Article review

Write a scholarly peer review of the article Attached. The rubric and article are attached. Please follow the rubric correctly.

DIVISION OF ALLIED HEALTH, LIFE & PHYSICAL SCIENCES
ASSOCIATES IN APPLIED SCIENCE IN NURSING
Complex of Concept of Adult II Theory/Practicum Grading Rubric for Writing Assignment
End of Program SLO #3: Implement the best evidenced based practice that is available based
upon the values and preferences of individuals and families.
CLO 3: Evidence-Based Practice Implement the best evidenced based practice that is
available based upon the values and preferences of patients, families, and communities.
By the end of the course, the student will be able to:
• Write and evidence-based paper on a featured exemplar from a concept with
minimum assistance
• Find the latest (within last 5 years) evidence-based literature to support featured
exemplar
• Write a scholarly evidence –based paper in APA format with minimum errors
Note that a peer reviewed research article must have the following essential components: Title, Abstract,
Introduction, Methods, Results, Discussion and References. A photocopy of the original journal article is to
be submitted. Without the original article copy, the paper will not be graded.
Detailed
Summary
Knowledge
and Lessons
Learned
Exemplary 4
Includes introduction,
accurate identification
of article major idea,
Research method,
population, findings,
and recommendations.
Significant points in
support of the
statements of the article
main idea, and the
significance of these to
the course. 25-30 points
Meets Expectation 3
Includes introduction,
accurate identification
of article major idea,
Research method,
population, findings,
and recommendations.
Significant points in
support of the
statements of the
article main idea, and
the significance of
these to the course but
one or more of them
need improvement.
20-24 points
Includes critical thinking
that clearly states at least
five important lessons the
student’s learned and
substantiated through
evaluation of the article’s
main idea, and
supporting points
15-20 points
Includes critical
thinking that clearly
states four important
lessons the student’s
learned and
substantiated through
evaluation of the
article’s main idea,
and supporting points
10-14 points
revised: 7/10/2023
Needs Improvement 2
One of the following
is missing or
insufficiently
analytical:
introduction, accurate
identification of
article major idea,
Research method,
population, findings,
and recommendation.
Significant points in
support of the
statements of the
article main idea, and
the significance of
these to the course.
15-19 points
Includes critical
thinking that clearly
states two important
lessons the student
has learned and
substantiated through
evaluation of the
article’s main idea.
5-9 points
Unsatisfactory1
More than one of the
following are missing
or insufficiently
analytical: introduction,
accurate identification
of article major idea,
Research method,
population, findings,
and recommendations.
Significant points in
support of the
statements of the article
main idea, and the
significance of these to
the course.
0-14 points
Includes one or no
lesson the student has
learned through
evaluation of the
article’s main idea,
and supporting points.
0-4 points
Application
Includes at least five
analyses that relate the
application of the article
to course content reallife situations in
Medsurg. 15-20 points
Includes four analyses
that relate the
application of the
article to course
content real-life
situations in Medsurg.
10-14 points
Includes two analyses
that relate the
application of the
article to course
content real-life
situation in medsurg.
5-9 points
Includes no
statements that relate
the application of the
article to course content
real-life situations in
medsurg.
0-4 points
Writing
Mechanics
Writing is clear and
concise. Sentence structure
and grammar are
excellent. Correct use of
punctuation. No errors
13-15 points
Writing lacks
clarity or conciseness.
Minor problems with
sentence structure and
some grammatical
errors.
7-9 points
Writing lacks clarity
and conciseness.
Serious problems with
sentence structure and
grammar. Numerous
major errors
0-6 points
APA
format
Documents sources
using APA formatting
accurately and
consistently No errors
13-15 points
Writing is mostly
clear and concise.
Sentence structure
and grammar are
strong and mostly
correct. Few minor
errors in punctuations
10-14 points
Documents sources
using APA formatting
with minor violations.
10-14 points
Reflects incomplete
knowledge of APA
formatting. 7-9
points
Uses little to no correct
APA formatting.
0-6 points
Total points
achieved
revised: 7/10/2023
NURSING ARTICLE GUIDELINE
You are to write an article on a given Foundation issues (e.g. medication administration, physical
assessment, infection control, vital signs etc.) You must write NO MORE than 2 pages and use APA
format, font size 12, and double-spaced. Your article must include:
The Cover page will include:
1. Course name & number
2. School Name
3. Instructor’s name
4. Student’s name
5. Date and Year
Formatting & Guidelines:
1. APA format
2. Please make sure to bring copy of article – 5 years old or more recent
3. Grammar
4. No more than 2 pages ( not counting cover page)
5. Peer Reviews Journal of Nursing in Specialty
The Article must contain the following:
6. Summary of the Article
7. Knowledge and lesson learned
8. Application
9. References
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/268146301
An inside look into the factors contributing to medication errors in the clinical
nursing practice
Article in Health Science Journal · January 2014
CITATIONS
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16,185
2 authors, including:
S. Karavasiliadou
Aristotle University of Thessaloniki
5 PUBLICATIONS 116 CITATIONS
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HEALTH SCIENCE JOURNAL
VOLUME 8 (2014),ISSUE 1
REVIEW ARTICLE
An inside look into the factors
contributing to medication
errors in the clinical nursing
practice.
Savvato Karavasiliadou1, Efstratios Athanasakis2
1. RN, MSc, PhD (c), ΑHEPΑ University Hospital,
Thessaloniki, Greece
2. RN, Graduate Nursing Faculty, Alexander
Technological Educational Institute of
Thessaloniki, Greece
type and significance. Study’s findings suggest
that both individual and organizational factors are
major determinants of medication errors.
Conclusion: Medication errors by nurses are a
type of patient malpractice, where the
identification of contributing factors is vital. Since
both categories of causality (individual and health
system related) of medication errors contribute
the same to their occurrence, consequently their
address and resolution are of critical importance.
Keywords: Medication errors,
contributing/etiologic/risk factors, nurses, nursing
Corresponding author: Athanasakis Efstratios, Antifilipi,
Kavala, 64001 Kavala, Greece, Tel. +30 6974992897, E-mail:
stratosathanasakis@yahoo.gr
Abstract
Introduction
Background: Medication errors constitute a
considerable concern for the patients and
healthcare professionals. Therefore, in recent
years there have been remarkable efforts through
research papers to assess the etiology of
medication errors.
Aim: To review the current literature related to
the individual and the organizational factors that
contribute to the occurrence of medication errors
in the clinical nursing practice.
Method and material: A combination of various
search
terms:
medication
errors,
contributing/etiologic/risk factors, nurses and
nursing was used to search through the Pubmed
database. For the involvement of an article in the
existing review, specific inclusion criteria were set
such as published in English the period between
January 1990-December 2012.
Results: A total of 13 original research articles
were included. The contributing factors to the
occurrence of medication errors in clinical nursing
practice include and system related subcategories.
Two tables are provided. The first outlines the
basic features of the research articles that were
included in this review and the second one
portrays the frequent (top 5) contributing factors
to medication errors, placed according to their
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T
he implementation of medication process
requires the cooperation of various
healthcare professionals like physicians,
pharmacists and nurses. The medication process
starts with the physicians’ decision about the
administration of the proper medicine to a patient
and finishes with the medication administration to
him/her and their monitoring of response to the
medicine. Nurses participate in the latest steps of
the medication process and are ultimately
responsible for the medication administration to
the patient.1 The medication administration
procedures’ steps, as described by Leape et al.,2
are presented in the Table 1.
As the United Kingdom’s Nursing and
Midwifery Council underlines, medication
administration requires scientific judgment,
knowledge and skills application.3 The time period
spent by nurses on each shift to deal with themes
related with medicines comes up to 40% of their
working time.4 Thus, it is more likely for front-line
healthcare professionals of the medication
process (nurses) to be blamed for when a
medication error happened. Indeed, nurses are at
the ′′sharp end′′ of this procedure.5
Published by Department of Nursing , Technological Educational Institute of Athens
HEALTH SCIENCE JOURNAL
VOLUME 8 (2014),ISSUE 1
It is useful to mention the medication error
definition. A systematic review of 45 articles had
been conducted to record the definitions of
medication errors. Results from this study showed
inconsistency in defining medication errors. Also,
Lisby et al.,6 have defined the medication error
according to their preferences and the needs of
their research.
However, for the purpose of this study, a
definition from the American National
Coordinating Council for Medication Error
Reporting and Prevention (NCC MERP) will be
used:
′′A medication error is any preventable event
that may cause or lead to inappropriate
medication use or patient harm while the
medication is in the control of the healthcare
professional, patient, or consumer. Such events
may be related to professional practice,
healthcare products, procedures, and systems,
including prescribing, order communication,
product labeling, packaging, nomenclature,
compounding,
dispensing,
distribution,
administration, education, monitoring and use′′.7
A fundamental report to medication errors
research area was reported by Kohn et al.8 The
authors in this report pointed out the significance
of medical errors and also mentioned that
medication errors in 1993 resulted in 7.391
deaths, compared to 2.876 deaths in 1983. In
another report by the World Health Organization
(WHO 2009) entitled ′′Improving medication
safety′′, is reported that when medication errors
happen, healthcare professionals should ′′look for
all the contributing factors′′, making clear by this
phrase that medication errors is a multifactorial
problem.9
According to Evans10, there have been research
efforts documenting the sources or the situations
that medication errors took place. Once the
etiology factors for medication errors have been
identified and detected, the application of proper
measures is essential for the error prevention and
consequently the reduction of medication errors
incidence by nurses. Certainly, since the
healthcare field is under constant development
(technological and pharmaceutical), medication
errors remain a challenge.
This theoretical model of the ′′Swiss cheese′′
model describes the way that leads to the
occurrence of an accident. In health, it has been
firstly described by Reason in 1977 and it is not
used only in the healthcare area, but also in other
scientific areas.11 The interpretation of this model
has a symbolic-representative character. Each
slice of cheese represents a defense, barrier or
safeguard against error. Ideally all the defenses
should be intact, but in reality the layers are full of
holes. So, when an error passes through the
defenses, perhaps it will stop in another defense
(that means medication procedure) or it will go
on, resulting in the increasing likelihood of the risk
or the error or the accident. In the case of well
designed health systems the error would rarely be
able to pass through the defenses and cause
harm.12,13
This is what happens in the healthcare system.
The errors and the deficiencies are results of
unsafe practices by humans that work in a
healthcare system (e.g. the omission of re-check
of the medication order by doctor), while latent
conditions (like lack of communication between
the primary care and secondary care services) are
reflecting the faulty system structure or
healthcare agency.13
Aim
The aim of the present review was to review the
current literature related to the individual and the
organizational factors that contribute to the
occurrence of medication errors in clinical nursing
practice.
An inside look into the factors contributing to medication errors in the clinical nursing practice..Health Science Journal.2014;8 (1)
P a g e | 33
HEALTH SCIENCE JOURNAL
VOLUME 8 (2014),ISSUE 1
Material and Method
respectively. The methodological approaches used
by researchers were quantitative15,18,19,22,23,26,27 or
mixed.17,20,21,25 A research paper describing a
series of case studies and another one in which
have been applied simulation models, were
concluded in the present review.14,16 The size of
nurses’ sample participated in the studies was
varying from 25 to 15816,17,20,21,23,25-27 and 159284.14,15,22 Two studies used large sample of
nurses (79918 and 98319).
A search of the relevant literature has been
conducted in Pubmed electronic database, using
the following search terms: medication errors,
contributing/etiologic/risk
factors,
nurses,
nursing. Studies that were taken into account
were having the following inclusion criteria:
published in English the period between January
1990-December 2012, with free full text provision,
original research articles (qualitative, quantitative
or mixed methodological design), using in the
study sample nursing students or/and nurses
working primarily in hospital settings, examined
purely the spectrum of the contributing factors to
medication errors or this theme was a part of
their research study (i.e. examined also other
factors; reporting and preventive strategies of
medication errors). In line with these criteria, the
studies that focused to the contribution of an
individual factor to medication errors were not
examined. References from the studies were
assessed also and were taken into account if they
met the inclusion criteria.
A total number of 45 articles was identified.
After assessing the retrieved titles and abstracts,
were rejected: 11 articles that were not original
research papers, 24 articles were irrelevant and
10 were potential relevant with the aim of the
present review. From the potential relevant
articles, three articles’ full text provision was not
given. From the rest papers (7), their full text was
found. After the full text assessing only 3 were
included. Also, additional sources (10) were
emerged from secondary search through the
evaluation of studies’ references found initially.
Results
Thirteen research studies were found to meet the
inclusion criteria. Table 2, outlines the basic
features of the research articles that were
included in the review. Three studies originated
from USA, 2 from Japan and Jordan, and one from
Taiwan, Malta, Turkey, Korea, Georgia and Canada
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Table 3, presents a taxonomy between the
most frequent (top five) contributing factors to
medication errors, labeled as individual or
organizational factors. By retrieving data from up
to date nursing literature, the existing review
article points out which individual and
organizational factors may be responsible for
medication errors’ occurrence. It is evident that
both individual and organizational factors
contribute almost the same to the medication
errors occurrence. Worth mentioning is that in the
present review (Table 3) individual outnumbered
organizational factors. Furthermore, findings of
previous literature reviews support that
medication errors are a result of both categories’
factors, whereas other emphasized the
contribution of health systems’ related factors.2931
Individual factors
Humans are fallible and errors inevitable. Two
issues are always topical and should not be
ignored: even the best people are error prone and
errors fall into concurrent patterns.13 Doing errors
is part of human nature, but so is the finding of
ways to face and limit medication errors.8 The
category of this approach concentrates on the
interpretation of individual nurses’ factors and
their relationship with the medication error.
Subcategories of these factors involve:
miscommunication factors, medication package
labeling misreading, medication dosology
miscalculation, non-adherence of the proper steps
of medication preparation (checking-rechecking,
Published by Department of Nursing , Technological Educational Institute of Athens
VOLUME 8 (2014),ISSUE 1
HEALTH SCIENCE JOURNAL
application of the five rights which includes the
right patient, right drug, right route, right time,
right dose), personal neglect, difficulties in using
infusion devices, nurses’ physical exhaustion, and
problems with physicians’ prescription (illegible
handwriting, unclear verbal orders).
medication′′
and
′′advanced
medication
preparation
and
administration
without
checking′′, fall under the category of personal
neglect. Nurses ranked the above factor as the
leading risk factors of medication error, receiving
the first factor 45.5% and the second one 45%.15
The explanation, confirmation and generally
the communication among clinicians about
medication administration details are important
components of the medication procedure.14,15
Also, nurses’ clinical experience is considered to
play an important role in the adherence of every
step for a successful medication administration.
Kazaoka
and
colleagues14
stated
that
miscommunication factors (such as no
explanation between the nurse and the nurse
manager about medication errors’ subjects) are
responsible for the medication errors. Nurses who
participated in the study (100 out of 163) and had