The learning experiences of student nurses in pediatric medication management: A qualitative study

SummaryBackgroundTraditionally, the ‘five rights’ (right patient, right route, right drug, right time, and right dose) principle is taught to be practiced during every medication administration process. Nursing educators use this principle to evaluate student performance. However, health care unit factors and education system characteristics that can contribute to student errors should not be underestimated. Students often felt stressed when medicating children during clinical practicum. The voices of these students are rarely represented.ObjectiveTo understand students' experiences and perceptions of medication administration during their pediatric clinical practicum.DesignA descriptive qualitative study design was adopted.SettingA university in Northern Taiwan.ParticipantsA total of 34 undergraduate students who had completed a pediatric clinical practicum participated in a one-on-one interview.MethodsEach student was interviewed according to a semi-structured interview guide and was encouraged to disclose individual feelings and thoughts toward their experiences in pediatric medication administration.ResultsEight themes emerged. The findings suggest that to decrease students' anxiety and increase their competence, pediatric instructors should improve their teaching strategies to better prepare students for clinical training. Providing self-directed learning activities and resources to improve students' familiarity with medication and medication safety knowledge is necessary. Instructors should provide students with a secure environment to discuss their medication errors.ConclusionThe ‘nine rights’ should be taught in fundamental nursing courses to enhance students' awareness during the medication administration process, and students should continue to practice the ‘nine rights’ in later pediatric clinical courses. Equal importance should be given to system failures that impact patient safety.