When Nurses Make Mistakes

Most nurses become nurses so that we can help people. At least, I hope that’s why most of us do. We do all kinds of technical scientific brainiac stuff too, but at base, we like making people feel better. However, the profession is getting increasingly stressful. Nurses have more patients who are sicker, and we have to do more with less. We are rushed. We work for hospitals for which reimbursement is now tied to patient satisfaction, which is stressing everyone out because it is so difficult to reconcile that with good medicine—and it adds immeasurably to a nurse’s workload. Ensuring that you provide competent, compassionate care for everyone while also catering to every whim is exhausting.

In this environment of speed, excellence, and “zero tolerance,” mistakes happen. Things go wrong. In my experience, a really bad mistake necessitates multiple parties dropping the ball. However, in nursing, you can make a mistake that doesn’t do any harm to anyone and involves only an obscure policy you violated and someone happened to find out about it and had the time and inclination to write you up, and you end up in just as much trouble as if you had caused patient harm. As a brief aside, I have never understood this aspect of nursing. Doctors can actually kill people and go on practicing, but nurses can commit what amounts to an administrative error and lose their licenses. We know it, too, and the resulting fear adds to the stress of being a nurse. On top of actual patient care, which we have less and less time to even do, we have to dot every “i” and cross every “t” just in case.

So what do you do when you make a mistake? I say “when” because it will happen at some point, nurses being human and all. I have seen the gamut of responses to an error. Some nurses shrug it off. Others take it so much to heart they can barely practice anymore. Some leave the profession or even kill themselves. I was lucky the night I made my first mistake; I had a charge nurse who paraded every other nurse on that shift past my pod to tell me the worst mistake they’d ever made, so I didn’t feel unique. But that was rare luck. Usually, we as a profession don’t talk about our mistakes. We take them personally and berate ourselves. I wish we would stop doing this. It’s like an elephant in the hospital: we all know we are making errors, but no one talks about it, so we all feel alone together.

The first thing to do is resist the urge to cover it up. Lying is never a good idea, and it is even less of a good idea when you are practicing as a nurse. Follow the appropriate protocol for “when stuff goes wrong.” Every hospital has one. Second, adopt the attitude that you are not going to be defensive, no matter what. Hospitals look at this: do you know you messed up? Are you willing to learn from it? Or are you going to point fingers at everyone else and refuse to take responsibility? Our profession is huge on remediation. Third, and possibly most importantly, do not get shaken by it. Making a mistake does not mean you are a bad nurse. It means you made a mistake. Don’t let fear derail you. I have seen nurses make some really bad mistakes and do some really stupid things, and they are still working beside me. I remember that when I get caught up in fear.

What if you have hurt someone as a result of your mistake? I haven’t done that yet. But I hope if I do, I don’t go the way of the nurse who killed herself. I hope I seek counseling and am surrounded by wise and compassionate people who help me forgive myself and move on. I will also continue to push for an environment that is more open and accepting about errors.

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How to Nail the NCLEX, Starting…Now

Any nursing students in their last semester out there? Hi. You’re probably drowning in clinicals and last-semester finals, including those comprehensive ATI tests you have to take so that you can even receive permission to take boards. (If you don’t know what ATI is, I’m jealous!) You probably think, with all that going on, that you just can’t possibly think of boards right now. Procrastination is a road to failure. In fact, if you’re in nursing school at all and you’re reading this, start studying. There is no “too early” to start preparing for boards, and the earlier you start the less stress you will experience when you have to choose the date.

So, point 1: start now. Well, after you read this post. If you don’t have NCLEX study materials, go immediately over to Amazon or your favorite nursing materials supply story and buy something. NCLEX study materials are not in short supply. You can get books with cartoons in them, little flip books with just the bare facts, and big expensive books with accompanying CD’s that have practice tests. Just start somewhere. I liked the practice tests because by the time I got to the actual NCLEX it didn’t feel too different from all the other tests I’d taken (I took a LOT).

Point 2: study the stuff you don’t know very well. This sounds obvious, but it’s often tempting to dwell on the areas you’re good at so you’ll feel smart. Don’t do it. Just ignore those and maximize your time by studying your weak areas. Resist the sinking feeling in your stomach when you read a chapter and think “I’ve never seen this before. I’m going to fail.” You’re seeing it now! Before the NCLEX.

Point 3: study something every day. Put it on your to-do list, set an alarm, put sticky notes on the bathroom mirror by your toothbrush—whatever it takes to remind you. Even if you have only 5 minutes to spare, use them to study for boards. You can learn a few lab values in 5 minutes or commit to memory the vital signs for a healthy neonate. Doing a little bit every day (and more when you have the time) will surprise you in its ability to prepare you.

Point 4: have attitude. Say “I’m going to pass boards and feel good about it.” This is challenging in nursing school because senior nursing students run around screaming, “I JUST KNOW I’M GOING TO FAIL.” It is tempting to whirl with the dervishes, but don’t. It isn’t healthy, and the mind creates self-fulfilling prophecies. Yes, you’ll worry about boards, but every time you do just reassure yourself. “I’m preparing every day, and I’ll do great.” Say it even if you don’t believe it.

Point 5: use your nursing textbooks. Yes, crack those spines and open the books. Most have review points and chapter tests after each chapter that emphasize the most important content and the concepts that are most likely to appear on the NCLEX. Go through the books and read the chapter summaries and take the tests. You already paid for this material, so you might as well put it to use.

Finally, have your ducks in a row. Sign up for boards when you’re supposed to, include all the documentation you’re supposed to, and pick the soonest date you can. The quicker you take them, statistically, the more likely you are to pass. Good luck!

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It’s All In Your Head

AJN emphasized mental illness in the latest issue (see this post on their blog), so I have been thinking about my own attitudes and observing my coworkers’ attitudes about it. Not uncommonly I hear “it’s suptratentorial,” meaning the patient has psychological issues.

As luck would have it, since I read this material and had the topic in mind, I have had a bizarre succession of patients with various manifestations of mental illness. As an ED nurse, I have a lot of mental health patients anyway, but lately it’s a psychiatry bonanza. I’ve specifically looked at how these conditions affect patients’ physical health, and the AJN article is absolutely correct: depression, stress, and anxiety are a legitimate and often overlooked contributor to physical illness.

What does “just anxiety” really mean, for example? Does that mean anxiety is not a real health condition or that it doesn’t deserve serious treatment? Tell that to the 20-something patient I had years ago in the CCU who was developing heart failure from chronic PTSD. Yes. His heart beat so quickly that his left ventricle enlarged in an effort to keep his body perfused. CHF is, I believe, a legitimate health concern. “Just anxiety” differentiates an acute emergency (e.g., an actual right-now myocardial infarction) from an ongoing health issue (e.g., tachycardia and shortness of breath treatable with simple medications and/or therapy), but it does nothing to give appropriate attention to the risk factor at hand. Would we say “it’s just a thrombus” to someone who had a TIA? No. We take that seriously because it is an indication that other bad things may be on the horizon. Why are depression, anxiety, and, for that matter, addiction treated any differently?

I wonder if nurses simply like stuff we can fix quickly or easily and therefore dislike stuff that we aren’t quite sure what to do about. If you have high blood pressure, I know I can bring that down in a few minutes. If your heart rate is too high, I can slow that down right quick. If you are in pain, I can soothe that. But if you are depressed and hopeless, I’ve got basically nothing to offer you other than a sympathetic ear, and even that is neither quick nor a fix. I can stop a panic attack with ordered medications, but that is very temporary.

There is also no hard-and-fast physiologically evident connection between psychiatric issues and the body. If you have COPD, I can wax eloquent on the physiology of the changes in your lungs. If you have diabetes, I can tell you all about your body’s dysregulation of insulin and blood sugar. But if you are schizophrenic, all I have is vague statements like, “they think it may be genetic and has to do with dopamine.”

Perhaps nurses need to step back and evaluate our attitudes about mental illnesses to see whether we can improve patient care. Even if the patient’s visit is not specifically for a mental illness, the mental condition may very well affect his or her physical health and treatment. Psychiatric medications may affect medications we are giving for a physical emergency, or they may affect the patient’s perception of the emergency. They may even precipitate the emergency (e.g., neuroleptic and serotonin syndrome).

What do you think about mental illness? Be honest. Maybe it’s time to consider it more seriously during patient interactions.

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Who, Me? Precept?

I’ve gotten consistently positive feedback about orienting and precepting, and although I’ve written from the student point of view about how to get the most out of hospital and other clinical learning experiences, I have not spoken to the other side. New nurses may be thinking, “Who, me? I barely know what I’m doing myself! I won’t be asked to precept.” Think again. Fairly new nurses may be asked to orient new employees for purely practical reasons, because they’re awesomeness outshines the veterans, or because there are compelling reasons to use new nurses. They may be more enthusiastic about the profession than their more seasoned colleagues. Also, they were, after all, in that newbie position recently enough to remember what they needed to learn, and, if they paid attention, they will remember the best and worst ways to teach it. Veterans have often forgotten why they do what they do, but a new nurse will usually be able to tell you why, because he or she just had to learn it for boards. (By “new,” I am talking a nurse with a few years of experience, not someone who just walked on the floor with RN on her badge.)

Quick: why do you give insulin and dextrose to decrease potassium? (No, veterans, it’s not to avoid having to use Kayexalate!) A newer preceptor will most likely be able to fill in an orientee with the physiology behind this.

Anyway, don’t be surprised to find yourself asked to mentor, precept, or orient someone far before you feel that you have anything to offer. Say yes. You will learn a surprising amount from teaching someone.

Where to start? Find out where your student or new nurse is, and then push them out of that comfort zone immediately. Nursing is not comfortable. No point cushioning the blow. Shove them in there, but be available. Be prepared to jump in at any time to prevent poor patient care or save your neophyte’s sanity. Is this a difficult balance to achieve? No—it’s impossible. However, no one learns much by watching. It is tempting to do things yourself as a preceptor because it is faster and you are better at just about everything, but sit on your hands if necessary and plaster a fake smile on your face. Soon the smile will be real as your student functions independently and efficiently.

How do you teach time management? How do you teach someone to prioritize? These are the important lessons. New nurses need to learn to document, chart, and tinker with the gizmos, gadgets, and goo that make up our working lives, but that’s really peripheral to these other more central issues. “What’s on your radar right now?” is always a good question to ask. No radar means your orientee is lost and not managing her time or priorities at all. A faulty radar is a teaching moment (“great list, and you just need to do complete this task first because…”).

Give feedback after every shift. Include plenty of praise. Include errors made and areas that need improvement. You are not there to be your orientee’s best friend; you’re there to make her a good nurse. But everyone needs positive reinforcement. Everyone does something right every day. Point them out! Also list them for your boss, because your protégé will greatly appreciate the effort.

Finally, if you make a mistake, say so. Don’t try to look like supernurse. Everyone makes mistake, and one important lesson to teach is how to make a mistake and handle it appropriately. Don’t deprive your student of the opportunity to see how to fail gracefully and fix the problem.

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Should Nurses Use LinkedIn?

I have been reading hospital social media policies lately (I don’t recommend it as light reading), and I’ve come away deciding that most nurses cannot legitimately use LinkedIn without violating them.

Why? Hospitals are running scared from HIPAA, so they are creating sweeping online/social media policies—so sweeping, in fact, that it’s a good idea never to indicate online where you work, just in case. There is no shortage of “Facebook firing” stories in all fields: a typical scenario is either “employee calls in sick, employee posts photos on Facebook of drinking at the beach instead of lying at home in bed drinking Gatorade, employee gets canned” or “employee bashes employer on Facebook, someone rats employee out (alternatively, employee was dumb enough to have boss friended on Facebook when posting such), employee gets canned.” Regular online employer identification issues are hugely magnified for nurses because of HIPAA.

Also, I think nurses and teachers are held to a higher standard off the clock than other professions. Evidence that we may drink and swear when not at work is not considered kindly.

Whether that is true or not, though, the obvious way to escape many of these issues is to avoid associating yourself with your employer online. At all. Anywhere. By any means. Not on Facebook, not on Twitter, and definitely not on Foursquare. But LinkedIn? That is supposed to exist for the sole purpose of identifying you with where you work.

In theory, it’s a good idea. Nurses can go there, associate with current colleagues, network for other opportunities, and share ideas and information with other nurses. In practice, most LinkedIn users not only associate their online selves with where they work, but also hook up their Facebook and Twitter accounts. Bingo. Your coworkers can now find you anywhere online, and anything you say anywhere online is also associated directly with where you work.

I operate by the theory that avoiding associating myself with my hospital by name is the best way to go. Anyone can figure it out if they’re interested enough, but I’m not going to to name my employer, and I think it’s the safe path for most healthcare workers, particularly in the current climate. It is too difficult to keep all the plates in the air if you think you’re going to have a separate persona on your blog or Twitter or whatever; if your updates are ever imported, if you ever cross-post a link, if anyone you know on either network either cross-posts a link, if anyone leaves a comment with your name in it…your cover is blown.

All of which I have considered and decided LinkedIn is dangerous from an HR standpoint. Nurses who use the Internet only for networking are probably safe, but many of us use it for personal use, and in many cases it no longer matters: hospital policies say nurses cannot identify their employers at all online. Interestingly, I looked on LinkedIn and found that the HR employees penning the policies had LinkedIn profiles, but that’s neither here nor there.

Just something to consider.

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What Does “Mandated Reporter” Really Mean?

I just went to the grocery store, where, as usual, I picked the wrong time of day to go (I wake up in the late afternoon and end up running errands when everyone is getting off work). Everyone was cranky, and the store was crowded. I was waiting in the cereal aisle for a logjam to clear so I could get my Banana Nut Crunch and move on with my life when the adult in front of me hauled off and whacked the toddler in her shopping cart, saying, “Shut up! Shut up! Mommy can’t take this right now!” I don’t mean she slapped the kid or gave her a little pop. I mean she really HIT this kid.

I wish I could say I saved the day by educating this parent on appropriate behavior or at least telling her to stop hitting her kid, but in point of fact I just stood there with my jaw hanging open and didn’t do a thing. Neither did anyone else. I stood there gaping, the angry mommy got her Pop-Tarts and moved on, and everyone else pretended they hadn’t seen a blatant example of child abuse and averted their eyes. I am rarely stunned speechless, but I couldn’t believe a parent would do that at all, much less in a crowded public area. More to the point, I wondered, if this mommy couldn’t take the toddler’s behavior and hit her in public, what went on at home where she didn’t have an audience.

We all know the answer to that. The baby didn’t cry or act as if this behavior was particularly unusual, so I bet mommy used her as a punching bag pretty often. And I didn’t do anything. Morality aside (I really wish I had intervened; I did not do the right thing), I started wondering what my obligations are as a nurse in situations like that. I know nurses are obligated reporters in my state and, as far as I know, in all US states, but does that mean we’re obligated to report abuse all the time or only while we’re clocked in? I’m talking legal and professional obligation and not the moral and ethical obligation for which I totally dropped the ball.

The rules are clear at work. If we suspect child or elder abuse or neglect, we have to report it. Period. Full stop. The rules for not-at-work are not at all clear. I looked up information for several states including mine and in no case found differentiation between on-duty and off-duty reporting. In my state, for example, “mandated reporter” is defined as

“Persons licensed to practice the healing arts, dentistry and optometry; persons engaged in postgraduate training programs approved by the state board of healing arts; licensed professional or practical nurses; and chief administrative officers of medical care facilities.”

Nowhere in this document does it specify “while these people are practicing their professional duties.” I found no differentiation in similar documents from other states. I take this to mean nurses are liable if they DON’T report suspected child abuse even off the clock.

This has obvious issues. Practically, I could have done nothing official with the toddler-punching mom unless she volunteered her name and address so that I could offer her a free visit from Child and Protective Services. I suppose I could have called the cops, but she would have been gone by the time they got there. Technically, though, it seems I should have done something simply because I’m a nurse and am obligated to. I think all of us in the aisle should have intervened, actually, but that’s another societal issue.

I am going to follow up on this issue and other related ones (e.g., what if I know a friend is suicidal and don’t say anything?). Nurses should know what we are legally obligated to do.

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Informed Consent: Are You Informed About It?

The nursing world continues to be taken by storm by the case of Amanda Trujillo, and as stated in the American Journal of Nursing‘s blog (Off the Charts), at the heart of the controversy sits informed consent:

“…she was fired for, as she claims, just doing what she’s obligated to do as a nurse—specifically, providing informed consent to a patient about a surgical procedure.”

Trujillo left a comment on a blog further detailing that her termination was for going “out of scope.”

A conflict clearly exists. Are nurses actually obligated to provide informed consent for surgical procedures? Are we even supposed to?

I went spelunking for definitive answers regarding nursing practice and informed consent, and the most clear documentation I found is from AORN (the Association of Perioperative Registered Nurses). This makes sense because informed consent is generally involved with an operation, so these nurses need a deep understanding of their role and scope in this area. The document Key Concepts in Informed Consent for Perioperative Nurses is a worthwhile read for every RN because informed consent is a liability issue and the waters are clearly murky, as has been brought into the limelight by Amanda Trujillo.

The short answer is that it is NOT an RN’s obligation to provide informed consent. On the contrary,

“In case law, the intrusion of another health care provider (eg, perioperative nurse who attempts to answer a patient’s questions about a surgical procedure) into the physician-patient relationship is regarded as detrimental to the patient. Furthermore, a perioperative nurse who engages in this type of discussion with a surgical patient may be held accountable to a higher standard of practice…and may incur further liability.”

Seems Trujillo has incurred said liability.

But she points out that she was advocating for her patient, and few RNs would argue that this is clearly a nursing responsibility. What is our responsibility, then, regarding informed consent, specifically? Per the AORN article,

“Perioperative nurses may be held liable for lack of informed consent if they fail to recognize or identify inadequate disclosure for surgical consent or fail to report it promptly to the surgeon or nursing supervisor.”

I interpret this and the examples in the article to mean that an RN is responsible for ensuring that the patient’s understanding and expectations meet the surgeon’s description and for reporting discrepancies immediately (and—my addition—documenting thoroughly having done so). Reporting a discrepancy and attempting to rectify it by providing information look like a gray area, and nurses may feel tempted to be helpful by providing information themselves, but case law and nursing guidelines are actually extremely specific on this issue:

Nurses should not be educating patients about surgical procedures.

This goes against logic. Aren’t we patient advocates? Isn’t a huge part of our job to educate patients? In other areas, yes, but in the case of informed consent, our responsibilities are markedly different. We advocate in this area by ensuring the patient expects what the consent says he or she should expect and, if not, by letting the surgeon or another appropriate supervisor know. Period. This practice area needs to be highlighted to nursing students and practicing nurses because it is not well understood.

Correction, 2/15/12: Per personal communication with Amanda Trujillo, the issue was not about obtaining surgical consent; it was that the physician felt it was outside her scope of practice to educate the patient about hospice. Still, this issue is in the news in our field, and nurses need to understand our role in informed consent.

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Current Events: Amanda Trujillo

I just attended a meeting in which a roomful of nurses had not ever heard Amanda Trujillo’s name, so evidently this is a topic that needs to be blogged about. Agree or disagree, nurses should be talking about this case, and nursing students in particular should be debating it in policy and leadership classes, because this nurse’s conduct and the outcome of the case may be of peculiar importance in setting precedent for our profession.

The furor started with this blog post from Amanda Trujillo, an RN in Arizona. The crux of the matter is that she discovered a patient under her care may not have truly given informed consent, and she educated the patient and initiated a social work/hospice consult (ordering the consult without a physician’s order would be the part where she may have practiced outside her scope). Per her report, the physician had a “tantrum,” her facility fired her, and her license is under investigation with the Arizona Board of Nursing. The last two points have been verified with numerous bloggers. A black hole exists insofar as witnesses of said tantrum or any spokespeople from Banner Health or the Arizona BoN, other than, basically, “we can’t talk about it right now.” Which they probably really shouldn’t.

Emotions are running high among the nursing blogosphere and Twitterverse over this case. Some of us think this is an obvious example of the establishment trying to take away nurses’ duty and skills regarding patient advocacy and education. Some of us think the nurse is outright lying because no one has sprung to her defense from the facility where she worked. Some of us think she is in the right but is handling the controversy unprofessionally by publicly naming her employer, representatives of which probably cannot legally defend themselves currently. Some of us think she may have been right in principle but left some of the story out (questions I have heard include, Does Banner have a procedure for nurses ordering consults? Why was this not simply made into a teaching opportunity? Why did she receive no support from her nurse manager?). The point has been made that throughout this case, it is not physician vs. nurse; it is nurses who are largely responsible for Ms. Trujillo’s censure and unemployment.

Since the precipitating incident, Amanda Trujillo is not employable. The Arizona BoN has stated her license is not suspended as claimed originally, so theoretically she is free to work as far as I can tell by consensus of news articles (Google her name for many such), but bad judgment may come in to play here. What hospital will hire a nurse who brings down a media storm such as this? It’s a sticky wicket. Nurses have to speak up: for our patients, for ourselves, for our profession. But in this case, is she giving us a bad name by doing so in the way she has? Most recently, evidently a psychiatric consult has been ordered on Ms. Trujillo, a fact I present because it raises more issues that cannot be answered with only one side of the story. Is the BoN simply trying to discredit her (a fait accompli by the mere ordering of the consult), or are there truly facts the public does not know? I don’t know. I am just asking questions to provoke thought and debate.

I debated blogging about this case because it is difficult to do so impartially. Many issues are warring here, but I think they are all important to the nursing profession and worthy of discussion. For more in-depth summaries and opinions, please see posts by Those Emergency Blues and Emergency Physicians Monthly.

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Rock Nursing School Clinicals

It’s that time of the semester when nursing students are about to start clinicals or have just started. If it’s your first semester, hang on for the ride; if you’re an old hand at juggling paperwork, preclinical visits, and scheduling nightmares, you still might have a few tricks to learn. Time management is the initial hurdle for clinicals. Suddenly you’re in a hospital or nursing home for the equivalent of one or two 12-hour shifts, and the paperwork for each one is nightmarishly long, what with care plans and long treatises on every single drug your patient takes. Even Tylenol. I never did figure out a way to make the paperwork any easier. Every time I learned how to jump through a certain hoop, the hoop moved. But I did figure out how to make the most of my clinicals while I was actually in the clinical setting, and that’s a worthwhile goal because clinical experiences may be your, as a student, only chance to play nurse before you’re expected to competently and instantly care for six to eight patients at once after graduation.

Know your material. You’re paying for your education, so you might as well learn what you’re supposed to know. Go to your preclinical visit, meet your patient, and actually read the chart and look things up that you don’t know. Not only will this help you make the most of your actual clinical time, but it will make you look good when your clinical instructor grills you over the most arcane drug or lab value your patient’s chart contains. In the end, it is a time-saver to avoid cutting corners—look everything up at the outset, and that way you never have to chase your tail.

Anticipate what you’ll be asked. This takes the previous point a little further. You may be able to spout off what IV fluids your patient is receiving, and you may know her albumin level and what the correct reference range is, but anticipating that your instructor will ask you the relationship between albumin levels and IV fluid rates…priceless (hint: it relates to colloid osmotic pressure). Some instructors like to ask medication questions, others like strange pathophysiology questions, and others find lab values to be the be-all end-all. Figure out it, and you’ll shine like a star.

Look for extra things to do. What? After all this about being under the gun anyway? Yes, I’m serious. Sometimes there is nothing doing at clinicals; your patient may go for a procedure or feel like sleeping all afternoon. Ask if you can hang around the OR or follow the IV therapy team around or, if all else fails, pitch in and help the CNAs. Not only will you look like an enterprising fledgling nurse, but also CNAs can always use the help and can most likely teach you something while you’re helping.

Play by the book. The small things matter. Look neat and tidy. Have clean unwrinkled scrubs and shoes without dirt and crud all over them. Wear your school badge where you’re supposed to. Resist the urge to wear your nicest makeup and flashiest jewelry. Step back and look at yourself. If you feel bored by your appearance, it’s probably appropriate. If you aren’t supposed to have a cell phone during clinicals, then leave it in your car. I’m not talking about whether these rules are reasonable. I’m just saying follow them while you’re in school and life will be much better.

Be afraid. When it seems as if the busywork is going to kill you and you’re so tired you’re about to drop, recall that you’re going to be expected to know and do all this on your own in a shockingly short amount of time. Ask yourself, “Could I do the work these nurses are doing all by myself right now and ensure my patients were safe?” If you’re not scared by the idea, you’re not thinking about it hard enough. Healthy fear will keep you willing to learn.

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Five Ways to Avoid Med Errors

This post is cheating a little, because I didn’t come up with the five ways. Nurses learn them on the second day of nursing school, if not the first day—the five rights of medication administration. They are as follows:

  • Right patient
  • Right drug
  • Right dose
  • Right route
  • Right time

However, medication errors still happen, and not infrequently. Nurses are busy, and we are getting busier with increasingly sicker patients who require increasingly dangerous medications. The five rights deserve a little extra attention. It never hurts to go back to the basics.

The right patient. Do you check your patients’ armbands? I start every single assessment this way (“please tell me your name, birthdate, and drug allergies”), often to eye-rolling annoyance, but I catch misbanded patients and those with erroneous registration information. It’s a simple thing that gets left out. If your hospital uses scanners, for heaven’s sake scan the bracelet and not a bar-coded sticker lying around on the counter. If the patient is misbanded or not banded you’ll be stopped right there.

The right drug. Pharmacy departments like to mess around with “tall man” lettering and easily confused medications, and that’s good, but there are sneakier ways to get tripped up here. Do you grab a vial out the Pyxis and not check the label because you’ve grabbed Zofran out of that slot every single shift for 5 years and it has a blue label? Bummer if it was stocked wrong and you just overdosed your patient on Dilaudid. Does the drug make sense for your patient? If not, check. Docs can click the wrong box and order the wrong drug or order the right one on the wrong patient.

The right dose. Ah, the magic of calculators. But first, check labels. Pharmacy may switch things up on you. Ours likes to keep us on our toes by switching 50- and 100-mcg Fentanyl syringes. Happily, they stick green dosage warning labels everywhere. If you’re not using the entire unit dose, double-check. If you’re giving it to a child or if the drug is a pressor, insulin, or heparin, double-check with another nurse. The right dose also includes rates for IV fluids. Were fluids at 100 mL/h ordered but you bolused it? Bummer if that sends your patient into heart failure. Check, check, and double check, and if the ordered rate doesn’t match what seems reasonable for your patient’s condition, ask!

The right route. Lots of drugs come in multiple forms these days, especially with the current drug shortages, but even in general physicians occasionally order drugs via an unusual route. If in doubt, ask. If you have never given the drug via that route (e.g., you are giving a drug IM that you usually give IV), use the power of your drug reference of choice and read about it. Anyone ever given dexamethasone by fast IV push? The effect is notably different from when it is given orally (it causes intense rectal itching).

The right time. Usually there is a window during which medications are considered “on time.” Aside from keeping the bureaucracy happy, though, giving medications at the right time may not be exactly when they are ordered. Nursing judgment is required. Probably do not, for example, give that Cardizem bolus to your patient whose heart rate is now 60 and BP is 86/40, even if it was ordered for “now.” For some medications, timing is unusually critical; for pneumonia, sepsis, and chest pain/stroke protocols, “now” actually does mean now. These folks need antibiotics, fluids, or whatever right now. Now. (And please document exactly what time you gave it, for everyone’s sake.)

These are things nurses know but rush through. If we take a few extra seconds—it really is seconds—we can give patient safety a huge boost.

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