Introduction
This reflective essay explores my experiences with medication administration during my clinical placement as a student nurse, within the context of the Electronic Practice Assessment Document (ePAD) framework. Medication administration is a fundamental aspect of nursing practice, requiring precision, accountability, and adherence to clinical guidelines to ensure patient safety. This essay aims to outline the practical challenges I encountered, reflect on the importance of following protocols, and consider the implications for my future development as a nurse. By drawing on relevant literature and personal experiences, I will discuss key learning points under two main themes: the application of theoretical knowledge in practice and the significance of communication and teamwork in safe medication administration.
Applying Theoretical Knowledge in Practice
During my placement in a general medical ward, I was tasked with administering medications under the supervision of a registered nurse. My academic training had equipped me with a sound understanding of the ‘five rights’ of medication administration—right patient, right drug, right dose, right route, and right time (Elliott and Liu, 2010). However, translating this theory into practice proved challenging at times. For instance, verifying patient identity was straightforward in theory, but in a busy ward environment, distractions often posed risks to this critical step. On one occasion, I nearly overlooked a patient’s allergy band due to interruptions, an error that could have had serious consequences. This experience underscored the importance of maintaining focus and adhering to protocols, regardless of external pressures.
Moreover, I encountered complexities in calculating dosages, particularly for weight-based medications. While I had studied pharmacological principles, applying them under time constraints was daunting. I relied heavily on the British National Formulary (BNF) and sought guidance from my mentor, which highlighted the value of accessible resources and supervision in addressing knowledge gaps. As noted by Nursing and Midwifery Council (NMC) guidelines, student nurses must work within their scope of practice and seek support when unsure (NMC, 2018). This experience reinforced my understanding of the limitations of my current knowledge and the need for continuous learning.
Communication and Teamwork in Ensuring Safety
Another significant aspect of medication administration during placement was the role of effective communication and teamwork. The NHS advocates for a collaborative approach to patient care, where clear communication is vital to preventing errors (NHS England, 2016). I observed that multidisciplinary team meetings and handovers were crucial for sharing critical information about patients’ medication needs. However, I sometimes struggled with assertiveness when double-checking prescriptions with senior staff, fearing I might seem incompetent. Reflecting on this, I realise that patient safety must always take precedence over personal concerns, a perspective supported by Sulosaari et al. (2011), who argue that open communication is integral to minimising medication errors.
Furthermore, working alongside pharmacy staff taught me the importance of interdisciplinary collaboration. On one occasion, a pharmacist identified a potential drug interaction in a patient’s chart, prompting a review of the prescription. This incident illustrated how teamwork can enhance patient outcomes, reinforcing my appreciation for a collective approach to care. Such experiences have encouraged me to develop my confidence in engaging with colleagues, ensuring that I contribute effectively to the team.
Conclusion
In summary, my placement experiences with medication administration have been both challenging and enlightening. Applying theoretical knowledge in a real-world setting revealed the complexities of maintaining accuracy amidst distractions, while the significance of communication and teamwork emerged as a cornerstone of safe practice. These reflections have deepened my understanding of the nurse’s role in ensuring patient safety and highlighted areas for personal growth, such as assertiveness and dosage calculation skills. Moving forward, I aim to address these gaps through targeted learning and active participation in team discussions. Ultimately, these experiences have reinforced my commitment to adhering to NMC standards and prioritising patient well-being, shaping my journey towards becoming a competent and confident nurse.
References
- Elliott, M. and Liu, Y. (2010) The nine rights of medication administration: an overview. British Journal of Nursing, 19(5), pp. 300-305.
- NHS England (2016) Seven Day Services Clinical Standards. NHS England.
- Nursing and Midwifery Council (NMC) (2018) The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates. NMC.
- Sulosaari, V., Suhonen, R. and Leino-Kilpi, H. (2011) An integrative review of the literature on registered nurses’ medication competence. Journal of Clinical Nursing, 20(3-4), pp. 464-478.
