Abstract
Medication administration and safety constitute vital components of a nurse's clinical practice, necessitating a comprehensive understanding of pharmaceuticals, informatics, and clinical judgment. Research indicates that up to 30% of newly licensed nurses are involved in medication errors, with 23% lacking the requisite competencies to make informed clinical decisions .1,2 Simulation offers an opportunity for students to apply theoretical knowledge within a controlled, risk-free environment, thereby enhancing clinical judgment and mitigating medication administration errors.3
The objective of this study was to evaluate the satisfaction and self-confidence of undergraduate nursing students engaged in a simulation activity integrated into a didactic pharmacology course. The intent was to ascertain whether simulation enhances both the educational experience and the student's confidence in applying pharmacological knowledge to clinical situations.
A low-fidelity simulation exercise was conducted involving 102 students throughout the 2023-2024 academic year. Participants navigated simulated patient scenarios utilizing an electronic health record system and demonstrated medication administration within a controlled setting. The exercise assessed their understanding of essential medications and their capability to identify and rectify medication errors.
A post-survey showed that the spring cohort reported higher satisfaction and self-confidence following a simulation exercise. This increase may be due to refinements in the activity's instructions and scheduling, as well as the smaller cohort size allowing for individualized faculty support. These findings align with literature advocating simulation to bridge the theory-practice gap in pharmacology and medication administration. While didactic teaching remains crucial, incorporating experiential learning through simulations and clinical scenarios enhances application skills.
Implications for nursing practice and education suggest that simulations not only build confidence but also prepare students to make real-time decisions, such as when to hold a medication. Incorporating experiential learning enhances clinical readiness, but time constraints and dense course content necessitate innovative scheduling and curriculum adjustments in nursing programs. Although the study evidenced positive outcomes in the short term, further research is required to evaluate the long-term implications of simulation on clinical practice.
Notes
Reference list included in attached slide deck.
Sigma Membership
Gamma Eta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Simulation, Teaching and Learning Strategies, Pharmacology Education, Nursing Education, Medication Administration, Undergraduate Nursing Students
Recommended Citation
Landgrave, Hannah; Turner, Ashley; and York, Ashley, "Medication Administration Simulation for Undergraduate Pharmacology Nursing Students" (2025). Biennial Convention (CONV). 46.
https://www.sigmarepository.org/convention/2025/presentations_2025/46
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-19
Medication Administration Simulation for Undergraduate Pharmacology Nursing Students
Indianapolis, Indiana, USA
Medication administration and safety constitute vital components of a nurse's clinical practice, necessitating a comprehensive understanding of pharmaceuticals, informatics, and clinical judgment. Research indicates that up to 30% of newly licensed nurses are involved in medication errors, with 23% lacking the requisite competencies to make informed clinical decisions .1,2 Simulation offers an opportunity for students to apply theoretical knowledge within a controlled, risk-free environment, thereby enhancing clinical judgment and mitigating medication administration errors.3
The objective of this study was to evaluate the satisfaction and self-confidence of undergraduate nursing students engaged in a simulation activity integrated into a didactic pharmacology course. The intent was to ascertain whether simulation enhances both the educational experience and the student's confidence in applying pharmacological knowledge to clinical situations.
A low-fidelity simulation exercise was conducted involving 102 students throughout the 2023-2024 academic year. Participants navigated simulated patient scenarios utilizing an electronic health record system and demonstrated medication administration within a controlled setting. The exercise assessed their understanding of essential medications and their capability to identify and rectify medication errors.
A post-survey showed that the spring cohort reported higher satisfaction and self-confidence following a simulation exercise. This increase may be due to refinements in the activity's instructions and scheduling, as well as the smaller cohort size allowing for individualized faculty support. These findings align with literature advocating simulation to bridge the theory-practice gap in pharmacology and medication administration. While didactic teaching remains crucial, incorporating experiential learning through simulations and clinical scenarios enhances application skills.
Implications for nursing practice and education suggest that simulations not only build confidence but also prepare students to make real-time decisions, such as when to hold a medication. Incorporating experiential learning enhances clinical readiness, but time constraints and dense course content necessitate innovative scheduling and curriculum adjustments in nursing programs. Although the study evidenced positive outcomes in the short term, further research is required to evaluate the long-term implications of simulation on clinical practice.
Description
This presentation explores the impact of simulation-enhanced pharmacology education on undergraduate nursing students' satisfaction and self-confidence. A low-fidelity simulation, integrated into a didactic pharmacology course, provided hands-on experience in medication administration. Attendees will learn how simulation bridges the gap between theoretical knowledge and clinical practice, promoting safer medication administration for novice nurses.