Use of simulation from high fidelity to low fidelity in teaching of safe-medication practices Zehra Kan Onturk, Esra Ugur, Vildan Kocatepe, Elif Ates, Nermin Ocaktan, Vesile Unver, Ukke Karabacak Introduction Medication practices are one of the main aspects of patient safety and have a particular importance among nursing interventions due to their legal and ethical responsibilities. A report titled 'Preventing Medication Errors' stated that 1.5 million people are harmed each year due to medication errors and these errors lead to an increase in additional medical expenses and a decrease in efficiency. 1 Since the first year of nursing education curriculum, the target for students is to gain competence through theoretical and practical trainings on the role of nurses in safe-medication practices. Clinical teaching is quite important for the students to transform the theoretical knowledge they have received about medication practices into desired behaviour, and implement these safe practices. While clinical teaching prepares the student for the professional role, but it brings certain risks in the teaching of interventional practices that require advanced competence such as medication treatment. In the teaching of medication practicesin nursing programmes, the application is carried out with models as well as the traditional theoretical training and students are confronted with real situations of medication safety only during the clinical practice. This poses a risk for patient safety and it can negatively affect the learning experience of students. 1,2,3 One of the important points in the reduction and prevention of medication practice errors is to enable nursing students who are preparing for the profession to express the knowledge and experience in relation to medication practices, ensure that they review the 195 Abstract Objective: To evaluate the effects of simulation techniques on learning outcomes in the teaching of safe drug applications to first year nursing students. Method: The semi-experimental study was conducted from February to April 2017, and comprised nursing students of Acibadem Mehmet Ali Aydinlar University. This student satisfaction and self- confidence in learning scale, medication practice via oral route checklist, and pre- and post-test for safe drug application knowledge Assessment were used for data collection. Following the theoretical lectures, case studies, task trainer practices and scenario with standardised patient were carried out. Baseline knowledge, during-the-scenario performanceand post-scenario level of student's satisfaction and self-confidence were evaluated. Data was analysed using SPSS 18. Results: Of the 58 subjects, 51(87.9%) were female. The overall mean age of the sample was 20.69±1.02 years. There was a statistically significant difference between students' knowledge levels before and after the scenario (p<0.05). Mean performance scoreon safe medication practice was 65.70±5.83. A significant weak positive correlation was found between the students' scores on satisfaction with the simulation and knowledge levels as well as the performance and self-confidence scores (p<0.05 each). Also, there was a strong correlation between the scores on self-confidence scale and the knowledge levels (p<0.01). Conclusion: Simulation had a positive effect on learning outcomes. Keywords: Simulation, Nursing education, Skill teaching, Safemedication. (JPMA 69: 195; 2019) J Pak Med Assoc Acibadem Mehmet Ali Aydinlar University, Faculty of Health Sciences, Nursing Department, Turkey. Correspondence: Zehra Kan Onturk. e-mail: zehra.kan@acibadem.edu.tr