Factors influencing medication errors according to nurses’ decisions to do self-report

Background: There are many factors associated with medication errors. These errors are mainly related to nursing care, including error in medication administration and omission. Nurses make up the largest group of health workers. Hence, quality of health care depends to a great extent to nurses. Nurses who work in hospitals with inadequate human resources and have more working hours are more likely to commit errors. This study aimed at determining the incidence of medication errors and factors affecting it according to nurses’ self-report.Methods: This is a descriptive analytical study in which 100 nurses in beast hospital in Sanandaj, Iran were selected randomly from different shifts. The questionnaire consisted of 2 sections. The first section consisted of 17 questions on demographic information including age, sex, type of activity, duration of service, hospital ward and location, error during the years of service, reporting or non-reporting of mistakes and type of mistake. The second part of the tool consisted of 25 items rated to 1-to-5 likert scale, which checked out medical errors in 5 domains. For ethical issues, anonymous questionnaires were distributed with bar codes. Then the data were entered into SPSS version 16 and analyzed.Results: All the participants in this study had a history of medication error in the previous year. In 12% of the cases, association between workload and medication error were too high, 22% was high, 54% was average and 6% was low.Conclusions: The results of this study showed that the most important factors affecting the incidence of errors include workplace stress, working in the intensive care units, tiredness due to work load, and inappropriate nurse physician relationship. Hence, identification of these factors helps nurses to reduce errors and helps reduce other medical consequences and improve in the quality of patient care and patient safety. Regarding the importance of patient safety it is necessary to improve positive relationship between nurse managers and nursing staff. Therefore, an environment of close collaboration, in-service training for new nurses regarding medication errors, and creating a reporting system is necessary

Psychometric Evaluation of the Adequacy of the Teaching Performance Evaluation Questionnaire in Urmia University of Medical Sciences, Urmia, Iran, 2015

Background: Assisting teachers to modify and improve their method of teaching is among the main goals of teachers’ evaluations. The current study aimed to psychometrically evaluate the teaching performance evaluation questionnaire in Urmia University of Medical Sciences, Urmia, Iran. Methods: The original 28-item scale was scored based on a Likert scale obtained from former studies and was translated into Persian after obtaining permission from the designer. Then, the impact item score, content validity index (CVI), and content validity ratio (CVR) of the questionnaire were assessed by 11 experts, and its structural validity was also evaluated using exploratory factor analysis. The reliability of the scale was also assessed by its internal consistency and test-retest reliability. Results: The reference version included 28 items, 23 of which were translated into Persian based on the impact factor 1.5, CVI > 0.59, and CVR > 0.70. Based on the exploratory factor analysis, the final version of the questionnaire included 23 items, and 3 factors were extracted. The scale could predict 51% of the total changes. Conclusions: Results of the current study indicated refined structure factor and good reliability for the psychometric adequacy of the teaching performance evaluation questionnaire. The results of the current study can be used by universities as well as other educational institutes to evaluate teachers’ adequacy. Keywords: Validity, Reliability, Psychometrics, Teachers’ Evaluation, Teacher

A Study of Curriculum Contents of the Master of Science of Medical Parasitology and its Arrangement from the Point of View of Professors

Background & Objective: The curriculum of the Master of Science in parasitology was initially prepared in 1984 and was reviewed in 2001 and 2010. Considering the development of medical technology, requirement of society, and the necessity of curriculum revision, The present study was conducted with the aim to assess the curriculum contents of the Master of Science of parasitology. Methods: This descriptive study was conducted in two stages. In the first stage, university professors were asked to give their opinions concerning the need for curriculum revision (addition or elimination of courses) in this field. In the second stage, based on the findings of the first stage and the current curriculum, a questionnaire was prepared and was distributed among the professors through email. Then, 30 completed questionnaires were evaluated. Based on the criteria of compulsory courses, prerequisite or compensatory courses, and importance of the courses, data analysis was performed in EXCEL software and the results were reported in the form of descriptive statistics. Results: After summarizing the comments and verifying the compliance of the currently approved curriculum courses with those proposed by participants, the addition of the prerequisite courses of New technologies of parasite detection and Taxonomy, and the compensatory courses of Biotechnology, Technical language, Geography of parasitic diseases in Iran, Bioinformatics, and Teaching methods was proposed. Moreover, the elimination of the courses of Preliminary bacteriology, Histology of the human body, Clinical biochemistry, Basic genetics, Preliminary hematology, and Principles of health services was proposed. Conclusion: Based on the results of this study, among the 10 currently approved prerequisite courses, 8 are necessary and desirable in the view of the participants. However, the compensatory courses require modification. Key Words: Curriculum, Medical Parasitology, M.Sc., Lesson title

The effect of using communication boards on ease of communication and anxiety in mechanically ventilated conscious patients admitted to intensive care units

Background: Using mechanical ventilation devices has unique advantages for the patient; however, it can also cause various problems. This study aimed to determine the effect of using communication boards on the ease of communication and anxiety in mechanically ventilated conscious patients admitted to intensive care units (ICUs). Materials and Methods: In this quasi-experimental study, 30 conscious patients undergoing mechanical ventilation were enrolled using consecutive sampling method and assigned to experimental (n = 15) and control (n = 15) groups. The control group included patients receiving primary communication methods, whereas the experimental group included patients who used the communication board for communication. The Hospital Anxiety and Depression Scale (HADS) and Ease of Communication Scale (ECS) were completed for both groups. Data were analyzed using descriptive-inferential statistics. Results: Communication scores of the patients indicated that there was no significant difference between the control and experimental groups before the intervention (z = −1.77; p = 0.070). However, after the intervention, there was a significant difference in communication scores between the two groups (z = −4.69; p = 0.001). The anxiety scale scores showed a significant difference between the control and experimental groups after the intervention, and patients' anxiety had significantly decreased in the experimental group (z = −2.98; p = 0.003). Conclusions: The results showed that the use of the communication board is possible in mechanically ventilated conscious patients and may contribute to ease of communication and decrease patients' anxiety during mechanical ventilation

The Effect of Simulation-Based Education on Patient Training Correct Inhaler Technique of Nursing Students: A Randomized Controlled Trial

Introduction Teaching inhaler techniques to nursing students is crucial. Objective This study aimed to investigate the effect of simulation-based education on patient training correct inhaler technique in nursing students. Methods This is a single-blind, randomized controlled trial in which nursing students are randomly allocated into two groups of control (n = 41) and intervention (n = 40). The students’ mean score of correct inhaler technique was measured before and one week after intervention, using checklists of inhaler techniques. Results The mean score of control group was significantly lower than the intervention group ( p  < .001). The results also revealed that there was no significant difference in students’ level of confidence regarding the ability to educate patients on inhaler techniques before the intervention, while all students were shown to have higher levels of confidence in this term after the intervention. Conclusions Simulation is an effective way to train nursing students in the correct inhaler techniques

Student's Responses to Teaching Items of Patient Safety (n = 121).

<p>Student's Responses to Teaching Items of Patient Safety (n = 121).</p

Challenges of PhD Graduated Nurses for Role Acceptance as a Clinical Educator: A Qualitative Study

Introduction: Clinical education is the core component of nursing education. PhD graduated nurses who are faculty members can play a main role in clinical instruction. However, there is not clear understanding about the challenges which they may encounter for accepting their role as clinical educator. The aim of this study was to explore the challenges of role acceptance by PhD aduated nurses who are faculty members. Methods: In this qualitative exploratory study a total of 13 participants (8 PhD graduated in nursing, 3 head of departments of nursing, one educational vice chancellor of nursing school, and one nurse) were selected by purposive sampling method. Data were collected by semi-structured, face to face interview and analyzed by conventional content analysis approach developed by Graneheim and Lundman. Results: The main theme emerged from data analysis was "identity threat". This theme had five categories including expectations beyond ability, lack of staff’s rely on the performance of PhD graduated nurses, poor clinical competencies, doubtfulness, and obligation. Conclusion: PhD graduated nurses experienced some worries about their role as clinical educators and argued that they have not been prepared for their role. Therefore, policy makers and authorities of nursing schools should support PhD graduated nurses for accepting their new roles as clinical educators. Moreover, some changes in nursing PhD curriculum is needed to improve the clinical competencies of PhD graduated and prepare them for their role as a clinical educator

Student's Perception on Patient Safety (n = 121).

<p>*Midwifery - Nursing</p><p>Student's Perception on Patient Safety (n = 121).</p

Student's Knowledge on Patient Safety (n = 121).

<p>* MOHH denotes ministry of health hospitals, and IOM Institute of Medicine</p><p>Student's Knowledge on Patient Safety (n = 121).</p

Comparison of Mean Squares of Perception on Patient Safety and Attitude to Patient Safety Education Based on Course of Study (n = 121).

<p>Comparison of Mean Squares of Perception on Patient Safety and Attitude to Patient Safety Education Based on Course of Study (n = 121).</p