Abstract
Objective: To introduce a simulated presentation to both validate and enhance competencies in medication error identification and proper reporting. Methods: In this pre-post project design, participants who consented to participate were asked to take a pre-test to evaluate baseline knowledge regarding medication administration and medication error identification. Following the pre-test participants were asked to take part in a one-hour long instructional simulation activity, where they were able to apply their skills of medication administration and while being exposed to possible medication errors. In addition reporting practices were explored. Afterward, participants were asked to take a post-test, which was identical to the pre-test. Findings: All ten participants were licensed practical nurses (LPNs) with less than five years of experience, who administer medication as part of their daily duties. Nine of the participants (N=9) were female and one male. (N=1). Pre-test scores ranged between 78% and 90 %. The analysis revealed a mean score of 84 with a standard deviation of 4.69 (SD=4.69) as signified in table 2. This indicates that on average participants had a score percentage of 84. Seventy percent of the participants scored at or above 82%. Post-test results following one hour of simulation instruction revealed a percentage score range between 88% and 97%. The analysis revealed a mean score of 92.4%, with a standard deviation of 2.67. This indicates that the average post-test percentage score for the sample is 92.4. Conclusion: These results imply that simulation instruction does have an effect on medication error identification. Specifically, the results suggest that medication error identification accuracy increases when individuals participate in a one-hour simulation instruction experience. Simulation instruction could be used for ongoing training for practicing nurses. More specifically, the use of simulation could prove to be a plausible resource for the orientation of new nurses with little experience. Appropriate training and practice are essential to confidence, safe practice, and better patient outcomes. The simulation creates a safe environment for these novice nurses to groom skills and learn from mistakes.
Highlights
The topic of medication errors fuels discussions of both cost and quality in the health care industry as these medication errors have the ability to be catastrophic to patients and the organizations that seek to provide service
These results imply that simulation instruction does have an effect on medication error identification
The results suggest that medication error identification accuracy increases when individuals participate in a one-hour simulation instruction experience
Summary
The topic of medication errors fuels discussions of both cost and quality in the health care industry as these medication errors have the ability to be catastrophic to patients and the organizations that seek to provide service. Reports from The Institute of Medicine [1] concluded that between 2007 and 2011 there were over 30,000 deaths related to medication errors. This issue becomes more alarming as this number increased to more than 45,000 in 2012. A cross-sectional study performed using nursing staff in inner city hospital determined that the lack of a precise definition of medication errors was a chief obstacle to error reporting [4]. This suggests that a nurse's inability to determine what constitutes as an actual error is a possible blockade to medication error reporting
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