Development of a teaching module for parenteral drug administration and objective structured practical examination stations in pharmacology

Devi, Vasudha; Upadhye, Prachitee; Ram, Pradhum; Menezes, Ritesh G.

doi:10.4103/0253-7613.121369

Cited by 7 publications

(9 citation statements)

References 13 publications

(16 reference statements)

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“…They found that students who were instructed through video demonstration alone achieved significantly lower scores (p < 0.05) in final testing than students who received instruction through teacher demonstrations. The results indicated that nursing students acquired better skills through teacher demonstration than through video demonstration (Devi et al, 2013). Similar results were obtained when Karimi Mouneghi et al (2003) investigated whether live demonstration or video-based education was more effective for learning practical skills.…”

Section: Discussionsupporting

confidence: 64%

The influence of different ways of training on development of practical skills in performing parenteral therapy in full-time first year nursing students

Hošnjak¹,

Čukljek²,

Fičko³

et al. 2019

Cent Eur J Nurs Midw

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Aim: This study aimed to determine how teacher demonstrations and video content affect the development of practical skills in the administration of intravenous therapy by nursing undergraduate students. Design: Prospective randomized trial. Methods:The study included 48 students in their first year of nursing studies, divided into two groups. In the first phase, the group of "video students" (n = 22) were trained to perform practical intravenous therapy skills by video demonstration, while the second group of "demonstration students" (n = 26) were instructed by live classroom demonstration. Both groups joined the second phase of the study after an interval of one week, when they were tested with the Objective Structured Clinical Examination (OSCE) for intravenous therapy. Results: Statistically significant differences were determined between the "video student" and "demonstration student" groups at a significance level of 0.05 (p < 0.05) for certain OSCE components. Conclusion: Pre-recorded video content is not an adequate substitute for live demonstration by teachers for mastering practical skills.

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Section: Discussionsupporting

confidence: 64%

The influence of different ways of training on development of practical skills in performing parenteral therapy in full-time first year nursing students

Hošnjak¹,

Čukljek²,

Fičko³

et al. 2019

Cent Eur J Nurs Midw

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“…OSPE is highly appreciated by students [8,9,11]. Students initially may consider it stressful as they have to demonstrate the steps in front of the examiner, but after a few attempts, they gain confidence [8,9,11]. Our results, like those of Sandila et al, 2001 [11], validate OSPE as an effective and unbiased tool for telling the brighter students from the rest.…”

Section: Discussionsupporting

confidence: 60%

“…The amazingly high scores of some students in CPE when compared to OSPE raise a question regarding the construct validity of CPE. On the other hand, in OSPE, the objectives are clearly defined, improving its construct validity; the student has to perform at four procedure stations, thus increasing its content validity as well [8,9]. The Bland-Altman plot for the measurement of agreement allows us to investigate any possible relationship between measurement error and true value.…”

Section: Discussionmentioning

confidence: 99%

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Objective Structured Practical Examination and Conventional Practical Examination: a Comparison of Scores

et al. 2014

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Over the last few decades in India, a gradual transition has occurred from conventional practical examination (CPE) to objective methods of evaluation in the form of objective structured practical examination (OSPE). Opinions differ on the relative reliability of the two methods. The objective of this study was to verify the reliability of subjective assessment of practical laboratory skills vis-a-vis objective practical assessment. This retrospective study was based on the analysis of the results of end-semester practical examinations given to the entire cohort of 50 students in the Department of Physiology in our institute in the academic year 2012-2013. All students were assessed by both methods, CPE and OSPE, in their second end-semester practical examination. The difference of scores in OSPE and CPE was calculated. The OSPE and CPE scores were then sorted in descending order of their differences. Regression analysis was performed to evaluate the association of the two scores. Bland-Altman analysis of differences and averages between OSPE and CPE score was also done. The average scores obtained by the students in the two methods were nearly equal, i.e., 61.2 in OSPE and 61.5 in CPE. However, there were some students who scored more in OSPE and some who scored more in CPE: There was no consistent pattern in these differences. It can be inferred from this study that the law of averages conceals the stark subjectivity inherent in viva voce; it corrupts the reliability of the marks obtained by the student in practical assessment. This can be overcome by the use of OSPE.

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“…rights-right medication, dose, time, patient, route, technique of medication preparation and administration during their initial years to minimize such medication errors. 3 According to MCI regulations on Graduate Medical Education, the curriculum needs to be made competency based. 4 It will be implemented in all the medical colleges in India from August 2019.…”

Section: Introductionmentioning

confidence: 99%

Introduction of a teaching module on intravenous drug administration and communication skills in pharmacology

Bhanwra

Kumar

Garg

2019

Int J Basic Clin Pharmacol

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A medication error is a failure in the treatment process that leads to or has the potential to lead to harm to the patient. 1 Error can occur in administering or taking any medicine or dosage regimen. Poor prescribing is perhaps the most common cause of the preventable medication error. In a study, medication errors due to drug administration were found to be 15.34 % of all the medication errors. 2 Hence, it is the need of the hour that students are sensitized to the six ABSTRACT Background: Pharmacology practicals mainly focus on increasing the knowledge component but teaching on psychomotor and soft skills is largely lacking. Teaching correct method of intravenous drug administration and the communication skills about drug therapy in Pharmacology practical classes can help in minimizing the errors in drug administration and improving the patient compliance and adherence to the therapy. Objectives of this study were teaching module on intravenous drug administration and communication skills to undergraduate students in Pharmacology and to evaluate the perceptions of students and teachers towards the new teaching module. Methods: Correct methods of intravenous drug administration were demonstrated in practical classes. Role play was done to teach about communication skills regarding right method of using an inhaler and also about prescribing the correct dosage regimens. Perceptions of students and teaching staff members were collected on the teaching module. Results: Almost all of the students (>96 %) were of the opinion that learning correct drug administration methods and communication skills was relevant to the future practice and 95% students felt that after the role play sessions, they were better equipped in communicating with the patients about the medication use and were in favour of teaching these to all the medical students. Conclusions: Our study concludes that the teaching module on intravenous drug administration and communication skills was well accepted by both the teaching staff and the students and was found feasible and relevant to be introduced in the curriculum by both of them.

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Development of a teaching module for parenteral drug administration and objective structured practical examination stations in pharmacology

Cited by 7 publications

References 13 publications

The influence of different ways of training on development of practical skills in performing parenteral therapy in full-time first year nursing students

The influence of different ways of training on development of practical skills in performing parenteral therapy in full-time first year nursing students

Objective Structured Practical Examination and Conventional Practical Examination: a Comparison of Scores

Introduction of a teaching module on intravenous drug administration and communication skills in pharmacology

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