Medication Safety

Mita Restinia, M.Farm, Apt

 Medication Error Deaths Increasing

Deaths from
Medication Errors

1983 1998
Phillips DP. Annu Rev Public Health. 2002;23:135-50.
Learning objectives
To provide an overview of medication
safety
To encourage you to continue to
learn and practise ways to improve the
safety of medication use
 Medication Error (ME)
 A medication error is ‘a failure in the treatment process
that leads to, or has the potential to lead to, harm to the
patient’ (Aronson JK, 2009)
 The ‘treatment process’ includes treatment for symptoms or their
causes or investigation or prevention of disease or physiological
changes. it also includes the manufacturing or compounding,
prescribing, transcribing (when relevant), dispensing,and
administration of a drug,and the subsequent monitoring of its effects.
 Introduction

 Medication safety defined as freedom from

preventable harm with medication use, for
example medication error

 https://www.11alive.com/article/news/loc
al/investigations/womans-skin-melts-off-
after-medication-error/437871972
 any preventable event that has the potential to inappropriate
medication use or patient harm during prescribing,
transcribing, dispensing, administering, adherence, or
monitoring a drug

 Medication errors that are stopped before harm can occur are
sometimes called “near misses” or more formally, a potential
adverse drug event
 The Relationship Among ME,
ADEs, & ADRs

Medication
Errors ADEs
ADRs

Nebecker et al. Ann Intern Med 2004;140: 795-801, J Gen Med 10:199-205,1995.
Definitions
Adverse event: an incident that results in harm to a patient

Side-effect: a known effect, other than that primarily intended,

relating to the pharmacological properties of a medication
 e.g. opiate analgesia often causes nausea

Adverse reaction: unexpected harm arising from a justified action

where the correct process was followed for the context in which
the event occurred
 e.g. Allergies

WHO: World alliance for patient safety taxonomy

 Risk of medication error

Selection & Prescribing Preparing & Administering Monitoring

Procuring Assess patient; Dispensing Review dispensed Assess patient
Establish determine need for Purchase & store drug order; assess response to drug;
formulary drug therapy; select drug; review & patient & report reactions
& order drug confirm order; administer & errors
distribute to patient
location

Clinician & Physician/ All practitioners,

Pharmacist Nurse/other health
administrators prescriber plus patient &/or
professionals
family

Joint Commission. 1998

 Major Areas for Medication Error

Prescribing

38% 39% Transcribing

Dispensing
12% 11%
Administering

Medication Errors Reporting Program US

 Prescribing Errors

 It is an incorrect drug selection for a patient. Such errors can include the
dose, strength, route, quantity, indication, or prescribing
contraindicated drug

Lipitor 10mg PO QD

Filled Rx: Zyrtec 10mg

Williams DJ. 2007,
Lesar et al. JAMA. 1997
Prescribing Errors….. Examples

Name That Drug…

6 units of regular insulin now

 Prescribing
Errors…..Examples
Sometimes the technology itself is the problem…

Monopril 40mg

Filled Rx: Monopril 10mg

 How can prescribing go wrong?

 inadequate knowledge about drug indications and contraindications

 not considering individual patient factors such as allergies,
pregnancy, co-morbidities, other medications
 wrong patient, wrong dose, wrong time, wrong drug, wrong route
 inadequate communication (written, verbal)
 documentation - illegible, incomplete, ambiguous
 mathematical error when calculating dosage
 incorrect data entry when using computerized prescribing e.g.
duplication, omission, wrong number
 Dispensing Errors

 It is an error that occurs at any stage during the dispensing process

from the receipt of a prescription in the pharmacy through to the
supply of a dispensed product to the patient

 Studies have estimated that dispensing errors occur at a rate of 1-

24%

 These errors include the selection of the wrong strength/product.

This occurs primarily when ≥ 2 drugs have a similar appearance or
similar name (LASA=look-a-like/sound-a-like errors)
 Dispensing
Errors…..Examples

Look-a-like
 Sound-a-like medications

Celebrex (an anti-inflammatory) : celecoxib

Cerebryx (an anticonvulsant) : fosphenytoin
Celexa (an antidepressant) : citalopram
 Administration Errors

 Defined as a discrepancy between the drug therapy received by the

patient & the drug therapy intended by the prescriber

 Drug administration is associated with one of the highest risk areas in

nursing practice
How can drug administration
go wrong?
 wrong patient
 wrong route
 wrong time
 wrong dose
 wrong drug
 omission, failure to administer
 inadequate documentation
Monitoring involves …
 observing the patient to determine if the medication is working,
being used appropriately and not harming the patient
 Documentation
How can monitoring go wrong?
• lack of monitoring for side-effects ex: short breath cause of beta
blocker
• Drug not ceased if not working or course complete, ex: antibiotic
• drug ceased before course completed ex: anti tuberculosis drug,
antibiotic
• drug levels not measured, or not followed up on, ex: drug dose
inappropriate
• communication failures
Which patients are most at risk of
medication error?
• patients on multiple medications
• patients with another condition, e.g. renal impairment,
pregnancy
• patients who cannot communicate well
• patients who have more than one doctor
• patients who do not take an active role in their own
medication use
• children and babies (dose calculations required)
HOW TO PREVENT
MEDICATION ERROR
How to prevent medication error
1. use generic names
2. tailor prescribing for each patient
3. learn and practise thorough medication history taking
4. know the high-risk medications and take precautions
5. know the medications you prescribe well
6. use memory aids
7. communicate clearly
8. develop checking habits
9. encourage patients to be actively involved
10. report and learn from errors
1. Tailor your prescribing for each
individual patient
Consider:
 allergies
 co-morbidities (especially liver and renal impairment)
 other medication
 pregnancy and breastfeeding
 size of patient
 Learn and practise thorough
medication history taking
 include name, dose, route, frequency, duration of every drug
 recently ceased medications
 ask about over-the-counter medications, dietary supplements and
alternative medicines
 consider drug interactions, medications that can be ceased and
medications that may be causing side-effects
 always include allergy history
Know which medications are high risk
and take precautions
 narrow therapeutic window
 multiple interactions with other medications
 potent medications
 complex dosage and monitoring schedules
 examples:
 oral anticoagulants
 Insulin
 chemotherapeutic agents
 neuromuscular blocking agents
 aminoglycoside antibiotics : ottotixicity
 intravenous potassium
 emergency medications (potent and used in high pressure situations)
Remember the 5 Rs when
prescribing and administering
 Can you remember what they are?
 right drug
 right dose
 right route
 right time
 right patient
Develop checking habits
 when prescribing a medication
 when administering medication:
 check for allergies
 check the 5 Rs
 remember computerized systems still require checking
 always check and it will become a habit!
Develop checking habits
 some useful maxims …
 unlabelled medications belong in the bin
 never administer a medication unless you are 100% sure you
know what it is
 practise makes permanent, perfect practice makes perfect

 so start your checking habits now

Encourage patients to be actively
involved in the process
 when prescribing a new medication provide patients with the
following information:
 name, purpose and action of the medication
 dose, route and administration schedule
 special instructions, directions and precautions
 common side-effects and interactions
 how the medication will be monitored
 encourage patients to keep a written record of their medications and
allergies
 encourage patients to present this information whenever they
consult a doctor
Calculation errors

Can you answer the following question?

A 12 kg, 2-year-old boy requires 15

mg/kg of a medication that comes as a
syrup with a concentration of 120
mg/5mls. How many mls do you
prescribe?
Case Study 1
• a patient is commenced on oral anticoagulants in hospital for
treatment of a deep venous thrombosis following an ankle
fracture
• the intended treatment course is 3-6 months though neither
the patient nor community doctor are aware of the planned
duration of treatment
• patient continues medication for several years, being
unnecessarily exposed to the increased risk of bleeding
associated with this medication
• the patient is prescribed a course of antibiotics for a dental infection
• 9 days later the patient becomes unwell with back pain and
hypotension, a result of a spontaneous retroperitoneal haemorrhage,
requiring hospitalization and a blood transfusion
• international normalized ratio (INR) reading is grossly elevated,
anticoagulant effect has been potentiated by the antibiotics

Problem: Prescribing, drug interaction

Can you identify the contributing
factors for this medication error?
• lack of communication and hence continuity of care between the
hospital and the community
• patient not informed of the plan to cease medication
• the interaction between antibiotic and anticoagulant was not
anticipated by the doctor who prescribed the antibiotic even though
this is a known phenomenon
• lack of monitoring; blood tests would have detected the exaggerated
anticoagulation effect in time to correct the problem
How could this error have been prevented?
• effective communication
– e.g. discharge letter from hospital to community doctor
– e.g. patient information
• memory aids and alerting systems to help doctors notice potential
adverse drug interactions
• being aware of common pitfalls in medications you prescribe
• monitoring medication effects when indicated
How could the patient help prevent
this error?
 by asking more questions:
 “How long will I need this new medication for?”
 “Will this antibiotic interact with my other medication?”

 How can the doctor encourage the patient to ask more

questions?
Case Study 2
• a 74-year-old man sees a community doctor for treatment of
new onset stable angina
• the doctor has not met this patient before and takes a full
past history and medication history
• he discovers the patient has been healthy and only takes
medication for headaches
• the patient cannot recall the name of the headache
medication
• the doctor assumes it is an analgesic that the patient takes
whenever he develops a headache
• but the medication is actually a beta-blocker that he takes
every day for migraine; this medication was prescribed by a
different doctor
• the doctor commences the patient on aspirin and another
beta-blocker for the angina
• after commencing the new medication, the patient develops
bradycardia and postural hypotension
• unfortunately the patient has a fall three days later due to
dizziness on standing; he fractures his hip in the fall
Problems
 Prescribing : fail to decide the right drug to the right patients
What factors contributed to this
medication error?
 two drugs of the same class prescribed unknowingly with
potentiation of side-effects
 patient not well informed about his medications
 patient did not bring medication list with him when consulting
the doctor
 doctor did not do a thorough enough medication history
 two doctors prescribing for one patient
 patient may not have been warned of potential side-effects
and of what to do if side-effects occur
How could this situation have
been prevented?
 patient education regarding:
 regular medication
 potential side-effects
 the importance of being actively involved in their own care - e.g. having a
medication list
 more thorough medication history
Case Study 3
• a 38-year-old woman comes to the hospital with 20 minutes of itchy
red rash and facial swelling; she has a history of serious allergic
reactions
• a nurse draws up 10 mls of 1:10,000 adrenaline (epinephrine) into a
10 ml syringe and leaves it at the bedside ready to use (1 mg in total)
just in case the doctor requests it
• meanwhile the doctor inserts an intravenous cannula
• the doctor sees the 10 ml syringe of clear fluid that the nurse has
drawn up and assumes it is normal saline
• there is no communication between the doctor and the nurse at this time
• the doctor gives all 10 mls of adrenaline (epinephrine) through the
intravenous cannula thinking he is using saline to flush the line.
• the patient suddenly feels terrible, anxious, becomes tachycardic and then
becomes unconscious with no pulse
• she is discovered to be in ventricular tachycardia, is resuscitated and
fortunately makes a good recovery
• recommended dose of adrenaline (epinephrine) in anaphylaxis is 0.3 - 0.5 mg
IM, this patient received 1mg IV

Problems: Dispensing & Administration

Can you identify the contributing
factors to this error?
 assumptions
 lack of communication
 inadequate labeling of syringe
 giving a substance without checking and double-checking what it is
 lack of care with a potent medication
 How could this error have been prevented?
 never give a medication unless you are sure you know what it is; be
suspicious of unlabelled syringes
 never use an unlabelled syringe unless you have drawn the
medication up yourself
 label all syringes
 communication - nurse and doctor to keep each other informed of
what they are doing
 e.g. nurse: “I’m drawing up some adrenaline”
 develop checking habits before administering every medication …
go through the 5 Rs
 e.g doctor: “ What is in this syringe?”