![]() ![]() Other studies aimed at investigating students’ thought process during medication administration showed that the main aspects on which students focus are assessing their own knowledge and feeling safe during drug administration in order to ensure patient safety ( 13). Literature has also showed that students who are about to graduate, report high levels of self-esteem and low levels of state anxiety, which is the exact opposite of 1 st year students who are less experienced and practical there also seems to be a positive correlation between critical thinking and self-esteem, and a negative correlation between critical thinking and state anxiety, which could be likely explained by participants’ low confidence in their own critical thinking ( 12). A crucial aspect is also represented by the skills that students have gained during their training: students who were able to practice more tended to make fewer mistakes than those who had fewer opportunities, and this depends also on the hospital Unit/Ward of assignment ( 10, 11). Intrinsic factors include inadequate training and insufficient knowledge which can make it difficult to solve drug dosage calculations ( 5, 8) and the so-called gap in knowledge, that is to say, learning gaps in the student’s individual training ( 9). Among the extrinsic factors there can be the environment, which is often perceived as unfamiliar ( 7), and all the environmental distractions such as interruptions during medication administration due to questions from relatives ( 4, 6) in addition to this, there is stress resulting from workload ( 5, 7, 8), as students are not often used to deal with certain contexts and pressures. In order to better understand the problem, the main causes leading to error have been identified these can be extrinsic or intrinsic to the student. Nevertheless, literature is more specifically focused on administration errors made by healthcare professionals than by students. During their internship, students find themselves not only in a new environment, but they are also involved in tasks and situations that can affect their performance due to lack of experience, insecurity and all the above-mentioned factors, thus contributing to the possible increase in the incidence of the phenomenon. In addition to the above-mentioned factors, nursing students make mistakes because of inadequate knowledge of the medication or tutors’ intimidating behavior ( 6). For nurses, some of the factors leading to committing errors are fatigue due to workload, distractions ( 4), work shifts and unfamiliarity with certain drug classes ( 5). Medication administration procedure is first introduced to nursing students during their 2 nd year internships and this procedure is always supervised by a clinical nurse tutor/mentor who has legal responsibility for the administration itself and has to supervise at every stage of the process ( 3). ( 1), and they represent 2-5% of all hospital admissions worldwide ( 2). ![]() There are about 1.3 million drug-related injuries/damages that happen every year because of medication errors in the U.S. Nurses are not only the healthcare professionals that administer medication, but they also make themselves the “guarantors” of the correct medication administration process, summarized and shared at first nationally and then worldwide in the “7G” rules: right patient, right drug, right dose, right time, right route of administration, right documentation, and right monitoring. The first stage is a medical responsibility, while nurses are totally responsible for the remaining four stages, according to the Italian legislature, which is based on current International regulations. Both phenomena are part of the medication administration process, which consists of five stages: 1. Medication errors are associated with the so-called “near misses”, that is to say, errors that are recognized before they can actually cause harm to the patient. A medication error is a preventable event that may cause patient harm as a result of the actions performed by a healthcare professional. ![]()
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