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The presentation about medication errors was introduced to new nurses and nursing students at the progressive care unit of the local hospital in Dallas. The information was delivered several days ago with several purposes to share the main facts about the chosen topic, promote a discussion, and check the level of knowledge. Most nurses have negative attitudes toward medication errors and try not to talk about them because of professional superstition and prejudice. However, these mistakes occur in nursing practice, and it is important to recognize them and be ready to find an effective solution. Thus, my idea to discuss the basics of medication errors was well-accepted, and the audience was interested in my approach.
After the presentation, I offered two small tests to the audience to evaluate my work and their understanding of the topic. True/false testing could help stabilize information and incorporate opportunities in real-life clinical settings (Yang et al., 2019). I wanted to see what different people thought of my presentation, what recommendations they could give, and how I should improve my communication skills. Evaluation results were mostly positive: the audience enjoyed my style and the chosen aspects and participated in the guided discussion to explain the peculiarities of medication errors. After reading the evaluations, I realized I did good work, but I would have changed it by adding more real-life examples. This step is necessary for some nurses and students because theoretical data is not always enough to comprehend a topic. It is more interesting and educative to observe how the concept is applied in different situations. Besides, regardless of their knowledge levels, nurses like to participate in discussions and share their experiences. Therefore, my future projects will be improved in terms of reality and contact with the audience.
Reference
Yang, B. W., Razo, J., & Persky, A. M. (2019). Using testing as a learning tool. American Journal of Pharmaceutical Education, 83(9). Web.
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