Mon, Nov 25, 2024
[Archive]
Volume 17, Issue 53 (2024)
JMED 2024, 17(53): 18-26 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Mousavi S K, Kamali M. Effect of the peer mentoring method on medication errors in nursing students. JMED 2024; 17 (53) :18-26
URL: http://edujournal.zums.ac.ir/article-1-1902-en.html
URL: http://edujournal.zums.ac.ir/article-1-1902-en.html
Department of Nursing, Abhar School of Nursing, Zanjan University of Medical Sciences, Zanjan, Iran
Abstract: (1223 Views)
Background & Objective: Medication errors are one of the most serious concerns in the process of treatment and patient care. According to the conducted studies, the proportion of medication error reporting among nursing students is relatively high. The present study aimed to assess the effect of the peer mentoring method on nursing students' medication errors.
Materials & Methods: In this quasi-experimental study, 63 fifth-semester nursing students (starting in fall and winter semesters) of Abhar Nursing College were selected in 2022 and randomly assigned to two intervention and control groups based on the entry semester. Data collection tools included demographic and Medication Administration Error (MAE) questionnaires. Initially, the mentor students were selected and participated in three sessions of group education. Thereafter, a joint meeting was held with the students, mentors, and clinical instructors, and while explaining the work method, the questionnaires were completed by the students. In the next phase, two mentors were placed in the group for every seven students, and during the three-week internship, they took responsibility for clinical education (with an emphasis on drug administration education) with the instructor. After one semester, the study participants completed the MAE questionnaire again. The collected data were analyzed in SPSS software (version 26) using descriptive and inferential statistics.
Results: After the intervention, the mean score of medication errors in the intervention group decreased significantly, and a significant difference was detected between intervention and control groups. Therefore, students in the intervention group had fewer medication errors than their peers in the control group (P<0.001).
Conclusion: The obtained results pointed to the effectiveness of the peer mentoring method in the mitigation of medication errors among nursing students. Therefore, it is recommended that this method be used in their clinical education, and future studies assess the effect of the virtual peer mentoring method on the occurrence of medication errors among these students.
Materials & Methods: In this quasi-experimental study, 63 fifth-semester nursing students (starting in fall and winter semesters) of Abhar Nursing College were selected in 2022 and randomly assigned to two intervention and control groups based on the entry semester. Data collection tools included demographic and Medication Administration Error (MAE) questionnaires. Initially, the mentor students were selected and participated in three sessions of group education. Thereafter, a joint meeting was held with the students, mentors, and clinical instructors, and while explaining the work method, the questionnaires were completed by the students. In the next phase, two mentors were placed in the group for every seven students, and during the three-week internship, they took responsibility for clinical education (with an emphasis on drug administration education) with the instructor. After one semester, the study participants completed the MAE questionnaire again. The collected data were analyzed in SPSS software (version 26) using descriptive and inferential statistics.
Results: After the intervention, the mean score of medication errors in the intervention group decreased significantly, and a significant difference was detected between intervention and control groups. Therefore, students in the intervention group had fewer medication errors than their peers in the control group (P<0.001).
Conclusion: The obtained results pointed to the effectiveness of the peer mentoring method in the mitigation of medication errors among nursing students. Therefore, it is recommended that this method be used in their clinical education, and future studies assess the effect of the virtual peer mentoring method on the occurrence of medication errors among these students.
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2023/04/3 | Accepted: 2023/10/29 | Published: 2024/04/16
Received: 2023/04/3 | Accepted: 2023/10/29 | Published: 2024/04/16
References
1. Wondmieneh A. Alemu W, Tadele N, Demis A. Medication administration errors and contributing factors among nurses: a cross sectional study in tertiary hospitals, Addis Ababa, Ethiopia. BMC Nursing. 2020; 19(4): 1-9. [DOI]
2. Vaismoradi M, Jordan S, Vizcaya-Moreno F, Friedl I, Glarcher M. PRN Medicines Optimization and Nurse Education. Pharmacy. 2020; 8(4): 1-15. [DOI]
3. Vaziri S, Fakouri F, Mirzaei M, Afsharian M, Azizi M, Arab-Zozani M. Prevalence of medical errors in Iran: a systematic review and meta-analysis. BMC Health Serv Res. 2019; 19(1): 1-11. [DOI]
4. Nkurunziza A, Chironda G, Mukeshimana M. Perceived contributory factors to medication administration errors (MAEs) and barriers to self-reporting among nurses working in paediatric units of selected referral hospitals in Rwanda. International Journal of Research in Medical Sciences. 2018; 6(2): 401-7. [DOI]
5. Elliott RA, Camacho E, Jankovic D, Sculpher M, Faria R. Economic analysis of the prevalence and clinical and economic burden of medication error in England. BMJ Quality & Safety. 2021; 30 (2): 96-105. [DOI]
6. Da silva BA, Krishnamurthy M. The alarming reality of medication error: a patient case and review of Pennsylvania and National data. Journal of community hospital internal medicine perspectives. 2016; 6(4): 1-6. [DOI]
7. Fatemi A. Every year 3000 Iranians become victims of medication error / death instead of treatment. updated 1397/06/07; cited 2020 mar 9, Available from: [DOI]
8. Dionisi S, Giannetta N, Liquori G, De Leo A, D'Inzeo V, Orsi GB, Di Muzio M, Napoli C, Di Simone E. Medication Errors in Intensive Care Units: An Umbrella Review of Control Measures. Healthcare. 2022; 10(7): 1-16. [DOI]
9. Dehvan F, Dehkordi AH, Gheshlagh RG, Kurdi A. The prevalence of medication errors among nursing students: A systematic and meta analysis study. International journal of preventive medicine. 2021; 12(21): 1-6. [DOI]
10. Secginli S, Nahcivan NO, Bahar Z, Fernandez R, Lapkin S. Nursing Students' Intention to Report Medication Errors: Application of Theory of Planned Behavior. Nurse Education. 2021; 46 (6): E169-72. [DOI]
11. Bam V, Safowaa A, Lomotey AY, Nkansah AS. Nursing students' perception of medical errors: A cross-sectional study in a university. Nurse Open. 2021; 8(6): 3152-60. [DOI]
12. Khalili Z, Molavi Vardanjani M, Shamsizadeh M, Alimohammadi N, Tohidi S, Fallahinia G. Medication errors in nursing students. Scientific Journal of Nursing, Midwifery and Paramedical Faculty. 2018; 3(3): 8-16. [DOI]
13. Pourghane P, Rajabpour -Nikfam M. Experiences of Nursing Students and Clinical Teachers about Clinical pharmacology course: A Qualitative Study. Research in Medical Education. 2016; 8(3): 53-60. [DOI]
14. 14.Fallahi S, Kamalzadeh H, Yousefi P, Abedini S. The relationship between the components of clinical pharmacology curriculum and nursing students' clinical skills. Development Strategies in Medical Education. 2022; 9(2):3-10.
15. Mutair AA, Alhumaid S, Shamsan A, Zaidi ARZ, Mohaini MA, Al Mutairi A, Rabaan AA, Awad M, Al-Omari A. The Effective Strategies to Avoid Medication Errors and Improving Reporting Systems. Medicines. 2021; 8(9): 1-12. [DOI]
16. Pivač S, Skela-Savič B, Jović Avdić D, Avdić M, Kalender-Smajlović S. Implementation of active learning methods by nurse educators in undergraduate nursing students' programs – a group interview. BMC Nursing. 2021; 173(20): 1-10. [DOI]
17. Forouzan Jahromi F, Pournoroz, N, Golestan M, Mahdood B. The Effect of New Training On Nursing Students' Learning. International Journal of Medical Investigation. 2023; 11(4): 82-92. [Article]
18. Doğan P, Şendir M. Effect of different simulation methods in nursing education on critical thinking dispositions and self-efficacy levels of students. Thinking Skills and Creativity. 2022; 45(1): 1-7. [DOI]
19. Hosseini Masoumian M, Ruhabadi F, Gazerani A, Masoumian Hosseini ST, Raoufian H, Moeini V, Gazerani A. Investigating the improvement of nursing students' clinical competence through the mastery learning approach compared to the traditional method in the oncology department: A mixed-methods study. Journal of Medical Education Development. 2023; 16(51): 1-12
20. Harrison HF, Kinsella EA, DeLuca S, Loftus S. "We know what they're struggling with": student peer mentors' embodied perceptions of teaching in a health professional education mentorship program. Advances in Health Sciences Education. 2022; 27(1): 63-86. [DOI]
21. Nelwati, Abdullah KL, Chan CM. A systematic review of qualitative studies exploring peer learning experiences of undergraduate nursing students. Nurse Education Today. 2018; 71(1): 185-192. [DOI]
22. Zhang Y, Maconochie M. A meta-analysis of peer-assisted learning on examination performance in clinical knowledge and skills education. BMC Medical Education. 2022; 147(22): 1-15. [DOI]
23. Salehi S, Safavi M, Mashoof S, Parchebafieh S, Fesharaki M. Effects of peer education on clinical skills in nursing students, including interns and trainees. Medical Sciences. 2016; 26(1): 36-45.
24. Imani A, Moradi F. A comparative study on the effect of lecture-based education, role-playing and learning through peers on learning and satisfaction of nursing students in Zanjan University of Medical Sciences. Future of Medical Education Journal. 2022; 12(2): 50-55. [DOI]
25. Nasiriani K, Zare reshkoeyeh M, Arman M, Mirzaei S. The effect of Peer instructor teaching and clinical supervision on the status and stressors of clinical nursing education. Journal of Medical Education Development. 2020; 15(2): 96-106. [DOI]
26. Heidarpoor P, Mousavikashi S. Effectiveness of peer assisted learning in improving HIV knowledge, attitude, and perception among community health workers. Research and Development in Medical Education. 2023; 12(6): 1-6. [DOI]
27. Jassim T, Carlson E, Bengtsson M. Preceptors' and nursing students' experiences of using peer learning in primary healthcare settings: a qualitative study. BMC Nursing. 2022; 21(1): 1-12. [DOI]
28. Bright AL. Practicing Leadership Skills through Peer Mentoring and Teaching: The Lived Experience of BSN Students. International journal of nursing education scholarship. 2019; 16(1): 1-8. [DOI]
29. Latimer S, Hewitt J, Stanbrough R, McAndrew R. Reducing medication errors: Teaching strategies that increase nursing students' awareness of medication errors and their prevention. Nurse Education Today. 2017; 52(1): 7-9. [DOI]
30. Wakefield BJ, Uden-Holman T, Wakefield DS. Development and validation of the medication administration error reporting survey. Advances in Patient Safety: From Research to Implementation. 2005; 4(1): 475-89.
31. Taheri HabibAbadi E, Noorian M, Rassouli M, Kavousi A. Nurses' Perspectives on Factors Related to Medication Errors in Neonatal and Neonatal Intensive Care Units. IJN. 2013; 25(80): 65-74.
32. Ramazani T, Hosseini Almadvari SM, Fallahzadeh H, Dehghani Tafti A. The Study of Type and Rate of Medication Errors and their Causes from the Perspectives of Neonatal and Neonatal Intensive Care Units Nurses in Yazd Hospitals, 2014. Community Health journal. 2016; 10(1): 63-71.
33. Cebeci F, Karazeybek E, Sucu G, Kahveci R. Nursing students' medication errors and their opinions on the reasons of errors: A cross-sectional survey. The Journal of the Pakistan Medical Association. 2015; 65(5): 457-62. [PubMed]
34. Treiber LA, Jones JH. After the Medication Error: Recent Nursing Graduates' Reflections on Adequacy of Education. J Nurse Education. 2018; 57(5): 275-280. [DOI]
35. Kuo SY, Thadakant S, Warsini S, Chen HW, Hu SH, Aulawi K, Duangbubpha S, Pangastuti HS, Khuwatsamrit K. Types of medication administration errors and comparisons among nursing graduands in Indonesia, Taiwan, and Thailand: A cross-sectional observational study. Nurse Education Today. 2021; 107(1): 105-120. [DOI]
36. Stolic S, Ng L, Southern J, Sheridan G. Medication errors by nursing students on clinical practice: An integrative review. Nurse Education Today. 2022; 112(1): 1-8. [DOI]
37. Raymond JM, Sheppard K. Effects of peer mentoring on nursing students' perceived stress, sense of belonging, self-efficacy and loneliness. Journal of Nursing Education and Practice. 2018; 8(1): 16-23. [DOI]
38. Cust F, Cope L, Brown L, Baker T. Evaluation of a pilot study of peer mentoring in undergraduate nursing programmes. Journal of Practice Teaching & Learning. 2023: 19(3): 72-83.
39. Öztürk Şahin Ö, Aközlü Z, Taşdelen Y. Pediatric nursing students' self-efficacy regarding medication administration and clinical comfort and worry: A pre-posttest comparative study of nurse mentoring versus peer mentoring. Nurse Education Practice. 2023; 71(1): 103712. [DOI]
40. Seshabela H, Havenga Y, Cathrina de Swardt H. Nursing Student Peer Mentorship: The Importance of Professional Relationships. Africa Journal of Nursing and Midwifery. 2020; 22(1): 1-17. [DOI]
41. Joung J, Kang KI, Yoon H, Lee J, Lim H, Cho D, Cha M, Choi B. Peer mentoring experiences of nursing students based on the caring perspective: A qualitative study. Nurse Education Today. 2020; 94(1): 1-6. [DOI]
42. Musharyanti L, Claramita M, Haryanti F, Dwiprahasto I. Why do nursing students make medication errors? A qualitative study in Indonesia. Journal of Taibah University Medical Sciences. 2019; 14(3): 282-288. [DOI]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
