Objective: The purpose of this review was to identify methods for incorporating medication administration safety in undergraduate nursing education. 

Design: The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines directed this review. 

Data Sources: A search of four electronic databases (Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Center, Google Scholar, and MedLine/PubMed MedLine/PubMed) as well as hand searches were conducted to identify original research published between 2005 and 2018. 

Review Methods: Original empirical research describing a method for incorporating medication administration safety concepts in nursing education and examining its effectiveness on undergraduate nursing students’ outcomes were selected for review. Articles describing medication safety education for graduate students, students other than those in nursing, and practicing nurses were excluded. 

Results: Twelve original research articles were included for review. Three methods for incorporating medication administration safety in undergraduate nursing education were identified: simulation experiences, technology aids, and online learning modules. Most studies were conducted in North America. The use of different interventions as well as different outcome measures was noted as a limitation to the collective body of research in this area. Also, there was a lack of information regarding psychometric properties of instruments used among the studies reviewed. 

Conclusion: Simulation experiences, use of technology aids, and online learning modules helped increase medication safety competence of nursing students. However, simulation equipment, select technology aids, and online learning may not be available for all nursing programs; therefore, educators should consider developing and testing classroom-based educational interventions. Moreover, future researchers should use or develop psychometrically sound instruments to measure nursing students’ outcomes including competencies about medication administration safety. 

Denne systematiske oversikten er tilsynelatende utarbeidet på en god måte og forfatterne har vært forholdsvis tydelig på metoden de har brukt for å utarbeide oversikten. Inklusjons- og eksklusjonskriterier er greit definert og de har inkludert et PRISMA-diagram som dokumenterer de ulike stegene i søkeprosessen. Det er ikke foretatt noen egen vurdering av den metodologiske kvaliteten til de inkluderte studiene. Den narrative fremstillingen virker veloverveid, og de inkluderte studiene beskrives godt i både teksten og i en tabell. Hva slags simulering som er brukt i noen av de inkluderte studiene burde vært bedre beskrevet.