An evaluation of the introduction of a Medication Management Assessment in facilitating nursing and midwifery students learning

Background In 2014 a Medication Management Assessment (MMA) was introduced for all nursing and midwifery students during Internship. The purpose of this assessment was to facilitate development of student knowledge and skills... [ view full abstract ]

Background
In 2014 a Medication Management Assessment (MMA) was introduced for all nursing and midwifery students during Internship. The purpose of this assessment was to facilitate development of student knowledge and skills in relation to safe Medication Management.

Aim and objectives of the study
To evaluate the introduction of the MMA in facilitating nursing and midwifery student learning in relation to medication management.

Objectives
• To assess the effectiveness of the MMA as a teaching, learning and assessment strategy for internship nursing and midwifery students.
• To explore if being involved in the assessment of a nursing/midwifery student undertaking the MMA had any impact on the preceptor in relation to medication management.

Method
The study adopted a quantitative design using a questionnaire. The sample was made up of all internship nursing and midwifery students who successfully completed 2 MMA’s (n=92) and all preceptors who assessed a student as part of the MMA (n=110). The response rate for the student group was 62%(n=52) and 45% (n=50) for the preceptor group. Quantitative data was analysed using SPSS and qualitative comments analysed using a thematic analysis approach. Ethical approval was granted from the author’s institution, the Health Service Executive and Saint John of God Services.

Findings
Findings support that the MMA is effective as a teaching, learning and assessment strategy for Internship nursing and midwifery students. All of the nursing/midwifery students identified that undertaking the MMA had a positive impact on their knowledge and skills with 94% (n=86) requesting the MMA be introduced earlier in the programme. Preceptors also benefitted with 94% (n=47) identifying that being involved in the assessment had improved their own knowledge in relation to the core components of medication management. Findings from both groups support that nursing/midwifery students are confident in some core components but less confident in others.

Conclusions and Implications
The MMA is an effective tool to support nursing/midwifery student and preceptor learning in relation to Medication Management. Further development of the tool is required to ensure student confidence in all core components. Ultimately it is hoped that this assessment process will promote safety in Medication Management.