. Given the propensity for, and negative consequences of, medication errors, it is essential that nursing students are properly supervised in this role. There is currently a paucity of research examining the practices of supervising medication administration by nursing students, particularly from the perspectives of registered nurses. The aim of this study was to explore the opinions and insights of registered nurses regarding the supervision of nursing students administering medication. Focus groups were conducted with registered nurses with experience of working with students in the clinical environment. Focus groups were transcribed verbatim and data analysis was conducted using the five stage framework approach. Four main themes were identified that reflected the participants’ views of the factors most strongly influencing the provision of supervision: communication, busyness, attitudes, and pressure to conform. The participants identified the importance of providing student supervision and suggested strategies for improvement, such as a closer working relationship between the clinical facilitator and the registered nurses providing supervision.     

“岗位体验”实践教学法在社区护理学教学中的应用

目的 :探讨社区护理学实践教学模式,培养社区实用型护理人才。方法:将2007级260名高职护生随机分为试验组159名和对照组101名,组织试验组同学假期开展"关爱社区人群健康"的社会实践活动。实施"岗位体验-任务引领-标准化评价"的实践教学方法。结果:100%的护生积极参与课堂教学,试验组同学综合素质评价优于对照组,差异有统计学意义(P<0.05)。结论:学习社区护理课程前,护生到自己熟悉的社区观察人群健康状况,能促进护生对社区人群健康现状的早认识,同时认识到社区需要高素质的护理人员,提高其学习社区护理兴趣。     

Effects of board game play on nursing students’ medication knowledge: A randomized controlled trial

AimThis study aimed to examine the effectiveness of an educational board game in improving nursing students’ medication knowledge.BackgroundMaintaining patient safety is a core practice for nurses. Medication management is a central principle of patient safety. Nurses acquire pharmacology knowledge and medication safety skills in the classroom training. Thus, solidifying and strengthening nursing students’ medication knowledge are crucial tasks for nursing faculty members. In recent years, board games, which offer both entertainment and competitive play, have been employed to educate students in a variety of disciplines and settings. Through board game play, students can learn in an enjoyable and fun atmosphere.DesignA randomized controlled trial design.MethodsA convenience sample of 69 nursing students was obtained from a university in Taiwan. Participants were randomly assigned either to an experimental (board game) group (n = 35) or a comparison group (n = 34) using block randomization. The experimental group engaged in board game play to learn about medications, whereas the comparison group attended a one-hour didactic lecture. Using questionnaires, data were collected before the intervention, immediately post intervention and one month post intervention.ResultsFollowing the intervention, regardless of the learning method, both groups showed significant improvements in their immediate recall of medication information. However, when retested after one month, the experimental group obtained significantly higher scores than the comparison group. Moreover, students in the experimental group reported more satisfaction with the learning method than those in the comparison group.ConclusionsThe study results suggest that learning through board games could enhance nursing students’ retention of knowledge. Students reported favorable reactions to using a board game learning method for increasing knowledge of medication. With respect to this finding, faculty members may consider employing board games as teaching tools in nursing and other health science courses. Moreover, the findings of this study can also provide additional information for nursing managers in hospital wards or long-term care facilities where nurses are trained to familiarize themselves with frequently administered medications.Tweetable abstractBoard game play can enhance nursing students’ retention of knowledge; students reported positive reactions to game-based learning for medication training.     

循证护理课程教学效果的评价

目的 评价在护理学专业研究生课程进修班开设循证护理课程的教学效果.方法 以复旦大学护理学院研究生课程进修班学生为研究对象,2007级为实验组（22名）参与36学时的循证护理教育,2006级为对照组（26名）.使用课题小组自行设计的问卷评价教学效果.结果 一学期的教学结束后,实验组教学后循证护理理论知识得分（Z=3.582,P〈0.01）和文献评鉴技能得分（t=3.674,P〈0.01）较对照组显著提高;但实验组循证护理态度得分与对照组比较差别无统计学意义（t=0.310,P〉0.05）;课程反馈问卷评价中,学生认为循证护理课程教学内容深浅合适、讲解透彻、基本能够掌握;访谈结果提示,通过系统学习,学生能够运用循证护理的方法开展系统评价和循证护理实践,但该课程具有一定的挑战性,学生对该课程的内容和安排提出建设性意见.结论 系统循证护理教学能够提高护理专业研究生课程进修班学生的循证护理理论知识和实践技能,对学生循证护理态度的影响仍需进一步研究加以证实.     

基于休哈特质量控制图的安全预警系统对护理安全不良事件的管理效果

目的研究基于休哈特质量控制图的安全预警系统在护理工作应用中对护理安全不良事件的管理效果。方法 2013年12月至2015年12月,便利抽样法选择108名进行护理安全不良事件管理的护士,按照随机数字表法分为研究组(54名,采用基于休哈特质量控制图安全预警系统管理)和对照组(54名,采用常规护理安全不良事件管理);对比两组护理综合质量评分、护理安全质量检查评分以及护理安全不良事件发生率。结果研究组护理综合质量评估中基础理论、专科理论、基础操作、专科操作的单项评分以及护理安全质量检查中病区管理、安全用药、护理安全、文件书写等单项评分均高于对照组,护理满意度中一般满意度、外在满意度、内在满意度等单项评分亦高于对照组,给错药、跌倒、坠床、药物外渗、管路滑脱等不良事件发生率则低于对照组,差异均有统计学意义(均P0.05)。结论基于休哈特质量控制图的安全预警系统护理管理方法在护理安全不良事件管理中的应用中,可保证系统稳定性,并对护理安全评定有良好的界限控制,安全信息报告准确,有助于提升护理管理质量,值得在临床中推广应用。     

A short-term geriatric nursing programme in the US for Japanese Nurses.

Providing quality care to their growing elderly population is a top priority for Japanese nurses. As geriatric nursing has become a significant subspecialty in the US, this expertise was sought by the Japanese Hospital Administration in collaboration with Kyoto University. The result: a geriatric nursing programme developed to meet the specific needs of Japanese nurses in caring for the elderly, but yet adaptable to meet the needs of nursing students and registered nurses in other countries.     

An interprofessional initiative aimed at creating a common learning resource for the operating room ward

Every semester, the operating room (OR) ward receives students from different educational programmes. Although interprofessional knowledge is essential for OR teamwork, students have traditionally been prepared in an uniprofessional manner, with no focus on interprofessional learning outcomes. This report describes the work process of an interprofessional initiative undertaken to create a common learning resource aimed at preparing students for OR practice. With a focus on interprofessional learning, shared and profession-specific learning outcomes, which are needed to prepare for practice, were identified by an interprofessional faculty. To avoid timetabling and geographic barriers, learning outcomes and constructed learning activities were packaged into an e-module and delivered on-line as an adjunct to existing lectures and workshops. A survey was administered to 4th year medical (n = 42) and 1st year OR nurse students (n = 4) to evaluate their perceptions of the e-module. We found that most learning outcomes from the different syllabuses were common for all professions. The overall response rate of the survey was 59% (27 of 46 students). Eighteen of the 27 responding students had used the learning resource, of which 15 students considered it to be of ‘high’ or ‘very high’ value. In summary, this interprofessional initiative resulted in a new common learning resource for the OR, which was used and perceived valuable by a majority of the students. The learning outcomes needed to prepare students from different educational programmes for OR practice are, to a great extent, generic and interprofessional and we thus argue that the interprofessional nature of the faculty was essential for the success of the initiative.     

Shaping the interprofessional agenda: a study examining qualified nurses' perceptions of learning with others

This paper presents the findings of a survey of post-qualified nursing students undertaking an interprofessional studies programme in a higher education institution. The total population of students surveyed included nurses, midwives, social workers and youth and community workers. However, the findings presented here centre on the data generated from the nurses.The participants made a retrospective evaluation of their educational experiences through focus groups and the use of a semi-structured questionnaire. Out of a potential 36 nurses, 32 (88%) participated in the evaluation. Overall, the nurses appraised their learning positively, although the qualitative data highlighted the complexity of the experience and the importance of skillful facilitation. Learning to work collaboratively entails more than learning about the practical roles of other occupations; it includes an understanding of the knowledge bases, aspirations and values that underpin those roles.The paper contributes to current debates about the most effective ways to prepare nursing students to work interprofessionally. It highlights the importance of evaluating the experiences of those taking part in interprofessional initiatives. This is a distinctive departure from much nursing research in the field in that it gives a voice to participants and identifies how their voice may shape interprofessional policy agendas.     

PBL结合多媒体教学法在护理专业病理学教学中的应用

目的探讨基于问题的学习(PBL)结合多媒体教学法在护理专业病理学教学中的应用效果。方法将护理专业两个班分成试验组(n=47)和对照组(n=46),试验组采用PBL结合多媒体教学方法;对照组采用传统的教学方法。结果 PBL结合多媒体教学法对提高学生学习积极性和主动性,加深对病理学内容的理解和掌握,培养学生分析问题、解决问题的能力,提高团队合作精神等方面有明显的促进作用;考试成绩显示,试验组学生成绩明显优于与对照组(P0.05)。结论 PBL结合多媒体教学法明显优于传统教学法,是一种有益的教学方法,值得推广应用和进一步深入研究。     

Can one eat collaboration? Menus as metaphors of interprofessional collaboration

The turn of the century has seen a sudden upsurge in publications and initiatives around the development of interprofessional collaboration in Japan. In Japanese, the term 'team-treatment' is generally used to mean interprofessional collaboration, but hitherto there have been no generally accepted definitions and conceptualizations of the term, nor are there guidelines as to how it may be implemented in practice. In order to facilitate understanding of the different modes of interprofessional collaboration and issues in practice, we introduced the use of menus as metaphors for interprofessional collaboration in a class of first year students of nursing. There were two 90-minute classes available for exploring this topic. Through the use of a metaphor the students demonstrated they were able to conceptualize interprofessional collaboration, identify the value of nurses working together with other professionals and issues involved in making team-treatment work. The purpose of this paper is to share the experience of using metaphors as a teaching/learning strategy, including reflection on the successes and some limitations of what, for us, was an interesting educational innovation.     

The effectiveness of an interactive multimedia learning tool on nursing students' math knowledge and self-efficacy

The use of online learning tutorials to provide instruction in schools of nursing is growing in popularity; however, the outcomes associated with this method of instruction are not well documented. The focus of this experimental study, conducted at 2 universities in northern California, was to determine the effectiveness of an online interactive multimedia-learning tool versus text only, text and images, and multimedia learning explanations on math achievement, math self-efficacy, and student satisfaction. Compared to students in the control groups, students in the interactive multimedia group demonstrated equal posttest and retest knowledge of math; their math self-efficacy scores were also the same. Interactive multimedia group students were more satisfied with the method of learning, reported the technique to be enjoyable and more interesting, and provided sufficient feedback. An online interactive multimedia-learning tool is a realistic and creative method of teaching medication dosage calculations.     

A cross-sectional survey examining the extent to which interprofessional education is used to teach nursing,pharmacy and medical students in Australian and New Zealand Universities

The current status of interprofessional education (IPE) in Australian and New Zealand universities is largely unexamined despite its generally acknowledged benefit. Data are also limited about the use of IPE in teaching medication safety to nursing, pharmacy and medical students. For this reason a web-based cross-sectional survey was used to gather information from Australian and New Zealand universities offering nursing, pharmacy or medical programs. Responses were received from 31 of the 43 (72%) target universities. Eighty percent of the participants indicated that they currently offer IPE experiences, but only 24% of these experiences met the accepted definition of IPE. Of the participants who offer IPE as defined by Center for the Advancement of Interprofessional Education, only 50% use it to teach medication safety. Timetabling restrictions and lack of appropriate teaching and learning resources were identified as the main barriers to implementation of IPE. All participants reported that staff development, multi-media and e-learning resources would be beneficial to IPE initiatives and the teaching of medication safety. Innovative approaches will be needed to overcome the barriers and facilitate the uptake of quality IPE more broadly. Web-based and e-learning options promise a possible way forward, particularly in the teaching of medication safety to nursing, pharmacy and medical students.     

Advancing interprofessional patient safety education for medical,nursing, and pharmacy learners during clinical rotations

Clinical errors are common and can lead to adverse events and patient death. Health professionals must work within interprofessional teams to provide safe and effective care to patients, yet current curricula is lacking with regards to interprofessional education and patient safety. We describe the development and implementation of an interprofessional course aimed at medical, nursing, and pharmacy learners during their clinical training at a large academic medical centre. The course objectives were based on core competencies for interprofessional education and patient safety. The course was offered as recurring three 1-hour sessions, including case-based discussions and a mock root cause analysis. Forty-three students attended at least one session over a 7-month period. We performed a cross-sectional survey of participants to assess readiness for interprofessional learning and a before and after comparison of patient safety knowledge. All students reported a high level of readiness for interprofessional learning, indicating an interest in interprofessional opportunities. In general, understanding and knowledge of the four competency domains in patient safety was low before the course and 100% of students reported an increase in knowledge in these domains after participating in the course.     

A cross-sectional survey examining the extent to which interprofessional education is used to teach nursing, pharmacy and medical students in Australian and New Zealand Universities

The current status of interprofessional education (IPE) in Australian and New Zealand universities is largely unexamined despite its generally acknowledged benefit. Data are also limited about the use of IPE in teaching medication safety to nursing, pharmacy and medical students. For this reason a web-based cross-sectional survey was used to gather information from Australian and New Zealand universities offering nursing, pharmacy or medical programs. Responses were received from 31 of the 43 (72%) target universities. Eighty percent of the participants indicated that they currently offer IPE experiences, but only 24% of these experiences met the accepted definition of IPE. Of the participants who offer IPE as defined by Center for the Advancement of Interprofessional Education, only 50% use it to teach medication safety. Timetabling restrictions and lack of appropriate teaching and learning resources were identified as the main barriers to implementation of IPE. All participants reported that staff development, multi-media and e-learning resources would be beneficial to IPE initiatives and the teaching of medication safety. Innovative approaches will be needed to overcome the barriers and facilitate the uptake of quality IPE more broadly. Web-based and e-learning options promise a possible way forward, particularly in the teaching of medication safety to nursing, pharmacy and medical students.     

多媒体教学联合病例导入法在新护士操作培训中的应用

目的:探讨多媒体教学联合病例导入法在新护士护理操作培训中的应用效果。方法:选择我院2012年7月1日~31日进院工作的79名新护士,随机分成试验组41名和对照组38名,试验组采用多媒体教学联合病例导入法进行操作培训,即播放护理操作VCD光盘→分步难点解析→导入临床病例→示范→分组练习→模拟考核。对照组采用传统教学方法,即示范老师结合操作评分标准先进行操作流程及要点讲解→示范操作→分组练习或直接回科室自己练习。结果:对照组和试验组在操作考试及格情况比较差异具有统计学意义(P0.05)。结论:通过多媒体教学联合病例导入法进行操作培训,提高了培训效果,强化了新护士临床操作技能。