Apsay, K.L.G., et al. Belitung Nursing Journal.

2018 December;4(6):537-544
Received: 7 September 2018 | Revised: 26 September | Accepted: 1 October 2018
https://belitungraya.org/BRP/index.php/bnj/index

© 2018 The Author(s)

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ORIGINAL RESEARCH ISSN: 2477-4073

CONTRIBUTING FACTORS TO MEDICATION ERRORS AS

PERCEIVED BY NURSING STUDENTS IN ILIGAN CITY,
PHILIPPINES

Khandy Lorraine Guerrero Apsay*, Gianille Geselle Alvarado, Marlon Charles Paguntalan,
Sittie Hannah Tumog

College of Nursing, Mindanao State University - Iligan Institute of Technology, Philippines

*Corresponding author:
Khandy Lorraine Guerrero Apsay, MAN, RN
College of Nursing, Mindanao State University-Iligan Institute of Technology,
A. Bonifacio Ave., Tibanga, Philippines
Email: [email protected]

Abstract
Background: Nursing students are allowed to give medication with clinical supervision to enhance skills in medication
administration. However, studies suggest that some students commit medication errors due to knowledge, personal,
administrative and environmental factors.
Objective: This study will identify factors that cause student nurses to commit medication errors and correlate it to the
number of perceived medication errors committed.
Methods: A correlational design was used to correlate the factors contributing to medication administration and the number
of medication errors committed by the students. 388 randomly selected nursing students were asked to answer Modified
Medication Error Questionnaire which measures the knowledge, administrative, personal and environmental factors which
may contribute to medication administration errors. Medication administration errors are measured according to the number
of times a student commits as perceived by them.
Results: Lack of knowledge of the drug and equipment to be used for administration, decrease in confidence, poor clinical
assessment of patients’ conditions, and poor follow ups from clinical instructor are identified concerns under knowledge
factor. Poor positive feedback, inadequate supervision and belittling ways of clinical instructors are identified under the
administrative factor. Fear of administering an injection or giving medications is a common problem under personal factor.
Inappropriate labelling of medications, unfavorable room temperature, lack of space, inadequate lighting, disorganized
medication administration schedule and noise are problems found under environmental factor. A minority of 17.3% claimed
that they have encountered a medication error in any of their clinical duties.
Conclusion: Knowledge, administrative, personal and environmental factors have no effect towards medication errors.
However, the relationship between age and the number of perceived medications errors is established. More in-depth
investigation is recommended to determine the type of medication errors committed and its detrimental effects towards
patient safety.

Keywords: medication errors; medication administration; nursing student; clinical instructor; patient safety

INTRODUCTION

In the health care profession, patient safety is a article entitled “To Err is Human: Building a
top most priority as it is an important indicator Safer Health System” surprised the world
of quality health care. In 1999, a published about the rising incidences of patient injuries

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brought about medical errors, one of which is facilities in the Philippines. Nursing schools
medication errors (Donaldson, Corrigan, & may have documented medication errors
Kohn, 2000). Health care personnel including committed by students but have not been
student nurses must be prudent and divulged for unknown reasons. Hence, this
conscientious in all aspects of care including study is geared toward identifying contributing
medication administration where errors usually factors that may cause nursing students to
happen especially when hospital census is commit medication errors.
high.

According to the National Coordinating METHODS

Council for Medication Error Reporting and
Prevention, a medication error is any Study design
preventable event that may lead to A descriptive quantitative design was used to
inappropriate medication use or cause patient describe the variable of the study. A
harm where the control is in the health care correlational approach was also used to
provider (National Coordinating Council for correlate the contributing factors to the
Medication Error Reporting and Prevention, perceived number of medication errors
2006). In the Philippines, there are limited committed. 388 randomly selected third year
published articles about medication errors and fourth year nursing students in all four
because unlike other countries, medication nursing schools in Iligan City – 3 private
error incidences are not openly expose (Dumo, schools and 1 public school. Letters for
2012; Hartigan-Go, 2007). In a study approval were sent to the college deans and
conducted by Ateneo de Manila University, letters of consent along with the questionnaire
Health Science Department, reporting system were given to the students. Confidentiality and
for medication errors are not strongly privacy of the students’ information were
implemented so data available is not well- assured.
documented (Dumo, 2012). Despite of it,
various factors are identified that may cause a Instrument
student to commit medication errors. A Questionnaire used is divided into three (3)
retrospective study (Wolf, Hicks, & Serembus, sections. Section 1 is the demographic profile
2006), inexperience and distractions were which consists of sex, year level, Nursing Care
leading contributing factors which may be Management (NCM) subject currently enrolled
acceptable as a student but unacceptable to and school currently enrolled. Section 2 is the
patient care. Errors committed were omission Modified Medication Error Questionnaire
errors and giving the wrong dose of a drug. In adopted from the previous study (Koohestani
another study (Koohestani & Baghcheghi, & Baghcheghi, 2009). The questionnaire was
2009), among 240 nursing students, 19.88% not translated into local language but was
did not report their medication errors to their evaluated for content validity by eight (8)
clinical instructors due to administrative nursing faculty, all of which are members of
barrier (mean=4.31) and fear (mean=4.24). An the College Research, Extension and Ethics
estimated 3% of student-made errors was Committee. It has twenty-four (24) statements
noted in a study conducted by the United categorized into Knowledge Factor,
Stated Pharmacopeia which results to patient Administrative Factor, Personal Factor, and
harm (Wolf et al., 2006). Such findings may Environmental Factor, six (6) statements fall
have various implication not only to the under each factor. Statements were answerable
nursing curriculum but to patient nursing care with strongly agree, agree, undecided, disagree
as well. and strongly disagree. Last section includes
the perceived number of medication errors
Medication errors unintentionally committed made by the respondents during their entire
by nursing students has been a major concern hospital exposure.
among nursing schools and health care

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Data analysis administration and perceived number of

Respondent characteristics and contributing medication errors were analyzed using Chi-
factors for medication errors were analyzed Square test.
using mean and frequency distributions. The
contributing factors to medication errors were
determined using the Five-point Likert Scale; RESULTS
1-strongly agree (I highly accept that the
statement is true), 2-agree (I accept that the Demographic profile of the respondents
statement is true), 3-undecided (I am not sure revealed that 71% were females and majority
whether to agree to disagree), 4-disagree (I do of the population are ages 19-21 years old.
not accept the statement to be true in some 50% of the respondents are level three (3)
cases), 5-strongly disagree (I do not accept the nursing students and the remaining 50% are
statement to be true at all). It was analyzed level four (4) students. 74.8% came from
using mean scoring. Correlation between private schools and only 25.3% came from a
contributing factors to medication public school.

Table 1 Respondents’ Responses on Right Drug Administration in Terms of Knowledge Factor

SA A U D SD
Knowledge Factor Freq. Freq. Freq. Freq./ Freq./ Mean Remarks
/% /% /% % %
I have enough knowledge about 76/ 203/ 81/ 24/ 4/ 2.17 D
drug information. 19.6 52.0 20.9 6.2 1.0
I have enough skill in 81/ 217/ 64/ 24/ 2/ 2.10 D
administering medications. 20.9 56 16.5 6.2 0.50
I make enough assessment about 86/ 223/ 53/ 22/ 4/ 2.06 D
the patient’s condition. 22.2 57.5 13.7 5.7 1.0
I have enough knowledge on the 74/ 194/ 89/ 27/ 4/ 2.21 D
use of different equipment in drug 19.1 50.0 22.9 7.0 1.0
administration.
I am provided with effective 157/ 180/ 26/ 19/ 6/ 1.81 D
demonstrations and return 40.5 46.4 6.7 4.9 1.5
demonstrations regarding drug
administration.
I am asked with questions by my 242/ 102/ 19/ 12/ 13/ 1.59 SD
Clinical Instructor regarding the 62.4 26.3 4.9 3.1 3.4
medications before I am tasked to
administer the medications.
Over-all mean 1.988 D
SD – Strongly Disagree D – Disagree U – Undecided A – Agree SA – Strongly Agree
1-1.80 SD 1.81-2.60 D 2.61 – 3.40 U 3.41 – 4.20 A 4.21 – 5.0 SA

Table 1 reveals that nursing students lack Table 2 shows that nursing students do not
knowledge of the drug and equipment to be obtain positive feedback and enough
used for administration, decrease in confidence supervision and belittling words from their
level, poor clinical assessment of their clinical instructors. Though they do not feel
assigned patients’ conditions, and poor follow any form of anxiety whenever the clinical
ups from the clinical instructor prior to the instructor becomes too strict, they find staff
administration of medications. nurses unapproachable.

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Table 2 Respondents’ Responses on Right Drug Administration in terms of Administrative Factor

SA A U D SD
Administrative Factor Freq. Freq. Freq. Freq. Freq. Mean Remarks
/% /% /% /% /%
I am afraid of my 40/ 102/ 118/ 84/ 44/ 2.97 U
Clinical Instructor. 10.3 26.3 30.4 21.6 11.3
I find the Staff Nurses 87/ 174/ 99/ 20/ 8/ 2.20 D
approachable. 22.4 44.8 25.5 5.2 2.1
I receive positive 47/ 212/ 100/ 24/ 5/ 2.30 D
feedback from my 12.1 54.6 25.8 6.2 1.3
Clinical Instructor.
I get enough supervision 182/ 159/ 30/ 7/ 10/ 1.72 SD
from my Clinical 46.9 41 7.7 1.8 2.6
Instructor.
I am anxious whenever 130/ 143/ 63/ 29/ 23/ 2.15 D
my Clinical Instructor 33.5 36.9 16.2 7.5 5.9
becomes too strict.
I receive belittling words 20/ 69/ 123/ 85/ 91/ 3.41 A
from my Clinical 5.2 17.8 31.7 21.9 23.5
Instructor.
Over-all mean 2.4588 D
SD – Strongly Disagree D – Disagree U – Undecided A – Agree SA – Strongly Agree
1-1.80 SD 1.81-2.60 D 2.61 – 3.40 U 3.41 – 4.20 A 4.21 – 5.0 SA

Table 3 Respondents’ Responses on Right Drug Administration in terms of Personal Factor

SA A U D SD
Personal Factor Freq. Freq. Freq. Freq. Freq. Mean Remarks
/% /% /% /% /%
I get adequate sleep 39/ 82/ 87/ 98/ 82/ 3.26 U
before going on duty. 10.1 21.1 22.4 25.3 21.2
I am bothered with a 27/ 95/ 90/ 118/ 58/ 3.22 U
lot of personal 7.0 24.5 23.2 30.4 14.9
problems.
I become too stressed 62/ 119/ 106/ 73/ 28/ 2.71 U
in the duty shift. 16 30.7 27.3 18.8 7.2
I become anxious to 67/ 142/ 90/ 59/ 30 2.60 D
the possibility of 17.3 36.6 23.2 15.2 /7.7
harming the patients.
I am afraid of holding 26/ 66/ 83/ 130/ 83/ 3.45 A
the syringe/giving 6.7 17.0 21.4 33.5 2.4
medications.
My hand trembles 24/ 81/ 86/ 115/ 82/ 3.39 U
whenever I 6.2 20.9 22.2 29.6 21.1
prepare/give
medications
Over-all mean 3.1038 U
SD – Strongly Disagree D – Disagree U – Undecided A – Agree SA – Strongly Agree
1-1.80 SD 1.81-2.60 D 2.61 – 3.40 U 3.41 – 4.20 A 4.21 – 5.0 SA

As reflected on Table 3, though anxiety is not holding syringes or giving medications is a

a concern among nursing students, fear of common problem.

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Table 4 Respondents’ Responses on Right Drug Administration in terms of the Environmental Factor

SA A U D SD
Environmental
Freq. Freq. Freq. Freq. Freq. Mean Remarks
Factor
/% /% /% /% /%
There is appropriate 184/47.4 141/36.3 38/9.8 14/3.6 11/2.8 1.78 D
labeling of the drug
(name, dose, route,
frequency).
The room temperature 132/34 158/40.7 64/16.5 24/6.2 10/2.6 2.03 D
in the nurses’ station is
conducive for
preparing medications.
There is ample space 111/28.6 155/39.9 76/19.6 35/9 11/2.8 2.18 D
in preparing
medications in the
nurses’ station.
There is adequate 145/37.4 165/42.5 41/10.6 26/6.7 11/2.8 1.95 D
lighting in the nurses’
station for preparing
the medications
There is an organized 184/47.4 155/39.9 29/7.5 15/3.9 5/1.3 1.72 SD
schedule for the giving
of medications.
The noise in the 29/7.5 94/24.2 113/29.1 94/24.2 58/14.9 3.15 U
nurses’ station
distracts me whenever
I prepare the
medications.
Over-all mean 2.1332 D
SD – Strongly Disagree D – Disagree U – Undecided A – Agree SA – Strongly Agree
1-1.80 SD 1.81-2.60 D 2.61 – 3.40 U 3.41 – 4.20 A 4.21 – 5.0 SA

Table 4 presents shows that problems under Though majority of nursing students were not
environmental factor are inappropriate able to commit medication errors, 17.3%
labelling of medications, unfavorable room claimed that they have committed at least one
temperature, lack of space, inadequate (1) to four (4) medication errors during their
lighting, disorganized medication clinical exposures (See Table 5).
administration schedule and noise.

Table 5 Number of Medication Errors Perceived by Student Nurses

Number of Medication Errors

Frequency Percentage
Perceived
0 321 82.7
1 40 10.30
2 15 3.90
3 10 2.60
4 1 .30
5 1 .30
Total 388 100

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Table 6 Relationship between Contributing Factors on Medication Errors to Perceived Number of Medication
Errors
Factors on Drug Chi-Square values/Likelihood Probability
Remarks
Administration Ratio values
Knowledge factor 13.44 .858 Not significant at .05 level
Administrative Factor 16.321 .696 Not significant at .05 level
Personal Factor 24.752 .211 Not significant at .05 level
Environmental Factor 16.603 .679 Not significant at .05 level

Using Chi-square test, all factors categorized Table 6). Table 7 shows that only age has
as knowledge, administrative, personal and been found to be significant to the perceived
environmental factors are found not significant number of medication errors.
towards the perceived number of medication
errors committed by nursing students (See

Table 7 Relationship between the Demographic Profile to the Perceived Number of Medication Errors

Chi-Square
Probability
Demographic Profile Values (CS) Remarks
values
/Likelihood Ratio
Gender 6.434 .266 Not significant at .05 level
Age 21.186 .048 Significant at .05 level
NCM Subjects Enrolled 24.752 .211 Not significant at .05 level
School Currently Enrolled 23.878 .067 Not significant at .05 level
Year Level 10.378 .065 Not significant at .05 level

DISCUSSION indicates that knowledge of medication

administration is important to achieve mastery
Medication administration is a skill where of the skill.
nurses including nursing students must have
mastery. The study identified four factors that As for the administrative factor, poor positive
may contribute to medication errors. Under the feedback, inadequate supervision and belittling
knowledge factor, problems encountered are ways of clinical instructors have been
lack knowledge of the drug and equipment to identified. Positive feedback and adequate
be used for administration, decrease in supervision are all necessary to enhance the
confidence level, poor clinical assessment of skill (Clark, 2008; Corbett & Bent, 2005).
patients’ conditions, and poor follow ups from Demeaning and belittling ways may have
clinical instructors prior to administration. negative impact to them because some
These problems are considerable since they are students will perceive them as an insult or put-
still learning and developing that is why down (Hutchinson & Jackson, 2013), making
students must be followed up by a clinical them powerless, helpless, traumatized and
instructor pursuant to Commission on Higher upset (Clark, 2008). Such actions may instill
Education (CHED) Memorandum Order No. fear and intimidation in them which hinders
14 Series of 2016. Prior to clinical exposure, their learning (LaFauci, 2009). Despite of such
students have been expected to have studied actions, students maintain civility towards
the medications and memorize all the Rights to their clinical instructors (Clark, 2008). The
Drug Administration (Berman & Snyder, unapproachability of staff nurses is also crucial
2012) to avoid committing medication errors. to the mastery of the skill. Stress experienced
Medication errors usually committed due to by staff nurses is an identified factor which
knowledge deficit are omission, wrong dose, makes them unapproachable (Burrows, 1997).
and extra dose (Wolf et al., 2006). This This signifies that positive feedback, adequate

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supervision, and constructive mentoring may regardless of the gravity of the medication
enhance the skill of medication administration. error, it is still very important to take note the
smaller percentage of errors committed.
Anxiety is not a major concern among nursing
students but fear of holding syringes or giving Insignificant relationship between the
medications is a common problem. Fear of knowledge, administrative, personal and
administering an injection is associated with environmental factors and the number of
lack of practice and mastery (Deglin & perceived medical errors may be crucial to the
Vallerand, 2006). Previous study stressed out performance of a nursing student. Though
that the needle is a source of fear to some knowledge deficit (Table 1), belittling ways of
individuals that provokes a frightening clinical instructors (Table 2), fear of holding
reaction (Emmanuelson, 1997). Moreover, syringes and giving medications (Table 3) and
student performance can also be a source of an unfavorable working environment (Table 4)
fear since errors are strictly discouraged in an are present, these has no effect to the
actual clinical setting (Durham & Alden, perceived number of medication errors since
2008). This implies that fear may affect the majority of the students did not commit such
performance of the student as to medication errors. This implies that student nurses may
administration is concern. have been trained not just to adjust to poor
working environments since most hospitals in
Inappropriate labeling of medications, the Philippines do not have a perfect learning
unfavorable room temperature, lack of space, environment for medication administration,
inadequate lighting, disorganized medication but also endure the hardships and challenges
administration schedule and noise are among of a beginner nurse.
the concerns under environmental factor. Such
problems may cause distractions and Age has been found to significantly affect the
interruption during medication preparation perceived number of medication errors.
(Alanko & Nyholm, 2007; Mazer, 2005). According to policies, standards and
Study (Greenberg, 2000) suggests that nurse guidelines formulated for the Bachelor of
stations have to do with easy access and Nursing Curriculum (CHED Memo Order
improved traffic flow so clinically related Series of 2016), competencies are more
functions such as medication preparation may advanced in the higher levels and students are
be performed correctly. Though exposure to assigned to more than one patient which may
such environment may be advantageous to be challenging to the student. Mastery is
staff nurses, it is found disadvantageous to expected at this level and confidence are
nursing students due to inexperience and strongly encouraged to promote independence
knowledge deficit (Durham & Alden, 2008). in the performance of nursing care. Studies
Therefore, the performance of the student may also suggest that there is a direct relationship
be dependent to the type of environment he or between higher education and medication
she is exposed to. errors. It is expected that as the level of
knowledge among nursing students goes
17.3% of the nursing students claimed that higher, medication errors may be controlled
they have done a medication error in any of (Charkhat-GorgichEnaam-Al-Hagh, Maryam,
their clinical duties. Unintentionally made, H., Ali, & Masoud, 2014). An irony of this
such errors have an impact to patient safety matter has also been identified by (Green,
(Hartigan-Go, 2007). Medication errors were 2004), where he found out that medical errors
reportedly a cause of morbidity and mortality are prominent among the most experienced
(Donaldson et al., 2000). Wrong technique, compared to the less experienced. One
omission, wrong drug, wrong prescription, common type of error is during the post
wrong amount and wrong administration route medication administration where the error
are among the identified medication errors in cannot be identified for some reasons (Green,
the Philippines (Dumo, 2012). Therefore, 2004). This signifies that as a nursing student

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 Apsay, K.L.G., Alvarado, G.G., Paguntalan, M.C., Tumog, S.H. (2018)

is exposed to a higher level of learning, the Clark, C. M. (2008). Faculty and student assessment of
higher is the risk of committing medication and experience with incivility in nursing education.
Journal of Nursing Education, 47(10), 458-465.
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Cite this article as: Apsay, K.L.G., Alvarado, G.G., Paguntalan, M.C., Tumog, S.H. (2018). Contributing factors to
medication errors as perceived by nursing students in Iligan City, Philippines. Belitung Nursing Journal,4(6), 537-544.
https://doi.org/10.33546/bnj.566

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