the staff nurse-final

THE STAFF NURSE’S PERCEPTION OF THE MEDICATION ERRORS,

PERCEIVED CAUSES, AND REPORTING BEHAVIORS

AT DR. AMADO DIAZ HOSPITAL

PRESENTED BY:

GROUP 3

IN PARTIAL FULFILLMENT OF THE

NURSING REQUIREMENTS IN NURSING RESEARCH-1

PRESENTED TO:

MRS. JULIET MAGNO DELA CRUZ RN, MN

COLLEGE OF NURSING

NOTRE DAME OF MIDSAYAP COLLEGE

MIDSAYAP, COTABATO

CHAPTER 1

Introduction

The Problem and Its Scope Setting

Background of the Study

Drug administration forms a major part of the clinical nurse's role. Medication

administration by the nurse is only one part of a process that also involves doctors and

pharmacists. A nurse is an integral part of the health care profession. They perform various

duties in delivering nursing care to their patients. Among this is administering medications (Betz

& Levy, 1985).

In giving medications, some untoward incident may happen and medication errors may

occur. These events are not infrequent. Medication errors represent the largest single cause of

errors in the hospital setting. Medication errors strike at the heart of being a nurse-the

responsibility to do well and avoid harm. Medication errors have serious direct and indirect

results, and are usually the consequence of breakdowns in a system of care. Direct results include

patient harm as well as increased healthcare costs. Indirect results include harm to nurses in

terms of professional and personal status, confidence, and practice.

Medication errors are typically defined as deviations from a physician's order. There are

various causes or sources of medication errors include illegibly written orders, dispensing errors,

calculation errors, monitoring errors, and administration errors (i.e., giving the wrong medication

to the patient), prescription errors, and transcription errors. Physicians, pharmacists, unit clerks,

1.

and nurses can be involved in the occurrence of medication errors. According to O’shea

(1999), mathematical ability of nurses, nurses knowledge of medications, workload, length of

nursing experience, and length of nursing shift are all contributing factors to medication errors.

It is also believed that there is underreporting of medication errors. Mosterror-reporting

systems rely on voluntary self-reporting and are imbedded into what remain largely punitive

management systems. Nurses widely report reluctance to disclose medication errors, particularly

if an error does not result inpatient harm (Wakefield, Wakefield, Uden-Holman, & Blegen, 1996;

Walker &Lowe, 1998). According to Hume (1999), it is estimated that 95% of medication errors

are not reported because staff fear punishment.

There is a lack of research in the Philippines regarding medication errors. There is also a

lack of statistics as to its frequency in the hospitals in the Philippines. Moreover, the researcher

realizes this fact and has chosen to examine this subject to enhance understanding of medication

errors in the country. The main purpose of this study is to examine the perception of medication

errors, perceived causes, and reporting behaviors among nurses in the Philippines.

Objectives of the Study

General Objectives:

To generally determine the staff nurses’ perception of the medication errors; perceived causes, and reporting behaviors at Dr. Amado Diaz Hospital

Specific objectives:

1. To specifically determine how often medication errors is occurring in the

hospital setting at Dr. Amado Diaz Hospital.

2. To find out what are the causes of these said errors when it comes to

effectivity of the staff nurses.

3. To determine the total number of population at Dr. Amado Diaz Hospital.

4. To determine the clinical performance of the staff nurses at Dr. Amado

Diaz Hospital.

5. To determine the most common perception of the staff nurses to

medication error, perceived causes and reporting behavior.

6. To determine the least common perception of the staff nurses to

medication error, perceived causes and reporting behavior.

7. To help in formulating new guidelines to prevent medication errors and

improve hasten reporting procedure.

Theoretical Framework

This study is anchored on two nursing theories: Patricia Benner’s Model of Skill

Acquisition in Nursing and Margaret Newman’s Health as Expanding Consciousness Theory.

Patricia Benner’s Model of Skill Acquisition in Nursing (1948), which applies the Dreyfus

Model of Skill Acquisition (1980) to nursing, was first published in 1982 entitled “From Novice

to Expert”.

3.

Figure # 1. Patricia Benner’s Model of Skill Acquisition in Nursing. This model describes five

levels of skill acquisition and development: (1) novice, (2) advanced beginner, (3) competent, (4)

proficient, and (5) expert (From: http://visiblenurse.com.)

As such, this study will use Benner’s theory as the basis for determining registered

nurses’ perception of medication errors, perceived causes and reporting behaviors and their

relationship to the length of work experience.

Margaret Newman (1999) theorized that humans are continuously active in evolving their

own pattern of the whole and are intuitive as well as cognitive and affective beings. Pattern is

what identifies an individual as a person (Newman, 1994). It is a fundamental attribute of all that

there is and gives unity in diversity. Newman (1994) stated that the patterns of interaction of

person-environment constitute health. Accordingly, nursing education should revolve around this

“pattern” to enable nursing to be an important resource for the continued development of

healthcare (Newman, 1995).

More importantly, Newman saw the theory, the practice, and the research as a process

rather than as a separate domain of nursing discipline. With an updated contextual and practical

knowledge, nurses will have the personal transformation in learning they ought to have and will

be able to recognize health patterns in patients better by acting as a participant-observer of

phenomena related to health (Tomey, 2002). Newman’s work has been used by nurses in a

number of settings, providing care for different types of clients, and for a variety of

interventions.

4.

These studies have a bearing on the present study because they all indicate that the ideal of

health as expanding consciousness generates improved caring instructions in numerous

populations.

Conceptual Framework

This section presents the conceptual framework of the study. The framework of this study

is focused on the relationship of the independent and dependent variables as well as that of the

extraneous variables as shown in Figure 3. An action plan will also be proposed based on the

results of the study. The proposed action plan will greatly depend upon the results of the nurses

‘perception of medication errors, perceived causes, and reporting behaviors. The result may

warrant a need for revision of policies, short-term training programs like continuing education

and in-service education or a long-term course like advance professional education to update and

enhance the knowledge on medication administration and proper reporting behaviors.

The independent variable in this study is the staff nurses’ length of work experience

while the dependent variable is the perception of medication errors, perceived causes, and

reporting behaviors. The extraneous variables are demographic profile including age, sex, civil

status, highest level of education, work schedule, employment status, length of nursing shift, and

work setting. Also apart of the extraneous variables are the self-rated proficiency in medication

administration, participation in short-term training regarding medication administration, and

sources of information regarding medication errors.

5.

Extraneous Variables

Demographic Profile:

- Age - Self-Rated Proficiency in

- Sex Medication Administration

- Civil Status - Participation in Short-Term

- Highest Level of Education Medication Administration

- Working Setting - Employment Status

- Work Schedule

Independent Variable

- Length of Work Experience

Dependent Variable

Staff Nurse’s

- Perception of Medication errors

- Perceived causes

- Reporting behaviors

Statement of the Problem

This study intends to look into the respondents’ (staff nurses in Dr. Amado Diaz Hospital)

6.

perception of medication errors, their perceived causes, and their reporting behaviors.

Specifically, it aims to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age;

1.2 Sex;

1.3 Civil status;

1.4 Highest level of education;

1.5 Work schedule;

Proposed action plan

1.6 Employment status;

1.7 Length of nursing shift;

1.8 Length of work experience;

1.9 Work setting;

1.10 Self-rated proficiency in medication administration; and

1.11 Participation in short-term training regarding medication administration?

2. What are the respondents’ sources of information regarding medication errors?

3. What are the respondents’:

3.1 Perception of medication errors;

7.

3.2 Perceived causes of medication errors; and

3.3 Reporting behaviors related to medication errors?

4. Is there a relationship between the respondents’ profile and their perception of medication

errors, their perceived causes, and their reporting behaviors?

5. Is there a significant relationship between the respondents’ length of work experience and

their perception of medication errors, their perceived causes, and their reporting behaviors?

Hypotheses

Ho1: There is no significant relationship between the staff nurses’ profile and their

perception of medication errors, their perceived causes, and their reporting behaviors.

Ho2: There is no significant relationship between the staff nurses’ length of work

experience and their perception of medication errors, their perceived causes, and their reporting

behaviors.

Significance of the Study

The study will be beneficial to the following persons and institutions:

Nurses and the Nursing Profession

The nurses would benefit from this study since their perceptions and reporting behaviors

8.

regarding medication errors would be known, their concerns would be addressed. The results of

the study would also help in formulating new guidelines to prevent medication errors and

improve hasten reporting procedure.

Hospital Administrators

The hospital administrators will benefit from this study since through the results of this

study; they will be informed as to how the staff nurses perceive medication errors. Based on the

findings, they can revise their present policies or formulate new ones regarding medication errors

and reporting behavior.

Future Researchers

This study will serve as a reference and guide for future researchers who will be

conducting a study on medication errors.

Scope and Limitation of Study

The study will look into the respondents’ perception of medication errors, their perceived

causes, and their reporting behaviors. It will also identify the respondents’ profile and sources of

information regarding medication errors. The study will also determine the relationship between

the respondents profile and their perception of medication errors, perceived causes, and reporting

behaviors.

9.

The respondents will be a working as a staff nurse in Dr.Amado Diaz Hospital. Convenience

sampling will be used. After securing approval from the hospital administrators, a survey

questionnaire will be distributed to the nurse’s stations and will be collected after one week. The

study will be conducted from January to March 2012.

Definition of Terms

The following terms are defined operationally to project the functional meaning of the

words for the purpose of clarity and ease of comprehension in this study.

Age – refers to the length of time since the respondent’s birth up to present; expressed in

years.

Civil Status – refers to the state of being single, married, separated, or widow/widower.

Employment Status – refers to the status of the staff nurses employment; either regular,

contractual, reliever, or volunteer.

Highest Level of Education – refers to the highest level of education attained by the

respondents; either bachelor’s degree, master’s degree, or doctorate degree.

Length of Nursing Shift – refers to the length of time of each nursing shift as expressed

in hours; usually eight or twelve hours.

Length of Work Experience – refers to the nurses’ length of time working as a staff

nurse.

10.

Medication Error – refers to the erroneous administration of medication; either wrong

patient, time, dose, route,

Self-rated Efficiency in Medication Administration – refers to how the nurses rate their

efficiency in administering medications either Expert, Proficient, Competent, Advance

beginner, or Novice.

Sex – refers to the gender; either male or female.

Staff Nurse – refers to the nurses’ working in any area of the hospital with at least

Bachelor’s of Science in Nursing degree and a Registered Nurse in the Philippines.

Perceived Cause of Medication Error – refers to what the nurses perceive as the usual

causes of medication errors.

Reporting Behavior – refers to whether the nurses perceive a medication error as

reportable to the physician and nurse manager through an incident report.

11.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the related literature and studies that were reviewed about

medication errors, its causes, and reporting behaviors to give clarity to the present study.

Related Literature

Medication Administration (Delaune and Ladner, 2002)

Medication management requires the collaborative efforts of many healthcare providers.

Medications may be prescribed by a physician, dentist, or other authorized prescriber such as

advanced practice registered nurses as determined by individual state licensing bodies.

Pharmacists are licensed to prepare and dispense medications.

Nurses are responsible for administering medications. Dietitians are often involved in

identifying possible food and drug interactions. Nurses play an essential role in the

administration of, education about, and evaluation of the effectiveness of prescribed medications.

The nurse’s role changes with the setting of the client. In the home ore community setting,

referred to as primary care, clients take their own medication as prescribed by the health care

practitioner. Nurses are responsible for educating the client about his or her medications and its

possible side effects as well as for evaluating the outcome of the prescribed therapy in restoring

and maintaining the client’s health. In the acute care setting, nurses spend a great deal of time

administering medications and evaluating their effectiveness. Nurses are responsible for teaching

12.

clients how to take their medications safely when they are discharged. Medication administration

requires specialized knowledge, judgment, and nursing skill based on the principles of

pharmacology.

The Five Rights (5 Rs) of Drug Administration (Workmann And Bennett, 2003)

The responsibility for administering medication safely is one which nurses take seriously,

and to assist in this procedure the five Rights (5 Rs) of drug administration have been devised:

Right patient

Check the identity of the patient with his identification band, using hospital number or

date of birth as additional verification. If patients are long-stay residents, identification may be

by photograph, rather than an impersonal name band (Williams 1996). In the home setting you

should satisfy yourself that you have identified the right patient for medication by asking them

their full name or date of birth to verify against the prescription.

Right drug

Drug names can be complex, and have similarities between names. Check for clearly

written prescriptions, matching the name on the medication container. In hospital, drugs are

prescribed by their generic names, and patients may be confused and think that they are having a

new medication. If in doubt, consult the BNF for the generic and trade name of the drug. Check

three times during the procedure: when you take the drug from the cup board or trolley, before

you pour it into the medication receiver, matching it to the drug name on the prescription sheet,

as you return it to the cupboard or trolley.

13.

Right dose

This should be clearly written on the prescription sheet. If the dose is very small, then

micrograms should be written out in full (BNF). Calculate the dose carefully and check to see if

there is a drug with the same name but dispensed indifferent strengths.

Right time

Most drugs are designed to be given with an interval of several hours apart to provide a

consistent therapeutic blood level. If given haphazardly, then the medication will be less

effective or may cause the patient to develop unwanted side effects. Therefore, it is essential to

give doses at prescribed intervals and to record the actual time of administration.

Right route

Medications are given licenses for specific routes of administration. It is possible to give

medication by the wrong route, for example, an intramuscular injection may be given

intravenously if sited in the wrong place.

Related Studies

Perceptions about Medication Errors: Analysis of Answers by the Nursing Team

(Bohomol, E. and Ramos, L.H., 2006) This descriptive and exploratory study assesses four

scenarios showing situations from nursing practice. The study group was composed of

256professionals and 89 questionnaires were analyzed. The answers given by the registered

nurses were compared with those of licensed practical nurses and care aids. They should express

their opinion if the situations represented a medication error or not, if it had to be communicated

14.

to the physician or an incident report had to be written. The two groups showed uniform answers.

They expressed the same doubts to label the situation as an error and which measures should be

taken, suggesting the need for further discussion on the matter within the institution.

Study of Medication Errors on a Community Hospital Oncology Ward (Ford,

C.D.,Killebrew, J., Fugitt,P., Jacobsen, J. and Prystas, E.M., 2006) Our nurses reported 141

medication administration errors during the study period, for a reported rate of 0.04% of

medication administrations. Twenty-one percent of these were order writing and transcribing

errors, 38% were nurse or pharmacy dispensing errors, and 41% were nurse administration

errors. Only three MAEs resulted in adverse drug events. Nurses were less likely to report MAEs

that they felt were innocuous, especially late-arriving medications from the pharmacy. A

retrospective review of 200 chemotherapy administrations found only one clear MAE, a

miscalculated dose that should have been intercepted.

Significant reported MAE rates on our ward (0.04% of drug administration sand 0.03

MAEs/patient admission) appear to be relatively low due to application of current safety

guidelines. An emphasis on studying MAEs at individual institutions is likely to result in

meaningful process changes, improved efficiency of MAE reporting, and other benefits.

Medication Errors In Relation To Education & Medication Errors In Relation To Years

of Nursing Experience (Bailey, C.G., Engel, B.S., Luescher, J.N., and Taylor, M.L., 2008) The

results of the study suggested that there is a direct relationship between education and medication

errors, rather than an inverse relationship, wherein as education increased number of errors

decreased. The study showed that Licensed Practical Nurses (LPN) made the least number of

15.

medications errors followed by Registered Nurses with Associate Degrees, with BSNR egistered

Nurses having the highest incidence of medication errors. The results indicate that as the

education level increased so did the number of medication errors. The study showed that nurses

made the most medication errors either in their first five years of nursing experience or after

twenty years of nursing. This study also indicated that giving medication at the wrong time was

the most common type of medication error made by the participants. The shift that reported

having the most medication errors was 7 am-7 pm, when most medications are administered.

The most common route for medications errors was PO or “by mouth”.

Factors influencing pediatric nurses’ responses to medication administration (Davis, L.,

Ware, R.S., McCann,D., Keogh,S. and Watson, K., 2011) Double checking the patient, double

checking the drug and checking the legality of the prescription were the three strongest

predictors of nurses’ actions regarding medication administration. Policy factors, and not

contextual factors, drive nurses’ judgment in response to hypothetical scenarios.

16.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methods of research used in this study. It includes the research

design, research setting, research respondents, research instruments, data gathering procedure

and statistical treatment.

Research Design

This non-experimental research will utilize the descriptive survey and descriptive-

correlational designs. The purpose these design is to describe the variables and examine the

relationships among these variables. No attempt will be made to control or manipulate the

situation. An anonymous, self-report survey method will be applied using a questionnaire

checklist in gathering the needed data for the study.

Description of Research Location

This study will be conducted at Dr. Amado Diaz Hospital. Midsayap is a 1st class

municipality in the province of North Cotabato, Philippines. According to 2010 census, it has a

population of 149,976 with in 29,178 households. It has recorded 57,618 registered voters (based

on 2004 records) It is populated by a multi-cultural aggrupations of peoples from the influx of

migrants from Luzon and the Visayas brought about by the reputation of the island of Mindanao

as a highly promising haven for settlers. In Midsayap, it is common for people speaking different

dialects such as Cebuano, Hiligaynon, Ilocano, Maguindanaon, Manobo, Waray,

17.

among others.List of the hospital in Midsayap includes Midsayap Community Doctors'

Hospital at Poblacion VIII, Midsayap Diagnostic Center and Hospital at Poblacion VIII,Mount

of Blessing Hospital at Libungan,Misayap, Sara Medical Clinic at Jaycee Avenue, Poblacion II

http://en.wikipedia.org/wiki/Waray-Waray_language

http://en.wikipedia.org/wiki/Manobo

http://en.wikipedia.org/wiki/Maguindanaon

http://en.wikipedia.org/wiki/Ilocano_language

http://en.wikipedia.org/wiki/Hiligaynon_language

http://en.wikipedia.org/wiki/Cebuano_language

http://en.wikipedia.org/wiki/Visayas

http://en.wikipedia.org/wiki/Luzon

http://en.wikipedia.org/wiki/Philippines

http://en.wikipedia.org/wiki/Cotabato_province

http://en.wikipedia.org/wiki/Philippine_province

http://en.wikipedia.org/wiki/Philippine_municipality

Dr. Ricardo P. Dela Cruz Memorial Hospital at Poblacion VIII,Jalandoni Medical Clinic at

Quezon Avenue,Sara Medical Clinic at Jaycee Avenue, Poblacion II, and Dr. Amado B. Diaz

Provincial Foundation Hospital at Roosevelt Street, Poblacion IV which is the target location of

our research study. These hospitals cater the health needs of the people.

Research Respondents

The target population will be Registered Nurses (RN’s) who are working as a staff of Dr.

Amado Diaz Hospital. All of the staff nurses in Dr. Amado Diaz Hospital will be given the

questionnaire and will be instructed to return it to the researcher as soon as they complete the

survey-questionnaire. Convenience sampling will be used by providing questionnaire to each

nurse’s station and leaving it to be completed within one week.

Research Instrument

The instrument to be used in this study is the Modified Gladstone (2001).Instrument

content validity was determined acceptable by Osborne, Blais, andHayes (1999) and Goldstone

(1995). In addition, Osborne et al established reliability using the test-retest method (0.78) in

their sample. The Modified Gladstone was revised by the researcher and added additional items

to suit the objectives of this study. This instrument measured (1) nurses’ perceived causes of

medication errors – 10 items; (2) estimated percentage of drug errors reported to nurse managers

– 1 item; (3) types of incidents that would be classified as (a)medication errors, (b) reportable to

18.

physicians, or (c) reportable using an incident report – 6 items; (4) nurses’ views about reporting

medication errors – 8 items; (5)nurses’ demographic data – 12 items; and (6) nurses’ source(s) of

information regarding medication errors – 2 items. Data Gathering Procedure Written permission

to conduct the study will be obtained from the chief nurses and medical directors of the

respective hospitals. A letter to the respondent stating the study’s purpose and significance will

be attached to the front page of each questionnaire to obtain a free and informed consent.

Participants will be assured that their responses would remain confidential, any information that

may reveal their identity would not be recorded, and only aggregated data will be communicated.

The questionnaires will be placed on each nurse’s station in a labeled envelope with instructions

concerning the survey. The researcher will collect the completed surveys after one week. The

results will be compiled and analyzed.

Statistical procedure

The frequency of the respondents profile and answers to the questions will be treated

using the following formula. To provide an average picture of the data, the sample mean will bed

etermined using this formula: ∑ ̅Where: ̅= mean; ∑ = sum of observations; and n= number of

observations. To determine the percentage, this formula will be used :Where: P = percentage; ƒ =

frequency; and n = number of samples.

19.

The chi-square test will be used to determine if significant relationships exist between the

variables. This is the formula of chi-square test: ( ) ∑Where: x2 = the test statistic that

asymptotically approaches a x2 distribution; Oi = an observed frequency; Ei = an expected

frequency, asserted by the null hypothesis; and n = the number of possible outcomes of each

event.

QUESTIONNAIRE

Nurse’s Perception of Medication Errors, Perceived Causes, and Reporting Behaviors

(Revised from Modified Gladstone 2001)

I. Why do you think medication errors occur? The following ten statements are all possible

causes of medication errors. Please read them carefully and rank 1 to 10. (Where 1 is the most

frequent and 10 the least frequent.)

a. Drug errors occur when the nurse fails to check the patient’s name band with the

Medication Administration Record (MAR). __________

b. Drug errors occur when the physician’s writing on the doctor’s order form is difficult

to read or illegible. __________

c. Drug errors occur when the medication labels/packaging are of poor quality or

damaged. __________

20.

d. Drug errors occur when there is confusion between two drugs with similar names.

__________

e. Drug errors occur when the physician prescribes the wrong dose. __________

f. Drug errors occur when the nurse miscalculates the dose. __________

g. Drug errors occur when the nurse sets up or adjusts an infusion device

incorrectly. __________

h. Drug errors occur when nurses are confused by the different types and functions of

infusion devices. __________

i. Drug errors occur when nurses are distracted by other patients, coworkers or events on

the unit. __________

j. Drug errors occur when nurses are tired and exhausted. __________

II. In your estimate, what percentage of all drug errors is reported to the Nurse Manager by the

completion of an incident report? (Please mark an “X” on the line that corresponds most closely

to your estimation.)

1% __10%__ 20%__ 30%__ 40%__ 50%__ 60%__ 70%__ 80%__ 90%__ 100%__

21.

III. It is not always clear to nurses whether what they view as a minor drug discrepancy should

be reported as a medication error. In the following examples you are asked to indicate:

a. Whether or not a medication error occurred.

b. Whether or not the physician should be notified.

c. Whether or not an incident report should be completed. Please check YES or NO for

each of the following statements:

1. A patient missed his midday dose of oral Ampicillin because he was in X-ray for 3

hours

a. Drug error? Yes No

b. Notify physician? Yes No

c. Incident report necessary? Yes No

2. Four patients on a busy surgical unit received their 6:00 pm doses of IV antibiotics 4

hours late. a. Drug error? Yes No



3. A patient receiving TPN feeding via an infusion pump was given 200 ml/hr instead of

the correct rate of 125 ml/hr for the first three hours of the 24-hour infusion.

22.

The pump was reset to the correct rate after the change of shift at 7:00 am when the incoming

nurse realized that the pump was set at the incorrect rate.




4. A patient admitted with status asthmaticus on 04/30/2011 at 2:00 am is prescribed

Ventolin nebulization every 4 hours. The nurse omitted the 6:00 am dose on 04/30/2011

as the patient is asleep.




5. A physician ordered percocet 1-2 tabs for post-op pain every 4 hours. At 4:00 pm, the

patient complained of pain, requested one pill and is medicated. At 6:30 pm the patient

requested the second pain pill. The nurse administered the pill.




23.

6. A patient is receiving a routine 9 am dose of digoxin every day. Yesterday’s digoxin

level was 1.8 (the high side of normal). A digoxin level was drawn at 6 am today. At 9

am the nurse holds the digoxin because the lab value is not available yet.




IV. What are your views about reporting medication errors? Please check the most

appropriate response:

1. I am usually sure what constitutes a medication error. Yes No

2. I am usually sure when to notify the physician in case of a medication error. Yes No

3. I am usually sure when a medication error should be reported using an incident report.

Yes No

4. Some medication errors are not reported because Yes No nurses are afraid of the

reaction they will receive from the Nurse Manager.

5. Some medication errors are not reported because nurses are afraid of the reaction they

will receive from their coworkers. Yes No

24.

6. Have you known an incident when a coworker did not report a medication error?

Yes or No

7. Have you ever failed to report a drug error because you did not think the error was

serious to warrant reporting? Yes No

8. Have you ever failed to report a medication error because you were afraid that you

might be subject to disciplinary action or even lose your job? Yes No

V. Respondent’s Profile. Please fill in the answers below.

1. Age: ________ years old

2. Sex: ________ Male ________ Female

3. Civil Status: ________ Single ________ Separated ________ Married ________

Widower/Widow

4. Highest level of education: ________ Bachelor of Science in ________ Master of

Science in Nursing (BSN) Nursing (MSN) ________ Undergraduate in Master’s

________ Master, in other field: Degree _______________ ________ Master in Nursing

(MN) ________ Undergraduate in Doctorate ________ Master of Arts in Nursing

25.

________ Doctor of Nursing (DN) (MAN) ________ Doctorate, in other

field:_______________

5. How long have you been working as a nurse? _______ year(s) & _______ month(s)

6. What is your proficiency in administering medications: ________ Expert ________

Advance Beginner ________ Proficient ________ Novice ________ Competent

7. What is your work schedule? ________ Full-time ________ Part-time

8. Employment Status: ________ Regular ________ Reliever ________ Contractual

________ Volunteer

9. Length of nursing shift: _______ hours.

What is your PRIMARY hospital work setting? (Please choose one.) ________ General

Ward ________ Operating Room (OR) ________ Surgical Ward ________ Post-

Anesthesia Care ________ Medical Ward Unit/Recovery Room ________ OB-GYN

Ward ________ Labor & Delivery Rooms ________ Pedia Ward (DR) ________

Intensive/Critical Care Unit ________ Neonatal Intensive Care (ICU) Unit (NICU)

________ Emergency Department ________ Out Patient Department (ER) (OPD)

11. How many medication errors do you remember making over the course of your

26.

career? (Please encircle your answer.) 0 1 2 3 4 5 6 7 8 9 10 More than ten please specify

________12. How many incident reports related to medication errors do you remember

making over the course of your career? (Please encircle your answer.) 0 1 2 3 4 5 6 7 8 9

10 More than ten please specify ________

13. Have you joined any short-term training program regarding medication error?

________ Yes ________ No

14. What are your source(s) of information regarding medication errors? (Please check all

that applies.) ________ Nursing/Medical Journals ________ Discussions with other

________ Nursing/Medical Websites medical professionals and Blogs Others, please

specify: ________ Medical Text and ________________________ Reference Books

________ Trainings/Seminars/ Symposia

27.

the staff nurse-final

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