Contrast and Comparison to Medication †Free Samples to Students

Question: Discuss about the Contrast and Comparison to Medication. Answer: Introduction According to Blank (2011), the medication error is one of the most common mistakes made during reporting errors in the emergency department. He further states that most of this errors occur during the administration phase of the patient to the hospital. The purpose of this study (Back to Basic) is meant to reduce the administration medical errors that often take place in the emergency department. This errors get handled by reinforcing the underlying administration medical procedures which will reduce the emergency errors in the department. The study took three months where 75% of out of the 127 nurses participated in the research, and the method that got used in the study was educational intervention. Moreover, the Do not interrupt" study aims at evaluating practical techniques that will decrease non-medical related interruptions of the nurses during administrating medication (Westbrook, 2017). The study took eight weeks where 227 nurses participated in the study, and they administer ed 4781 medications. The general purpose of this paper is to have an understanding of the two studies and how they relate to each other during medication administration. The purpose of the study was to reduce the number of administration medical errors that often happen in the emergency department. According to Blank (2011), the following review was a 3-month educational intervention which used a single group that was not randomized and comparisons made on the pre-post outcome of the results. The educational interventions made where to address the current medication errors experienced in the emergency department. The methods used in the response are IV administration and preventing errors and the relevant recommended practices that reduce medication administration errors. According to Huckles-Baumgart (2014), research on medication errors are usually focused on isolated phases within the medication administration process. On the study, 75 percent of the nurses out of a total number of 127 participated in the study and three measures were used during the pre and post-intervention of the survey (Blank, 2011). These methods were tests done to acquire kn owledge on the medical administration procedures and the use of the study to understand the behavior of the participants when the recommended medication got administered. Another method used was the use of chart reviews and voluntary error reports that gave understanding about the medical administration errors that often occur. According to Blank (2011), the findings of the study show that 91 percent of the nurses achieved a perfect score during the post-test while 69 percent received a perfect score during the pre-test. From the post-survey, the nurses in their significant proportions responded that they followed the recommended practice most of the time which increased during 8 out of 10 questions in the survey. However, the results found from the study did not reach the required statistical significance. On the other hand, during the chart review, the nurses scored 299 during the pre-test while 295 scored during the post-test which still revealed little change in the total medica tion errors. The survey method accounted for 25 percent of the findings of the research while 24 percent was on the charts review. In the voluntary report, the medication errors dropped by a significant number that is from 1.28 to 0.99 failures out of 1000 patients (Blank, 2011). Through the study, there were concerns about the effectiveness of the methods used, and this provided the clinicians with better policy-making ideas that would improve safety during medication administration (Acheampong, 2014). Critique of the Back to Basic Approach to Medication The use of educational intervention is certified as sufficient during the study because it provides improved knowledge on the recommended medication administering practices though it does not translate to be an essential change in medication administration practice. Furthermore, the method was fit for the study because it provided some variation within the three months. The sample size was 75% of the 127 nurses who participated in the survey was also sufficient for the study. Therefore, the survey and chart review as the internal validity of the study because they provide emphasis made by the research while the external validity can be referred to as the educational intervention used in the research study as the general method (Blank, 2011). However, the method used was not sufficient because it did not give the required change as expected when the research began. The purpose of the study was to reduce the number of interruptions that nurses of often face while administering medication. According to Westbrook (2017), a random survey of an eight parallel cluster is done in a major teaching hospital to understand the best method that can be used to reduce interruption of nurses when they are administering medication. During the study, randomization got done on four wards, and the interventions made were comprised of putting on a vest during medication administration and patient and nurse education. Furthermore, there were strategic measures put to divert any interruptions and creation of reminders. As the study commenced, the intervention got blinded to the control wards then direct structured observations were made on the administering medication processes. The primary findings of the study were not related to the medication interruptions when administering proper dose medication. The secondary results of the survey indicated the rate of multit asking and total interruptions conducted by the study of the nurses' experience (Westbrook, 2017). From the study, there was 4781 medications administered by 227 nurses over a span of 8 weeks (364.7 hours). Moreover, there were 57 interruptions out of 100 administrations that the nurses experienced during the period where 87.9 percent of the disruptions were not related to any of the medication tasks under observation (Westbrook, 2017). Moreover, there was a reduction in the number of non- related medication interruptions which were 50 out of the 100 administrations made. There was also reduction in the medication route and ward type in the control cluster that reduced by 15 of the unrelated medication interruptions out of 100 administrations. According to Westbrook (2017), this reduction was significant in that it had far reduced number compared to the control wards. The post-survey study was completed by 88 nurses while nurses in the intervention ward reported that the vests consu med a lot of time and cumbersome. The intervention was supported by 48 percent of the nurses for it to become hospital policy. The method that was used for the study was not sufficient because it did not provide the required change within the span of 8 weeks it was conducted. Furthermore, the sample size used was adequate for the study because 4781 medications were able to be administered by the 227 nurses who participated in the study. Moreover, the method which is the use intervention got associated with a significant reduction in the unrelated medication interruptions, and this reduction has a significant effect on the medication error rates. The internal validity of the study are the use of strategic measures put to prevent and interruptions, putting on of a vest during medication administration and nurse and patient education. The external validity of the research study was the randomization of four wards as the general method used in the research study. Comparison of the Two Approaches to Medication The Back to Basic' and Do not interrupt' approaches to medication have a significance in contributing to factors that affect the effective administration of medication to patients. For instance, during operations, some interruptions can occur, and the medical personnel got focused on administering medication which reduces the medication errors that may arise. According to Anderson (2010), drug information is also very crucial during the administration of medication on the patient. It can be related to the drug packaging and labeling which is essential in preventing any medication errors. For instance, some patients received an overdose of heparin drugs due to misleading labeling and packaging and this medication error resulted in the death of three infants. Another factor that may lead to clinical issues is the environment in which the medication gets administered. For example, a research conducted in Malta shows that 37 percent of the nurses agreed that physical tiredness was a key factor that led to medication errors when nurses got tired and ignored some of the procedures required before giving medication (Karavasiliadou, 2014). Moreover, observations made indicate that the rate at which medication errors reported as voluntary is low (Aronson, 2009). It means that the Do not Interrupt' approach had to occur first so as for the Back to Basic' approach happens because the error may occur during administering dosage to the patient. From this article, we can understand that Back to Basic' and Do not interrupt' approaches to medication have a connection in that the dosage administered must be inaccurate for the medication error to occur. The Do not Interrupt approach can be stated as the most significant method because its the one that often occurs in hospitals compared to the Back to Basic method. Furthermore, the Do not Interrupt approach is the one that often happens before the Back to Basic approach takes place. Therefore, it essential when nurses get updates about the medication errors that may have occurred in their facility so that they can understand the best ways of administering medication dosages thus preventing any mistakes from happening in the future. It is essential when nurses understand the errors that occur and the necessity of reporting them in case they occur (Svitlica, 2017). References Acheampong, F., Anto, B. P., Koffuor, G. A. (2014). Medication safety strategies in hospitalsa systematic review.International Journal of Risk Safety in Medicine,26(3), 117-131. Anderson, P., Townsend, T., CCRN-CMC, C. B. (2010). Medication errors.American Nurse Today, 23-27. Aronson,J.K. (2009) Medication errors: what they are, how they happen, and how to avoid them. QJM: An International Journal of Medicine, Volume 102, Issue 8, 1 August 2009, Pages 513-521,https;//doi.org/10.1093/qjmed/hcpo52 Blank, F. S., Tobin, J., Macomber, S., Jaouen, M., Dinoia, M., Visintainer, P. (2011). A back to basics approach to reduce ED medication errors.Journal of emergency nursing,37(2), 141-147. Huckels?Baumgart, S., Manser, T. (2014). Identifying medication error chains from critical incident reports: a new analytic approach.The Journal of Clinical Pharmacology,54(10), 1188-1197. Karavasiliadou, S., Athanasakis, E. (2014). An inside look into the factors contributing to medication errors in the clinical nursing practice.Health science journal,8(1). Svitlica, B. B., Simin, D., Milutinovi?, D. (2017). Potential causes of medication errors: perceptions of Serbian nurses.International nursing review,64(3), 421-427. Westbrook, J. I., Li, L., Hooper, T. D., Raban, M. Z., Middleton, S., Lehnbom, E. C. (2017). Effectiveness of a Do not interruptbundled intervention to reduce interruptions during medication administration: a cluster randomised controlled feasibility study.BMJ Qual Saf,26(9), 734-742.