The role of perception in Medication Errors : Implications for Non-Technological Interventions

Taneja, Narinder; Wiegmann, Douglas A.

doi:10.1016/s0377-1237(04)80112-6

Cited by 7 publications

(6 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A medication error has been defi ned as "any preventable event that may cause or lead to inappropriate medication use or patient harm while the medication is in the control of the healthcare professional, patient, or consumer". [3] With the number of prescription growing every year, health professionals who write prescriptions need to be particularly cautious to avoid mishaps. Factors associated with prescribing errors include calculations of drug dose errors in decimal points, medications with similar names, medication dosage forms (controlled release vs. non-controlled release) and use of abbreviations.…”

Section: Introductionmentioning

confidence: 99%

Analysis of completeness and legibility of prescription orders at a tertiary care hospital

Bhosale¹,

Jadhav²,

Adhav³

2013

Int J Med Public Health

View full text Add to dashboard Cite

Introduction: Medication errors are currently a worldwide public health issue. Since errors of prescribing are the commonest form of avoidable medication errors, it is the most important target for improvement. The purpose of study was to screen drug prescriptions dispensed in a tertiary care hospital for completeness of information. Materials and Methods: A retrospective cross-sectional study was conducted including 400 prescriptions. All prescriptions were evaluated for presence of (a) Prescriber information (hospital details, department, name, designation and signature of physician) (b) Patient information: Name, age, sex, weight, address, and date of issue (c) Details of each medication prescribed: Strength, frequency, route, dosage form, quantity to be dispensed, and instructions for use. Subjective assessment of legibility of handwriting was done. Results: Hospital identifi cation details were present on all prescriptions. Prescriber details like name, designation, and signature were present in 46.25%, 21.75%, and 73.25%, respectively. The patient's name, age, and gender were on 94.75%, 77.25% and 69.50%, respectively. Weight was mentioned on 10% and address on none. Details of medication like strength of medication and the frequency of administration were included in 70.33% and 93.77%, respectively. Route and dosage form were on 26.92 and 77.93%, respectively. 88.09% had quantity to be dispensed and 17.76% had instructions for use mentioned. Conclusions: The results demonstrate that prescription error frequently occur and may contribute to medical error. There is a need to critically address the legibility of prescription, correct spelling with the correct strength and frequency and all other information on a prescription concerned with patient, prescriber and drugs to minimize the occurrence of medication errors. Abstract Access this article onlineWebsite: www.ijmedph.org

show abstract

Section: Introductionmentioning

confidence: 99%

Analysis of completeness and legibility of prescription orders at a tertiary care hospital

Bhosale¹,

Jadhav²,

Adhav³

2013

Int J Med Public Health

View full text Add to dashboard Cite

show abstract

“…[ 4 9 ] The financial consequences of such errors are tremendous and could in fact directly influence the cost of healthcare. [ 17 ] Hence, training medical students during their initial years is crucial to minimize such medication errors.…”

Section: Introductionmentioning

confidence: 99%

Development of a teaching module for parenteral drug administration and objective structured practical examination stations in pharmacology

et al. 2013

View full text Add to dashboard Cite

Objectives:Safe parenteral drug administration includes preparation of safe medication for administration. Training medical students is crucial to minimize medication administration errors. The study aims to develop a module to teach drug preparation skills and to develop objective structured practical examination (OSPE) stations to assess these skills. Students’ perceptions regarding the module were also assessed.Materials and Methods:A module was developed to teach following skills to 2nd year medical students: Aspiration of a drug from the ampule, aspiration of the drug from the vial, aspiration of the drug in powdered form from vial (reconstitution), and setting up an intravenous (IV) infusion. A randomized case control study design was used to establish the validity of OSPE stations. Student volunteers were grouped into case (n = 20) and control groups (n = 20) by simple randomization. The test group watched videos of skills and received demonstration of skills and a practice session before OSPE, whereas the control group watched videos before the OSPE and received demonstration and a practice session only after the OSPE. Each student was assessed by two faculty members during OSPE using a validated checklist. Mean OSPE scores of control and test groups were compared using independent samples t-test. Interrater reliability and concurrent validity of stations were analyzed using interclass correlation coefficient (ICC) and Pearson correlation, respectively. Students’ responses were expressed as median and interquartile range.Results:The response rate in the questionnaire was 100%. Significant difference between mean scores (P < 0.05) of test and control groups revealed fulfillment of construct validity of OSPE stations. Interrater reliability (ICC > 0.7) and concurrent validity (r value > 7) of all the stations was high. Perceptions revealed acceptability of module and OSPE stations by students (median 4, scale 1-5).Conclusions:A module to teach drug preparation skills was developed and along with valid and reliable OSPE stations that were acceptable to students. The study demonstrated that students acquire better skills through teaching than merely watching these skills in videos.

show abstract

“…There are several reports in the literature of concentration or medication mix-ups resulting confusion between look-alike labels [21][22][23][24][25] . Look-alike confusion has been recognized and reported in several studies as one of the main causes of medication error 21-…”

Section: Discussionmentioning

confidence: 99%

Rótulos de medicamentos na perspectiva dos profissionais de saúde brasileiros: dificuldades, nível de satisfação e melhorias propostas

MORAES¹,

PIZZOL²,

FALAVIGNA³

et al. 2022

Rev Bras Farm Hosp Serv Saude

View full text Add to dashboard Cite

Objetivo: Avaliar as percepções de profissionais da saúde sobre situações de erros de medicação associado a rotulagem. Métodos: Estudo transversal com 1.056 técnicos de enfermagem, enfermeiros e farmacêuticos entrevistados em 10 capitais brasileiras. Avaliamos a percepção dos participantes sobre a dificuldade em diferenciar ou ver as informações nos rótulos, a probabilidade de ocorrer um erro de medicação e a frequência de erros de medicação, incluindo: 1) frascos ou rótulos semelhantes; 2) duas embalagens do mesmo medicamento, mas com doses diferentes; 3) rótulos de ampolas; 4) rótulos das embalagens blister; e 5) etiquetas impressas nas embalagens secundárias. Resultados: A maioria dos participantes relatou ser difícil ou muito difícil diferenciar entre frascos idênticos (82,4%) e entre diferentes doses do mesmo medicamento (82,5%). A identificação de informações importantes sobre ampolas, blisters e embalagens secundárias foi considerada difícil ou muito difícil por 89,9%, 64,4% e 48,9% dos participantes, respectivamente. Aproximadamente metade dos participantes relatou que um erro era mais provável de ocorrer em situações envolvendo dificuldade em ver as informações em uma ampola, rótulos semelhantes e embalagens do mesmo medicamento, mas com doses diferentes. Conclusão: A dificuldade em pelo menos uma das situações que envolvem a identificação ou diferenciação dos rótulos dos medicamentos é comum entre os profissionais de saúde, levando a uma maior probabilidade de erros de medicação.

show abstract

The role of perception in Medication Errors : Implications for Non-Technological Interventions

Cited by 7 publications

References 20 publications

Analysis of completeness and legibility of prescription orders at a tertiary care hospital

Analysis of completeness and legibility of prescription orders at a tertiary care hospital

Development of a teaching module for parenteral drug administration and objective structured practical examination stations in pharmacology

Rótulos de medicamentos na perspectiva dos profissionais de saúde brasileiros: dificuldades, nível de satisfação e melhorias propostas

Contact Info

Product

Resources

About