ASSESSMENT OF KNOWLEDGE REGARDING MEDICATION ADMINISTRATION AND MEDICATION ERRORS AMONG NURSING STUDENTS
DOI:
https://doi.org/10.66021/pakmcr1297Keywords:
Medication administration, medication errors, nursing students, knowledge assessment, patient safety, PakistanAbstract
Background: Medication errors remain a major challenge to patient safety worldwide, particularly among nursing students who are still developing clinical competence. Nurses play a critical role in medication administration, and insufficient knowledge or errors during this process can lead to serious patient harm. Therefore, assessing nursing students’ knowledge regarding medication administration and medication errors is essential to improve educational strategies and enhance patient safety.
Objectives: This study aimed to assess the level of knowledge regarding medication administration protocols and medication errors among undergraduate nursing students. It also evaluated students’ ability to identify error types, recognize contributing factors, and understand error reporting practices.
Method: A quantitative cross-sectional study design was conducted at People’s Nursing School, Liaquat University of Medical and Health Sciences (LUMHS), Jamshoro. A total of 132 nursing students from 2nd, 3rd, and 4th year were selected using convenience sampling. Data were collected through a structured and validated Likert-scale questionnaire consisting of 20 items. Reliability testing showed excellent internal consistency (Cronbach’s alpha = 0.933). Data were analyzed using SPSS version 27, employing descriptive statistics and non-parametric tests including Mann–Whitney U test, Kruskal–Wallis test, and Wilcoxon signed-rank test.
Results: The findings revealed that nursing students demonstrated a high level of knowledge regarding medication administration (Mean = 42.39 ± 6.61, Median = 43) and medication errors (Mean = 41.76 ± 6.71, Median = 42). A Wilcoxon signed-rank test showed that knowledge of medication administration was significantly higher than knowledge of medication errors (Z = -2.122, p = 0.034). No statistically significant differences were found in knowledge scores based on gender (Mann-Whitney U test: knowledge p = 0.215; error p = 0.223) or academic year (Kruskal-Wallis test: knowledge p = 0.433). Reliability of the instrument was excellent (Cronbach’s alpha = 0.933).
Conclusion: The study concludes that nursing students possess a good theoretical understanding of medication safety. However, the persistent theory–practice gap highlights the need for enhanced practical training, simulation-based learning, and supportive clinical environments. Strengthening these areas will help bridge the gap between knowledge and practice and ultimately improve patient safety outcomes.
