Date of Completion

2025

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Nursing students, medication administration preparedness, simulation activities

Abstract

This study assessed the fourth-year nursing students’ medication administration preparedness through simulation activities using Kolb’s Experiential Learning Theory. It explored differences in preparedness based on sex and personality types (introvert, extrovert, and ambivert). Methods: A quantitative descriptive-inferential design was used with 120 randomly selected fourth-year nursing students. A validated 4-point Likert scale questionnaire adapted from Avraham et al. (2018) was utilized. Respondents were selected using simple random sampling, and printed questionnaires were distributed through class presidents. A statistician performed the data analysis. Questionnaires were distributed through class presidents. A statistician performed the data analysis. The study revealed nursing remains female-dominated (82.5%), while students showed diverse personalities (45% ambiverts) and high preparedness in medication administration (M = 3.634) through simulation activities; in oral drug management, patient identification, and medication verification. Learning assessment showed strong hands-on skills (M = 3.76) but weaker theoretical knowledge (M = 3.45). The analysis found no significant differences in the level of preparedness of fourth-year nursing students in medication administration through simulation activities by sex or personality type. The study concluded that students show high preparedness in medication administration through simulation activities, although there are gaps in providing culturally competent care and interprofessional communication. No differences were linked to sex or personality, confirming the effectiveness of standardized training. Recommendations: Nursing students could reflect on their experiences in simulation activities to improve medication administration skills. School administrators and professors could focus on integrating culturally diverse scenarios and interprofessional training. Future research could examine how learning styles and peer influence impact students' preparedness, along with the integration of cultural factors in simulation-based training.

First Advisor

Loida A. Gutierrez, RN, MAN, PhD

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