Medication administration: does the teaching method really matter?
- Resource Type
- Article
- Authors
- Powell, Shirley S.; Canterbury, Mary Ann; McCoy, Dana
- Source
- Journal of Nursing Education; September 1998, Vol. 37 Issue 6, p281-283, 3p
- Subject
- Drug administration
Nursing education
Teaching methods
- Language
- ISSN
- 01484834
Do teaching methods affect students' performance of medication administration? This study was conducted to ascertain if there was a difference in baccalaureate nursing students' ability to accurately administer medication when taught using a faculty-assisted (control group) method versus a self-directed (experimental group) method. Student performance in medication administration was measured 1 week post laboratory practice using a 17-item instrument developed by the faculty. Students (N = 98) were randomly assigned to the faculty-assisted group or the self-directed group. The difference between the two groups was in the method of laboratory instruction. Students (n = 50) in the control group received faculty instruction on the skill performance during the laboratory practice. Students (n = 48) in the experimental group viewed a faculty-generated videotape on medication administration prior to laboratory practice. Performance evaluations were completed l week after the laboratory practice. Analysis of the data using a two-tailed t test for independent samples showed no significant difference (p <.05) between the two groups. Reprinted by permission of the publisher.