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Using integrated simulation in a nursing program to improve medication administration skills in the pediatric
Susan Pauly-O'Neill1, Susan Prion
1BSN Department, University of San Francisco School of Nursing and Health Professions, San Francisco, California, USA. paulyoneil@usfca.edu
Nursing Education Perspectives
|August 7, 2013
Summary
A mixed educational approach significantly improved nursing students' knowledge and confidence in pediatric intravenous medication administration. This blended learning strategy effectively prepares students for real-world practice while minimizing patient risk.
Area of Science:
- Nursing Education
- Pediatric Care
- Medication Administration
Background:
- Limited opportunities for student practice in pediatric intravenous medication administration.
- Need for effective, risk-reduced training methods for nursing students.
- Bridging the gap between academic learning and clinical competency.
Purpose of the Study:
- To evaluate the impact of a mixed educational approach on student knowledge.
- To assess the influence on student self-confidence in pediatric IV medication administration.
- To determine the effectiveness of blended learning in preparing future nurses.
Main Methods:
- Junior-level nursing students underwent lectures and pretesting.
- Students completed 50 hours of clinical rotation in a pediatric unit.
- Students participated in 40 hours of high-fidelity pediatric simulation.
Main Results:
- Significant increase in student knowledge regarding pediatric medication administration.
- Enhanced self-reported confidence in essential pediatric IV medication skills.
- Positive correlation between simulation-enhanced clinicals and skill acquisition.
Conclusions:
- A blended learning approach combining clinical rotations and simulation is effective.
- Simulation provides a safe environment for students to practice problem-solving.
- This method offers a predictable framework for faculty to assess student skills.
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