Transferability of Medication Administration Simulation Training to Clinical Settings(2424 Avraham R, Shor V, Hurvitz N, Shvartsur R, Kimhi E. Transferability of medication administration simulation training to clinical settings. Teach Learn Nurs. 2018;13(4):258-62. doi: 10.1016/j.teln.2018.07.004
https://doi.org/10.1016/j.teln.2018.07.0...
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To assess the use of individual simulation to prepare nursing students to administer medication to patients in a clinical setting. |
Prospective quasi-experimental study with comparison group
Level 3
SRR = 50 (89.28%) |
Students who participated in simulation reported greater preparation (p=0.002) and demonstrated psychomotor skills (p=0.04) and critical thinking (p=0.03) in relation to students who did not simulate. Knowledge was similar between groups (p=0.51). |
Impact of simulation on safe medication practice with diploma/ADN students(2525 Campbell CA. Impact of simulation on safe medication practice with diploma/ADN students. Teach Learn Nurs. 2013;8(4):147-56. doi: 10.1016/j.teln.2013.07.004
https://doi.org/10.1016/j.teln.2013.07.0...
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To examine the effect of simulation on safe medication practice for nursing students. |
Quasi-experimental study with comparison group
Level 3
SRR = 52 (92.85%) |
Experimental group students (simulation) were more satisfied and confident with the development of skills, and obtained the necessary knowledge from simulating safe medication administration in the clinical area. Performance ratings were mixed between the control (traditional education) and experimental groups. |
Now I know how! The learning process of medication administration among nursing students with non-immersive desktop virtual reality simulation(2626 Dubovi I, Levy ST, Dagan E. Now I know how! the learning process of medication administration among nursing students with non-immersive desktop virtual reality simulation. Comput Educ. 2017;113:16-27. doi: 10.1016/j.compedu.2017.05.009
https://doi.org/10.1016/j.compedu.2017.0...
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To assess the effectiveness of the PILL-VR simulation "Virtual Reality of Interleaved Learning in Pharmacology" as a large-scale teaching strategy for medication administration among nursing students. |
Quasi-experimental study with comparison groupLevel 3SRR = 50 (89.28%) |
After simulation, the experimental group (virtual simulation) obtained significantly higher scores near the 100% ceiling, while the control group (normative curriculum based on lectures) did not improve their overall performance for medication administration (p <0.001). |
Using simulation to improve the medication administration skills of undergraduate nursing students(2727 Harris MA, Pittiglio L, Newton SE, Moore G. Using Simulation to Improve the Medication Administration Skills of Undergraduate Nursing Students. Nurs Educ Perspect. 2014;35(1):26-9. doi: 10.5480/11-552.1
https://doi.org/10.5480/11-552.1...
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To examine simulation methods to improve medication calculation and administration skills for nursing students. |
Quasi-experimental pilot study without comparison group
Level 3
SRR = 40 (71.42%) |
The scores for the medication administration exam in the experimental group (simulation) were significantly higher than the scores in the control group (traditional education) (p=0.004). |
Effect of Simulation on Nursing Students' Medication Administration Competence(2828 Jarvill M, Jenkins S, Akman O, Astroth KS, Pohl C, Jacobs PJ. Effect of Simulation on Nursing Students’ Medication Administration Competence. Clin Simul Nurs. 2018;14:3-7. doi: 10.1016/j.ecns.2017.08.001
https://doi.org/10.1016/j.ecns.2017.08.0...
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To examine the effect of an individual simulation experience (ISE) on medication administration competency in nursing students. |
Randomized controlled clinical trial
Level 2
SRR = 46 (82.14%) |
Experimental group students (simulation) obtained significantly higher scores in the post-test than control group students (traditional practice) (p=0.00), showing superior competence for medication administration. |
An Advanced Medication Administration Experience to Promote Students' Knowledge Acquisition in the Skill of Administering Medications(2929 Kelly SH, Koharchik L, Henry R, Cippel M, Hardner S, Kolesar A, et al. An Advanced medication administration experience to promote students’ knowledge acquisition in the skill of administering medications. Teach Learn Nurs. 2018;13(2):104-7. doi: 10.1016/j.teln.2017.12.002
https://doi.org/10.1016/j.teln.2017.12.0...
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To verify whether an advanced simulation improves student performance for administering medications in the surgical medical examination. |
Quasi-experimental study with comparison group
Level 3
SRR = 44 (78.57%) |
Students who participated in the intervention (simulation) demonstrated significantly higher aggregate scores in the medication administration section, in addition to showing higher confidence in their ability to administer medications at the bedside, and demonstrated that they would be able to link the simulation experience in service patient. |
Using High fidelity Simulation to Increase Nursing Student Knowledge in Medication Administration(3030 Konieczny L. Using high-fidelity simulation to increase nursing student knowledge in medication administration. Teach Learn Nurs. 2016;11(4):199-203. doi: 10.1016/j.teln.2016.08.003
https://doi.org/10.1016/j.teln.2016.08.0...
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To compare high and low fidelity simulation in nursing students' pharmacological knowledge. |
Randomized controlled clinical trial
Level 2
SRR = 35 (62.5%) |
In the pre-test, both groups had an average score of 5 out of 10. In the post-test, the high fidelity simulation group scored 8.15 out of 10, higher than the low fidelity simulation group, which scored 7.02 out of 10. The scores demonstrate that high fidelity simulation increases students' knowledge related to medication administration. |
Medication Safety Simulation to Assess Student Knowledge and Competence(3131 Mariani B, Ross JG, Paparella S, Allen LR. Medication safety simulation to assess student knowledge and competence. Clin Simul Nurs. 2017;13(5):210-6. doi: 10.1016/j.ecns.2017.01.003
https://doi.org/10.1016/j.ecns.2017.01.0...
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To investigate the effect of a simulation learning experience on safety in medication administration. |
Randomized controlled clinical trial
Level 2
SRR = 54 (96.42%) |
After simulation, the experimental group (usual and additional simulation) showed knowledge (p=0.02) and competence (p=0.028) superior for medication administration than the control group (usual simulation). |
Simulação realística: método de melhoria de conhecimento e autoconfiança de estudantes de enfermagem na administração de medicamento
(
3232 Nascimento MS, Magro MCS. Realistic simulation: method of improving knowledge and self-confidence of nursing students in the administration of medication. Rev Min Enferm. 2018;22:1-5. doi: 10.5935/1415-2762.20180024
https://doi.org/10.5935/1415-2762.201800...
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To identify whether the use of realistic simulation interferes with the acquisition, retention of knowledge and self-confidence for parenteral medication administration in nursing students. |
Quasi-experimental study without comparison group
Level 3
SRR = 41 (73.21%) |
Students demonstrated a significant improvement in knowledge about parenteral medication administration from the pre-test to the post-test (p=0.001). From the pre-test to the knowledge retention phase, which occurred three months after the initial phase, students maintained a significant improvement in knowledge (p=0.001). Students were more confident to administer medication parenterally from the pre-test to the post-test (p=0.02) and to the retention phase (p=0.03). |
Use of simulation from high fidelity to low fidelity in teaching of safe-medication practices(3333 Onturk ZK, Ugur E, Kocatepe V, Ates E, Ocaktan N, Unver V, et al. Use of simulation from high fidelity to low fidelity in teaching of safe-medication practices. J Pak Med Assoc [Internet]. 2019 [2019 Nov 26];69(2):195-200. Available from: https://www.ncbi.nlm.nih.gov/pubmed/30804583
https://www.ncbi.nlm.nih.gov/pubmed/3080...
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To assess the effects of simulation techniques on learning outcomes in teaching safe medication administration to first-year nursing students. |
Quasi-experimental study without comparison group
Level 3
SRR = 39 (69.64%) |
The total score of students in the post-test was higher than in the pre-test (p=0.046). The performance of students in safe medication practice scenario was satisfactory. Satisfaction and self-confidence were also satisfactory after simulation. |
The effect of simulation training on baccalaureate nursing students' competency in performing intramuscular injection(3434 Ross JG. The effect of simulation training on baccalaureate nursing students' competency in performing intramuscular injection. Nurs Educ Perspect. 2015;36(1):48-9. doi: 10.5480/13-1075.1
https://doi.org/10.5480/13-1075.1...
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To determine the effect of simulation training on the competence of undergraduate nursing students to administer intramuscular injections (IM). |
Quasi-experimental study with comparison group
Level 3
SRR = 31 (55.35%) |
The competence of intramuscular injection of students who received training in simulation was superior to the competence of intramuscular injection of students who did not receive training in simulation. |
Impact of Simulation-Enhanced Pharmacology Education in Prelicensure Nursing Education(3535 Sanko JS, Mckay M. Impact of simulation-enhanced pharmacology education in prelicensure nursing education. Nurse Educ. 2017;42(Sup-1):S32-7. doi: 10.1097/NNE. 0000000000000409
https://doi.org/10.1097/NNE. 00000000000...
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To test the effect of simulation on undergraduate nursing students on confidence, competence and adverse events in medication administration practice. |
Quasi-experimental study with comparison group
Level 3
SRR = 37 (66.07%) |
Improvements in self-reported competence over time were observed in both groups (p <0.001). The control group (traditional practice) showed a decrease in self-reported confidence over time (p <0.001). Control group students reported greater post-test competence compared to the experimental group (simulation) (p=0.034). Medication administration at the correct time (p=0.021) and correct hand hygiene (p=0.017) were greater in the experimental group. |
Using standardized patients in nursing education: Effects on students' psychomotor skill development(3636 Sarmasoglu S, Dinç L, Elçin M. Using standardized patients in nursing education: effects on students’ psychomotor skill development. Nurse Educ. 2016;41(2):e1-5. doi: 10.1097/NNE. 0000000000000188
https://doi.org/10.1097/NNE. 00000000000...
)
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To examine the impact using SP on the development of skills related to blood pressure measurement and administration of subcutaneous injection among beginning nursing students. |
Quasi-experimental study with comparison group
Level 3
SRR = 38 (67.85%) |
The performance scores for administration of subcutaneous injection were close between the control (theoretical lecture) and experimental (simulation) groups (p=0.524). Experimental group students reported that simulated laboratory practices were effective in improving the ability to administer subcutaneous injection. Verbal reports from experimental group students reinforce that the simulated practice with standardized patients improved self-confidence. |
Home care simulation for student nurses: Medication management in the home(3737 Mager DR, Campbell SH. Home care simulation for student nurses: Medication management in the home. Nurse Educ Today. 2013;33(11):1416-21. doi: 10.1016/j.nedt.2012.11.007
https://doi.org/10.1016/j.nedt.2012.11.0...
)
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To assess students' knowledge, skills and ability to properly administer medications during simulated home care. |
Quasi-experimental study with comparison group
Level 3
SRR = 42 (75.5%) |
Experimental group students (simulation) demonstrated a significant and more expressive increase in self-confidence scores perceived from pre to post-simulation (p <0.01). The experimental (90%) and control (traditional experience) groups (82%) demonstrated improvement in knowledge, although the experimental group was superior (p=0.02). |
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