EVALUATION OF DRUG DOSES CALCULATION SKILLS OF REGISTERED NURSESWORKING IN TERTIARY CARE HOSPITAL OF RAWALPINDI: AN INTERVENTIONAL STUDY

Article Information

Title: EVALUATION OF DRUG DOSES CALCULATION SKILLS OF REGISTERED NURSESWORKING IN TERTIARY CARE HOSPITAL OF RAWALPINDI: AN INTERVENTIONAL STUDY

Authors: Kainat Waris, M. Majid Kanwar, Nabila Munshi, Humera ishfaq, Asma Aziz, Ansa Asghar, Anika

Journal: The Research of Medical Science Review

HEC Recognition History

Category	From	To
Y	2024-10-01	2025-12-31

Publisher: Innovative Education Research Institute

Country: Pakistan

Year: 2024

Volume: 2

Issue: 3

Language: English

Keywords: Patient SafetyMedication errors,drug dosage,quality care.

Abstract

Medication errors due to incorrect dosage calculations are a significant concern in healthcare, potentially leading to adverse patient outcomes. This study aimed to assess the effectiveness of a structured educational intervention on improving nurses' drug dosage calculation skills in a tertiary care hospital. Enhancing these skills is crucial for patient safety and quality care, A quasi-experimental design was used with a sample of 220 nurses in a tertiary care setting. Participants completed a pre-intervention test assessing dosage calculation skills, followed by a structured training session on dosage calculations. A post-intervention test was conducted immediately after the training to evaluate the impact of the intervention. Data were analyzed using paired t-tests to compare pre- and post-intervention scores, The results showed a significant improvement in nurses' calculation accuracy and confidence following the educational intervention. The average post-intervention test scores were significantly higher compared to pre-intervention scores (p &lt; 0.05), indicating the effectiveness of the training session in enhancing dosage calculation skills, The study concludes that structured educational interventions can effectively improve nurses' drug dosage calculation skills, thereby potentially reducing medication errors. Continued support, periodic refresher training, and additional decision aids are recommended to maintain competency in dosage calculations and enhance patient safety in clinical settings.

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Research Objective

To assess the effectiveness of a structured educational intervention on improving registered nurses' drug dosage calculation skills in a tertiary care hospital.

Methodology

A quasi-experimental study was conducted with 220 registered nurses in a tertiary care setting. Participants completed a pre-intervention test, received a structured training session on dosage calculations, and then completed a post-intervention test. Data were analyzed using paired t-tests.

Methodology Flowchart

                        graph TD
    A[Recruit 220 Registered Nurses] --> B[Administer Pre-Intervention Test];
    B --> C[Conduct Structured Training Session];
    C --> D[Administer Post-Intervention Test];
    D --> E[Analyze Data using Paired t-tests];
    E --> F[Evaluate Intervention Effectiveness];

Discussion

Structured educational interventions are effective in enhancing nurses' drug dosage calculation skills. There was a notable gap in baseline knowledge, particularly with complex medications and emergency scenarios. Higher educational qualifications correlated with better performance. Continuous training and support systems are recommended.

Key Findings

The study showed a significant improvement in nurses' drug dosage calculation accuracy and confidence after the educational intervention. Post-intervention test scores were significantly higher than pre-intervention scores (p < 0.05).

Conclusion

Structured educational interventions significantly enhance nurses' proficiency in drug dosage calculations, contributing to safer medication administration. Sustaining competency requires ongoing support, periodic refresher training, and decision aids.

Fact Check

1. Sample Size: The study involved 220 registered nurses. (Confirmed in Methodology and Results)
2. Statistical Significance: The p-value for the improvement in scores from pre-test to post-test was 0.000, indicating statistical significance. (Confirmed in Results, Table 2)
3. Gender Distribution: 74% of the respondents were female, and 26% were male. (Confirmed in Results, Figure 1)

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