Medication Errors Flashcards

1
Q

Medication errors

A

Landmark study by Institute of Medicine (IOM) in 1999

Follow-up study in 2010 showed no significant change in rates of preventable errors since the IOM study.

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2
Q

Just Culture

A

Recognizes that systems are generally at fault when error occurs
—Need for accountability
—Remediation of:
*Workplace culture
*Reporting structure
*Management behaviour

When professionals do not follow policies or have repeated errors
—Need for accountability
Remedial education

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3
Q

Adverse Drug Event

A

General term
—Encompasses all types of clinical problems resulting from medication use

Medication errors

Adverse drug reactions (ADRs)
—Allergic reaction
—Idiosyncratic reaction

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4
Q

Medication Errors

A

Preventable

Common cause of adverse health care outcomes

Drugs commonly involved in severe medication errors:
—central nervous system drugs
—anticoagulants,
—chemotherapeutic drugs

More potential for harm with “high-alert” medications

SALAD (sound-alike, look-alike drugs)

LASA (look-alike, sound-alike)

TALLman lettering

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5
Q

Issues Contributing to Errors

Errors can occur during any step of medication process

A

Procuring
Prescribing
Transcribing
Dispensing
Administering
Monitoring

Organizational issues
Educational system issues
Sociological factors
Use of abbreviations

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6
Q

Types of Medication Errors

A

Near miss

No harm event

Medication Error

Critical Incident

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7
Q

Near miss

A

Did not reach the patient
Results in no harm

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8
Q

No harm event

A

Reaches patient
Results in no harm

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9
Q

Medication Error

A

Causes harm

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10
Q

Critical Incident

A

Results in serious harm

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11
Q

Preventing Medication Errors

A

Multiple systems of checks and balances should be implemented to prevent medication errors.

Prescribers must write legible orders that contain correct information, or orders should be entered electronically.

Authoritative resources such as pharmacists or current (within the past 3 to 5 years) drug references or literature must be consulted.

Nurses need to always check the medication order three times before giving the drug.

Faculty members should not be the student’s research source regarding medications.

The rights of medication administration should be used consistently.

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12
Q

Preventing Medication Errors

A

Assessment

Two patient identifiers

Do not administer if you did not draw up or prepare yourself.

Minimize verbal or telephone orders.

Repeat order to prescriber.

Spell drug name aloud.

Speak slowly and clearly.

List indication next to each order.

Avoid abbreviations.

Never assume anything about items not specified in a drug order (e.g., route).

Do not hesitate to question a medication order for any reason when in doubt.

Do not try to decipher illegibly written orders; contact the prescriber for clarification.

Never use a “trailing zero” with medication orders.
—Do not use 1.0 mg; use 1 mg.
—1.0 mg could be misread as 10 mg, resulting in a 10-fold dose increase.

Always use a “leading zero” for decimal dosages.
—Do not use .25 mg; use 0.25 mg.
—The .25 mg may be misread as 25 mg.
—-The “.25” is sometimes called a “naked decimal”

Take time to learn special administration techniques of certain dosage forms.

Always verify new medication administration records.

Always listen to and honour any concerns expressed by patients regarding medications.

Check patient allergies and identification.

Provide a translator for patients who do not speak English

Ensure readability of labels

Use “tall-man lettering” to differentiate look-alike drug names

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13
Q

Responding to, Reporting, and Documenting Medication Errors

A

Professional responsibility

Follow facility policy.

Follow-up procedures or tests

Nurses highest priority is patient’s physiological status and safety.

Complete all necessary forms.

Document with factual information; accurate, thorough, and objective.

Avoid using judgemental words (e.g., error).

Note observed changes in patient’s physical or mental status.

Document that the prescriber was notified and any follow-up actions or orders that were implemented

Ongoing patient monitoring
The Institute for Safe Medication Practices Canada

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14
Q

Medication Reconciliation

A

Continuous assessment and updating of patient medication information

–Verification: collection of meds currently used

–Clarification: professional review of this information to ensure that all meds and dosage are appropriate

–Reconciliation: further investigation of any discrepancies

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15
Q

Process in which medications are “reconciled” should occur at:

A

Entry into the facility

Transfer into the facility

Into or out of the ICU

Discharge

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16
Q

Process of Medication Reconciliation

A

Patients provide a list of all the medications they are currently taking (including natural health products and over-the-counter drugs).

Prescriber then assesses the medications and decides if they are to be continued upon hospitalization.

Designed to ensure that there are no discrepancies between what the patient was taking at home and in hospital

17
Q

Medication Reconciliation

Should be done at each stage of health care delivery:

A

Admission

Status change (e.g., from critical to stable)

Patient transfer within or between facilities or provider teams

Discharge (the latest medication list should be provided to the patient to take to the next health care provider)

18
Q

Ethical Issues

A

Notification of patients

Possible consequences for nurses

19
Q

Preventing Pediatric Medication Errors

A

Know the child’s weight and double check all calculations. Many require independent double checks

Report all medication errors.

Know the drug thoroughly.

Follow the Ten Rights of medication administration.

Avoid verbal orders in general.

Avoid distractions.

Communicate with everyone (parent/caregiver) involved in patient care.

20
Q

adverse drug event

adverse drug reaction

allergic reaction

idiosyncratic reaction

A

undesirable occurrence concerning admin of or failure to administer prescribed medication

unexpected, unintended, or excessive responses to medication given at therapeutic dosages

immunological hypersensitivity reaction

abnormal and unexpected response to a medication

21
Q

how to reduce MEs

high alert meds

med rec

A

double-check drugs that sound alike and look alike names

if a pt expresses concern about a drug, stop, listen, and investigate

once the student has commited an ME, the responsibility is to the pt and to be honest and accountable

insulin, opiates, anticoagulats, inj potassium

do you have a list of all the meds, including OTC you are currently taking