Abstract

Summary

In this article, we present the findings of a research that aimed to determine how the use of reflection contributes to the analysis of a real clinical situation of drug administration in high school students in nursing in an institution of higher education of southern Puerto Rico. Through an exploratory-descriptive design, through which qualitative data were collected to understand the problem posed, students enrolled in the last clinical course of a Bachelor of Science program in nursing participated. The results showed that reflection is a teaching strategy that allows observing clinical situations that occur in hospital environments, which facilitates the student to fragment the situation to analyze the actions, procedures, knowledge, attitudes and skills that are developed in it. The purpose is to train professionals capable of reflecting and proposing interventions or alternatives that result in safe practices of administration of medications and in a better quality of service provision to the patient. It was concluded that the analysis of a real clinical situation contributed to the reflection of the participants regarding the administration of medicines medication errors. Likewise, it was concluded that the use of the CARAC Reflective Model, designed by the researcher, contributed to help in the development of new skills and reflective behaviors in the participants. The recommendations raise the need to conduct more research and to encourage the use of reflective models in nursing academic training programs.

Keywords:Reflection; Medication administration; Nursing students; Reflective model; Medication errors