Improving Medication Safety Through Simulation
Paparella, Susan F.
Ross, Jennifer Gunberg
MetadataShow full item record
Background: Medication administration is an important part of the nurse’s role. Student nurses and new graduates often lack knowledge and competency to safely administer medications. Simulation can facilitate student learning about medication safety. Purpose: This simulation intervention study tested the differences in knowledge, competency, and perceptions of medication safety between students who did and did not participate in safety enhanced medication administration simulations. Method: This was a two-group pretest-posttest design. Participants completed the Medication Knowledge Safety Assessment (MSKA) and the Healthcare Professionals Patient Safety Assessment (HPPSA) pretests at the start of the semester. The control group participated in the usual simulations/debriefings; the intervention group participated in one additional medication administration simulation, and a medication safety enhanced simulation. During the final simulation of the semester, participants’ competency in medication administration/safety was rated using the Medication Safety Critical Element Checklist (MSCEC). All participants completed the MSKA and HPPSA posttests. Results: Data for the MSKA were analyzed using a Knowledge Pass/Fail cut score of 21 correct answers or more to pass. The HPPSA scores were analyzed using paired t-tests and MSCEC between groups scores were compared. Pearson correlations were performed to determine the relationship between the MKSA, MSCEC, and HPPSA scores for the intervention and control groups. Study results will be reported. Conclusions/Implications: Medication safety is essential to ensuring patient safety; it is important to ensure that new graduates are well-prepared to provide safe care. Outcomes of this study support the evidence that simulation is an effective strategy to improve student learning.