This chapter includes the discussion of the findings of the study interpreted from statistical analysis. The present study was conducted to evaluate the effectiveness of structured teaching programme regarding medication error and its prevention among staff nurses in selected hospital, Bangalore.
In order to achieve the objectives of the study, pre-experimental one group pre-test post-test design with evaluative approach was used. Non probability convenience sampling technique was adopted to select the samples. The study was conducted in Sapthagiri Hospital, Bangalore and data was collected from 60 staff nurses before and after the structured questionnaire to assess their knowledge.
The findings are discussed in relation to the objectives, need for the study, related literature and conceptual framework. It is presented in the line with objectives of the study.
The first objective was to assess the level of existing knowledge regarding medication error and its prevention among staff nurses.
In the present study, majority 78.3% had inadequate knowledge and 21.7% had moderately adequate knowledge considering the pre- test level.
The pre test overall knowledge score was ranging within 7–28, mean 16.53 and Standard deviation 4.79 and mean percentage was 41.3%.
The mean score percentage of knowledge in the aspect of knowledge regarding definition of medication error is 79.0%, regarding types of medication error is 45.3%, regarding risk factors of medication error is 41.5%, regarding causes is of medication error is 39.3%, regarding factor influence medication error is 39.3%, regarding detecting and reporting error is 37.0%, regarding prescribing faults and prescription errors is 39.5%, regarding strategies to reduce medication error is 51.5% and regarding prevention of medication error is 34.4% before STP. It is evidence that there is less knowledge regarding medication error and its prevention.
Various studies have review articles suggest that nurses have major part to play in the prevention of medication error which requires thorough knowledge about medication error and its prevention.
A descriptive study was conducted to assess the knowledge regarding medication error among staff nurses. Data was collected from staff nurses at SGRD hospital, Amritsar, Punjab in May 2017. Convenience sampling technique was employed to obtain sample of 100 staff nurses who were working in different clinical areas. A self structured questionnaire was used for the collection of data. The data was gathered and analyzed by calculating the frequency, percentage, mean, mean percentage, standard deviation and chi square. The present study findings revealed that 61% of nurses were having average knowledge score followed by 32% in poor score and 7% in good score. There was highly significant association of knowledge with selected clinical variables i-e average number of patients per day and any in-service education attended on medication error.54
The second objective was to evaluate the effectiveness of structured teaching programme regarding medication error and its prevention among staff nurses by comparing pre-test and post-test knowledge score.
In the post test study, majority 80% had adequate knowledge and 20% had moderately adequate knowledge and none of them inadequate knowledge regarding medication error and its prevention.
The post test overall score was ranging within 26–37 with mean 32.45 and SD 2.44. The mean percentage was 81.1%.
After the intervention it was found to be increased to the mean score percent of knowledge in the aspect of knowledge regarding definition of medication error is 97.5%, regarding types of medication error is 78.5%, regarding risk factors of medication error is 85.0%, regarding causes is of medication error is 77.5%, regarding factor influence medication error is 77.0%, regarding detecting and reporting error is 70.0%, regarding prescribing faults and prescription errors is 84.3%, regarding strategies to reduce medication error is 84.0% and regarding prevention of medication error is 83.4% before STP. It is evidence that there is increase in knowledge regarding medication error and its prevention.
Regarding over all knowledge the paired SD of mean difference was 1.209 and SD of difference was 15.867. It was found to be significant (t = 30.875, df = 59) at 5% level (i.e. p < 0.05). The paired t-test was also worked out for the different aspects of knowledge regarding medication error and its prevention among staff nurses and it was found to be invariably significant at 5% (i.e. p < 0.05). It evidenced that STP was statistically significant in improving knowledge among nurses.
A Study was conducted on effectiveness of structured teaching programme on medication reconciliation among new nurses in selected Hospital at Chennai. The study aim is to assess the effectiveness of structured teaching programme on medication reconciliation among new nurses. 30 nurses who fulfilled the inclusion criteria were selected randomly. The pre-test was assessed using a semi structured questionnaire and the structured teaching programme was given to nurses. After that post-test was conducted. The result showed that the mean level of knowledge was 7.63 with standard deviation of 15.6 in pre-test and 16.9 with standard deviation of 14.6 in post-test, there was a statistically high significant difference with paired ’t’ value of 22.49 at p < .001 level. The study concluded that there was an increase in the level of knowledge regarding medication reconciliation among new nurses after the the structured teaching programme. Hence the structured teaching programme on medication reconciliation among new nurses was found to be effective.55
The third objective was to associate post-test knowledge score regarding medication error and its prevention with the selected demographic variables of nurses.
The Chi square analysis was carried out to determine the association of knowledge score regarding medication error and its prevention with their selected demographic variables of nurses and it is found to be associated with the selected demographic variables.
The Chi square value of demographic variable age in years is 1.365, gender is 0.001, educational status is 0.853, area of working is 4.905, duty hours 2.411, did you ever been in medication error is 0.820, source of information regarding medication error and its prevention is 3.60 are not significant, whereas Chi square value of demographic variable job experience is 8.34 is significant.
Various studies have review articles suggest that nurses have major part to play in the prevention of medication error which requires thorough knowledge about medication error and its prevention.
A descriptive study was conducted to assess the knowledge regarding medication error among staff nurses. Data was collected from staff nurses at SGRD hospital, Amritsar, Punjab in May 2017. Convenience sampling technique was employed to obtain sample of 100 staff nurses who were working in different clinical areas. A self structured questionnaire was used for the collection of data. The data was gathered and analyzed by calculating the frequency, percentage, mean, mean percentage, standard deviation and chi. The results shows majority of nurses 90% were found in age group 21–40 years. Most of the nurses (98%) were female with 49% qualified with GNM exhibiting less than 5 years of clinical experience among 62%. Most of the nurses were found working in ICU i-e 28%. Among total sample of 100 nurses, majority of nurses 56% had not attended any in-service programme on medication error. The study concluded that most of the nurses were having average knowledge score which is 61%. The study revealed that there was significant association of knowledge with selected socio-demographic variable i.e. average number of patient per day and in-service programme on medication error.54