School of Education


Doctor of Education in Educational Leadership (EdD)


Meredith Park


nursing instructor, nursing student, medication error, distraction, interruption


Education | Nursing


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.