Susan Pauly-O'Neill1, Susan Prion. 1. BSN Department, University of San Francisco School of Nursing and Health Professions, San Francisco, California, USA. paulyoneil@usfca.edu
Abstract
AIM: The purpose of this evaluative study was to determine the overall influence of a mixed educational approach on student knowledge and self-confidence with pediatric intravenous medication administration. BACKGROUND: There are diminishing opportunities for students to practice IV medication administration in pediatric patients. Nurse educators must find ways to effectively train students that ready them for the real world of patient care while reducing risk. METHOD: After lecture and pretesting, junior-level students spent approximately 50 hours in a pediatric unit and 40 hours in a high-fidelity pediatric simulation completing scenarios with medical prescribing and system-based pharmaceutical error, unpredictable medication administration dilemmas, and acute drug reactions.After the clinical rotation, students completed a posttest and self-confidence survey. RESULTS: . Results revealed a rise in knowledge and student self-reporting of confidence of essential medication administration skills for the pediatric population. CONCLUSIONS: A clinical rotation enhanced with simulation provides a rich learning environment without endangering patients. It allows students to experience risk-free problem-solving while giving faculty a more predictable process to assess acquisition of skills.
AIM: The purpose of this evaluative study was to determine the overall influence of a mixed educational approach on student knowledge and self-confidence with pediatric intravenous medication administration. BACKGROUND: There are diminishing opportunities for students to practice IV medication administration in pediatric patients. Nurse educators must find ways to effectively train students that ready them for the real world of patient care while reducing risk. METHOD: After lecture and pretesting, junior-level students spent approximately 50 hours in a pediatric unit and 40 hours in a high-fidelity pediatric simulation completing scenarios with medical prescribing and system-based pharmaceutical error, unpredictable medication administration dilemmas, and acute drug reactions.After the clinical rotation, students completed a posttest and self-confidence survey. RESULTS: . Results revealed a rise in knowledge and student self-reporting of confidence of essential medication administration skills for the pediatric population. CONCLUSIONS: A clinical rotation enhanced with simulation provides a rich learning environment without endangering patients. It allows students to experience risk-free problem-solving while giving faculty a more predictable process to assess acquisition of skills.