Factors that influence BSN student nurse performance in the medication-administration process
No Thumbnail Available
Authors
Meeting name
Sponsors
Date
Journal Title
Format
Thesis
Subject
Abstract
Background: Errors in the medication-administration process by nurses are common and can result in serious adverse health outcomes for hospitalized patients. Challenges with competency in this process begin in the student nurse role. Method: This qualitative, descriptive study sought to identify facilitators of success for nursing students in the medication-administration process. Individual interviews were conducted with 14 Bachelor of Science in Nursing (BSN) students at two Midwestern universities. Results: Following data analysis, three major themes emerged: (1) student dissatisfaction, (2) student satisfaction, and (3) strategies for success. The three subthemes were (1) a desire for hands-on learning, (2) external strategies for success, and (3) internal strategies for success. Participants perceived that their university nursing curriculum does not necessarily mirror or prepare them for medication administration in the clinical practice setting. Conclusion: Nurse educators should consider incorporating more hands-on learning into BSN curricula so that students can use their medication-administration knowledge in clinical environments. Students want to be held accountable by nurses, professors, and instructors for the knowledge and skills required to succeed in the medication-administration process. Academic institutions and healthcare organizations should work together to formulate strategies to better align BSN medication-administration education with "real-world" clinical practice.
Table of Contents
DOI
PubMed ID
Degree
Ph. D.