Nursing students’ perceptions of clinical learning opportunities and competence in administration of oral medication in the Western Cape

Musafiri, John James; Daniels, Felicity M.

doi:10.4102/curationis.v43i1.2044

Cited by 6 publications

(7 citation statements)

References 41 publications

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“…Contrary to what is indicated by the scientific literature in relation to the fact that the most common errors reported are those related to medication (3,6,(13)(14) , they were not the most reported in the present study.…”

Section: Discussioncontrasting

confidence: 99%

Supervisors’ perceptions on errors of nursing students in clinical clerkship: a qualitative research

Santos¹,

Tavares²,

Duarte³

et al. 2021

Rev. Bras. Enferm.

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Objectives: to compare pedagogical supervisors’ and clinical supervisors’ perceptions about the errors made by nursing students in clinical clerkship. Methods: a qualitative exploratory-descriptive study developed with 105 participants. Data collection was performed with a questionnaire with open-ended questions. Content analysis performed according to the conceptual model of student errors in clinical teaching. Results: pedagogical supervisors perceive, in descending order, errors in transversal competencies, in the execution of care and medication. Clinical supervisors perceive, in descending order, the execution of care, medication, and transversal competencies. Final Considerations: there was coincidence and complementarity in clinical supervisors’ and pedagogical supervisors’ perceptions, although not in the same order, regarding the errors made. This study presents contributions related to the existing knowledge in relation to medication errors, which are not the most perceived, and those of transversal competencies, which take on a prominent position.

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Section: Discussioncontrasting

confidence: 99%

Supervisors’ perceptions on errors of nursing students in clinical clerkship: a qualitative research

Santos¹,

Tavares²,

Duarte³

et al. 2021

Rev. Bras. Enferm.

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“…Similar gaps are also identified in a different study whereby the students' performance in medication administration before the intervention was 5 out of 10 (50%) (26). Moreover, Musafiri & Daniels agrees with the above findings whereby only 19.2% of the students in a descriptive study perceived themselves as competent in medication administration (21). The results are similar to that of Musafiri & Daniels and Craig et al's where there was poor knowledge at baseline among the two groups.…”

Section: Total Medication Administration Knowledgesupporting

confidence: 85%

“…The majority (124;84%) of the participants in the study scored 75% and above in the patient identification category. Additionally, consistent with the above findings, Musafiri & Daniels reported that 100 (80%) students in the Western Cape perceived themselves as able to identify the right patient using two identifiers during medication administration (21). The two researchers associated the above findings with the fact that the patient's identification is emphasised the most as opposed to the other rights of medication administration.…”

Section: Rights Of Medication Administrationmentioning

confidence: 56%

Knowledge of the administration of medications among undergraduate nursing students in selected clinical sites in Kenya

Mtuankure¹,

Kyalo²,

Githemo³

2023

ajhs

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BACKGROUNDMedication administration is one of the critical competencies in nursing to ensure patient safety. Globally, a lack of competence in medication administration has been associated with high morbidity and mortality rates and poor patient outcomes. This study focused on assessing knowledge of medication administration among undergraduate nursing students.MATERIALS AND METHODSThis descriptive cross-sectional study was conducted between June and August 2021 in two County Referral Hospitals in Kenya. The study aimed to establish the level of knowledge on medication administration among second-year nursing students starting their clinical rotations, mainly in the medical/surgical wards. The census method was used to recruit 147 participants based on the pre-defined inclusion criteria. The data was collected using a pretested interviewer-administered knowledge questionnaire based on the World Health Organization (WHO) training curriculum on medication safety. The data was then cleaned, coded and analysed using SPSS version 26. Descriptive and inferential statistics were used to summarise and compare the results.RESULTSThe average score for the medication administration knowledge was 64.8 %, S.D=5.8. The highest score was 79%, whereas the lowest was 43 %. Poor performance was noted in five of the six categories of medication administration, whereby the total number of participants who passed the knowledge assessment with a score of 70% and above was 43 (29.3%) per the international recommendations. The proportion of those who passed differed significantly from those who failed the knowledge assessment, χ2 (1, n=147) =25.31, p<0.05. The results of one sample chi-square test indicated that most students failed the knowledge assessment in the various categories (p<0.05).CONCLUSION AND RECOMMENDATIONSThe pass mark for high-risk skills such as medication administration is 70%. Therefore, the participants’ knowledge was below the recommended pass mark. Nurse educators must identify the gaps in teaching and consider including the WHO medication safety curriculum guidelines and teaching strategies in the existing institutional undergraduate nursing curriculums to enhance the medication administration process and patient safety.

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“…Nursing is a practice-based profession that requires adequate clinical learning and positive practical experiences to prepare the student nurses for their professional roles. Musafiri and Daniels (2020) report that clinical learning opportunities (CLOs) are approaches for student nurses engaged in real-life clinical activities for meaningful experiences. Salifu, Heymans and Christmals (2022) added that the clinical placement of student nurses is vital because it provides them with adequate exposure and CLOs in real-life practice settings, as well as motivation to achieve their clinical learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Clinical learning opportunity in public academic hospitals: A concept analysis

Motsaanaka

Makhene²,

Ndawo³

2022

Health SA Gesondheid

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Background: Clinical learning opportunities (CLO) are vital educational encounters occurring in various clinical areas to provide the student nurses with clinical knowledge and experiences to develop their competencies for professional practice. However, CLO is a broad concept with varied characteristics that allow ambiguity, limiting its understanding and use. Its ambiguous nature leads to uncertainties and poor development of the required clinical attributes of successful theory to practice integration, higher-order thinking skills (HOTS) and clinical competencies.Aim: The aim of the study was to explore and describe the conceptual meaning of CLO, have a clear understanding and insight into the concept and identify the antecedents and consequences for pragmatic purposes.Setting: The study took place in a public academic hospital in Gauteng.Methods: The eight steps of concept analysis by Walker and Avant were followed. Multiple data sources not limited to nursing were explored and critically analysed for the definitions, characteristics, nature and uses of CLO from different fields of study.Results: The defining attributes of CLO were identified, namely the context, antecedents, processes, consequences and outcomes. The context within which CLO occurs was dynamic, multidimensional, real-life healthcare settings; antecedents included planning of clinical placement, provision of learning outcomes and consideration of the cognitive level of the students. Engagement and active participation in collaborative, problem-based learning activities, community-based research and the use of emerging technologies were the processes identified. The outcomes were autonomous, confident, competent professional nurses with critical thinking, clinical reasoning, judgement, critical decision making and problem-solving skills.Conclusion: A theoretical and operational definition of CLO was developed. The findings and results of concept analysis identified and specified the defining attributes of clinical learning opportunity. The findings can assist nurse educators, Clinical Education and Teaching Unit (CETU) personnel and operational managers to enhance CLO for student nurses to achieve their clinical learning goals and outcomes. The evaluation tools that may be adopted to assess the acquired clinical skills were also identified.Contribution: An increase in the existing body of knowledge in nursing education, considering that enhancing the CLO exposes students to various clinical experiences contributing to their development of clinical competencies to solve complex problems. The strategies to enhance the CLO will be developed, which may also provide vital information for policy development. Conceptualisation of the findings to nursing practice and quality patient care will be integrated into relevant literature.

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Nursing students’ perceptions of clinical learning opportunities and competence in administration of oral medication in the Western Cape

Cited by 6 publications

References 41 publications

Supervisors’ perceptions on errors of nursing students in clinical clerkship: a qualitative research

Supervisors’ perceptions on errors of nursing students in clinical clerkship: a qualitative research

Knowledge of the administration of medications among undergraduate nursing students in selected clinical sites in Kenya

Clinical learning opportunity in public academic hospitals: A concept analysis

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