Janne Orbæk1, Mette Gaard2, Pia Fabricius3, Rikke S Lefevre4, Tom Møller5. 1. Department of Gastroenterology, University Amager-Hvidovre Hospital, Denmark; University Amager-Hvidovre Hospital, Denmark. Electronic address: janne.orbaek@regionh.dk. 2. Department of Medicine, University Amager-Hvidovre Hospital, Denmark. Electronic address: mette.gaard@regionh.dk. 3. Department of Development and Quality, University Amager-Hvidovre Hospital, Denmark. Electronic address: pia.keinicke.fabricius@regionh.dk. 4. University Amager-Hvidovre Hospital, Denmark; Department of Emergency, University Amager-Hvidovre Hospital, Denmark. Electronic address: sainilefevre@gmail.com. 5. University Hospitals Center for Nursing and Care Research, Denmark. Electronic address: tom@ucsf.dk.
Abstract
BACKGROUND: The technology-driven medication process is complex, involving advanced technologies, patient participation and increased safety measures. Medication administration errors are frequently reported, with nurses implicated in 26-38% of in-hospital cases. This points to the need for new ways of educating nursing students in today's medication administration. AIM: To explore nursing students' experiences and competences with the technology-driven medication administration process. METHODS: 16 pre-graduate nursing students were included in two focus group interviews which were recorded, transcribed and analyzed using the systematic horizontal phenomenological-hermeneutic template methodology. RESULTS: The interviews uncovered that understanding the technologies; professionalism and patient safety are three crucial elements in the medication process. The students expressed positivity and confidence in using technology, but were fearful of committing serious medication errors. From the nursing students' perspective, experienced nurses deviate from existing guidelines, leaving them feeling isolated in practical learning situations. CONCLUSION: Having an unclear nursing role model for the technology-driven medication process, nursing students face difficulties in identifying and adopting best practices. The impact of using technology on the frequency, type and severity of medication errors; the technologies implications on nursing professionalism and the nurses ability to secure patient adherence to the medication process, still remains to be studied.
BACKGROUND: The technology-driven medication process is complex, involving advanced technologies, patient participation and increased safety measures. Medication administration errors are frequently reported, with nurses implicated in 26-38% of in-hospital cases. This points to the need for new ways of educating nursing students in today's medication administration. AIM: To explore nursing students' experiences and competences with the technology-driven medication administration process. METHODS: 16 pre-graduate nursing students were included in two focus group interviews which were recorded, transcribed and analyzed using the systematic horizontal phenomenological-hermeneutic template methodology. RESULTS: The interviews uncovered that understanding the technologies; professionalism and patient safety are three crucial elements in the medication process. The students expressed positivity and confidence in using technology, but were fearful of committing serious medication errors. From the nursing students' perspective, experienced nurses deviate from existing guidelines, leaving them feeling isolated in practical learning situations. CONCLUSION: Having an unclear nursing role model for the technology-driven medication process, nursing students face difficulties in identifying and adopting best practices. The impact of using technology on the frequency, type and severity of medication errors; the technologies implications on nursing professionalism and the nurses ability to secure patient adherence to the medication process, still remains to be studied.