Quasi-experimental study with the undergraduate nursing program using simulation learning to reduce medication errors
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Medication errors in the nursing practice are not only costly but may harm or kill a patient. The problem addressed in this study is the relationship that exists between the lack of medication administration skills taught to students in an undergraduate nursing program. The purpose of this quantitative quasi-experimental study with a two-group pretest-posttest design was to examine if the addition of medication-simulated learning was associated with improved medication administration knowledge compared to a traditional Pharmacology classroom setting. The constructivism concept utilizes the aspect of building on previous knowledge and the collaboration of the instructor and student during the simulation process can help to build on the traditional classroom learning. The research study design was a quantitative, quasi-experimental research pre/post-test designed, a correlational study included first-year nursing students in the Associate Degree Nursing program who are enrolled in traditional pharmaceutical and medication administration simulation learning curriculum. The quasi-experimental research design is also the best choice for the pre-and post-medication simulation knowledge test. Analysis and interpretation of the results of the pre/posttest results and how it correlates to the impact of simulation learning in the undergraduate program for medication administration and increased the student’s knowledge base which in effect reduced medication errors. Four participants in each group volunteered and given the pre and post medication quiz. There were not enough participants to provide accurate research results but there was a slight increase in correct answers in the post-test for nursing students who had taken simulation learning of 0.01%. Due to lack of supportive data the Null hypothesis was accepted. Further research on simulation learning in medication and decreasing medication errors would need to be completed in the future to assess results.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29993478; ProQuest document ID: 2748393880. 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.
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Evidence Level | Quasi-Experimental Study, Other |
Research Approach | Quantitative Research |
Keywords | Medication-Simulated Learning; Medication Administration; Nursing Students; Nursing Education |
Grantor | Northcentral University |
Advisor | Akerman, Darren; Geiger, Robin |
Level | Doctoral-Other |
Year | 2022 |
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