Browsing by Author "Haroun, Fadilah"

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    Teaching medication administration to nursing students – a scoping review with a decolonial lens
    (Stellenbosch : Stellenbosch University, 2018-03) Haroun, Fadilah; Louw, Alwyn Jacobus Nicolaas; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.
    ENGLISH SUMMARY : Medication errors are a worldwide phenomenon. Medication administration errors are one of the most prevalent types of medication errors occurring in the medical field today. Nurses are mainly responsible for the administration of medication, and the adequate preparation and competency of nurses is therefore vital to ensuring patient safety. Nursing and particularly nursing education can play an important role in preventing and reducing the incidence of this patient safety problem. Through a decolonial lens, the availability of African context studies were explored in this review. A scoping review was undertaken to attempt to summarise a body of work that could inform future context-specific information related to nursing education and medication management teaching strategies. Scoping reviews entail a systematic approach to the review of published literature and grey literature related to a specific topic. A framework developed by Arksey & O’Malley (2005), was used in the development of this review. This study was interested in identifying teaching and learning strategies used in medication administration education in the African and specifically the South African context. Three studies met the inclusion criteria of this scoping review. An overview of the field of nursing education and medication management included the use of simulation and targeted teaching in the form of the formula method, to calculate medication doses and a review of a nursing curriculum. The gap identified in this study, is that a scarcity of research exists in the African and specifically, the South African context related to medication errors and educational strategies. Competency training through the use of simulation, improving mathematical skills and using assessment for learning, could improve the confidence and competence of nursing students in preparation for medication management. The traditional “Five Rights” principle to teach medication administration could be insufficient as this linear approach does not take cognisance of the complexity of this task. Although scoping reviews do not appraise the quality of studies, it does allow for a breadth of information. Another limitation of not exploring other types of grey literature, limited the findings of this review. Future studies should include interventional studies, firstly to identify the learning needs of nursing students and secondly, to measure the effectiveness of teaching strategies in the preparation of nursing students for medication management.