Abstract
Learning and teaching medication administration is a substantial component of prelicensure nursing education. The emphasis of the Quality and Safety Education for Nurses initiative is to prepare nursing students to provide safe, quality care. Medication administration, which falls under this initiative, is a challenge for nursing students to learn and for clinical nursing faculty to teach. Consequently, nursing students graduate feeling unprepared to administer medications in their practice. This issue is prevalent and long-standing within nursing education. Most of the research studies conducted, though, are from senior nursing students and nurses. There is little research from the beginner nursing student when first learning this skill and the faculty supervising them. Without an understanding of nursing students' first experiences in medication administration and how faculty promote this clinical competency, strategies designed to prepare them for subsequent clinical and support them may be incongruent with their needs.
Sigma Membership
Omega Delta
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Medication Administration, Nursing Students, Clinical Settings
Advisor
Keville Frederickson
Second Advisor
Joanne Knoesel
Third Advisor
Joan Walker
Fourth Advisor
Brigitte Cypress
Degree
PhD
Degree Grantor
Pace University
Degree Year
2021
Recommended Citation
Paradiso, Cindy K., "On pills and needles: Students' and clinical nursing faculty's lived experience of a nursing students' first med pass in the clinical setting" (2024). Dissertations. 1316.
https://www.sigmarepository.org/dissertations/1316
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2024-03-27
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28768849; ProQuest document ID: 2622952043. The author still retains copyright.