Nursing students’ perceptions about the use of clinical simulation to teach safe medication administration: a focus group study

For nursing students

Study summary

This article, titled 'Nursing students’ perceptions about the use of clinical simulation to teach safe medication administration: a focus group study,' explores how nursing students feel about using simulated environments to learn this critical skill. Safe medication administration is one of the most important things nurses must master because giving the wrong medicine or dose can cause serious harm to patients.

The authors wanted to understand what nursing students think about clinical simulation, which means practicing in a pretend hospital setting with mannequins (fake people) or actors who play patients. They believe that by combining theory (what you learn from books and lectures) with practice in these safe simulations, students can become more confident and competent.

The study was done using focus groups – small discussions where several nursing students shared their thoughts after participating in simulation-based training on medication administration. The students were split into two groups: one group used a low-fidelity mannequin (a simpler fake patient), while the other worked with standardized patients (actors trained to act like real patients). Four such focus groups, each consisting of 24 nursing students who had undergone this simulation training, took part in the study. The discussions were recorded and then analyzed by looking for common themes.

The main findings from these student discussions revealed two key areas: 1) **Usefulness of Clinical Simulation:** Students generally found clinical simulation to be very helpful. They felt it helped them connect what they learned in class with real-life practice, making them more aware of their own abilities and the importance of proper medication training. 2) **Elements of Simulation Design that Foster Learning:** The students highlighted specific aspects of how the simulations were set up as being particularly beneficial. For instance, working individually during some parts made them feel more responsible for their actions and helped them identify where they needed to improve. Also, watching other students perform tasks was seen as a valuable learning opportunity because it allowed them to learn from others' mistakes.

For nursing students reading this, the key takeaway is that clinical simulation isn't just about practicing skills; it's also about building confidence and understanding what you know well versus where you need more practice. The study emphasizes that simulations should be designed in a way that matches your current level of experience to make them most effective.

When considering how to use this evidence, students might think: 'How can I best prepare for these simulation sessions?' or 'What specific aspects of the simulation design seem most helpful based on what other students experienced?'. It's also important to remember that while this study provides valuable student perspectives, it is just one piece of research. Other studies might have different findings.

The source record indicates this paper comes from BMC Nursing and has a DOI (10.1186/s12912-025-03716-3), which means you can find the full text online through DOAJ, an open access journal database. This is good news because it means the research is freely available for anyone to read.

A nurse would reason from this evidence by considering how these student perceptions align with their own experiences and observations in clinical settings. If students report that simulations are useful for linking theory and practice and identifying strengths/weaknesses, then investing time and resources into well-designed simulation programs could be a valuable strategy for nursing education programs aiming to produce competent medication administrators. The findings suggest that the design of these simulations matters – elements like individual responsibility and opportunities for peer learning seem important.

In summary, this study provides insights directly from nursing students about their experiences with clinical simulation in learning safe medication administration. It highlights perceived benefits and suggests considerations for designing effective simulation scenarios.

For educators

Teaching and appraisal notes

This qualitative focus group study investigates nursing students' perceptions regarding the use of clinical simulation to teach safe medication administration. The research is grounded in the understanding that safe medication administration is a core competency requiring integration of theoretical knowledge with practical skills, best achieved through methods like clinical simulation which offer a controlled environment for learning.

The authors employed a descriptive qualitative methodology, conducting focus groups with 24 nursing students who had participated in simulation-based training on this topic. Crucially, these students were divided into two groups differing only by the fidelity of their simulation experience: one group used low-fidelity mannequins (simpler simulated patients), while the other interacted with standardized patients (trained actors simulating real patient scenarios). This design allowed for an exploration of how different levels of realism might influence student perceptions and learning outcomes.

Thematic analysis of transcribed focus group discussions yielded two primary themes. The first, 'Usefulness of Clinical Simulation,' encompassed three subthemes: students reported that simulation helped bridge the gap between theory and practice; it increased their self-awareness regarding medication competence; and they recognized its importance in overall training for safe medication administration. The second theme, 'Elements of Simulation Design that Foster Learning,' centered on one key subtheme: individual work during simulations heightened responsibility and enabled identification of personal strengths and weaknesses, while observing peers provided valuable learning from mistakes.

The study concludes that clinical simulation is a supported method for teaching nursing students about safe medication administration. However, it also underscores the importance of tailoring these learning scenarios to match students' varying levels of experience and competence to maximize their effectiveness. This finding aligns with broader educational principles suggesting that instruction should be differentiated based on learner readiness.

For faculty in nursing education, this study offers valuable insights into student perspectives on simulation-based learning for medication administration. It highlights perceived benefits such as enhanced confidence through practical application and the development of self-assessment skills. The findings suggest that simulation design elements like fostering individual responsibility and incorporating peer observation can be particularly impactful. Faculty should consider these qualitative data points when designing or refining their own simulation curricula, ensuring they are not only technically sound but also pedagogically attuned to student learning experiences as reported here.