Abstract
Background: Student nurse knowledge and confidence levels when administering medications play a large role in error risks. Little information exists about the complex relationship between medication knowledge and error risks influenced by perceived certainty (Caboral-Stevens, M, et al, 2020.) Graduate nurses’ educational experiences affect their ability to meet novice nurse competencies such as safe medication administration (MA) practices (Musharyanti, L.,et al 2021, Tsegaye, D., et al, 2021.)
Purpose: The purpose of this study was to compare student medication knowledge and decision-making skills with their self-identified confidence levels.
Methods: This correlational study design compared 270 junior and senior BSN nursing students’ medication knowledge exam responses with response confidence. Institutional Review Board approval was secured to retrospectively review and report on aggregate data. Confidence was measured using a 4-point certainty scale that incorporated students’ likelihood to consult resources before medication administration.
Results: Correct responses’ confidence levels were rated “confident” 71% of the time. Incorrect responses were rated “confident” 43% of the time, and most likely would not consult resources before MA. Overconfidence occurred with math calculations, pump settings, anticoagulant medications, and basic pharmacology concepts. Spearman’s Coefficient indicated a statistically significant positive correlation between correct answers and certainty and a statistically significant negative correlation between correct answers and uncertainty. A statistically significant negative correlation between incorrect answers and certainty, revealing potential error risk was also indicated. A coefficient between incorrect answers and uncertainty was statistically significant.
Discussion: This study promoted students’ knowledge versus confidence self-awareness and provided faculty with medication error risk information. Incorrect responses with high confidence levels indicated students would not consult with resources, signifying a high error risk. Study results were used to identify content areas for which review and alternative teaching strategies are needed. Teaching strategies implemented in response to the study results include a first semester scaffolded dosage calculation program, focused content reviews on missed exam concepts, and a pharmacology teaching and learning technology platform.
Notes
References:
Caboral-Stevens, M., Ignocio, R. & Newberry, G. (2020). Undergraduate nursing students’ pharmacology knowledge and risk of error estimate. Nurse Education Today, 93. https://doi.org/10.1016/j.nedt.2020.104540
Musharyanti, L., Haryanti, F., & Claramita, M. (2021). Improving nursing students’ medication safety knowledge and skills on using the 4C/ID learning model. Journal of Multidisciplinary Healthcare, 14 287-295.
Tsegaye, D., Alem, G., Tessema, Z., & Alebachew, W. (2020). Medication administration errors and associated factors among nurses. International Journal of General Medicine 13 1621-1632. doi: 10.2147/IJGM.S289452
Sigma Membership
Epsilon Chi
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
Teaching and Learning Strategies, Nursing Students, Medication Knowledge
Recommended Citation
Sump, Christine A. and Wiles, Lynn, "A Correlational Study of Pharmacology Knowledge Versus Confidence Levels in Student Nurses" (2025). International Nursing Research Congress (INRC). 247.
https://www.sigmarepository.org/inrc/2025/presentations_2025/247
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, 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.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
A Correlational Study of Pharmacology Knowledge Versus Confidence Levels in Student Nurses
Seattle, Washington, USA
Background: Student nurse knowledge and confidence levels when administering medications play a large role in error risks. Little information exists about the complex relationship between medication knowledge and error risks influenced by perceived certainty (Caboral-Stevens, M, et al, 2020.) Graduate nurses’ educational experiences affect their ability to meet novice nurse competencies such as safe medication administration (MA) practices (Musharyanti, L.,et al 2021, Tsegaye, D., et al, 2021.)
Purpose: The purpose of this study was to compare student medication knowledge and decision-making skills with their self-identified confidence levels.
Methods: This correlational study design compared 270 junior and senior BSN nursing students’ medication knowledge exam responses with response confidence. Institutional Review Board approval was secured to retrospectively review and report on aggregate data. Confidence was measured using a 4-point certainty scale that incorporated students’ likelihood to consult resources before medication administration.
Results: Correct responses’ confidence levels were rated “confident” 71% of the time. Incorrect responses were rated “confident” 43% of the time, and most likely would not consult resources before MA. Overconfidence occurred with math calculations, pump settings, anticoagulant medications, and basic pharmacology concepts. Spearman’s Coefficient indicated a statistically significant positive correlation between correct answers and certainty and a statistically significant negative correlation between correct answers and uncertainty. A statistically significant negative correlation between incorrect answers and certainty, revealing potential error risk was also indicated. A coefficient between incorrect answers and uncertainty was statistically significant.
Discussion: This study promoted students’ knowledge versus confidence self-awareness and provided faculty with medication error risk information. Incorrect responses with high confidence levels indicated students would not consult with resources, signifying a high error risk. Study results were used to identify content areas for which review and alternative teaching strategies are needed. Teaching strategies implemented in response to the study results include a first semester scaffolded dosage calculation program, focused content reviews on missed exam concepts, and a pharmacology teaching and learning technology platform.
Description
Student nurse confidence levels when administering medications play a large role in error risks. A correlational study was done to analyze student medication knowledge and decision-making skills with self-identified confidence levels. Study results indicated disproportionate ratios between confidence and knowledge in several content areas. Faculty used that information to implement content-focused alternative teaching strategies that address needed areas for improvement.