The Effect of Educational Sessions on Knowledge and Perception of Medication Administration Errors Among Palestinian Neonatal and Pediatric ICU Nurses: Quasi-Experimental Study رسالة ماجستير

Abstract

Introduction: Medication errors (MEs) are among the most common consequences of medication preparation and administration in the pediatric and neonatal intensive care units, in which nurses are the most involved healthcare providers (HCPs). Therefore, several studies tested the impact of educational sessions on the level of knowledge and practice of NICU and PICU nurses towards MEs, which is the aim of the current study, alongside the investigation of the most common corresponding demographic and professional factors. Methodology: A pretest-posttest, quasi-experimental study was conducted on NICU and PICU nurses of Palestine Medical Complex – Palestine using a total population sampling method, and was investigated using a self-administered questionnaire that was disseminated before and after and educational session that was provided by an experienced nurse. Data were analyzed SPSS using proper descriptive and inferential statistics. Results: Among the nurses, 62.5% were males, 87.5% with bachelor’s degree, 52.1% working in PICU, and 56.3% with < 5 years of experience. Overall, improvement in all aspects of MEs were insignificant in terms of knowledge and perception (4.438 ± 0.943 to 4.750 ± 0.758 out of 5, p-value = 0.077), reporting (6.438 ± 1.486 to 6.896 ± 1.533 out of 9, p-value = 0.140), opinion and recommendation (2.563 ± 0.649 to 2.729 ± 0.676 out of 3, p-value = 0.221) and VII causes (8.063 ± 2.096 to 7.583 ± 2.938 out of 11, p-value = 0.424) from pretest to posttest phases, respectively. Conclusion: The mean scores of the four domains were high in both pretest and posttest phases, and therefore no significant improvement was noticed. It is recommended to conduct the study on larger sample sizes and compare between several departments and hospitals to help generalizing the results