ISSN: 2575-9981
Authors: Ambika K*, Kavitha R and Usha S
Background: Patient safety and quality care are issues of major concern worldwide and are significant challenges facing healthcare systems, clinical practice and Nursing education. Administering medications to children is a unique challenge requiring specialized knowledge and skills. Each child’s age, background and level of physical and psychosocial development must be considered. Children are at increased risk of medication errors. This is due to a combination of factors including the need for calculation to be performed at all stages of the process. Reducing medication errors and increasing patient safety has recently become a really critical issue in nursing. Improving medication administration skills of nursing students takes an important place in nursing education systems too. Objectives: To evaluate the effectiveness of Jigsaw Learning strategy on knowledge regarding administration of pediatric medications among 3rd year BSc Nursing students posted in pediatric wards at selected hospital, Mysuru, Karnataka. Methodology: A pre-experimental design and evaluative approach was used in the study. The data was collected from 50 subjects through simple random sampling technique. Data was collected using structured questionnaire. Results: Findings of the study concluded that majority 31 (62%) of the subjects had moderately adequate knowledge and 19 (38%) of the subjects had inadequate knowledge regarding administration of pediatric medications in the pre-test. Where as in post-test, majority 45 (90%) of them had adequate knowledge and 5 (10%) of them had moderately adequate knowledge. Hence the study concluded that, the Jigsaw learning strategy was effective in enhancing knowledge regarding medication administration among 3rd year BSc Nursing students. Therefore, the study reinforces the need to organize health campaigns and teaching programs which sensitize the 3rd year BSc Nursing students to enhance the knowledge regarding administration of pediatric medications among 3rd year BSc Nursing students. Conclusion: Findings of the study show that there was a significant difference in pre-test and post-test level of knowledge of 3rd year BSc Nursing students posted in pediatric wards. Hence it is concluded that the Jigsaw Learning strategy is effective in improving the level of knowledge of 3rd year BSc Nursing students posted in pediatric wards. There was no significant association between level of knowledge of 3rd year BSc Nursing students posted in pediatric wards and selected demographic variables such as Age, gender, type of family, source of information and religion.
Keywords: Knowledge; BSc Nursing Students Posted in Pediatric Wards; Administration of Pediatric Medications; Jigsaw Learning Strategy
