Instruction strategies for drug calculation skills: A systematic review of the literature.
"Students"
"education"
"nursing"
Nursing
Pedagogy
SafeMedicate
Teaching
and "drug dosage calculations"
Journal
Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379
Informations de publication
Date de publication:
Apr 2022
Apr 2022
Historique:
received:
15
07
2021
revised:
28
01
2022
accepted:
04
02
2022
pubmed:
2
3
2022
medline:
6
4
2022
entrez:
1
3
2022
Statut:
ppublish
Résumé
Medication errors and unsafe medication practices are a leading cause of injury and avoidable harm worldwide. The aim of this review was to (i) explore and identify evidence-based strategies to teach medication calculation skills by determining the most common errors and assess the quality, level, and role of the evidence, and (ii) describe instruction strategies for drug calculation skills development or improvement based on seven research-based principles for smart teaching. Systematic review. CINAHL, PubMed, and PsycINFO. The review followed Whittemore and Knafl's framework steps with an assessment of the studies reporting using PRISMA, STROBE, COREQ and categorizing their methods by evidence hierarchy and roles. Two authors independently assessed eligibility and extracted data. From the total 1793 articles, 51 studies met the eligibility criteria. The studies included 9210 nursing students/nurses and mainly used a quantitative approach (67.5%), followed by qualitative (22.5%) and mixed methods (10.0%), with the students/nurses doing arithmetic and conceptual mistakes. The findings presented were low levels of evidence III (23.5%) and V (41.2%), quality Level B (82.4%), and 47.1% focused on choosing the appropriate teaching and intervention approaches (role of the evidence). The teaching strategies addressed multiple smart teaching principles, but mainly prior knowledge (principle 1, 39.2%). The least used strategies were those addressing the levers that influence motivation and behaviors such as value, expectations, and environment climate (principle 3, 13.7%). Two studies addressed five principles simultaneously. Regarding teaching strategies, the most recurring strategies were early diagnostic assessments on knowledge, anxiety and/or self-confidence, considering knowledge organization with scaffolding complex tasks, being explicit about objectives and expectations, and usage of e-learning. However, e-learning was mainly used after 2018. Considering the low levels and quality of evidence, we recommend higher levels of research design for future research. Randomized Controlled Trials could be conducted when randomizing teaching methods per semester or questions embedded in software. Web-base software could be used to support teaching and research approaches.
Sections du résumé
BACKGROUND
BACKGROUND
Medication errors and unsafe medication practices are a leading cause of injury and avoidable harm worldwide.
OBJECTIVES
OBJECTIVE
The aim of this review was to (i) explore and identify evidence-based strategies to teach medication calculation skills by determining the most common errors and assess the quality, level, and role of the evidence, and (ii) describe instruction strategies for drug calculation skills development or improvement based on seven research-based principles for smart teaching.
DESIGN
METHODS
Systematic review.
DATA SOURCES
METHODS
CINAHL, PubMed, and PsycINFO.
REVIEW METHODS
METHODS
The review followed Whittemore and Knafl's framework steps with an assessment of the studies reporting using PRISMA, STROBE, COREQ and categorizing their methods by evidence hierarchy and roles. Two authors independently assessed eligibility and extracted data.
RESULTS
RESULTS
From the total 1793 articles, 51 studies met the eligibility criteria. The studies included 9210 nursing students/nurses and mainly used a quantitative approach (67.5%), followed by qualitative (22.5%) and mixed methods (10.0%), with the students/nurses doing arithmetic and conceptual mistakes. The findings presented were low levels of evidence III (23.5%) and V (41.2%), quality Level B (82.4%), and 47.1% focused on choosing the appropriate teaching and intervention approaches (role of the evidence). The teaching strategies addressed multiple smart teaching principles, but mainly prior knowledge (principle 1, 39.2%). The least used strategies were those addressing the levers that influence motivation and behaviors such as value, expectations, and environment climate (principle 3, 13.7%). Two studies addressed five principles simultaneously.
CONCLUSIONS
CONCLUSIONS
Regarding teaching strategies, the most recurring strategies were early diagnostic assessments on knowledge, anxiety and/or self-confidence, considering knowledge organization with scaffolding complex tasks, being explicit about objectives and expectations, and usage of e-learning. However, e-learning was mainly used after 2018. Considering the low levels and quality of evidence, we recommend higher levels of research design for future research. Randomized Controlled Trials could be conducted when randomizing teaching methods per semester or questions embedded in software. Web-base software could be used to support teaching and research approaches.
Identifiants
pubmed: 35228018
pii: S0260-6917(22)00035-1
doi: 10.1016/j.nedt.2022.105299
pii:
doi:
Types de publication
Journal Article
Review
Systematic Review
Langues
eng
Pagination
105299Informations de copyright
Copyright © 2022 Elsevier Ltd. All rights reserved.