Examining medication dosage calculation exam scores in undergraduate nursing students: Simulation compared to classroom instruction

dc.contributor.advisorAnn Malecha
dc.contributor.committeeMemberBrenda Moore
dc.contributor.committeeMemberDeltra Muoki
dc.creatorAguirri, Amanda 1979-
dc.creator.orcid0009-0002-6198-6849
dc.date.accessioned2024-06-10T14:28:37Z
dc.date.created2024-05
dc.date.issued2024-05
dc.date.submittedMay 2024
dc.date.updated2024-06-10T14:28:38Z
dc.description.abstractMedication administration is a primary responsibility of nurses, and clinical education is critical to preventing medication errors and maintaining patient safety. Nurse educators struggle to determine the most effective teaching strategy related to this skill. This dissertation study aimed to examine the effect of participating in a simulation activity versus a lecture-style review on medication calculation exam scores. A quasi-experimental posttest-only design recruited prelicensure baccalaureate nursing students (n = 93) to participate in a simulation lab activity before taking the medication exam. The new simulation activity was created and facilitated using the Healthcare Simulation Standards of Best Practice as a guide (INACSL, Decker, et al., 2021; INACSL, McDermott, et al., 2021; INACSL, Persico, et al., 2021; INACSL, Watts, et al., 2021). The intervention group’s results were compared to a historical control group (n = 105) who received a lecture-style review session in a classroom environment prior to the exam. An independent samples t-test revealed that students in the intervention group had higher exam scores (M=89.14, SD=14.19) compared to the control group (M=82.29, SD=17.28; t (195) = 3.06, p= .003). Participants in the intervention group were more likely to pass the exam in fewer attempts compared to the control group (X2 = 7.34, p = .007). Independent samples t-tests were also used to analyze exam scores on one-step (“review”) medication calculations versus multi-step (“new”) medication calculations between the intervention and control groups. There was no significant difference in scores on the review items between the intervention and control groups. However, participants in the intervention group scored higher on the new items (M = 70.22, SD = 12.334) as compared to the control group (M = 64.48, SD = 14.410, t (196) = 3.019, p = .003, two-tailed). The findings of this study indicate that undergraduate students who participate in a medication simulation prior to taking their medication exam may perform better than students who only attended a lecture-style review in the classroom.
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/11274/16216
dc.language.isoEnglish
dc.subjectMedication dosage calculation
dc.subjectUndergraduate nursing education
dc.subjectSimulation education
dc.subject.otherMedication dosage calculation
dc.subject.otherUndergraduate nursing students
dc.subject.otherSimulation education
dc.subject.otherClassroom teaching
dc.titleExamining medication dosage calculation exam scores in undergraduate nursing students: Simulation compared to classroom instruction
dc.typeThesis
dc.type.materialtext
local.embargo.lift2027-05-01
local.embargo.terms2027-05-01
thesis.degree.collegeCollege of Nursing
thesis.degree.departmentNursing
thesis.degree.disciplineNursing Science
thesis.degree.grantorTexas Woman's University
thesis.degree.nameDoctor of Philosophy
thesis.degree.programAPA 7th edition
thesis.degree.schoolTexas Woman's University

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