Comparison of the effects of simulation training and problem-based scenarios on the improvement of graduating nursing students to speak up about medication errors: A quasi-experimental study

Kuo, Shu-Fen; Wu, Jaclyn; Chen, Hui-Wen; Chen, Chia Jung; Hu, Sophia

doi:10.1016/j.nedt.2020.104359

Cited by 37 publications

(32 citation statements)

References 30 publications

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“…However, much of the existing literature covers anecdotal experiences with situations that caused compliance and theoretical suppositions about causes and student experience while lacking causative explanation [24][25][26][27][28][29]. There is a small but emerging body of experimental work on these constructs based in psychological theory [30][31][32][33][34]. Recent studies have established the high frequency with which medical students and residents, nurses, and staff physicians witness issues with professionalism and patient safety, and experience challenges to speaking up [35][36][37][38] yet currently lacking are frequencies of how often health professional students from a range of professions experience negative compliance integrated with psychological theory and relevant constructs [29].…”

Section: Introductionmentioning

confidence: 99%

A multi-method exploratory study of health professional students’ experiences with compliance behaviours

2020

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Background Research in healthcare, including students as participants, has begun to document experiences with negative compliance, specifically conformity and obedience. There is a growing body of experimental and survey literature, however, currently lacking is a direct measure of the frequency at which health professional students have negative experiences with conformity and obedience integrated with psychological factors, the outcomes of negative compliance, and students’ perceptions. Methods To develop empirical knowledge about the frequency of negative compliance and student perceptions during health professional education a multi-methods survey approach was used. The survey was administered to health professional students across ten disciplines at four institutions. Results The results indicated students regularly experience obedience and conformity and are influenced by impression management and displacement of responsibility. Moral distress was identified as a consistent negative outcome. Student self-reported experiences aligned with the empirical findings. Conclusions The findings of the present study demonstrate the pervasiveness of experiences with negative compliance during health professional’s education along with some attendant psychological factors. The findings have educational and practical implications, as well as pointing to the need for further integration of social and cognitive psychology in explaining compliance in healthcare. The results are likely generalizable to a population level however replication is encouraged to better understand the true frequency of negative compliance at a health professional population level.

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“…However, much of the existing literature covers anecdotal experiences with situations that caused compliance and theoretical suppositions about causes and student experience while lacking causative explanation [24][25][26][27][28][29]. There is a small but emerging body of experimental work on these constructs based in psychological theory [30][31][32][33][34]. Recent studies have established the high frequency with which medical students and residents, nurses, and staff physicians witness issues with professionalism and patient safety, and experience challenges to speaking up [35][36][37][38] yet currently lacking are frequencies of how often health professional students from a range of professions experience negative compliance integrated with psychological theory and relevant constructs [29].…”

Section: Introductionmentioning

confidence: 99%

A multi-method exploratory study of health professional students’ experiences with compliance behaviours

2020

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“…Also, the simulation environment; Using problem-based scenarios can be an alternative way to facilitate drug safety. Nursing schools and hospitals should consider integrating these teaching strategies for students and nurses to prevent medication errors (Kuo et al, 2020;Vural Doğru & Zengin Aydın, 2020). There are studies that examine the knowledge and skills of nurses students with a computer-based virtual reality simulation environment (Dubovi et al, 2017), or simulated the classroom environment and investigate medication errors (Kuo et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…The item on which the nursing students received the lowest score was "Considering the powder dosage when reconstituting the drug" (Table 1). In a simulated scenario-based study, it was found that students in the control group failed to consider the drug powder volume (Kuo et al, 2020). Another study was conducted by Kim and Lee (2020).…”

Section: Discussionmentioning

confidence: 99%

Detection of Drug Medication Errors of Nursing Students in Pediatric Patients Through a Hospital Simulation

Tuncay

Şahin

Akça

et al. 2021

Ege Üniversitesi Hemşirelik Fakültesi Dergisi

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Objective: This study aimed to detect nursing students' drug medication errors in pediatric patients. Methods:The study used a comparative descriptive and qualitative design and was carried out after the necessary ethical and official permissions had been obtained. The universe of the research consisted of the students of the Faculty of Nursing. The sample of the study included 94 students (third-year n=47 and fourth-year n=47). A laboratory of the Faculty of Nursing was simulated as a room where a nurse provides treatment. The students who participated in the study with the determined drug order were asked to prepare the drugs with the most appropriate technique, and they were observed by the researchers. Data were collected one by one by the researchers using a drug medication errors checklist prepared by the researchers. Results:The third-year students did not consider dry powder dosage and obtained the lowest score (X =0.68). The fourth-year students did not attach the right label on the drug taken and received the lowest score (X =0.42). The third-year students were more successful in attaching the right label on the remaining drug (p=0.20) and the fourth-year students were more successful in observing aseptic rules (p=0.03). Students in both groups ignored the dry powder dosage of the drug in total and earned the lowest score from this practice (X =0.64). Conclusion:Drug medication errors committed by the students in both groups were high, and the students did not consider dry powder dosage when reconstituting the drug. ÖZAmaç: Bu çalışmada hemşirelik öğrencilerinin çocuk hastalarda ilaç uygulama hatalarınının belirlenmesi amaçlanmıştır.Yöntem: Araştırma karşılaştırmalı tanımlayıcı ve niteliksel türde tasarlanmış ve gerekli etik ve resmi izinler alındıktan sonra gerçekleştirilmiştir. Araştırmanın evrenini Hemşirelik Fakültesi öğrencileri oluşturmuştur. Örnekleme ise 94 öğrenci (üçüncü sınıf n=47 ve dördüncü sınıf n=47) dahil edilmiştir. Hemşirelik Fakültesi laboratuvarı, hemşirelik tedavi odası şeklinde simüle edilmiştir. Belirlenen ilaç sırası ile çalışmaya katılan öğrencilerden ilaçları en uygun teknikle hazırlamaları istenmiş ve araştırmacılar tarafından gözlemlenmiştir. Veriler, araştırmacılar tarafından hazırlanan ilaç uygulama hataları kontrol listesi kullanılarak tek tek toplanmıştır.Bulgular: Üçüncü sınıf öğrencilerin ilaç kuru toz hacmini dikkate almadığı ve en düşük puanı aldıkları belirlendi (X =0.68). Dördüncü sınıf öğrencilerinin kalan ilaca doğru etiketi yapıştırmadığı ve en düşük puanı aldıkları bulundu (X =0.42). Üçüncü sınıf öğrencileri kalan ilaca doğru etiketi yapıştırmada daha başarılı (p=0.20) ve dördüncü sınıf öğrencileri aseptik kurallara uymada daha başarılı olduğu tespit edildi (p=0.03). Her iki gruptaki öğrencilerin ilaçların kuru toz hacmini göz ardı ettiği ve bu uygulamadan en düşük puanı aldıkları bulundu (X =0.64).Sonuç: Her iki gruptaki öğrencilerin yaptığı ilaç uygulama hatalarının yüksek olduğu ve öğrenciler ilacı sulandırırken kuru toz hacmini dikkate almadığı görüldü.

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“…However, much of the existing literature covers anecdotal experiences with situations that caused compliance and theoretical suppositions about causes and student experience while lacking causative explanation (Fisher & Kiernan, 2019;Liao, Thomas, & Bell, 2014;Peadon, Hurley, & Hutchinson, 2020;Sur, Schindler, Singh, Angelos, & Langerman, 2016;Voogt et al, 2019;Wray, Yu, & Philbey, 2016). There is a small but emerging body of experimental work on these constructs based in psychological theory (Beran, 2015;Beran, McLaughlin, Al Ansari, & Kassam, 2013;Daly Guris, Duarte, Miller, Schiavi, & Toy, 2019;Kaba, Wishart, et al, 2016;Kuo, Wu, Chen, Chen, & Hu, 2020). Recent studies have established the high frequency with which medical students and residents, nurses, and staff physicians witness issues with professionalism and patient safety, and experience challenges to speaking up (Mak-van der Vossen, Teherani, van Mook, Croiset, & Kusurkar, 2018;Martinez et al, 2017;Schwappach & Sendlhofer, 2020;Schwappach, Sendlhofer, Kamolz, Köle, & Brunner, 2019) yet currently lacking are frequencies of how often health professional students from a range of professions experience negative compliance integrated with psychological theory and relevant constructs (Peadon et al, 2020).…”

Section: Insert Boxmentioning

confidence: 99%

A Multi-Method Exploratory Study of Health Professional Students’ Experiences with Compliance Behaviours

Violato

King

Bulut

2020

Preprint

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Background: Research in healthcare, including students as participants, has begun to document experiences with negative compliance, specifically conformity and obedience. There is a growing body of experimental and survey literature, however, currently lacking is a direct measure of the frequency at which health professional students have negative experiences with conformity and obedience integrated with psychological factors, the outcomes of negative compliance, and students’ perceptions. Methods: To develop empirical knowledge about the frequency of negative compliance and student perceptions during health professional education a multi-methods survey approach was used. The survey was administered to health professional students across ten disciplines at four institutions. Results: The results indicated students regularly experience obedience and conformity and are influenced by impression management and displacement of responsibility. Moral distress was identified as a consistent negative outcome. Student self-reported experiences aligned with the empirical findings. Conclusions: The findings of the present study demonstrate the pervasiveness of experiences with negative compliance during health professional’s education along with some attendant psychological factors. The findings have educational and practical implications, as well as pointing to the need for further integration of social and cognitive psychology in explaining compliance in healthcare. The results are likely generalizable to a population level however replication is encouraged to better understand the true frequency of negative compliance at a health professional population level.

show abstract

Comparison of the effects of simulation training and problem-based scenarios on the improvement of graduating nursing students to speak up about medication errors: A quasi-experimental study

Cited by 37 publications

References 30 publications

A multi-method exploratory study of health professional students’ experiences with compliance behaviours

A multi-method exploratory study of health professional students’ experiences with compliance behaviours

Detection of Drug Medication Errors of Nursing Students in Pediatric Patients Through a Hospital Simulation

A Multi-Method Exploratory Study of Health Professional Students’ Experiences with Compliance Behaviours

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