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The role of clinical instructors in preparing student nurses for the realities and dynamics of clinical practice cannot be underestimated. Previous literature has identified scaffolding as a diagnostic tool that enables both supervisor and learner to recognize knowledge-in-waiting and knowledge-in-use (Spouse, 1998). The pivotal role of scaffolding in the teaching-learning process cannot be underestimated. However, literature pertaining to its use in nursing is hard to locate (Dickieson, Carter and Walsh, 2008; Spouse, 1998). Hence, this qualitative study was conducted to capture nursing students' views and experiences of the scaffolding moves of their clinical instructors as they learn medication administration. From the thickness and richness of the descriptions of a select group of nursing students (n=31) in a comprehensive university in the Philippines, three interesting and yet intersecting themes surfaced relative to the scaffolding moves employed by clinical instructors, which include: (1) thought-provoking; (2) focus-steering; and (3) action-enabling. The said moves are carried out in a timely fashion to facilitate students' acquisition of knowledge, skills and attitudes pertaining to medication administration. Through the understanding of clinical instructors' scaffolding behaviors, this study provides a platform for more effective clinical instruction aimed at supporting future nurses' role in medication safety., (Copyright © 2012 Elsevier Ltd. All rights reserved.)

Across medication error literature, much attention has been given to incidence, types, causes and prevention of medication errors. Despite these efforts, medication errors continue to occur among registered and student nurses. Considering the numerous studies on medication errors committed by registered nurses, little is known on the nature of student nurses' medication error. This study employed factor analysis and structural equation modeling to explore the factors affecting medication errors by student nurses. With the participation of 329 junior and senior student nurses recruited from a comprehensive university in the Philippines, five factor dimensions of the causes of student nurses' medication error were identified, namely: In-violation, In-writing, In-excess, In-experience and In-tension. Results of path analysis showed an interaction among these variables. Additionally, poor adherence to the "five rights" was identified as an important mediator between In-violation, In-writing, In-excess, In-experience and In-tension and student nurses' medication error. By developing a model to explain how student nurses' medication errors occur, this study sheds light on the nature of student nurses' medication error and provides a basis for error prevention strategies., (Copyright © 2012 Elsevier Ltd. All rights reserved.)