Refusal in reporting medication errors from the viewpoints of nursing students in Arak University of medical sciences

Reporting medication errors leads to saving patients' wellbeing and safety and also is counted as a valuable information source for preventing further mistakes in future. The aim of this study was to determine the causes for refusing to report medication errors from the viewpoints of nursing students. All nursing students of Arak University of Medical Sciences [n=76] were selected to participate in this descriptive cross- sectional study. Using a 17 item questionnaire based on 5-point Lickert scale, nursing students' viewpoints toward refusal in reporting medication errors were investigated. This questionnaire included 3 domains of fear from reporting consequences [10 items], administrative factors [4 items], and reporting procedure [3 items]. Data was analyzed by SPSS software. Nursing students estimated that 75% of medication errors were reported by them. Among all causes under investigation," fear from reporting consequences" had the highest score [4.13] among all. From 10 existing items in the domain of "fear from reporting consequences", "fear from evaluation score", and "academic consequences", were main causes for refusing to report medication errors. Among 4 items in the domain of "administrative factors", students had most agreement with the item of "lack of appropriate feedback following reporting medication fault". Some medication errors are not reported by the students and fear from reporting consequences and administrative factors are two main factors for refusing to report medication errors in nursing students. With regard to the fact that reporting medication errors could enhance the patients' immunity, nursing instructors should react positively towards the reports of medication errors by nursing students

[Medication calculation skills in nursing students of Arak University of Medical Sciences in 2007]

Accurate medication calculation is a critical skill that nurses must demonstrate in order to administer medications safely. However, the ability of nursing students to calculate the correct dasage of medications has been mentioned as a concern in numerous studies. The aim of this study was to investigate the ability of nursing students in medication calculation. In this cross-sectional descriptive study, 76 nursing students were selected. The data gathering tool was a questionnaire consisted of three parts including demographic information, students' views toward their interest and ability in medication calculation, and 20 questions about medication calculation. After gathering the questionnaires, they were analyzed by SPSS software using statistical t-test, ANOVA, and correlation coefficient. According to most students, calculating medication dosage was simple [65.78 percents], they were interested in it [55.26 percents], and they had enough proficiency in performing this activity [63.15 percents]. Six students [7.89 percents] had provided correct answers to all of 20 questions and 33 ones [43.42] had responded to 75 percents of the questions correctly. The mean and standard deviation of students' scores were 14.9 +/- 6.2. There was a significant relationship between the semester and interest in medication calculation, and the test results. Although medication calculation is one of the essential skills for nurses; few participants had provided correct answers to all of the questions. This reveals the importance of this skill and a need to emphasize on medication calculation in nursing students' education