Medical error is a preventable adverse effect of medical care
Medical error is a preventable adverse effect of medical care
Description
.Medical error is a preventable adverse effect of medical care, whether there is harm to patient or not. For example, adverse drug event, over or under treatment of patient, wrong site surgery, suicide, restraint related injury or death, fall, burn, pressure injury. A medical error is often associated with extremes of age, severity of medical condition being treated. It is important for the entire healthcare team to work with goal of lowering medical errors, including pharmacist, nurse, physician (Carver et al., 2022). Medical errors not only effect the patient but also lead to medical malpractice litigation. Awareness of every member of the healthcare team is the only way to reduce medical errors.
Good catch is defined as an event that might have caused harm but was prevented from reaching the patient due to active effort of caregiver or by chance. A good catch is estimated to occur up to 100 times more frequently than serious events but are often under reported (Wallace et al., 2017). Reporting good catches can improve patient safety by allowing the healthcare department to analyze gaps and proactively make changes to patient care process to improve patient safety.
Example of medical error:
It was a busy evening in the emergency department. The physician was going room to room performing assessments, placing orders, reviewing patient’s labs and imaging reports, getting updates from nurses and trying to manage their documentation and discharge patients as able to. A patient was in with chief complaint of dental pain and physician talked to patient regarding a dental block to provide temporary relief of pain. The physician left room, obtained supplies needed and administered dental block. Sounds reasonable…. right…the provider entered the wrong room and administered the dental block to the wrong patient. This raises many questions especially why the wrong patient would open their mouth for a dental block and not question what was happening as they were not there for dental pain. This prompted a review of which patients receive time out process.
Using a time out is an evidence-based practice to reduce wrong site and wrong patient procedure or surgery from occurring. A time out requires confirmation of correct patient, correct side and site, agreement of procedure to be performed and availability of needed equipment and supplies. Time out must be performed with patient and nurse after consent is reviewed by provider and signed by patient, and prior to beginning of the procedure (Feldman, 2008).
References
Carver, N., Gupta, V., & Hipskind, J. E. (2022). Medical error. In Stat Pearls. Stat Pearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK430763/
Feldman, D. L. (2008). The inside of a time out. Patient Safety Network. https://psnet.ahrq.gov/web-mm/inside-time-out
Wallace, S. C., Mamrol, C., Finley, E., & Wallace, S. C. (2017). Promote a culture of safety with good catch reports. Patient Safety Authority, 14(3). http://patientsafety.pa.gov/ADVISORIES/Pages/201709_goodcatch.aspx
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| Excellent | Good | Fair | Poor | ||
| Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
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| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
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| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
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| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
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| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
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| Total Points: 100 | |||||