Comparing the effects of two educational methods of intravenous drug rate calculations on rapid and sustained learning of nursing students: Formula method and dimensional analysis method

Koohestani, Hamidreza; Baghcheghi, Nayereh

doi:10.1016/j.nepr.2009.11.011

Cited by 18 publications

(12 citation statements)

References 25 publications

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“…This study explored nursing students’ opportunity to report and discuss PS issues and associated factors during their most recent clinical training. Although incident reporting has been considered essential in improving patient safety, a consistent proportion of errors, near misses or PS issues is not usually reported by students and health care practitioners …”

Section: Discussionmentioning

confidence: 99%

“…To date, evidence on nursing students reporting PS issues as near misses or errors has only been documented from a few universities (e.g. one, two, three four universities); in addition, a limited number of nursing students have been involved in studies (e.g. from 24 to 600), with some restrictions regarding the academic year, by including only, for example, 1 or 2 years, thereby not reflecting the full range of clinical experiences during the entire nursing programme .…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, despite the fact that reporting PS issues can be affected by cultural factors that can be nested at the unit, university or macro levels, no intraclass correlations or multi‐level analyses have been performed to date. Furthermore, available research has been focused mainly on the types of errors, their antecedents, reporting rates and barriers to reporting among health care students . By contrast, to the best of our knowledge, no data on the extent to which students perceived themselves as being free to report near misses or mistakes to the members of the team have been documented.…”

Section: Introductionmentioning

confidence: 99%

“…7,12,15 Moreover, when no positive feedback is offered, errors can be considered an indicator of individual performance rather than a system's problem, thereby decreasing the likelihood of being reported. 16 By contrast, when students have a positive interpersonal relationship with nurses, the likelihood that they will report near misses or mistakes increases. 7 To date, evidence on nursing students reporting PS issues as near misses or errors has only been documented from a few universities (e.g.…”

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confidence: 99%

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Multi‐level analysis of national nursing students’ disclosure of patient safety concerns

Palese

Gonella²,

Grassetti

et al. 2018

Medical Education

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Context Error reporting is considered one of the most important mediating factors for patient safety (PS). However, reporting errors can be challenging for health care students. Objectives The aims of the study were: (i) to describe nursing students’ opportunity to report errors, near misses or PS issues that emerged during their clinical learning experience; and (ii) to explore associated factors of the process of reporting itself. Methods A national survey was conducted on 9607 (91.7%) undergraduate nursing students. The endpoint was to have reported PS issues in the last clinical learning experience (from 0 ‘never’ to 3 ‘always’). Explanatory variables were set individual, nursing programme and regional levels. Results A total of 4004 (41.7%) nursing students reported PS issues from ‘never/rarely’ to ‘sometimes’. In the multi‐level analysis, factors increasing the likelihood of reporting events affecting PS have been mainly at the nursing programme level: specifically, higher learning opportunities (odds ratio [OR] = 3.040; 95% confidence interval [CI], 2.667–3.466), self‐directed learning opportunities (OR = 1.491; 95% CI, 1.364–1.630), safety and nursing care quality (OR = 1.411; 95% CI, 1.250–1.594) and quality of tutorial strategies OR = 1.251; 95% CI, 1.113–1.406). By contrast, being supervised by a nurse teacher (OR = 0.523; 95% CI, 0.359–0.761) prevented the disclosure of PS issues compared with being supervised by a clinical nurse. Students attending their nursing programmes in some Italian regions showed a higher likelihood (OR from 1.346 to 2.938) of reporting PS issues compared with those undertaking their education in other regions. Conclusions Nursing students continue to be reticent to report PS issues. Given that they represent the largest generation of future health care workers, their education regarding PS should be continuously monitored and improved; moreover, strategies aimed at developing a non‐blaming culture should be designed and implemented both at the clinical learning setting and regional levels.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Multi‐level analysis of national nursing students’ disclosure of patient safety concerns

Palese

Gonella²,

Grassetti

et al. 2018

Medical Education

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“…They should be able to correctly and accurately calculate the amount, volume, and rate of prescribed medications and safely carry out pharmaceutical orders (3). Thus, they require knowledge and skills in various fields, including a variety of diseases, pharmacology, and mathematical calculations (4). A lack of such knowledge and skills in pharmacology and incorrect pharmaceutical calculations are factors affecting medication errors (5) and can result in a prolonged length of stay, increased costs, and sometimes severe and irrecoverable damage and even death (6).…”

Section: Introductionmentioning

confidence: 99%

Effect of Education of Principles of Drug Prescription and Calculation through Lecture and Designed Multimedia Software on Nursing Students’ Learning Outcomes

Valizadeh¹,

Feizalahzadeh²,

Avari³

et al. 2016

Electron physician

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IntroductionMedication errors are risk factors for patients’ health and may have irrecoverable effects. These errors include medication miscalculations by nurses and nursing students. This study aimed to design a multimedia application in the field of education for drug calculations in order to compare its effectiveness with the lecture method.MethodsThis study selected 82 nursing students of Tabriz University of Medical Sciences in their second and third semesters in 2015. They were pre-tested by a researcher-made multiple-choice questionnaire on their knowledge of drug administration principles and ability to carry out medicinal calculations before training and were then divided through a random block design into two groups of intervention (education with designed software) and control (lecturing) based on the mean grade of previous semesters and the pre-test score. The knowledge and ability post-test was performed using the same questions after 4 weeks of training, and the data were analyzed with IBM SPSS 20 using independent samples t-test, paired-samples t-test, and ANCOVA.ResultsDrug calculation ability significantly increased after training in both the control and experimental groups (p<0.05). However, no significant difference emerged between the two groups in terms of medicinal calculation ability after training (p>0.05). The results showed that both training methods had no significant effect on study participants’ knowledge of medicinal principles (p>0.05), whereas the score of knowledge of medicinal principles in the control group increased non-significantly. The results of the Kolmogorov-Smirnov test show that, since p>0.05, the data in the variable of knowledge of drug prescription principles and ability of medicinal calculations had a normal distribution.ConclusionThe use of educational software has no significant effect on nursing students’ drug knowledge or medicinal calculation ability. However, an e-learning program can reduce the lecture time and cost of repeated topics, such as medication, suggesting that it can be an effective component in nurse education programs.

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Effectiveness of E-Learning Training on Drug – Dosage Calculation Skills of Nursing Students: A Randomized Controlled Trial

Ferrari

Simone

Busca

et al. 2018

Methodologies and Intelligent Systems for Technology Enhanced Learning, 8th International Conference

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Comparing the effects of two educational methods of intravenous drug rate calculations on rapid and sustained learning of nursing students: Formula method and dimensional analysis method

Cited by 18 publications

References 25 publications

Multi‐level analysis of national nursing students’ disclosure of patient safety concerns

Multi‐level analysis of national nursing students’ disclosure of patient safety concerns

Effect of Education of Principles of Drug Prescription and Calculation through Lecture and Designed Multimedia Software on Nursing Students’ Learning Outcomes

Effectiveness of E-Learning Training on Drug – Dosage Calculation Skills of Nursing Students: A Randomized Controlled Trial

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