- 作者：Vesile Unver ; T¨¹lay Ba?ak ; Emine ?yig¨¹n ; Sevin? Ta?tan ; Meral Demiralp ; Dilek Y?ld?z ; Hatice Ayhan ; G¨¹l?ah K?se ; ?i?dem Y¨¹ksel ; Ay?eg¨¹l Soydan ?elikel ; Sevgi Hatipoglu
- 关键词：Rational use of medication ; Nursing student ; Simulated patient ; Drug practice
- 刊名：Nurse Education Today
- 出版年：2013
- 出版时间：November, 2013
- 年：2013
- 卷：33
- 期：11
- 页码：1362-1368
- 全文大小：353 K
Summary
Background
The objectives of educational instruction on the rational use of medication are to teach students about frequent pharmaceutical applications, dosage calculations, observation of adverse side effects and patient training. A simulation project was used in nursing education/medical staff education to effectively gain knowledge and skills.Objectives
In this study, our first aim was to investigate the effect of using a simulated patient as a teaching method on the performance of students in medication administration. Our second aim was to explore the students' views on the simulated patient teaching method in terms of the skills acquired in administering medication.
Design
The study was designed and carried out as a quasi-experimental investigation in Turkey between September 2011 and December 2011.
Participants
The participants in the study were senior nursing students at a nursing school in Turkey. The data from eighty-five nursing students were obtained both at pretest and posttest. The views of all eighty-two students regarding a course on the rational use of medications were taken into consideration. Simulated patients were used throughout the entire course.
Setting
An objectively constructed evaluation form (OCEF) was administered both at pretest and posttest to obtain participant feedback on a course on the rational use of medication. Descriptive statistics and a paired sample t-test were used in the data analyses.
Result
The mean pre-test score on the evaluation form was 24.02 ¡À 16.06, whereas the mean post-test score was 54.28 ¡À 14.54. Therefore, there was a statistically significant difference between the mean pre- and post-test scores (p < 0.01; t = 14.35).
Conclusion
The use of a simulated patient in a course on the rational use of medication proved effective. Furthermore, the students gave positive feedback regarding the use of the simulated patient as a teaching method.