Meaningful learning in a realistic drug simulation scenario

Abstract

This study addresses the use of David Ausubel's Theory in a didactic sequence developed specifically for realistic drug simulations. Objective: to test the usability of a didactic sequence developed for realistic simulation in the preparation and administration of parenteral drugs in critically ill patients; to improve the applicability strategy of the didactic sequence for adjustments and subsequent validation. Methodology: qualitative observational study, which took place in May 2023 during a workshop on the preparation and administration of medication, using the evaluation tool validated by Raurell-Torredà as a model for data collection. Nursing undergraduate students from the 5th period onwards were invited to take part in the research to carry out a medication simulation during the workshop, A pre- and post-intervention questionnaire was carried out using a QR code to capture the answers, a semi-structured questionnaire with 11 questions on the subject, the data collected was arranged in an information bank using Microsoft Office Excel software and analyzed using descriptive statistics. Results and Discussions: It can be seen that realistic simulation is a teaching-learning method that is little used, with 77.8% of the students having had contact with it for the first time. Conclusion: Although it is an effective teaching-learning strategy, undergraduate courses should structure their teaching strategy to include this teaching model in the course curriculum in order to improve teaching on the preparation and administration of medicines.