Medication safety knowledge and practice among nursing students: A parallel-group randomized controlled trial at the University of Calabar Teaching Hospital

BACKGROUND: Medication safety is of paramount importance in nursing practice to ensure the accurate administration of medications. MATERIALS AND METHODS: We conducted a parallel-group randomized controlled trial involving a control group (n = 119) and an intervention group (n = 119) of nursing students at the University of Calabar Teaching Hospital (UCTH). Randomization was achieved using computer-generated random numbers. The study design employed was a parallel-group randomized controlled trial. Descriptive statistics were utilized to summarize participant characteristics, and inferential statistics were employed to compare outcomes between the control and intervention groups. RESULTS: Both groups demonstrated significant improvements in knowledge and practice of medication safety. In the control group, pre-intervention knowledge was 65.9%, increasing to 82.4% post-intervention. The intervention group exhibited an increase from 66.7% to 90.6% after targeted interventions. Practice assessments also yielded positive outcomes, with high medication safety practice rising from 52.1% to 65.5% in the control group, and from 56.3% to 80.7% in the intervention group post-intervention. CONCLUSION: This study underscores the dedication of nursing students to patient safety and affirms the effectiveness of both standard curriculum-based education and targeted interventions in enhancing medication safety knowledge and practice. Even the control group displayed notable competence, indicating the strength of the existing educational framework at UCTH. To further improve conditions and benefit the beneficiaries, we propose ongoing education and training for nursing students, as well as continued adherence to established protocols in medication safety within nursing education. These efforts will ultimately contribute to heightened patient care and safety in clinical settings. Copyright © 2024 Journal of Education and Health Promotion.