Effects of Knowledge Education of High-alert Medications on Nursing Staffs

• Main Authors: Min-Chin Lu, 呂旻瑾
• Other Authors: Fu-In Tang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/18020053889849415880

碩士 === 國立陽明大學 === 臨床暨社區護理研究所 === 97 === Insufficiency in nurses’ medication knowledge is one of the causes that led to the medication errors. Since there were no training courses or programs about high-alert medications except faculty’s pharmacology programs.The purpose of this research was to find the effect of the material of high-alert medications for staff nurses’ continue-education in hospital. A pre-test/post-test quasi-experimental design is adopted in this study, and a sample of 232 nurses who serve in one Medical Center in Taipei City is selected. 120 of these nurses are assigned to the experimental group and the other 112 are assigned to the control group. The tools included Handbook of High-Alert Medications, High-Alert Medications Slides and Questionnaires of High-Alert Medications. All these tools were based on Handbook of High-Alert Medications by Hsaio (2007). To collect the database of participants’ characteristics and knowledge of high-alert medications, we took pre-test at first. The experimental group was taught high-alert medication knowledge with materials. The compared group was without any intervention .Data was analyzed by SPSS 12.0, including descriptive statistics, independent/paired t-test and ANOVA. Results revealed that there exists no difference between the two groups in pre-test in medication knowledge and clinical response (P >0.05); however, the difference in medication administration between the two groups is significant (T=2.63, P=0.009). In the experimental group, there were significant differences between pre-test and post-test in medication knowledge (T =10.82, P <0.0001), medication administration (T=8.43, P <0.0001) and clinical response (T＝9.5, P <0.0001). In the compared group, there were no significant differences between pre-test and post-test in medication knowledge (T=0.60, P >0.05), medication administration (T=0.73, P >0.05) and clinical response (T=0.27, P >0.05); the above results showed the experimental prolong effect. The score of experimental group was significantly higher than that of the compared group in all dimensions. As the results of this research, educational intervention was efficient, and continued needs for educational support were identified.