| Dosage calculation errors in clinical settings are ongoing issues, in spite of nursing programs implementing multiple teaching strategies to improve calculation skills in nursing students. In addition, validating dosage calculation skills with a traditional paper/pencil dosage calculation instrument does not necessarily reflect how a student will perform in a real clinical setting.;This dissertation study was guided by a quasi-experimental, quantitative design. Polya's Four Phases of Problem-Solving framework and the Nursing Education Simulation Framework were utilized to design a traditional case study in the classroom and a low-fidelity scenario in a simulation lab. A pre-test/post-test was utilized to analyze changes that occurred in fundamental, associate degree nursing students as a result of the interventions. The purpose of this dissertation study was to (a) compare medication administration dosage calculation scores and scores of self-perceived judgment in medication dosage calculations in students who attended either a traditional classroom experience or a low-fidelity simulation experience and (b) determine if there was any difference between satisfaction and self-confidence in learning when comparing the classroom and simulation teaching modalities.;This study revealed that both teaching strategies improved students' abilities to accurately calculate dosages and increased perception that calculated dosages were logical. A distinguishing factor revealed in this study was that students in the simulation group were significantly more confident that the necessary skills to perform this task in the clinical environment were being developed and that appropriate resources were used. Patient safety is a major concern in the clinical environment and self-confidence has been linked to the ability to perform accurately. The simulation group was significantly more satisfied with the helpfulness and effectiveness of the teaching module, the variety of learning materials and activities provided that motivated learning, and how the instructor taught the simulation to make it suitable for individual learning needs.;Key words: simulation, dosage calculation skills, self-perceived judgment, satisfaction, self-confidence... |
