Examining the effectiveness of virtual instruction for medication administration skill acquisition in prelicensure nursing students
Jenna E. Davis, PhD, RNC-NIC, Assistant Professor - York College of Pennsylvania
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To better meet student needs, nurse educators must explore alternatives to traditional educational approaches that will accommodate student needs while still providing essential instruction and feedback for students. Virtual skills instruction is one flexible option for practicing the clinical skill of medication administration, but the effectiveness in developing skill acquisition is not known. The influence of students’ self-efficacy as well as personal and professional factors such as healthcare experience and nursing program type are also unknown.
The purpose of this study was to describe the medication skill acquisition of prelicensure nursing students who participated in virtual medication skill instruction at one public community college in Pennsylvania. This study also examined student self-efficacy following virtual instruction utilizing the General Self-efficacy Scale (GSE). Lastly, the study investigated selected personal and professional factors and their influence on medication administration skill
acquisition. A descriptive correlational design was utilized to examine select personal and professional characteristics and their influence on medication administration skill acquisition. A convenience sample (N = 46) of prelicensure nursing students participated.
The majority of students passed the medication administration skill (n = 33; 72%). Participants’ mean GSE score was 32.5 (SD = 3.81). Gender, age, healthcare experience, computer literacy, employment status, and nursing program type showed no statistically significant association with medication administration skill acquisition. Virtual instruction was significantly associated with medication administration skill acquisition. Findings of this study provide implications for nursing faculty and students and guide future research.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28966859; ProQuest document ID: 2644829126. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
|Review Type||None: Degree-based Submission|
|Research Approach||Quantitative Research|
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