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Deliberate Practice of Medication Administration Among Nursing Students: A Multisite Study.

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  • 1About the Authors Ginger Schroers, PhD, RN, CNE, is an assistant professor, Marcella Niehoff School of Nursing, Loyola University Chicago, Chicago, Illinois. Kathryn Vanderzwan, DNP, APRN, ACNP-BC, CHSE, is director, Clinical Learning Resource Center and Schwartz Simulation Laboratory, and clinical associate professor, University of Illinois Chicago College of Nursing, Chicago, Illinois. Susan Kilroy, PhD, RN, CHSE, is Kreider Endowed Professor in Healthcare Simulation and Innovation and associate professor, M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, Pennsylvania. Laura Klenke-Borgmann, PhD, RN, CHSE, is director of simulation education and clinical associate professor, University of Kansas School of Nursing, Kansas City, Kansas. Jill Pfieffer, MSN, RN, is an instructor, Marcella Niehoff School of Nursing, Loyola University Chicago. Dina Tell, PhD, is clinical associate professor, Marcella Niehoff School of Nursing, Loyola University Chicago. Jenny O'Rourke, PhD, APRN, CHSE, is associate dean of academic affairs and associate professor, Parkinson School of Health Science and Public Health, Loyola University Chicago. The authors received Dorothy Otto Research Grant funding in 2023 from the National League for Nursing and support from the Illinois Nurses Foundation for this research. For more information, contact Dr. Schroers at gschroers@luc.edu.

Nursing Education Perspectives
|August 19, 2025
PubMed
Summary

Deliberate practice significantly reduced medication administration errors in nursing students, improving both skills and retention. This method is crucial for enhancing patient safety in healthcare.

Keywords:
Clinical CompetenceClinical SkillsCompetency-Based EducationMedication ErrorsNursing EducationPatient SafetySimulation Training

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Area of Science:

  • Nursing Education
  • Patient Safety
  • Clinical Skills Training

Background:

  • Deliberate practice is a recognized method for skill enhancement across various domains.
  • The application of deliberate practice specifically to medication administration is not well-documented.
  • Understanding its effectiveness is key to improving nursing practice and patient outcomes.

Purpose of the Study:

  • To evaluate the efficacy of deliberate practice in medication administration.
  • To assess the impact of this training method on reducing medication administration errors.
  • To determine if deliberate practice improves skill retention among prelicensure nursing students.

Main Methods:

  • A quasi-experimental, repeated-measures study design was employed across four clinical sites.
  • Sixty prelicensure nursing students participated in six study visits, engaging in simulated medication administration scenarios with deliberate practice.
  • Medication errors were observed and analyzed over time using a generalized estimating equations model.

Main Results:

  • The medication error rate decreased dramatically from 86% at baseline to 7% by the final assessment.
  • Assessment time was identified as a significant factor influencing the reduction in errors (p < .001).
  • Sixty students completed the study, demonstrating a clear trend of improvement.

Conclusions:

  • Deliberate practice is an effective strategy for enhancing medication administration skills in nursing students.
  • The study provides evidence that deliberate practice aids in the retention of these critical skills.
  • These findings support the integration of deliberate practice into nursing curricula to improve medication safety.