Students' perceptions of their preparedness for oral medication management

Background Preparation of undergraduate nurses in the area of oral medication administration is a shared responsibility between the academic and clinical arenas and is a significant concern for educators, practitioners and... [ view full abstract ]

Background
Preparation of undergraduate nurses in the area of oral medication administration is a shared responsibility between the academic and clinical arenas and is a significant concern for educators, practitioners and students alike. Staff shortages and increasingly complex work environments further compound the challenge of maintaining a quality learning environment for students. This has the potential to impact negatively on students’ level of preparedness for their role in medication management. This paper presents the findings of an evaluative study examining 4th year student nurses’ perceptions of their preparedness for oral medication administration in clinical practice.

Aims and Objectives
To establish students perceptions of their preparedness for oral medication administration and to determine an effective and fit-for-purpose way forward to tackle student competence and confidence in this area.

Methods
A descriptive study, employing both qualitative and quantitative methods of data collection was undertaken with a convenient sample of fourth year general nursing students to explore their perceptions of their preparedness for oral medication administration. A previously validated quantitative tool was employed and adapted to incorporate two free-text response items. Twenty four students responded to the qualitative items, the findings of which will be presented. Content analysis informed consideration of the qualitative responses. Ethics approval was granted.

Findings
Key areas of concerns for students include confidence and proficiency levels around calculations, knowledge of pharmacology and confidence to communicate effectively with other members of the healthcare team in this regard. Opportunities to consolidate learning in the practice arena in this area proved variable.

Conclusions and Implications
Promoting and sustaining a shared responsibility between academics, clinicians and students towards optimising student’s medication management preparation is paramount if high standard, safe patient care is to be realised. Potential strategies to address these findings will be proffered in an effort to enhance the learning experience for students and contribute positively to patient outcomes.