Mager Diana R, Campbell Suzanne Hetzel
Fairfield University School of Nursing, North Benson Road, Fairfield, CT 06824, United States.
Nurse Educ Today. 2013 Nov;33(11):1416-21. doi: 10.1016/j.nedt.2012.11.007. Epub 2012 Dec 4.
Preparing students to provide medication management in home care (HC) settings is challenging. Simulation methodology for teaching of complex skills has been successful in other clinical areas.
This study tested a HC simulation model of education and examined student scores on tests of confidence and knowledge in managing medications and pre filling patient medication boxes in a HC setting.
DESIGN/SETTINGS/PARTICIPANTS: This quasi-experimental study of pre-licensure nursing students (N=60) enrolled in a Baccalaureate program was conducted at a private university in the Northeastern United States.
Bandura's self efficacy instrument was modified to measure confidence in students' knowledge of and skills in pre-filling medication boxes in patient homes. Participants were randomly assigned to control (n=30) or experimental groups (n=30) where both groups received traditional classroom teaching about medication management, and the experimental group also received simulation education. Both groups completed a pre test prior to the medication module. At the end of the module, both groups completed a post test measuring confidence, as well as a multiple choice (MC) test measuring knowledge of medication management skills in HC settings.
Paired T tests revealed a significant increase in perceived self confidence from pre (mean score=4.6) to post simulation (mean score=8.6) (p<.01). Knowledge test results demonstrated a statistically significant difference overall between groups (p=.02).
Students have limited access to medication management in HC settings during clinical rotations. This study supports the need for home care focused simulations, especially given errors detected during the simulation experience. Students improved their pre to post test confidence scores and reported the activity was "valuable", "made them think", and provided a safe arena for them to learn.
让学生做好在家庭护理环境中进行药物管理的准备具有挑战性。复杂技能教学的模拟方法在其他临床领域已取得成功。
本研究测试了一种家庭护理模拟教育模型，并考察了学生在家庭护理环境中管理药物和预先填充患者药盒的信心测试及知识测试中的得分。
设计/地点/参与者：这项针对就读于学士学位课程的准执照护理专业学生（N = 60）的准实验性研究，在美国东北部的一所私立大学进行。
对班杜拉的自我效能工具进行了修改，以测量学生对在患者家中预先填充药盒的知识和技能的信心。参与者被随机分配到对照组（n = 30）或实验组（n = 30），两组均接受关于药物管理的传统课堂教学，实验组还接受模拟教育。两组在药物模块之前都完成了预测试。在模块结束时，两组都完成了一项测量信心的后测试，以及一项测量家庭护理环境中药物管理技能知识的多项选择题测试。
配对t检验显示，从模拟前（平均得分 = 4.6）到模拟后（平均得分 = 8.6），自我感知信心有显著提高（p <.01）。知识测试结果显示，两组之间总体存在统计学上的显著差异（p =.02）。
学生在临床轮转期间在家庭护理环境中进行药物管理的机会有限。本研究支持开展以家庭护理为重点的模拟，特别是考虑到在模拟过程中发现的错误。学生提高了从测试前到测试后的信心得分，并报告该活动“有价值”、“促使他们思考”，并为他们提供了一个安全的学习场所。
