Simulation-Based Learning and Oral Drug Administration in Nursing

This assignment explores a student's experience with simulation-based learning (SBL) in nursing, specifically focusing on oral drug administration. The student reflects on a session using mannequins to practice administering medication, highlighting the importance of SBL in creating a realistic environment to enhance skills and confidence. The assignment covers the learning outcomes, including demonstrating communication skills, applying infection prevention techniques, and analyzing the necessary skills for oral drug administration. The student discusses the influence of behavioral learning theory and the constructivist theory on SBL, emphasizing the role of observation, collaboration, and feedback. The reflection details the procedure, including preparation, adherence to the 10 rights of drug administration, and the use of cognitive and emotional skills. The student also reflects on the debriefing process, including feedback from peers and faculty, which helped identify strengths and weaknesses. The assignment emphasizes the importance of SBL in improving communication skills, infection prevention techniques, and overall nursing practice, with a focus on patient safety and error reduction.

Simulation based learning
Reem Masseri
Submission date:

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SIMULATION BASED LEARNING
Simulation-based education
(Baphna, 2018) This is a form of teaching whereby learning takes place in an
artificially made setting that looks exactly like the real situation. In nursing simulation-based
education takes place in laboratories by use of mannequins and charts with organs that look
like the exact organs on a human body. It is a very vital aspect of learning, because it
provides the student with an almost real life experience which enhances learning.
Junghee, (2016) state Simulation-based learning will give the student more confident in
doing nursing procedures on a real human being, because the tools used for learning are not
different from the human body, the only difference is, the real human body is alive and
natural unlike the mannequin which is artificial and not alive.
Oral drug administration
Oral drug administration is one of the professional descriptions of a nurse (Dougherty,
2015). The nurse should be able to administer the prescribed drug to the patient at all times
(Vallerand, 2016). I choose drug administration because it can be very challenging to interact
with a patient during oral drug administration. Generally oral medication is not pleasing to
almost everyone, some clients dread the act of taking the medication and others dread the side
effects of a certain medication (Clayton, 2016). These experiences will make the most
cooperative client uncooperative when administering oral medication. Oral drug medication
is an interactive process between the nurse and the client. During teaching process I was
intrigued by the student’s attentiveness and will to learn.

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This type of learning will ensure the patient’s safety, because the nurse student can practice
on a mannequin before performing the actual procedure on the patient, which will
significantly reduce the chances of causing harm and complications to a live human being.
Oh, (2015)state that Safety will be achieved by use of mannequins and other artificial real life
cases to perfect nursing skills before the student is allowed to work with real and live human
beings.
Reflection on the lesson
I will do Low fidelity simulation session includes replica anatomical models and peer-to-peer
learning using role play as qualified nurse (Kinney & Henderson 2008). During the session I
will outline the learning outcomes, the scenario, and check the students understanding. Of
importance I will establish ground rules during the debriefing session
My aim in this session is:
Administer safe and effective medication administration practices drawing
upon nursing knowledge and most basic skills required for oral drug administration. And at
the end of this session the learner will be able to:
Demonstrate proper communication skills.
Apply proper infection prevention technique when administering oral medication
Analyse the necessary skill required during oral drug administration.
Behavioural learning theory has influenced simulation based learning greatly because
learners learn through observation of behaviour. Simulation is accepted positively because it
enhances good communication, correct action and proper decision making skills. Individuals
learn through the responses of others to their behaviour that lead to satisfying results. It is

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clear that simulation is a social activity which is viewed more clearly through the
constructivist theory, especially social constructivism. I had always assumed that my
supervisor is more knowledgeable which the effect of Vygotsky’s theory. On my session I am
supposed to demonstrate skills and knowledge as the student watch me, more like a real
presentation on a classroom. The students are supposed to collaborate with each other as I
witnessed one student helping another one elevate the head of the bed, through the approved
technique. Some students were more knowledgeable than the others, because some clearly
displayed good skills through the use of 10 rights of drug administration (Hayes, 2015). This
interaction displayed the best example of interaction between abstract knowledge and events
during the lesson
In Performing the procedure all equipment will be gathered, the drug administration trolley I
introduce myself and the play role be cleaned and disinfected, and the mannequin will be
well prepared for the procedure, Appropriate gowning and gloving should be done, and I will
remove all the jewellery during the hand washing procedure. During the procedure, I should
be able demonstrate proper communication skills, aseptic technique and strict adherence to
the 10 rights of drug administration rule (Rohde, 2018).
Om my reflection at the starting of session I remember I am under supervision of
faculty in control room so the Hawthorne effect is affect me so I will tend to work harder and
perform better I demonstrated proper cognitive skills, according to bloom’s taxonomy which
entails how I intellectually process through comprehending, analysing, remembering,
applying and evaluating the information available in order to come up with the appropriate
intervention. I tried to emotionally connect with the client, by being empathetic with the
client. I effectively administer medication to the patient after medication I will document on
the patient’s file (Verenna, 2018).

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The most important aspect of the lesson will be to assess my ability to interact
with the mannequin and perform the drug administration without fault.
The first thing I will ensure the use of the 10 rights of drug administration, because
of the gap in knowledge and the recent updates on the 10 rights of medication and clinical
application, I will use deliberate practise which was proposed to promote interaction between
thinking and application of skills in a controlled environment (Hayes, 2015).
I will perform safe oral drug administration by avoiding errors that have high
potential for serious patient harm. Kelly (2016) State that this can be achieved through SBL
where by the nurse will practice the art of oral drug administration and the art of proper
communication to alleviate the patient’s anxiety. On reflection Practicing on a mannequin
ensure that I can perfect my infection prevention techniques especially during drug
administration
Simulation-based education will enhance communication skills among nursing students; this
will be achieved through constant communication with the mannequins which will allow the
student to practice the art of proper and professional communication. Cant,(2017)found that
Communication is the most important part when offering nursing services, because it will
enhance trust with the client.
My performance was above average, but not excellent. I had a strong mastery of
communication skills, my cognitive skills were also good, and my infection control technique
was a bit faulty, I forgot to remove my jewellery and watch when doing hand hygiene.
(Rohde, 2018)Debriefing is a process where participants engage in a reflective
dialogue, combining their skills in order to come up with strategies for improving
performance in future. Participants will use question and answer to evaluate the quality of the

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session and set objectives before the session. After the session I will ask the following
questions: How did it go? Address concerns? Reflect on key learning points? And Plan
ahead. Due to limited time I used oral feedback after the session. The faculty and my peers
were the source of feedback. Getting the feedback at the end of the session allowed the peers
to self-reflect and discuss the strengths and weaknesses of my performance and consequences
of their actions during the session.
(Junghee, 2016)Feedback of the performance is the most important part of simulation
based learning because it enables me get corrections from my peers and improve on my
presentation skills which produce a long lasting effect. Feedback also allows my peers reflect
on their performance and provides a deep insight on how knowledgeable they are. I also did
observation which enabled me assess their skills and in the process I learnt new things.

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Bibliography
Baphna, R. C. (2018). U.S. Patent No. 9,886,867. Washington, DC: U.S. : Patent and Trademark Office.
Cant, R. P. (2017). Use of simulation-based learning in undergraduate nurse education: An umbrella
systematic review. Use of simulation-based learning in undergraduate nurse education: An
umbrella systematic review., 43, 63-71.
Clayton, B. D. (2016). Basic Pharmacology for Nurses-E-Book. Elsevier Health Sciences.
Dougherty, L. &. (2015). The Royal Marsden manual of clinical nursing procedures. John Wiley &
Sons.
Hayes, C. J. (2015). Medication errors in hospitals: a literature review of disruptions to nursing
practice during medication administration. Journal of clinical nursing,, 24(21-22), 3063-3076.
Junghee, K. a.-H. (2016). Effectiveness of simulation-based nursing education depending on fidelity: a
meta-analysis. BMC Medical Education.
Kelly, K. H. (2016). Creating a culture of safety around bar-code medication administration: an
evidence-based evaluation framework. Journal of Nursing Administration, 46(1), 30-37.
Rohde, 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.
Vallerand, A. H. (2016). Davis's Canadian Drug Guide for Nurses. . FA Davis.
Verenna, A. M. (2018). Role of comprehension on performance at higher levels of Bloom's taxonomy:
Findings from assessments of healthcare professional students. Anatomical sciences
education.

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