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    Tytuł:
    Traditional teaching method versus simulation-based teaching method in the prevention of medication errors among nursing students
    Autorzy:
    Ramamurthy, Rohini
    Chitra, Felicia
    Kavitha
    Powiązania:
    https://bibliotekanauki.pl/articles/38695719.pdf
    Data publikacji:
    2024-03-30
    Wydawca:
    Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
    Tematy:
    nursing students
    prevention of medication error
    simulation-based teaching method
    traditional teaching method
    Opis:
    Introduction and aim. The effective and safe administration of medication is the responsibility of every health care provider involved in patient care. One of the biggest problems with nursing education is the gap between theory and practice, which pave ways for medication errors to occur at any level of the medication administration process. This can be rectified by using an efficient teaching strategy that harmoniously blends nursing theory and practical skills. The aim of the study was to evaluate the effectiveness of the traditional teaching method versus simulation-based teaching method on level of knowledge, attitude, and practice on prevention of medication errors among nursing students in selected colleges, Puducherry. Material and methods. The research approach and design used for the study were quantitative approach and quasi-experimental pre and post-test control group design respectively. The study settings were selected 4 nursing colleges in Puducherry. The sample size was 100 (50 in experimental group I and 50 in experimental group II) which was selected by using simple random and stratified sampling technique. pre-test was done to assess the level of knowledge, attitude and practice on prevention of medication error for both experimental groups utilizing the self-administered knowledge, attitude questionnaire and checklist. The experimental group I received traditional teaching method and experimental group II received simulation-based teaching method. Post-test was done after one week using the same tool. Results. The study results revealed that out of 100 nursing students, majority 35 (70%) and 38 (76%) of the nursing students were in the age group of 20–21 years, 40 (80%) and 39 (78%) of them were female, 50 (100%) and 41 (82%) of them were staying as day scholars, 40 (80%) and 41 (82%) had one attempt to clear the pharmacology subject in the experimental group I and II respectively. The level of knowledge, attitude, practice showed a statistically significance difference at p<0.05 between the pre and post-test within the experimental group I and II respectively. The effective mean scores of knowledge, attitude and practice showed a statistically significance difference at p<0.05 between the experimental group I and II respectively, revealed that the simulation-based teaching method was more effective over the traditional teaching method. There was a significant positive correlation at p<0.05 exist between the level of knowledge and attitude, knowledge and practice in the experimental group I. The association between the post-test level of attitude and the gender variable showed a statistically significant at p<0.05 in the experimental group II. Conclusion. The study concluded that the simulation-based teaching method was effective which can be utilized as a means to educate the nursing students during their academic performance.
    Źródło:
    European Journal of Clinical and Experimental Medicine; 2024, 22, 1; 17-29
    2544-2406
    2544-1361
    Pojawia się w:
    European Journal of Clinical and Experimental Medicine
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Healthcare Information Technology’s Relativity Challenges: Distortions Created by Patients’ Physical Reality versus Clinicians’ Mental Models and Healthcare Electronic Records
    Autorzy:
    Koppel, Ross
    Powiązania:
    https://bibliotekanauki.pl/articles/32222588.pdf
    Data publikacji:
    2022
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Healthcare Information Technology
    Workflow
    Autonomy
    Medication Administration
    Medication Error
    Conflicting Goals
    Opis:
    This paper examines the inconsistencies or distortions among three medical realities: patients’ physical reality (as reflected in clinical observations, lab reports, and other “objective” measures); clinicians’ mental models of patients’ conditions; and how that information is represented in the patient’s electronic chart—the electronic health record (EHR). We created a typology based on the semiotic triangle of “symbol,” “thought or reference,” and “referent.” Differing perspectives (or realities) are illustrated with examples from our observations in hospitals and medical facilities, interviews with clinicians, IT personnel and IT vendors, computer logs, and error reports. Scenarios/models enumerate how the differing perspectives can misalign to produce distortions in comprehension and treatment. These are categorized according to an emergent typology derived from the cases themselves and refined based on insights gained from the literature on interactive sociotechnical systems analysis, decision support science, and human-computer interaction. The scenarios reflect the misalignment between patients’ physical realities, clinicians’ mental models, and EHRs, identifying five types of misrepresentation: IT data too narrowly focused; IT data too broadly focused; EHRs miss critical reality; data multiplicities—perhaps contradictory or confusing; distortions from data reflected back and forth across users, sensors, and others. Conclusion: With humans, there is a physical reality and actors’ mental models of that reality. In healthcare, there is another player: the EHR/healthcare IT, which implicitly and explicitly reflects many mental models, facets of reality, and measures thereof that vary in reliability and consistency. EHRs are both microcosms and shapers of medical care.
    Źródło:
    Qualitative Sociology Review; 2022, 18, 4; 92-108
    1733-8077
    Pojawia się w:
    Qualitative Sociology Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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