Medication administration competency-based education with summative simulation

Background Nursing student medication administration competency is essential for patient safety and error prevention. Simulation-based learning supports skill development and competency assessment. Purpose/Aim This pilot study evaluated learning and compared clinical judgment and medication administration competency of 60 first semester nursing students trained with high-fidelity simulation (HFS) or immersive virtual reality (IVR). Method After HFS or IVR, students completed learning experience surveys. Both outcomes were evaluated via summative simulation two to four weeks later. Results Independent t-tests showed no significant group differences. Survey themes included knowledge application, clinical judgment, and safe learning environment. Conclusion Both modalities supported competency development and preparation for safe medication administration.