Improving Nursing Students' Medication Safety Knowledge and Skills on Using the 4C/ID Learning Model.

Area of Science:

• Nursing Education
• Health Professions Education
• Instructional Design

Background:

• Medication safety education is crucial for nursing students.
• Limited research exists on instructional design models for medication safety.
• The Four Components Instructional Design (4C/ID) model offers a structured approach.

Purpose of the Study:

• To compare the effectiveness of medication safety training using the 4C/ID model.
• To evaluate improvements in nursing students' knowledge and skills.
• To assess the impact of a structured instructional design on medication safety competencies.

Main Methods:

• A posttest-only quasi-experimental design was employed.
• Third-semester nursing students participated (intervention n=55, control n=40).
• The intervention group received five weeks of 4C/ID based training including lectures, discussions, reflections, and simulations.

Main Results:

• The intervention group demonstrated significantly improved overall knowledge (p<0.05).
• Significant improvements were observed in skills for oral and intramuscular drug administration (p<0.05).
• Most participants were female, aged 19-20, with high GPAs and limited prior patient safety instruction.

Conclusions:

• The 4C/ID approach effectively enhances medication safety knowledge and skills in nursing students.
• This model facilitates learning from simple to complex medication safety tasks.
• The findings support the integration of the 4C/ID model in nursing curricula for improved patient safety.