In brief
This qualitative focus group study explores nursing students' views on clinical simulation for teaching safe medication administration. Key findings: Students found simulations useful for linking theory/practice and boosting self-awareness of their competence; individual work increased responsibility, while observing..
What this article is about
Quick Answer
This qualitative focus group study explores nursing students' views on clinical simulation for teaching safe medication administration. Key findings: Students found simulations useful for linking theory/practice and boosting self-awareness of their competence; individual work increased responsibility, while observing peers helped learn from mistakes. The authors conclude that simulation is beneficial but should be tailored to student experience levels.
Student takeaways
Key Takeaways
- Clinical simulation is perceived by nursing students as a useful method for acquiring competence in safe medication administration.
- Simulation helps link theoretical knowledge with practical skills and increases self-awareness of medication competence.
- Individual work during simulations heightens responsibility and allows identification of personal strengths and weaknesses.
- Observing peers perform tasks was seen as a valuable learning opportunity, allowing students to learn from mistakes.
- Learning scenarios should be adapted to match nursing students' level of experience and competence for optimal effectiveness.
Student summary
Why This Research Matters
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.
Source abstract
Study Overview
Abstract Background Safe medication administration is a core competence that nursing students need to acquire during their training. Clinical simulation facilitates the integration of theoretical and practical knowledge in a safe environment, facilitating engagement and greater confidence. However, it is important to integrate students’ perceptions to optimize their learning experience to achieve the desired learning outcomes. The purpose of this study was to explore nursing students’ perceptions about the use of clinical simulation to teach safe medication administration. Methods Descriptive qualitative study through focus groups with nursing students who had participated in simulation-based training on safe medication administration where they had been split into two groups that differed only on the degree of fidelity (low fidelity mannequin or standardized patient). Four focus groups were conducted with 24 nursing students who had participated in simulation-based training on safe medication administration. Group discussions were transcribed and subjected to thematic analysis. Results Two themes with four subthemes emerged. Theme (1) Usefulness of the clinical simulation for acquiring competence in safe medication administration; included three subthemes. Students reported that simulation-based training helped them link theory and practice, increasing self-awareness of their medication competence and highlighting the importance of training in safe medication administration. Theme (2) “Elements of simulation design that foster learning”; included one subtheme. Students highlighted that having to work individually heightened their sense of responsibility and enabled them to identify their current strengths and weaknesses. The opportunity to observe classmates was seen as useful for learning from mistakes. Conclusions The results of this study support the use of clinical simulation to teach nursing students the process of safe medication administration, although it is important that learning scenarios are adapted to students’ level of experience and competence.
Evidence appraisal
Main Findings
- Clinical simulation is perceived by nursing students as a useful method for acquiring competence in safe medication administration.
- Simulation helps link theoretical knowledge with practical skills and increases self-awareness of medication competence.
- Individual work during simulations heightens responsibility and allows identification of personal strengths and weaknesses.
- Observing peers perform tasks was seen as a valuable learning opportunity, allowing students to learn from mistakes.
- Learning scenarios should be adapted to match nursing students' level of experience and competence for optimal effectiveness.
Practice transfer
Clinical Relevance
- Clinical simulation is a supported pedagogical tool for teaching safe medication administration skills to nursing students.
- Simulation-based training can enhance student confidence by providing practical application opportunities in a controlled environment.
- The design of simulation scenarios should incorporate elements that foster individual responsibility and self-assessment (e.g., solo tasks).
- Peer observation during simulations offers an effective learning mechanism for identifying errors and improving practice.
- Educational programs should ensure simulation experiences are appropriately matched to the developmental level and competence of nursing students.
Faculty notes
Educational Relevance
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.
Critical appraisal
Limitations
- The study used a qualitative focus group design, which provides rich insights but is not generalizable to all nursing student populations.
- Data was collected from students who had already participated in specific types of simulations (low-fidelity mannequin or standardized patient), potentially influencing their perceptions based on that prior experience.
- The abstract does not specify the exact number of participants per focus group, only a total of 24 across four groups, making it difficult to assess individual contribution within each discussion.
Classroom use
Discussion Questions
- How do the student perceptions reported in this study align with your own experiences or observations of simulation-based learning?
- What specific elements of the simulated scenarios (e.g., individual work vs. group observation) did students find most beneficial, and why might these be effective?
- In what ways could nursing education programs adapt their medication administration simulations to better match varying levels of student experience and competence?
- How does the perceived link between theory and practice in simulation compare to other teaching methods for safe medication administration?
- What potential drawbacks or challenges did students not explicitly mention, but might exist when using clinical simulation for this purpose?
- Considering the study's focus on perceptions, what further research could be done to objectively measure changes in student competence after such simulations?
- How can educators ensure that peer observation during simulations is conducted ethically and constructively?
- What role does self-awareness of medication competence play in a nurse's overall clinical judgment and decision-making process?
- The study mentions 'low fidelity' versus 'standardized patient.' What are the potential advantages and disadvantages of each for learning safe medication administration?
- How might these findings influence your approach to designing or evaluating simulation-based training modules within your own educational context?
Knowledge check
Quiz
1. What was the primary purpose of this study?
- To evaluate the cost-effectiveness of clinical simulation in nursing education.
- To explore nursing students’ perceptions about using clinical simulation to teach safe medication administration.
- To compare different methods for teaching safe medication administration (e.g., lectures vs. simulations).
- To assess the impact of high-fidelity mannequins on student anxiety levels.
Rationale: The abstract explicitly states: 'The purpose of this study was to explore nursing students’ perceptions about the use of clinical simulation to teach safe medication administration.'
2. Which methodological approach did the researchers employ for their investigation?
- A randomized controlled trial comparing different fidelity levels in simulations.
- A descriptive qualitative study using focus groups with participants who had undergone simulation-based training.
- A systematic review and meta-analysis of existing literature on nursing education outcomes.
- A quantitative survey measuring student satisfaction scores post-simulation.
Rationale: The abstract indicates: 'Descriptive qualitative study through focus groups with nursing students who had participated in simulation-based training...'
3. How many focus groups were conducted for this research?
- Two (one per fidelity level)
- Four
- Six
- Eight
Rationale: The abstract specifies: 'Four focus groups were conducted with 24 nursing students...'
4. What was the total number of nursing students who participated in simulation-based training and subsequently took part in this study?
- 10
- 18
- 24
- 36
Rationale: The abstract states: 'Four focus groups were conducted with 24 nursing students who had participated in simulation-based training on safe medication administration.'
5. Which of the following was NOT a subtheme under Theme (1) - Usefulness of the clinical simulation for acquiring competence?
- Simulation helped link theory and practice.
- Working individually heightened sense of responsibility.
- Increasing self-awareness of their medication competence.
- Highlighting the importance of training in safe medication administration.
Rationale: The abstract lists three subthemes under Theme (1): 'Students reported that simulation-based training helped them link theory and practice, increasing self-awareness of their medication competence and highlighting the importance of training in safe medication administration.' The statement about working individually is part of Theme (2).
6. What was a key finding regarding students' perception of individual work during simulations?
- It increased peer dependency.
- It heightened their sense of responsibility and enabled them to identify current strengths and weaknesses.
- It reduced the overall learning experience.
- It led to more frequent errors.
Rationale: The abstract notes: 'Students highlighted that having to work individually heightened their sense of responsibility and enabled them to identify their current strengths and weaknesses.'
7. What did students find useful about observing classmates during simulation-based training?
- It increased competition among peers.
- It was seen as a distraction from individual learning.
- It was seen as useful for learning from mistakes.
- It led to decreased engagement.
Rationale: The abstract states: 'The opportunity to observe classmates was seen as useful for learning from mistakes.'
8. What is the main conclusion drawn by the researchers regarding clinical simulation?
- Clinical simulation should be replaced with traditional teaching methods.
- Clinical simulation is ineffective for teaching safe medication administration.
- Clinical simulation supports its use but emphasizes adapting scenarios to students’ experience and competence levels.
- Learning scenarios in simulations do not need adaptation.
Rationale: The abstract concludes: 'Conclusions The results of this study support the use of clinical simulation... although it is important that learning scenarios are adapted to students’ level of experience and competence.'
9. What was a key benefit reported by students regarding simulation-based training?
- It reduced their confidence in medication administration.
- It decreased their awareness of theoretical knowledge.
- It helped them link theory and practice, increasing self-awareness of their medication competence.
- It highlighted the unimportance of formal training.
Rationale: The abstract mentions: 'Students reported that simulation-based training helped them link theory and practice...'
10. Which aspect of simulation design was found to foster learning by allowing students to identify their strengths and weaknesses?
- Use of high-fidelity mannequins.
- Working individually.
- Group discussions outside the simulation environment.
- Standardized patient interactions only.
Rationale: The abstract states: 'Students highlighted that having to work individually heightened their sense of responsibility and enabled them to identify their current strengths and weaknesses.'
Study cards
Flashcards
What was the primary purpose of this study?
To explore nursing students’ perceptions about the use of clinical simulation to teach safe medication administration.
How many focus groups were conducted in this study, and how many participants were there in total?
Four focus groups were conducted with 24 nursing students who had participated in simulation-based training on safe medication administration.
What was a key finding regarding the usefulness of clinical simulation for acquiring competence in safe medication administration?
Students reported that simulation-based training helped them link theory and practice, increasing self-awareness of their medication competence and highlighting the importance of training in safe medication administration.
Which two groups were nursing students split into during their simulation-based training on safe medication administration?
The students were split into two groups that differed only on the degree of fidelity (low fidelity mannequin or standardized patient).
What was one subtheme under Theme 1: Usefulness of clinical simulation for acquiring competence in safe medication administration?
Students reported that simulation-based training helped them link theory and practice.
What was another subtheme under Theme 1, regarding the impact on students' self-awareness?
Simulation-based training increased self-awareness of their medication competence.
What did students highlight about the importance of training in safe medication administration as a result of simulation?
Students highlighted that simulation helped them understand and appreciate the importance of training in safe medication administration.
What was Theme 2: Elements of simulation design that foster learning, focused on?
Theme 2 focused on elements of simulation design that foster learning for nursing students regarding safe medication administration.
How did working individually during simulation-based training affect students' sense of responsibility according to the study?
Having to work individually heightened their sense of responsibility and enabled them to identify their current strengths and weaknesses.
What was seen as useful for learning from mistakes by observing classmates in a simulation setting?
The opportunity to observe classmates was seen as useful for learning from mistakes.
According to the study's conclusions, what is supported regarding clinical simulation for teaching safe medication administration?
The results of this study support the use of clinical simulation to teach nursing students the process of safe medication administration.
What important consideration did the study's authors mention about adapting learning scenarios in simulation-based training?
It is important that learning scenarios are adapted to students’ level of experience and competence.
Which journal published this research article?
BMC Nursing.
In which country was this research conducted, as indicated by the source metadata?
The United Kingdom.
What type of study design was used for this research?
A descriptive qualitative study through focus groups with nursing students.
How many authors contributed to this article according to the provided author list?
Seven authors are listed: Cristina Alfonso-Arias, Mireia Llaurado-Serra, Encarna Rodríguez-Higueras, Blanca Goni-Fuste, Laura Brichs-Masnou, Laia Wennberg-Capellades, and Maria Angeles de Juan-Pardo.
What is the DOI of this article?
10.1186/s12912-025-03716-3.
Which key topic related to nursing education was highlighted in the study's findings regarding simulation design elements?
The opportunity to observe classmates and work individually were highlighted as useful for learning from mistakes and identifying personal strengths/weaknesses, respectively.
What is one of the keywords associated with this article that reflects its focus on student perspective?
Nursing students’ perceptions about the use of clinical simulation to teach safe medication administration: a focus group study can support nursing research appraisal when interpreted with its source metadata.
Flashcard 20: How does this study support nursing learning?
It helps students connect healthcare simulation with evidence-based clinical reasoning.
Search-ready answers
Frequently asked questions
What was the main goal of this study on nursing students and clinical simulation?
The purpose of this study was to explore nursing students’ perceptions about the use of clinical simulation to teach safe medication administration.
How many focus groups were conducted in this research, and how many participants took part?
Four focus groups were conducted with 24 nursing students who had participated in simulation-based training on safe medication administration.
What are two main themes that emerged from the study regarding clinical simulation for safe medication administration?
Two main themes emerged: (1) 'Usefulness of the clinical simulation for acquiring competence in safe medication administration,' and (2) 'Elements of simulation design that foster learning'.
How did nursing students perceive the usefulness of clinical simulation for linking theory and practice?
Students reported that simulation-based training helped them link theory and practice, increasing self-awareness of their medication competence.
What was one subtheme under the 'Usefulness of the clinical simulation' theme related to student awareness?
One subtheme was students highlighting the importance of training in safe medication administration due to increased self-awareness of their competence.
How did working individually during simulations impact nursing students, according to this study?
Having to work individually heightened their sense of responsibility and enabled them to identify their current strengths and weaknesses.
What positive aspect did students mention about observing classmates during simulation training?
The opportunity to observe classmates was seen as useful for learning from mistakes.
According to the study's conclusions, what is important when adapting clinical simulations?
It is important that learning scenarios are adapted to students’ level of experience and competence.
What type of qualitative research method did this study employ?
The study employed a descriptive qualitative study through focus groups with nursing students who had participated in simulation-based training on safe medication administration.
Which two types of fidelity were used for the clinical simulations involving mannequins or standardized patients?
Students were split into two groups that differed only on the degree of fidelity (low fidelity mannequin or standardized patient).