Abstract
To better meet student needs, nurse educators must explore alternatives to traditional educational approaches that will accommodate student needs while still providing essential instruction and feedback for students. Virtual skills instruction is one flexible option for practicing the clinical skill of medication administration, but the effectiveness in developing skill acquisition is not known. The influence of students' self-efficacy as well as personal and professional factors such as healthcare experience and nursing program type are also unknown.
The purpose of this study was to describe the medication skill acquisition of prelicensure nursing students who participated in virtual medication skill instruction at one public community college in Pennsylvania. This study also examined student self-efficacy following virtual instruction utilizing the General Self-efficacy Scale (GSE). Lastly, the study investigated selected personal and professional factors and their influence on medication administration skill acquisition. A descriptive correlational design was utilized to examine select personal and professional characteristics and their influence on medication administration skill acquisition. A convenience sample (N = 46) of prelicensure nursing students participated.
Sigma Membership
Eta Eta
Lead Author Affiliation
York College of Pennsylvania, York, Pennsylvania, USA
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
Nursing Students, Medication Administration, Self-Efficacy, Skill Acquisition
Advisor
Taylor Edwards
Second Advisor
Meigan Robb
Third Advisor
Johanna Boothby
Degree
PhD
Degree Grantor
Indiana University of Pennsylvania
Degree Year
2022
Recommended Citation
Davis, Jenna E., "Examining the effectiveness of virtual instruction for medication administration skill acquisition in prelicensure nursing students" (2022). Dissertations. 1470.
https://www.sigmarepository.org/dissertations/1470
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
2022-08-01
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28966859; ProQuest document ID: 2644829126. The author still retains copyright.