McNair Research Journal - University of St. Thomas

More documents

Recommendations

Info

Professions and have had multiple opportunities to implement this activity in a clinical setting under faculty supervision. A convenience sample of baccalaureate nursing students were invited to participate. All students have been evaluated in medication administration and have engaged in clinical experiences relative to acute care and medication administration. Nursing student performance and evaluation of patient physical assessment, medication administration, and implementation of selected nursing interventions is part of normal educational practice. An Institutional Review Board approved the project in the summer of 2008. Students were not subjected to physical or emotional harm. Students were asked to participate voluntarily and were given a consent form explaining the purpose for the research, confidentiality, and requested his/her consent in order to be a participant (Appendix A and B). The students involved in the research did not receive an incentive; rather the medication administration simulation is integrated into the curriculum. Investigators from each of the five study sites randomly selected 10-20 of the students who chose to participate in the study and videorecorded individual performances of the simulated clinical experience for review and analysis. Students who did not participate in the study were given a case study (Appendix C) for discussion or completed the simulated clinical experience in groups of 8 to 10 students. Students received preparation materials prior to the simulated clinical experience outlining objectives and performance expectations (Appendix C). Students completed preparatory activities (e.g. create med cards, review diagnosis) prior to the simulated clinical experience (Appendix C). The patient was postoperative day 1 after undergoing right total hip arthroplasty. Students were given time before the simulation to review the medication sheets (Appendix E, F, G, H) and change of shift report (Appendix D). There were many different drugs to choose from and one of the choices was to be avoided because the patient was allergic to the medication. Students were given a scheduled time for the simulated clinical experience. The simulated clinical experience was videotaped for data collection and analysis. Students engaged in the simulated clinical experience, implemented appropriate nursing interventions, including medication administration, based on their assessment findings. Faculty monitored the simulated clinical experience. A debriefing with the student was conducted immediately following the simulated clinical experience; this interview was audiorecorded. Debriefing questions are in Appendix I. A large group debriefing with all students followed the simulated clinical experience. Each of the study sites followed the same procedure with regard to materials used in the same simulation scenario. A pilot test using a senior nursing student volunteer was conducted in the summer of 2008. A few changes to the simulation set-up were made. Following data collection, audiotapes are currently being transcribed. Subsequently, a qualitative data analysis using NUDist software will be done to identify categories of thinking during medication administration in nursing students. Limitations in this research consisted upon the different nursing programs having a different system and slightly different curriculum. Preliminary Findings To date, tapes are still being transcribed. Preliminary results are presented in Table 2. From the interviews that have been transcribed, students expressed feelings that ranged from “feeling confident” to “feeling like she missed something.” Several subjects mentioned their thinking to be directed towards the 5 rights of medication administration. This shows that the students were focused on rules and procedures. Once the data is transcribed, an analysis will be done to identify themes that emerge from the students’ thinking during the medication administration. Some comparison will be done with the data from the different nursing programs. There will also be a final comparison between themes in students’ thinking with patterns articulated by registered nurses. Conclusions and Implications Chinwe Obi Nursing Students’ Reported Thinking Limitations in this research include the different curricula from each institution. Students may or may not have been required to take a pharmacology course. This may have assisted them in having more knowledge about medications. Another limitation is how the various role players in the simulations described a pain-rating of ‘6’—the face could be more grimaced and the perception of the rating could vary. Upon reviewing a few of the transcriptions, most of the students felt that the simulation and debriefing were helpful. Debriefing allows students to verbalize and reflect on his or her performance. 38 University of St. Thomas McNair Research Journal
Professions University of St. Thomas McNair Research Journal Chinwe Obi Nursing Students’ Reported Thinking 39
Page 1 and 2: Office of Institutional Diversity M
Page 3 and 4: The University of St. Thomas McNair
Page 5 and 6: Our McNair participants are encoura
Page 7 and 8: Humanities & Social Sciences How Ea
Page 9 and 10: Humanities & Social Sciences rearin
Page 11 and 12: Humanities & Social Sciences Univer
Page 13 and 14: Humanities & Social Sciences Resear
Page 15 and 16: Humanities and Social Sciences The
Page 17 and 18: Humanities and Social Sciences Work
Page 19 and 20: Professions pronouns, or subject in
Page 21 and 22: Professions beating. We are in the
Page 23 and 24: Professions integration of multicul
Page 25 and 26: Humanities & Social Sciences school
Page 27 and 28: Humanities & Social Sciences that w
Page 29 and 30: Science Abstract This study compile
Page 31 and 32: Science findings which can be disti
Page 33 and 34: Science and runoff, far lower water
Page 35 and 36: Science (OVA) model, which will be
Page 37 and 38: Science cance was only apparent bet
Page 39 and 40: Science 6. References. Paul L. Mait
Page 41 and 42: Science University of St. Thomas Mc
Page 43: Professions situations perceived as
Page 47 and 48: Professions University of St. Thoma
Page 49 and 50: Humanities & Social Sciences Bridgi
Page 51 and 52: Humanities & Social Sciences Youth
Page 53 and 54: Humanities & Social Sciences A Stud
Page 55 and 56: Humanities & Social Sciences Schaff
Page 57 and 58: Humanities & Social Sciences Refere
Page 59 and 60: Humanities & Social Sciences higher
Page 61 and 62: Humanities & Social Sciences childh
Page 63 and 64: Humanities & Social Sciences being
Page 65 and 66: Humanities & Social Sciences Mai Ch
Page 67 and 68: Humanities & Social Sciences Propin
Page 69 and 70: Humanities & Social Sciences Refere
Page 71 and 72: The University of St. Thomas McNair

McNair Research Journal - University of St. Thomas

Create successful ePaper yourself

Delete template?

Save as template?