Clinical Judgment in Medication Administration for Nursing Students: High-fidelity Simulation versus Escape Room
Presentation
Overview
Overview
Description
Skill development and clinical judgment for medication administration is essential for nursing students to ensure safe, quality patient care. High-fidelity simulation (HFS) and escape rooms (ERs) have known benefits in nursing education. The purpose of this study is to compare first-year nursing students’ medication administration clinical judgment and skill performance for students trained with HFS versus ERs and evaluate their perceptions of learning. Kolb’s theory of experiential learning supports this study. This was an IRB exempt, mixed-method study of 116 nursing students. Students were evaluated individually for medication administration clinical judgment and skill performance four weeks later and groups were compared with an independent t-test. Qualitative surveys evaluated their perceptions of learning with HFS and ERs. There were no significant differences in clinical judgment for nursing students trained with HFS (M=4.28, SD=1.867) (n=54) versus ER (M=4.39, SD=1.796) (n=62) t(114)= .321, p=.534. After analyzing and coding the qualitative survey responses, themes that emerged included process, learning, participation, and emotions with sub-themes outlining specific perceptions about their experience. HFS and ERs are comparable for medication administration clinical judgment and skills performance.
