| Summary: | 碩士 === 國立陽明大學 === 護理學系暨研究所 === 97 === Abstract
Student nurses’knowledge and experience are not enough, that cause anxiety and make medication errors. The purpose of this research was to find the effect to teach student nurses the high-alert medication’s knowledge. This research was designed by quasi-experiment with purposive sampling. 295 student nurses who were from the college department of technology university in the southern area (150 students were in experimental group and 145 students were incompared group) participated this research. The experimental group was taught high-alert medication knowledge with a booklet, which developed by Hsaio(2007) and taking for 40 minutes.The compared group was without any Intervention. Compare the difference between the experimental group and the compared group after 6 weeks. Data was analysed by SPSS 12.0, including percentage,mean,SD descriptive statistics and independent t-test,repeat anova statistics. Results revealed no difference between 2 groups in pre-test (t=0.98，p＞0.33).In the experimental group, there were significant difference between pre-test and post-test (t=11.1，p＝0.000) in medication’s knowledge(t＝11.1，P＝0.000)、medication administration(t＝9，P＝0.000) and clinical response(t＝10.2，P＝0.000) .In the compared group, there were significant difference between pre-test and post-test in medication’s knowledge(t=2.7，p＝0.008), medication administration (t＝1.7，P＝0.082)and clinical response (t＝2.7，P＝0.007).The difference between 2 groups in post-test(t=7.6，p=0.00) is significant. The student nurses’s anxiety score was 3.0±1.2, that showed they always worried about medication errors. Conclusion：As the results of this research educational intervention was efficient in reduction medication errors. Changes of faculty institute’s program design will be essential,taking more hours on high-alert medication’s knowledge in the classroom will make student nurses more confident.
Keywords：high-alert medication、anxiety of medication administration、student nurses、educational intervention
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