Date
11-17-2022
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Meredith Park
Keywords
nursing instructor, nursing student, medication error, distraction, interruption
Disciplines
Education | Nursing
Recommended Citation
Frazier, Michael Thurman, "Nursing Instructors Preparing Nursing Students to Cope with Distractions When Administering Medications: A Phenomenological Qualitative Study" (2022). Doctoral Dissertations and Projects. 3967.
https://digitalcommons.liberty.edu/doctoral/3967
Abstract
The purpose of this hermeneutic qualitative study was to discover and describe how nursing instructors teach nursing students to cope with interruptions and distractions while administering medication. The hermeneutic phenomenology approach is appropriate for discovering what nursing instructors teach their students about distraction in the classroom, simulation laboratory, and clinical setting. The study’s guiding theory was Kolb’s experiential learning theory. Nursing instructors from associate and bachelor’s degree programs from across the United States were recruited to participate in this study. The participants completed questionnaires about medication administration instruction, expanding on their answers in semi-structured, one-on-one interviews. All participants had the opportunity to participate in a focus group. Document analysis entailed reviewing each schools’ curricula on medication administration for common themes and trends. The data underwent researcher and coresearcher analysis through a qualitative data analysis system for themes and trends. Four themes emerged from the data. First students would encounter distractions. Second, instructors felt the students did not get enough simulated practice. Third, students did not get enough practice drawing medications from the dispensing station and administering medications. Fourth, the participants stressed safety and focus while administering medications.
