Nursing Students’ Medication Errors and Adherence to Medication Best-Practice

Salami, Ibrahim

doi:10.4236/ojn.2018.85024

Cited by 9 publications

(16 citation statements)

References 14 publications

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“…7 The factors leading to committing errors include heavy workload, a large number of patients, unstable patient status, nurses' lack of adequate knowledge, improper working environment, and lack of support from and cooperation with experienced staff. 1,8 According to the results of previous studies conducted in European countries, 19%-28% of hospitalized patients experience medication errors 8,9 and about 49% in the USA. 10 Nurses are in direct contact with patients in hospitals 11 ; therefore, in medical education students need to provide patients with care to improve their skills.…”

Section: Introductionmentioning

confidence: 99%

Nursing errors and their causes among nursing students

et al. 2020

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Introduction Errors are inevitable in medical practice and this issue has attracted the attention of healthcare systems worldwide. Therefore, it is of utmost importance to pay attention in educational systems. The present study aimed to investigate the frequency and cause of nursing students’ errors. Methods This descriptive study conducted based on a cross-sectional design. The researcher provided nursing students with a questionnaire. The participants were selected through a purposive sampling method. Eventually, the collected data were analyzed by SPSS17. Results The mean value of errors in students was 32.83 ± 28.5 and the prevalence rate of the errors ranged from 0 to 175. In total, 2922 errors were reported by the students, the most frequent of which were wearing the same pair of gloves for the care of more than one patient (2.61 ± 2.83), negligence to wash the hands (2.41 ± 2.95) and clean the thermometer before utilization (2.19 ± 4.68). Moreover, errors in oxygen therapy (0.69 ± 1.03) and medication (0.87) obtained the lowest frequency. Furthermore, most of the students’ errors were due to not having enough knowledge about medicines (2.1 ± 7.4), lack of appropriate equipment (2.6 ± 1.7), and poor clinical skills (2.1 ± 5.6). Discussion and conclusion: The most frequent nursing students’ errors are related to hand hygiene and personal protection. In addition, the lack of enough skills and appropriate equipment are prevalent causes of nursing students’ errors. Authorities in this field should attend to these errors in nursing education, clinical practice, and nursing studies in order to promote this profession in all of these three dimensions.

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Section: Introductionmentioning

confidence: 99%

Nursing errors and their causes among nursing students

et al. 2020

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“…Part of the difficulty in understanding the scope of this issue lies in the fact that healthcare organizations typically use incident reporting systems that are voluntary in nature (Hewitt, Chreim, & Forster, 2017;Miller et al, 2016). Students will also often underreport errors because of their fear of negative consequences, including academic penalties (Salami, 2018) and negative reactions from instructors, unit staff, and peers (Natan, Sharon, Mahajna, & Mahajna, 2017). In addition, very few schools of nursing have implemented their own internal adverse event reporting systems that would enable tracking and trending over time (Disch et al, 2017;Miller et al, 2016;Wolfe, 2017).…”

Section: Medication Error Frequencymentioning

confidence: 99%

“…They fear being pinpointed as the cause of the error, thus attracting the blame for it, and suffering sanctions as a result (Gorini, Miglioretti, & Pravettoni, 2012). These sanctions can take many forms for a student, such as a low or failing academic grade (Asensi-Vicente et al, 2018;Salami, 2018;Zieber & Williams, 2015), being embarrassed in front of an instructor or peers (Kalantarzadeh & Hosseinnejad, 2014;Zieber & Williams, 2015), or even losing clinical placement opportunities for future students (Disch et al, 2017). Student nurses have been reported as readily taking on blame from both self and others for errors in which they were involvedeven when the level of blame accepted was disproportionate to their actual contribution to the error (Noland, 2014).…”

Section: Approaches To Patient Safetymentioning

confidence: 99%

“…If the allocation process is flawed in this way, then it is highly likely that consequences imposed for the error will: (1) not address factors that actually contributed to the error; and (2) will be unduly harsh on the most vulnerable, powerless player in the system, who often has the most to lose. Expectations of such a response can potentially lead to student unwillingness to admit that an error even occurred, resulting in a lack of learning opportunities for all involved and losing a chance to make the system safer in the future (Cooper, 2014;Disch et al, 2017;O'Connor et al, 2011b;Salami, 2018).…”

Section: Perceptions Of the Error-response Culturementioning

confidence: 99%

“…Absence of direct supervision of students by nurses at the bedside was found to be a key influence on medication errors committed by student nurses (Salami, 2018). A recent Institute for Safe Medication Practices Canada (2018) study on healthcare student-associated medication incidents found that the availability of preceptors for supervision of their students was a "critical component of a safe training environment" (p. 2).…”

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The space to make mistakes: allocating responsibility and accountability for nursing student-committed medication errors

Schiller¹

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A medication error committed by a student nurse during a clinical placement often results in the student fearing its potential impact on the patient, unit staff, and the student's educational journey. Student nurses must navigate two parallel systems during a clinical placement-the educational system and the healthcare system-and there can be confusion about what each requires of the student. Neither of these systems contain clear direction for managing studentcommitted medication errors and for allocating associated responsibility and accountability. This exploratory mixed methods study examines the process by which responsibility and accountability for a student-committed medication error is allocated and the factors that influence that allocation decision. It describes key features of an ideal allocation process and suggests reasons why the current allocation process often does not meet those requirements. Qualitative data were analyzed through interpretive description and quantitative data were analyzed using descriptive statistics. The results were situated, interpreted, and triangulated within a critical realism philosophical framework. An ideal post-error environment must incorporate a just culture. Since students must navigate both the educational institution and the healthcare facility environments during a clinical placement, a just culture must permeate both. However, students are instead colliding with a post-error environment that they perceive as not meeting key ideals of a just culture: fairness, transparency, minimization of fear, and dedication to learning. Findings of this study can be used to drive change that will better support those who are involved in a post-error process, and decrease the significant inconsistencies that are currently of particular concern.

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Predicting behavioural intentions towards medication safety among student and new graduate nurses across four countries

Fernandez

Ham-Baloyi

Bahar

et al. 2022

Journal of Clinical Nursing

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Aims and objectives To identify final‐year undergraduate students and new graduate nurses’ behavioural intentions towards medication safety across four countries. Background Medication errors are a common and avoidable occurrence, being costly for not only patients but also for health systems and society. Design A multi‐site cross‐sectional study. Methods A self‐administered survey was distributed to students and new graduate nurses in South Africa, India, Turkey and Australia. Descriptive statistics were calculated for all survey items. Multiple linear regressions were performed to predict behavioural intentions using the three Theory of Planned Behaviour constructs: attitudes, behavioural control and subjective norms. This study adheres to the STROBE guidelines. Results Data were analysed for 432 students and 576 new graduate nurses. Across all countries, new graduate nurses reported significantly higher scores on all the TPB variables compared with student nurses. Attitudes towards medication management were found significantly and positively related to intention to practice safe medication management for both student and new graduate nurses. Total perceived behavioural control was significantly and negatively related to intention to practice safe medication management for students. Conclusion Student and new graduate nurses showed favourable attitude, subjective norm, perceived behaviour control and intention in practising medication safety. However, differences in countries require further exploration on the factors influencing attitudes towards medication safety among student nurses and new nurse graduates. Relevance to clinical practice Understanding student and new graduate nurses’ medication administration practices is important to inform strategies aimed at improving patient safety. The findings of this study highlight the need for an internationally coordinated approach to ensure safe medication administration by student and new graduate nurses.

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Nursing Students’ Medication Errors and Adherence to Medication Best-Practice

Cited by 9 publications

References 14 publications

Nursing errors and their causes among nursing students

Nursing errors and their causes among nursing students

The space to make mistakes: allocating responsibility and accountability for nursing student-committed medication errors

Predicting behavioural intentions towards medication safety among student and new graduate nurses across four countries

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