Paradiso Cindy, Knoesel Joanne
Pace University, College of Health Professions, Lienhard School of Nursing 861 Bedford Rd, Pleasantville, NY 10570, USA.
Pace University, College of Health Professions, Lienhard School of Nursing 161 William Street, New York, NY 10038, USA.
J Prof Nurs. 2024 May-Jun;52:94-101. doi: 10.1016/j.profnurs.2024.04.001. Epub 2024 Apr 14.
Learning medication administration is essential for nursing students, but the first time can be stressful and shape their clinical development. Previous research primarily focused on student knowledge and technical aspects.
This phenomenological study helped explore the lived experiences of nursing students and faculty during student's first medication administration in the clinical setting to gain a deeper understanding of their thoughts, feelings, and perspectives.
Semi-structured interviews were conducted with female student and faculty informants (N = 12). Using a phenomenological study, data were analyzed using van Manen's hermeneutic six-step research activity method.
Five overarching themes were found: administrating medication, (un)preparedness for complexities in the clinical environment, transformative experience, overcoming fears, and reaping the rewards.
First-time medication experiences are greater than an exercise in skill proficiency and may be improved if faculty provides more structured learning experiences and take sufficient time for student preparation in relating medication knowledge to the skill, technology usage, and supporting students' attitudes toward nurse-patient interactions. These are essential aspects of the medication administration learning process as nursing programs shift toward competency-based education. Clinical faculty also need support in their role as educators and to be facilitated to find this time, considering their multiple responsibilities.
学习药物管理对护理专业学生至关重要，但首次进行药物管理时可能会有压力，并影响他们的临床发展。以往研究主要关注学生的知识和技术方面。
这项现象学研究有助于探索护理专业学生和教师在临床环境中首次进行药物管理时的生活经历，以更深入地了解他们的想法、感受和观点。
对女学生和教师 informant（N = 12）进行半结构化访谈。采用现象学研究方法，使用范曼的诠释学六步研究活动法对数据进行分析。
发现了五个总体主题：给药、对临床环境复杂性的（无）准备、变革性经历、克服恐惧和收获回报。
首次给药经历不仅仅是技能熟练程度的练习，如果教师提供更结构化的学习体验，并花足够的时间让学生将药物知识与技能、技术使用以及支持学生对护患互动的态度联系起来进行准备，那么这种体验可能会得到改善。随着护理课程向基于能力的教育转变，这些是药物管理学习过程的重要方面。临床教师作为教育者的角色也需要支持，并且考虑到他们的多重职责，需要为他们提供便利以找到这些时间。
