Comparison of low- and higher-fidelity simulation to train and assess pharmacy students' injection technique

Abstract

Objective. To evaluate 2 forms of simulation used to train and assess third-year pharmacy students' subcutaneous and intramuscular injection techniques. Design. A cross-over comparison was used to evaluate an injection pad vs a patient simulator injection arm to train students in injection administration. Assessment. Students completed a survey instrument rating their proficiency, confidence, and anxiety before and after each form of simulated practice. All students demonstrated competence to administer an injection to a peer after using both forms of simulation. Students' self-ratings of proficiency and confidence improved and anxiety decreased after practicing injections with both forms of simulation. The only significant difference in performance seen between students who used the 2 types of simulations was in students who first practiced with the injection pad followed by the injection arm. Conclusion. Student ability to administer an injection and their self-perceived levels of confidence, proficiency, and anxiety were not dependent on the type of simulation training used.