Abstract：
BACKGROUND: Learning medication administration is essential for nursing students, but the first time can be stressful and shape their clinical development. Previous research primarily focused on student knowledge and technical aspects.
OBJECTIVE: This phenomenological study helped explore the lived experiences of nursing students and faculty during student\'s first medication administration in the clinical setting to gain a deeper understanding of their thoughts, feelings, and perspectives.
METHODS: Semi-structured interviews were conducted with female student and faculty informants (N = 12). Using a phenomenological study, data were analyzed using van Manen\'s hermeneutic six-step research activity method.
RESULTS: Five overarching themes were found: administrating medication, (un)preparedness for complexities in the clinical environment, transformative experience, overcoming fears, and reaping the rewards.
CONCLUSIONS: First-time medication experiences are greater than an exercise in skill proficiency and may be improved if faculty provides more structured learning experiences and take sufficient time for student preparation in relating medication knowledge to the skill, technology usage, and supporting students\' attitudes toward nurse-patient interactions. These are essential aspects of the medication administration learning process as nursing programs shift toward competency-based education. Clinical faculty also need support in their role as educators and to be facilitated to find this time, considering their multiple responsibilities.
OBJECTIVE: This phenomenological study helped explore the lived experiences of nursing students and faculty during student\'s first medication administration in the clinical setting to gain a deeper understanding of their thoughts, feelings, and perspectives.
METHODS: Semi-structured interviews were conducted with female student and faculty informants (N = 12). Using a phenomenological study, data were analyzed using van Manen\'s hermeneutic six-step research activity method.
RESULTS: Five overarching themes were found: administrating medication, (un)preparedness for complexities in the clinical environment, transformative experience, overcoming fears, and reaping the rewards.
CONCLUSIONS: First-time medication experiences are greater than an exercise in skill proficiency and may be improved if faculty provides more structured learning experiences and take sufficient time for student preparation in relating medication knowledge to the skill, technology usage, and supporting students\' attitudes toward nurse-patient interactions. These are essential aspects of the medication administration learning process as nursing programs shift toward competency-based education. Clinical faculty also need support in their role as educators and to be facilitated to find this time, considering their multiple responsibilities.
摘要：
背景：学习药物管理对护生至关重要，但第一次可以是压力和塑造他们的临床发展。以前的研究主要集中在学生的知识和技术方面。
目的：这项现象学研究有助于探索护理学生和教师在临床环境中首次用药期间的生活经历，以更深入地了解他们的想法，感情,和观点。
方法：对女学生和教职员工进行了半结构化访谈（N=12）。使用现象学研究，数据采用范曼宁解释学六步研究活动法进行分析。
结果：发现了五个主要主题：用药，(联合国)为临床环境中的复杂性做好准备，变革性的经验，克服恐惧，收获回报。
结论：首次用药经验大于技能水平的锻炼，如果教师提供更结构化的学习经验，并花费足够的时间让学生准备将药物知识与技能联系起来，则可能会得到改善。技术使用,并支持学生对护患互动的态度。随着护理计划转向基于能力的教育，这些是药物管理学习过程的重要方面。临床教师也需要支持他们作为教育工作者的角色，并促进找到这一次，考虑到他们的多重责任。
目的：这项现象学研究有助于探索护理学生和教师在临床环境中首次用药期间的生活经历，以更深入地了解他们的想法，感情,和观点。
方法：对女学生和教职员工进行了半结构化访谈（N=12）。使用现象学研究，数据采用范曼宁解释学六步研究活动法进行分析。
结果：发现了五个主要主题：用药，(联合国)为临床环境中的复杂性做好准备，变革性的经验，克服恐惧，收获回报。
结论：首次用药经验大于技能水平的锻炼，如果教师提供更结构化的学习经验，并花费足够的时间让学生准备将药物知识与技能联系起来，则可能会得到改善。技术使用,并支持学生对护患互动的态度。随着护理计划转向基于能力的教育，这些是药物管理学习过程的重要方面。临床教师也需要支持他们作为教育工作者的角色，并促进找到这一次，考虑到他们的多重责任。
