Experiences of first-year nursing students using community volunteers as simulated participants for teaching safe medication administration: A cross-sectional survey

Abstract

Aims

To explore responses of first-year nursing students to simulated participant methodology and the level of difficulty playing the role of patient experienced by community volunteers.

Background

Absence of therapeutic relationships between nurse and patient threatens medication safety. Simulation-based learning provides a safe environment for students to practice medication administration.

Design

Cross-sectional survey incorporating Mezirow’s transformative learning theory.

Methods

First-year Bachelor of Science Nursing students participated in a simulated medication administration scenario supported by volunteers playing the role of patients. A Likert and open-ended post-simulation questionnaire measured students’ perceptions of realism in the performance of simulated participant volunteers. Simulated participant volunteers were surveyed on the level of difficulty they experienced.

Results

One hundred and ten students and 9 simulated participant community volunteers completed the questionnaire. Participants rated the activity positively. Students were able to contextualize the importance of effective communication. Playing the role of patient was not considered hard, but some community volunteers felt uncomfortable providing student feedback.

Conclusion

Use of community volunteers provided a realistic clinical skills activity for students to practice medication administration.