当前位置： SCI文献检索 > NURSE EDUCATION TODAY期刊下所有文献 > Systematic review and meta-analysis of educational interventions designed to improve medication administration skills and safety of registered nurses.

Systematic review and meta-analysis of educational interventions designed to improve medication administration skills and safety of registered nurses.

Abstract：

OBJECTIVES:The aim of this study is to evaluate the nature, quality and effectiveness of educational interventions designed to increase the medication administration skills and safety of registered nurses working in hospitals. DESIGN:A systematic review with meta-analysis. DATA SOURCES:Intervention studies designed to increase the medication administration skills and safety of nurses, indexed in one or more databases (CINAHL, PubMed, Scopus, Cochrane, PsycInfo, or Medic), and published in peer-reviewed journals between January 2000 and April 2015. REVIEW METHODS:The nature of the interventions was evaluated by narrative analysis, the quality of studies was assessed using the Effective Public Health Practise Project Quality Assessment Tool and the effectiveness of the interventions was ascertained by calculating effect sizes and conducting a meta-analysis. RESULTS:A total of 755 studies were identified and 14 intervention studies were reviewed. Interventions differed by their nature, including traditional classroom training, simulation, e-learning, slide show presentations, interactive CD-ROM programme, and the use of posters and pamphlets. All interventions appeared to improve medication administration safety and skills based on original p-values. Only five studies reached strong (n=1) or moderate (n=4) quality ratings and one of them had to be omitted from the meta-analysis due unclear measures of dispersion. The meta-analysis favoured the interventions, the pooled effect size (Hedges' g) was large, 1.06. The most effective interventions were a blended learning programme including e-learning and a 60-min PowerPoint presentation. The least effective educational intervention, an interactive internet-based e-learning course, was reported in the study that achieved the only strong quality rating. CONCLUSIONS:It is challenging to recommend any specific intervention, because all educational interventions seem to have a positive effect, although the size of the effect greatly varies. In the future, studies sharing similar contents and methods should be compared with each other.

journal_name

Nurse Educ Today

journal_title

Nurse education today

authors

Härkänen M,Voutilainen A,Turunen E,Vehviläinen-Julkunen K

doi

10.1016/j.nedt.2016.03.017

subject

Has Abstract

pub_date

2016-06-01 00:00:00

pages

36-43

eissn

0260-6917

issn

1532-2793

pii

S0260-6917(16)00123-4

journal_volume

pub_type

杂志文章,meta分析,评审

在线工具

Systematic review and meta-analysis of educational interventions designed to improve medication administration skills and safety of registered nurses.