Analysis of Medication Errors and near Misses Made by Nursing Students

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Tabatha Teal ◽  
Jan Emory ◽  
Susan Patton
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Medication Errors ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Medication Administration ◽  
The Body ◽  
Psychomotor Skills ◽  
Near Misses ◽  
Teaching And Learning Strategies

AbstractDespite extensive research and technological advancements, errors related to medication administration continue to rise annually. The body of evidence surrounding medication errors has focused largely on licensed practicing nurses. Nursing students can offer a unique perspective regarding medication administration as their foundation for professional psychomotor skills and cognitive abilities are developed. The purpose of this study was to explore the variables related to medication errors made by pre-licensure nursing students. Data were collected from 2013–2015 in a pre-licensure program. Students completed a post-error survey available in Google Forms. One hundred thirteen responses to the error report were completed. By exploring the factors related to medication errors among nursing students, teaching and learning strategies forming the foundations of medication administration can improve professional nursing practice and improve safety and quality of care.

scholarly journals The Effect of Discussion Learning on Cognitive Students 'Ability in Teaching Learning Strategies

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Nurulwati Nurulwati ◽  
Zulfahmi Zulfahmi ◽  
Susanna Susanna
Keyword(s):  
Learning Strategies ◽  
Physics Education ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Sample Selection ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Student Responses ◽  
Teaching And Learning Strategies ◽  
Teaching Learning

The purpose of this study was to determine whether or not there was an increase in the cognitive abilities of student learning by applying discussion learning to teaching and learning strategies and student responses to the application of discussion learning. The research was carried out in the physics education department that followed the teaching and learning strategies. The population in this study were all students who took the teaching semester strategy V semester 2019 as many as 60 people. While the research sample was 27 students class 01. Sample selection by purposive sampling. The research method used is the Pre Experiment with the design of Pre test and Post test One Group. The results showed that: tcount> ttable means 20.21 > 1.71. This shows an increase in cognitive learning of students who are taught by learning discussion. While the response of students to the learning process of discussion strongly agreed and agreed at 94.06%. In accordance with the criteria of the percentage of student responses, the response to learning discussion is in the range of 76-100% including the very interested category. Students are motivated to learn by learning discussions that practice his thinking skills and critical thinking in conveying the ideas discussed in class and arises self-confidence in expressing ideas and opinions to others.

scholarly journals Nursing faculty and student transition to a context–based learning curriculum

2017 ◽  
Vol 7 (7) ◽  
pp. 54 ◽  
Author(s):  
Vivian Afrah Puplampu ◽  
Carolyn Ross
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Nursing Theory ◽  
Student Centered ◽  
Student Transition ◽  
Undergraduate Nursing ◽  
Teaching And Learning Strategies

Background: Context-based learning (CBL) a student-centered teaching and learning approach (STL) is used at the study site to teach undergraduate nursing theory. While it is widely accepted that transition to STL can be difficult, little is known about the perception of nursing faculty and students transition to CBL. The purpose of this study was to describe nursing faculty and students’ perception about their transition to CBL.Methods: An exploratory-descriptive qualitative design was undertaken to understand and describe the perception of nursing faculty and students transition to CBL as a teaching and learning strategy for undergraduate nursing theory courses.Results: Five themes emerged from the students’ data: throwing someone into an ocean, sink or swim, turning point, just doing it, and valuing. Four themes emerged from the faculty data on transition to CBL: an adaptation, trusting the CBL process, a maturing process for students, and controversies about CBL. While the transition was uncomfortable for students and faculty, over time both understood the benefits of CBL.Conclusions: Nursing as a practice discipline will best be served using a variety of teaching and learning strategies in the undergraduate education of nursing students. Based on the findings of this study, recommendations have been made to smooth the transition for faculty members and students not previously exposed to the STL approach using CBL.

scholarly journals ACTIVE TEACHING AND LEARNING STRATEGIES: PERCEPTIONS OF NURSING STUDENTS

2018 ◽  
Vol 22 ◽  
Author(s):  
Márcia Regina Cangiani Fabbro ◽  
Natália Rejane Salim ◽  
Jamile Claro de Castro Bussadori ◽  
Aline Cristiane Cavicchioli Okido ◽  
Giselle Dupas
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Active Teaching ◽  
Teaching And Learning Strategies

Using reflection. Mentoring midwifery students in India

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Glenda Hawley ◽  
Anthony Tuckett
Keyword(s):  
Learning Strategies ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Action Plan ◽  
Constructivist Theory ◽  
Clinical Placements ◽  
Teaching And Learning Strategies ◽  
Global Health Care ◽  
Insight Into

Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings:  The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues. 

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

Sign in / Sign up

Export Citation Format

Share Document