Critical Thinking Disposition, Medication Error Risk Level of High-alert Medication and Medication Safety Competency among Intensive Care Unit Nurses

Abstract

Purpose : The study aimed to identify relationship among intensive care unit (ICU) nurses’ critical thinking disposition, medication error risk level of high-alert medication, and medication safety competency, as well as the factors affecting medication safety competency.Methods : The participants were 266 ICU nurses of one higher-tier general hospital and one general hospital in Province. The data were collected using structured self-administered questionnaire from August 10 to August 31, 2021. Measurements included the critical thinking disposition questionnaire, nurses’s knowledge of high-alert medication questionnaire, the medication safety competency scale. Data were analyzed using hierarchical multiple regressions using SPSS/WIN 28.0.Results : In the multiple regression analysis, the medication safety competence has a statistically significant correlation with the working department, the critical thinking disposition, and medication error risk level of high-alert medication.Conclusion : Based on the results of this study, it is suggested to develop and apply an educational strategy that can strengthen the knowledge and skills of critical thinking disposition and medication error risk level of high-alert medication to improve the ICU nurse’s medication safety competency.

The Impact of Virtual Simulation in Capstone Design: Enhancing Communication, Critical Thinking, and Team Efficacy

“…The study did not demonstrate effectiveness in the sub-domains of critical thinking disposition, including prudence, confidence, intellectual fairness, healthy skepticism, and objectivity. A study applying the same tool to intensive care nurses [23] reported that it was difficult to maintain systematicity in responding to rapid responses due to the nature of the intensive care unit as a reason for low systematicity, and that experience in communicating with various medical staff improved intellectual fairness. In the present study, it is believed that systematicity was improved due to the guaranteed time allowance in the learning process compared to the clinical process.…”