Title : Simulation based learning experiences for nursing students to develop interruption management skills during medication administration an integrative review
Background: Medication errors are a leading cause of patient harm. Being a novice nurse and workplace interruptions are two of the largest risk factors for medication administration errors. Student nurses need opportunities to learn, practice and develop interruption management skills while safely administering medications. Simulation laboratories offer a bridge for the theory-practice gap by creating high fidelity learning experiences for student nurses.
Aim: To explore current literature on developing safe medication administration and interruption management skills in nursing students through simulation-based learning experiences (SBLE).
Method: Primary research studies in peer reviewed journals, that were published between 2012-2022, were systematically retrieved from the PubMed, CINHAL and Mendeley databases. The search terms “nursing”, “student”, “simulation”, “medication administration” and “interruption” were used. The results were processed for full text availability and limited to those written in English. After screening for relevance, 15 studies were chosen for this review.
Results: SBLE can have an immediate impact, increasing knowledge and skills, for nursing students but they do not necessarily produce sustainable, long-term changes. Nursing students respond positively and support increasing SBLE as it grows confidence and skills while providing a safe learning environment. In addition, SBLE can be developed to target specific medication administration situations like Parkinson’s disease, pediatrics, or interprofessional collaboration to bring awareness to safety concerns and increase knowledge. Further research is warranted on medication administration and interruption management focused SBLE.
Conclusions: High fidelity SBLE offer nursing students an opportunity to safely practice medication administration and interruption management while increasing learning and self-confidence.