Abstract
Purpose. The purpose of this qualitative study was to investigate senior nursing students’ perceptions of the risks associated with medication administration errors.
Method. A qualitative study was conducted using focus group discussions synchronously with the help of a discussion guide consisting of five open-ended questions. A maximum variation sampling strategy was used to select a total of 19 senior nursing students, who subsequently took part in two focus group discussions. All interviews were recorded, transcribed verbatim, and analyzed for thematic contents using the standard to a consensus on thematic coding, the investigators finally convened to examine, classify, and arrange themes, root codes, and parent/child codes.
Results. A thematic content analysis yielded three core themes: Knowledge and Skills Gap, Environmental and Systemic Pressure, Emotional and Psychological Impact. Knowledge and Skills Gap was most prevalent among participant narratives. Coded responses such as “‘lack of practical experience’, ‘incomplete knowledge base’, ‘challenges technology’, ‘communication and collaboration’”, were contributed to potential medication errors.
Conclusion. This study highlight the multifaceted nature of the risks associated with medication administration errors from the perspective of senior nursing students. Implication relevant of this study is to risk medication administration error such as nursing education and practice and strategies to mitigation.
Recommended Citation
Tambunan, Evelyn Hemme and Alexander, Dearly Gabriela
(2024)
"Nursing Students’ Perceptions of Risk Medication Administration Error: A Qualitative Focus Group Study,"
Health Professions Education: Vol. 10:
Iss.
4, Article 2.
DOI: 10.55890/2452-3011.1298
Available at:
https://hpe.researchcommons.org/journal/vol10/iss4/2
