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Evaluating Medication Safety in a Prelicensure Nursing Program Using the Mountain Model
Christina L Stacy1, Jennifer E Wilson, Veronica S King
1Author Affiliations: College of Nursing, Texas Woman's University (Drs Wilson, Stacy, and Dunlap); College of Nursing and Health Innovation, University of Texas at Arlington (Dr King).
Background:
New graduate nurses consistently demonstrate deficiencies in medication-safety competency. Nurse educators are positioned to optimize program outcomes and student competencies, such as medication safety, through systematic, evidence-informed evaluations.
Problem:
There is a lack of exemplars to guide faculty in conducting problem-focused program evaluation, based on evidence using a contextually appropriate framework. An overlooked step to high-impact evaluations is selecting a framework based on formal processes that optimize outcomes.
Approach:
The Mountain Model for Evidence-Based Practice Program Evaluation led to the selection of the Promoting Excellence in Nursing Education framework to systematically evaluate medication safety across a prelicensure curriculum and identify actionable recommendations.
Outcomes:
This evaluation produced 24 targeted recommendations and opportunities to enhance medication safety education, in alignment with competency-based education, evidence-based practice, and accreditation standards. Strategic dissemination engaged program leadership and empowered faculty-led committees to drive and sustain change.
Conclusions:
This exemplar illustrates how the Mountain Model's systematic approach to selecting an evaluation framework maximizes outcomes and is transferable to other curricular topics in nursing education.
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