Medication Administration Competency in Nursing Students

The provided document discusses the significance of reducing medication errors and achieving medication administration competency among nursing students. It emphasizes the challenge of achieving this competency and proposes the use of simulation as a potential solution. The study concludes that simulation can improve nursing student medication administration competency, and further research is suggested to substantiate the transfer of learning from simulation experiences to clinical settings.

MEDICATION ADMINISTRATION
IN AGED CARE

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
PURPOSE........................................................................................................................................1
OBJECTIVES..................................................................................................................................1
LITERATURE REVIEW................................................................................................................2
CONCLUSION................................................................................................................................4
REFERENCES................................................................................................................................6

INTRODUCTION
Safe medication administration required qualification, outlined as integrated information
skills judgment and skills to observe safely and ethically in selected role and settings Canadian
nurse’s association 2015. Medication administration could be a wide researched topic in
literature however safe medication administration and therefore the role of nurses in maintaining
medication safety haven't totally explored abundant of nurses follow in hospital involve
medication administration for patient (Kavanagah, 2017).
Safe medication is important nursing responsibility to make sure safe, competent, moral
registered medical care inefficient written and verbal communication between nurses and doctors
is explicit within the literature because the most dominant issue that contributes to error
prevalence (Aboshigah, 2014). There's meagre education and understanding of the importance of
communication skills of care staff are instructed periodically typically while not a transparent
construct. Bad communication is deeply non-moving in our society, therefore, it's gift in several
medical establishments (alomarietal, 2015).
PURPOSE
The purpose of this training is to equip with knowledge and efficiently administer
medication to client’s residents within the policies and procedure of your organization. I am
working in aged care it’s one of responsibility to engage in these skills and knowledge that will
help me in my future nursing practice (Schneidereith, 2014). Nurses are positioned to administer
medication to the patient and clients (Smelurs, et al. 2014). Nursing students in an exceedingly
qualitative study reported their medication errors were related to inadequate education on safe
medication administration and management and lack of self-confidence (Vaismoradi, et al.
2014). Further, patient identification was a student weakness, presenting a district for concern
regarding patient safety and interference of medication errors. Other researchers conjointly noted
nursing students oft made errors in patient identification (Bowling, 2015).
OBJECTIVES
Learning about six “rights” of safe medication administration. Identify and prepare
client/resident for administration of medication. Administer assist with prescribed medication
administration. Comply with organisation procedure for handling a range of possible
contingencies. Complete medication distribution and administration. Reducing medication
errors, duty of care while doing medication administration, learning about legal framework aged
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care act 1997 resident rights, consent, and refusal poison act 1964 (storage, handling.
documentation) health practitioner regulation national law 2010. The process of medication
delivery embodies many elements, prescribing, transcribing, dispensing, administer and
watching. One amongst third of all medication errors occur throughout the administration section
of medication delivery. Nurses ought to recognise the challenge they face once administration
medication to their patients as a result of nurses systematically administer medication they're
well positioned to stop medication error (Bowling, 2015).
Nurses should be ready to not solely catch their own errors however additionally the
errors of alternative health care suppliers, pharmacist et al. within the chain of medication
administration. The national coordinative council for medication error news and bar defines a
medicine error as any preventing event that will cause or cause inappropriate medication use or
patient damage whereas the medication is within the management of the attention professional-
patient or client. Such events may be related to professional practice, health care products,
procedure and system including prescribing order communication, product, labelling, packaging,
compounding dispensing, distribution, administration, education and monitoring and use.
It is the position of the Australian Nursing and Midwifery Federation that
the administration of medicines may well be perform of registered nurses, registered nurses and
midwives. To push safe care and competent observe a fittingly qualified nurse or nurse ought to
administer medicines to individuals World Health Organization are unable to self-administer,
unable to need responsibility for selections regarding once to need medicines and once to not
take medicines.
LITERATURE REVIEW
Patient safety may be a world attention concern the health foundation, 2013. Registered
nurses (Rns) as an immediate supplier of care have the integral role keep patients safe.
Medication errors, as well as medication administration error, is that the most frequent
explanation for preventable morbidity and mortality in hospital. Recent proof, however, shows
that medication administration error rates stay intolerably high (AHRQ, 2013).
1. Right Medication - This means that the medication that's given is that the right
medication. Errors during this right are created when: pharmacy incorrectly dispenses a medicine
like the ordered medication the nurse administers a medicine that encompasses a similar name
the nurse administers a medicine not ready by them the nurse incorrectly identifies a medicine.
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Always listen for cues from the patient (EMA, 2013). If they state that they need ne'er seen this
medication before or it does not look a similar, recheck the medication order.
2. Right Patient- Giving the medication to the patient for whom it was intended. To
avoid errors, use two identifiers, ask the patient to state their name and check the name band with
the medication administration record (MAR). Computerized charts in the room also allow the
nurse to scan the arm band. In long-term care facilities pictures are sometimes used. This means
that the patient is given the dose that was ordered and the dose is appropriate for the patient
(NRLS, 2014). The errors for inappropriate dose can be avoided if the pharmacist and nurse are
aware of the usual dosage ranges of medications. Double check with the physician whenever
there is a question about the dose. Be sure that drugs that require calculation are done correctly
and doubled checked.
3. Right Route- The medication is given only the route that was ordered and that the
route is safe and appropriate for the patient. Know the usual routes of administration for drugs to
be given. Always double check the route of administration (Smelurs, et al. 2014).
4. Right Time -This means that the drug was given at the correct time as ordered or
according to agency policy. Most institutions consider a medication to be given on time if given
30 minutes before or after the prescribed time. Watch medications that cannot be given with food
so they are given before a meal and medications that must be given with a meal need to be given
with meals.
5. Right Reason-This is important to make sure the right medication was ordered.
6. Right Documentation- Nurses need to document the delivery of the medication soon
after it is given so medications are not given again Be sure and follow agency policy on
documentation. Remember the W's when documenting medication administration on the patient
chart: When (time), Why (include assessment, symptoms/complaints, lab value), What
(medication, dose, route) Where (site)Was (the medication tolerated and if known, helpful to the
patient).
Accurately interpret medical man orders
Position consumer in acceptable position once administering medication (oral,
eye/ear/nose, eternal feeding tube, rectal, vaginal, inhalation). Have consumer drink enough fluid
to avoid lodging in gorge. Avoid touching medications (tablets, lotions, creams, ointments)
Follow standards care consistent with route:
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Liquid
 Keep cap of bottle inverted once putting on counter.
 Ensure label of bottle is within the palm of your hand.
 Hold liquid medication at eye level
Trans dermal
 Ensure previous skin patch has been removed.
 Rotate sites of administration (s.c., stratum patches).
 Ensure skin surface is clean/dry/intact, freed from hair/bone.
 Date/time & initial patch–Eye. O.D. (right eye); O.S (left eye); O.U. (both eyes).
 Retract mucous membrane sac.
 Avoid touching eye/lashes/lid with tip of bottle.
 Place pressure on inner corner to avoid general absorption.
Ear
 A.D (right ear); A.S. (left ear); A.U. (both ears).
 Straighten canal up/back (older kids/adults) & down/back. (infants & children
<3 years).
CONCLUSION
Reducing medication errors could be a priority in health care, but achieving medication
administration competency could be a challenge to nursing students. Adequate preparation is
Associate in Nursing identified barrier to student success and simulation could also be useful in
providing extra learning opportunities. Findings from this study indicated simulation improved
nursing student medication administration competency. Continued study of outcomes from the
utilization of simulation as a method in preparing nurses for safe medication administration
observe may any substantiate the transfer of learning and competence from simulation
experiences to the clinical settings.
Changes in medicines management, significantly concerning administration, counsel the
requirement to think about not solely the nurse’s role however additionally an entire system
approach, together with the context and setting during which this task takes place. Nurses got to
remember of the constraints and external influences that might have an effect on their ability to
administer medicines. It's not useful in charge individual nurses for medication errors. Instead,
all factors, together with people who involve processes and also the organization, ought to be
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thought of in terms of however they may have contributed to the error. Only if truth reason
behind a slip and every one contributes factors are thought of, will effective solutions be place in
situ to scale back medicine-related error rates
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REFERENCES
Books and Journals
Durham, B. (2015). The nurse's role in medication safety. Nursing 2018.45(4). 1-4. doi:
10.1097/01
Harris, R. (2014). Improving Preceptors' Knowledge on Medication Error Reduction Strategies.
Medsurg Nursing: Official Journal of The Academy Of Medical-Surgical Nurses.23(6).
402-407.
Parry, A. M., Barriball, K. L., & While, A. E. (2015). Factors contributing to registered nurse
medication administration error: a narrative review. International Journal of Nursing
Studies.52(1). 403-420. doi: 10.1016/j.ijnurstu.2014.07.003
Rohde, E., & Domm, E. (2018). Nurses’ clinical reasoning practices that support safe medication
administration: An integrative review of the literature. Journal of Clinical Nursing,
27(3-4). e402-e411. doi: 10.1016/j.ijnurstu.2014.07.003
Wright, K. (2013). The role of nurses in medicine administration errors. Nursing Standard (Royal
College of Nursing (Great Britain): 1987).27(44).35-40. doi: 10.1097/01
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