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|a RT42.P47 2014_PeriniAndrea |2 BU-Local |
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|a Critical factors that influence student nurses' decisions during medication administration |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2014. |
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|a xiii, 160 leaves : |b illustrations ; |c 28 cm |
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|a Barry University Dissertations -- College of Nursing and Health Sciences. |
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|a Thesis (Ph.D.)--Barry University, 2014. |
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|a Includes bibliographical references (leaves 122-136). |
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|a Copyright Andrea V. Perini. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Background: Researchers estimate that potentially preventable, adverse drug events kill 7,000 Americans annually. As technology expands and increased responsibilities are placed upon the student nurse, predicted nursing shortages, lack of knowledge, distractions, computer messaging, and interruptions increase the likelihood of medication errors. As a result, nursing instructors may not understand the attitudes and critical factors that influence student nurses’ decisions during the medication administration process. Purpose: The purpose of this qualitative study, using the tradition of grounded theory, was to explore the attitudes and factors that critically influence student nurses’ decisions during medication administration. Philosophical Underpinning: Symbolic interactionism provides the philosophical underpinning for exploring critical factors that influence student nurses’ decisions during medication administration. Methods: A grounded theory approach provided the framework for this study. Open ended questions were used to collect data in accordance with this theory. Interviews were audio-taped and semi-structured. Data were collected and analyzed in accordance with grounded theory tradition, using open, axial, and selective coding. Results: Three themes emerged from the voices of the participants: resilience, acquiring knowledge, and patient safety. The three themes were confirmed by the theoretic sample. The central core category that emerged was gaining confidence. The conceptual model of gaining confidence can be used to better understand student needs and provide an incentive for nurse education to help students develop healthy, confidence-building capabilities. Conclusions: The conceptual model identified, gaining confidence, may serve to increase nurse faculty’s facilitation of confidence-building techniques with student nurses. The increase in development of student nurses’ confidence may assist improvement of the decision-making process during medication administration. Implications for accomplishment of gaining confidence exist in nursing education, nursing practice, nursing research, and public policy. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Nursing |x Decision making. |
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|a Drugs |x Administration. |
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|a Nursing |x Study and teaching. |
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|a Nursing students |x United States. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001679/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/16/79/00001/RT42_P47 2014_PeriniAndreathm.jpg |
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|a Theses and Dissertations |
