| Abstrak/Abstract |
Introduction: Learning medication-safety has become a focus in many countries to
improve medication-safety competencies in nursing students. Research on instructional
design for medication-safety is still limited, especially about the use of the Four
Components Instructional Design (4C/ID) model. This study aimed to compare the knowledge
and skills in medication safety of nursing students after the medication-safety training
using four components of instructional design known as 4C/ID.
Methods: This was a posttest-only quasi-experimental study using an intervention and control
group. The participants were the third-semester students of a nursing school at Yogyakarta,
Indonesia (intervention: n=55, control: n=40). The intervention group was trained for five weeks
using the 4C/ID approach with interactive lectures, small group discussions, reflections, and
skills simulation sessions. An observational skills evaluation and Multiple-Choice Questionnaire
were administered in the last week after the training completed. Independent sample t-test and
Mann Whitney tests were used to analyze the mean differences of knowledge and skills in giving
oral medicine and drug injections between the two groups
Results: The majority of respondents were female (74.1%), aged 19–20 years (77.8%), with
GPA >3 (87.37%) and, the majority had never received instruction about patient safety
(69%). There were significant mean differences in overall knowledge (p<0.05) and also in
the skills of oral drug and intramuscular drug administration (p<0.05) between the intervention
and control groups.
Conclusion: Training in medication-safety using the 4C/ID approach could improve the
medication-safety knowledge and skills of the nursing students based on simple to complex
learning. |
