Sugathapala Ravilal Devananda Udeshika Priyadarshani, Chandrika Mattaka Gamage Ruwini
Department of Nursing and Midwifery, Faculty of Allied Health Sciences, General Sir John Kotelawala Defence University, Ratmalana, Sri Lanka.
BMC Nurs. 2021 Jan 6;20(1):9. doi: 10.1186/s12912-020-00527-6.
Oral Medication administration is one of the paramount nursing procedures, where nurses must pay their utmost commitment. The vital aims are to reduce medication errors and ensure patient safety. The objectives of this study were to evaluate whether the nursing students could learn and retain the basic guidelines for oral medication administration when they are taught using a video-assisted teaching method compared with the lecture-demonstration method and to assess the students' attitudes towards the two types of teaching methods.
This study was conducted as a quasi-experimental study with a pre and post-test design. Forty-five students in the first year of the bachelor's degree in nursing programme participated. All the participants completed a self- administered questionnaire, including socio demographic data and questions of oral medication administration. Subsequently, participants were randomly assigned to two groups. Oral medication administration procedure was taught using two different teaching methods. Finally, the post-test knowledge scores of both groups were assessed and analysed using the paired-sample t-test.
The results revealed that there was no significant difference in terms of age, gender and type of residence of students in the two groups. When comparing the pre-test mean score and post-test mean score using paired sample t-test, there was a statistically significant difference in both video demonstration group (t = - 4.533, p < 0.001) and lecture-demonstration group (t = - 4.208, p < 0.001). Almost all the students obtained good knowledge scores regardless of the method used in teaching oral medication administration. However, when comparing post-test scores of both groups using an independent sample t-test, it was identified that there was no significant difference between the two groups. Therefore, it was difficult to identify which method was effective than the other. According to the student feedback obtained at the end of the study, 67% of them preferred to have more video demonstrations in their skills classes.
The results of this study suggested that oral medication administration can be effectively taught using lecture-demonstration and video-demonstration teaching methods.
口服给药是最重要的护理操作之一，护士必须全力以赴。其关键目标是减少用药错误并确保患者安全。本研究的目的是评估与讲授演示法相比，采用视频辅助教学法教授护理专业学生时，他们是否能够学习并记住口服给药的基本指南，以及评估学生对这两种教学方法的态度。
本研究采用类实验研究，有前后测设计。护理学本科项目一年级的45名学生参与。所有参与者都完成了一份自填式问卷，包括社会人口统计学数据和口服给药相关问题。随后，参与者被随机分为两组。使用两种不同的教学方法教授口服给药程序。最后，使用配对样本t检验评估和分析两组的后测知识得分。
结果显示，两组学生在年龄、性别和居住类型方面没有显著差异。使用配对样本t检验比较前测平均分和后测平均分，视频演示组（t = -4.533，p < 0.001）和讲授演示组（t = -4.208，p < 0.001）均有统计学显著差异。几乎所有学生无论采用何种口服给药教学方法都获得了良好的知识得分。然而，使用独立样本t检验比较两组的后测得分时，发现两组之间没有显著差异。因此，很难确定哪种方法比另一种更有效。根据研究结束时获得的学生反馈，67%的学生希望在技能课程中有更多视频演示。
本研究结果表明，讲授演示法和视频演示法都可以有效地教授口服给药。
