Pondering practice: Enhancing the art of reflection. Issue 1 (5th July 2017)

• Record Type: Journal Article
• Authors: Hayes, Carolyn; Jackson, Debra; Davidson, Patricia M.; Daly, John; Power, Tamara
• Is Part Of: Journal of clinical nursing. Volume 27:Issue 1/2(2018)
• Page Start: e345
• Page End: e353
• Publication Date: 2017-07-05
• Subjects: interruptions -- medication administration -- reflection -- role‐play -- undergraduate nurses; Nursing -- Periodicals; Clinical medicine -- Periodicals; 610.7305
• DOI: 10.1111/jocn.13876
• Languages: English
• ISSNs: 0962-1067

Abstract

Abstract : Aims and objectives: The aim of this study was to describe the effect that immersive simulation experiences and guided reflection can have on the undergraduate nurses' understanding of how stressful environments impact their emotions, performance and ability to implement safe administration of medications. Background: Patient safety can be jeopardised if nurses are unsure of how to appropriately manage and respond to interruptions. Medication administration errors are a major patient safety issue and often occur as a consequence of ineffective interruption management. The skills associated with medication administration are most often taught to, and performed by, undergraduate nurses in a controlled environment. However, the clinical environment in which nurses are expected to administer medications is often highly stressed and nurses are frequently interrupted. Design/Methods: This study used role‐play simulation and written reflections to facilitate deeper levels of student self‐awareness. A qualitative approach was taken to explore students' understanding of the effects of interruptions on their ability to undertake safe medication administration. Convenience sampling of second‐year undergraduate nursing students enrolled in a medical–surgical subject was used in this study. Data were obtained from 451:528 (85.42%) of those students and analysed using thematic analysis. Results: Students reported increasing consciousness and the importance of reflection for evaluating performance and gaining self‐awareness. They described self‐awareness, effective communication, compassion and empathy as significant factors in facilitating self‐efficacy and improved patient care outcomes. Conclusions: Following a role‐play simulation experience, student nurses reported new knowledge and skill acquisition related to patient safety, and new awareness of the need for empathetic and compassionate care during medication administration. Practicing medication administration in realistic settings adds to current strategies that aim to reduce medication errors by allowing students to reflect on and in practice and develop strategies to ensure patient safety. Relevance to clinical practice: Experiencing clinical scenarios within the safety of simulated environments, offers undergraduate student nurses an opportunity to reflect on practice to provide safer, more empathetic and compassionate care for patients in the future.