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Research article
Ravilal Devananda Udeshika Priyadarshani Sugathapala
General Sir John Kotelawala Defence University
Corresponding Author
ORCiD: https://orcid.org/0000-0001-8970-5522
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background Medication administration is one of the paramount nursing procedures, where nurses have to pay their utmost commitment. The vital aims are to reduce medication errors and ensure patient safety. The objectives of this study were to evaluate whether the nursing students could learn and retain the basic guidelines for medication administration when taught using a video-assisted teaching method compared with the lecture-demonstration method and to assess the students' attitudes towards the two types of teaching methods.
Methods This study was conducted as a quasi-experimental study with a pre and post-test design. Forty-five students in the first year of the Bachelor's in nursing degree programme have participated in this study. All the participants completed a self- administered questionnaire, including background characteristics and questions of oral medication administration. Subsequently, participants were randomly assigned to two groups. Oral medication administration procedure was taught using two different teaching methods. Finally, the post-test knowledge scores in both groups were assessed and analysed using the paired-sample t-test.
Results The results revealed that there is no significant difference in terms of age, gender and type of residence of students in both groups. When comparing the pre-test mean score and post-test mean score using paired sample t-test, there was a statistically significant difference in both video demonstration group (t = -4.533, p < 0.001) and lecture-demonstration group (t = -4.208, p < 0.001). Almost all the students obtained good knowledge scores disregard of the method used in teaching oral medication administration. However, when comparing post-test scores of both groups using an independent sample t-test, it was identified that there was no significant difference between the two groups. Therefore, it was difficult to identify which method is effective than the other. According to the student feedback obtained at the end of the study, 67% of them preferred to have more video demonstrations in their skills classes.
Conclusion The results of this study suggest that oral medication administration can be effectively taught using both lecture demonstration and video-assisted teaching methods.
Keywords
Nursing students, Oral medication administration, Knowledge acquisition
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CURRENT STATUS: Published
View the published article at BMC Nursing.
Community comments: 1
Editorial decision: Accept
On 20 Dec, 2020
Editor assigned
On 17 Dec, 2020
Submission checks complete
On 17 Dec, 2020
Editor invited
On 17 Dec, 2020
Version (no preprint)
Posted 13 Dec, 2020
Editorial decision: Minor revision
On 13 Dec, 2020
Editor assigned
On 08 Dec, 2020
Submission checks complete
On 08 Dec, 2020
Editor invited
On 08 Dec, 2020
This version was not preprinted
No comments provided
Editorial decision: Minor revision
On 25 Nov, 2020
Review #1 received
Received 22 Nov, 2020
Reviewers invited
Invitations sent on 03 Nov, 2020
Reviewer #1 agreed
On 03 Nov, 2020
Editor assigned
On 30 Oct, 2020
Submission checks complete
On 29 Oct, 2020
Editor invited
On 29 Oct, 2020
Version 2
Posted 05 May, 2020
No comments provided
Editorial decision: Major revision
On 16 Sep, 2020
Review #1 received
Received 30 Jun, 2020
Reviewer #1 agreed
On 08 Jun, 2020
Reviewers invited
Invitations sent on 10 May, 2020
Editor assigned
On 23 Apr, 2020
Submission checks complete
On 22 Apr, 2020
Editor invited
On 22 Apr, 2020
No comments provided
Editorial decision: Revise before sending to peer reviewers
On 09 Apr, 2020
Editor assigned
On 31 Mar, 2020
Submission checks complete
On 30 Mar, 2020
Editor invited
On 30 Mar, 2020
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PDF Downloads: ...
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Subject Areas
Nursing
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A new preprint design is coming!
We have improved readability, clarity, accessibility, and opportunities for engagement.
See the published version of this preprint at BMC Nursing.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
Ravilal Devananda Udeshika Priyadarshani Sugathapala
General Sir John Kotelawala Defence University
Corresponding Author
ORCiD: https://orcid.org/0000-0001-8970-5522
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
View the published article at BMC Nursing.
Community comments: 1
Editorial decision: Accept
On 20 Dec, 2020
Editor assigned
On 17 Dec, 2020
Submission checks complete
On 17 Dec, 2020
Editor invited
On 17 Dec, 2020
Version (no preprint)
Posted 13 Dec, 2020
Editorial decision: Minor revision
On 13 Dec, 2020
Editor assigned
On 08 Dec, 2020
Submission checks complete
On 08 Dec, 2020
Editor invited
On 08 Dec, 2020
This version was not preprinted
No comments provided
Editorial decision: Minor revision
On 25 Nov, 2020
Review #1 received
Received 22 Nov, 2020
Reviewers invited
Invitations sent on 03 Nov, 2020
Reviewer #1 agreed
On 03 Nov, 2020
Editor assigned
On 30 Oct, 2020
Submission checks complete
On 29 Oct, 2020
Editor invited
On 29 Oct, 2020
Version 2
Posted 05 May, 2020
No comments provided
Editorial decision: Major revision
On 16 Sep, 2020
Review #1 received
Received 30 Jun, 2020
Reviewer #1 agreed
On 08 Jun, 2020
Reviewers invited
Invitations sent on 10 May, 2020
Editor assigned
On 23 Apr, 2020
Submission checks complete
On 22 Apr, 2020
Editor invited
On 22 Apr, 2020
No comments provided
Editorial decision: Revise before sending to peer reviewers
On 09 Apr, 2020
Editor assigned
On 31 Mar, 2020
Submission checks complete
On 30 Mar, 2020
Editor invited
On 30 Mar, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Nursing
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published article at BMC Nursing.
Background Medication administration is one of the paramount nursing procedures, where nurses have to pay their utmost commitment. The vital aims are to reduce medication errors and ensure patient safety. The objectives of this study were to evaluate whether the nursing students could learn and retain the basic guidelines for medication administration when taught using a video-assisted teaching method compared with the lecture-demonstration method and to assess the students' attitudes towards the two types of teaching methods.
Methods This study was conducted as a quasi-experimental study with a pre and post-test design. Forty-five students in the first year of the Bachelor's in nursing degree programme have participated in this study. All the participants completed a self- administered questionnaire, including background characteristics and questions of oral medication administration. Subsequently, participants were randomly assigned to two groups. Oral medication administration procedure was taught using two different teaching methods. Finally, the post-test knowledge scores in both groups were assessed and analysed using the paired-sample t-test.
Results The results revealed that there is no significant difference in terms of age, gender and type of residence of students in both groups. When comparing the pre-test mean score and post-test mean score using paired sample t-test, there was a statistically significant difference in both video demonstration group (t = -4.533, p < 0.001) and lecture-demonstration group (t = -4.208, p < 0.001). Almost all the students obtained good knowledge scores disregard of the method used in teaching oral medication administration. However, when comparing post-test scores of both groups using an independent sample t-test, it was identified that there was no significant difference between the two groups. Therefore, it was difficult to identify which method is effective than the other. According to the student feedback obtained at the end of the study, 67% of them preferred to have more video demonstrations in their skills classes.
Conclusion The results of this study suggest that oral medication administration can be effectively taught using both lecture demonstration and video-assisted teaching methods.
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