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PubMedDate not supplied

How physicians can prevent medication errors: practical strategies.

To eliminate and reduce medication errors, health care organizations must develop a consistent approach that allows examination of errors in a supportive atmosphere with a bias toward preventing future errors rather than punishing past ones. Until improved systems are in place, physicians can help prevent many of the most serious medication errors by observing some basic safety practices, such as writing orders whenever possible and limiting verbal orders to urgent or emergency situations, writing clearly and neatly, and avoiding abbreviations.

Drug-Related Side Effects and Adverse Reactions↗
PubMed1994

[On the finger-drawing strategy in recognition of random shapes].

The present study was designed to identify the memory-enhancing factor of finger-drawing strategy, and investigate the relationship between finger-drawing and semantic processing of random shapes. Forty subjects were randomly assigned to one of the five conditions: imagery encoding, verbal encoding, finger-drawing for encoding, finger-drawing for searching, and finger-drawing for both encoding and searching, and performed recognition tasks of random shapes. Results indicated that in the two conditions under which finger-drawing was used for encoding, recognition of complex shapes was superior to that of simple ones. No differences were found for those of high and low associative shapes. Verbal reports of the subjects indicated that finger-drawing for encoding prevented them from naming the shapes. In contrast, in the other three conditions under which finger-drawing was not used for encoding, recognition of simple shapes was superior to that of complex ones. Also, recognition of high associative shapes was superior to that of low ones. These results suggest that kinetic representation, rather than amount of attention, is responsible for the memory-facilitating effect of finger-drawing, and that finger-drawing for encoding inhibits active semantic processing.

Adult↗
PubMed1990

Descriptive analysis of the developmental progression of grip position for pencil and crayon control in nondysfunctional children.

This study was designed to investigate the developmental progression in pencil and crayon grip. The subjects were 320 nondysfunctional children aged 3.0 to 6.11 years, with 20 boys and 20 girls at each 6-month age interval. On the basis of a review of the literature, developmental pencil and crayon grips were defined for the study, and the type of grips each child used to perform a drawing task and a coloring task were recorded. Many children at each age level used mature pencil grips. A developmental progression, however, was shown by the percentage change of children at each age level who used mature grips. Forty-eight percent of the youngest group used mature grips, compared with 90% of the oldest children. Two pencil grips-dynamic and lateral tripod-appear to be common in older children. Differences in the developmental progression of pencil grip were noted between boys and girls and between a drawing task and a coloring task.

Age Factors↗
PubMedDate not supplied

Educational participation of children with spinal cord injury.

OBJECTIVE: The purpose of this study was to examine educational participation and accommodations for children with spinal cord injury (SCI) or disease in primary, secondary, and postsecondary educational settings. METHOD: Written surveys were developed for students with SCI and their teachers. Fifty-three participants had SCI onset before age 18 years, were at least 4 years old and enrolled in a school program, and had residual motor disability without cognitive-behavioral impairments. RESULTS: Nearly all participants were enrolled full time in regular education classrooms. Seventy-five percent of primary-level participants and 32% of secondary-level participants were qualified for special education and related services, receiving teacher aide assistance as well as occupational and physical therapy services. Most participants were graduating from high school and pursing postsecondary education. Classroom performance and grades were reported as average or above average, but curriculum modifications were commonly made, and many participants required human assistance and assistive technology in functional and classroom tasks. Access barriers were often reported by participants using wheelchairs, and those using augmentative writing aids were not fluent with these devices. CONCLUSION: Accommodations in schools for students with SCI appear to support completion and advancement to higher levels of education, but these accommodations appear to be geared toward participation rather than levels of performance and productivity that may be realistic for work and other community settings.

Achievement↗
PubMedDate not supplied

Grip form and graphomotor control in preschool children.

OBJECTIVE: The purpose of this study was to examine the utility of the grip scale presented by Schneck and Henderson, the effect of grip form on drawing accuracy, and the effect of implement diameter on grip form and drawing accuracy. METHOD: Sixty boys and girls who were 3, 4, and 5 years of age performed 20 trials of a precision drawing task, 4 trials each with five implements of varying diameters (4.7, 7.9, 11.1, 14.3, and 17.5 mm). RESULTS: First, all 1,200 grips could be coded according to Schneck and Henderson's 10-grip whole-configuration assessment system, but the interrater reliability was lower than expected (.67 proportion of perfect agreement). Second, using Schneck's five-level scoring system, the level of grip significantly affected drawing accuracy, with the highest grip level used most often with the highest accuracy scores and the lowest observed grip level used most often with the lowest accuracy scores. Third, increasing implement diameter led to significantly lower level grips but did not significantly affect accuracy. CONCLUSIONS: Therapists are recommended to use Schneck and Henderson's 10-grip scale only for documenting the persons' grips and changes in their grips, but if comparisons between individual persons are desired, then Schneck's five-level scale, which affords greater generalizability, should be used. Further, children with graphomotor performance deficits are not likely to benefit from grip manipulations because such strategies were shown to make better only performance that is already good.

Art↗
PubMedDate not supplied

Comparisons among tools, surface orientation, and pencil grasp for children 23 months of age.

OBJECTIVE: The purpose of this study was to determine whether writing tool type and angle of writing surface affect grasp. METHOD: Fifty-one children 23 to 24 months of age who were typically developing drew with a primary marker, colored pencil, and small piece of crayon on a table and an easel. The marker and pencil were presented pointing left, right, and toward the child. The order of writing tool presentation was counterbalanced. Grasps were scored with a 5-point rating system and analyzed with dependent t tests. RESULTS: Children used a more mature grasp when drawing with a piece of crayon than with a pencil. No difference in grasp maturity was found when using a pencil compared with a marker. A more mature grasp when drawing on the easel compared with the table was used with the crayon but not with the marker or pencil. CONCLUSION: Results imply that a short writing tool combined with a vertical surface can influence the grasp of young children.

Analysis of Variance↗
PubMedDate not supplied

Classroom seating for children with attention deficit hyperactivity disorder: therapy balls versus chairs.

OBJECTIVE: The purpose of this study was to investigate the effects of therapy balls as seating on in-seat behavior and legible word productivity of students with attention deficit hyperactivity disorder (ADHD). Additionally, social validity was assessed to evaluate teacher and student opinions regarding the intervention. METHOD: A single subject, A-B-A-B interrupted time series design was employed across 3 students (2 males, 1 female) with ADHD. The study was conducted in a 4th grade inclusive classroom during daily language arts. During phases 1 and 3, the 3 participants and all other class members sat on chairs (in-seat on chair); during phases 2 and 4, everyone sat on therapy balls (in-seat on ball). Dependent variables were in-seat behavior and legible word productivity. Data were graphed and visually analyzed for differences between phases. RESULTS: Results demonstrated increases in in-seat behavior and legible word productivity for the students with ADHD when seated on therapy balls. Social validity findings indicated that generally the teacher and students preferred therapy balls. CONCLUSION: This study provides evidence that use of therapy balls for students with ADHD may facilitate in-seat behavior and legible word productivity.

Attention Deficit Disorder with Hyperactivity↗
PubMedDate not supplied

Calculations for new prescribers.

Mistakes in calculation can lead to potentially dangerous prescribing errors. This article takes the nurse prescriber through some basic calculations and points out the possible pitfalls.

Abbreviations as Topic↗
PubMed2005

Computerised versus handwritten records.

The death of Victoria Climbié highlighted the worst possible consequences of inadequate record keeping. A serious case review raised concerns about the quality of record keeping in the paediatric intensive care unit (PICU) of a large UK children's hospital and an audit was undertaken to compare the standard of handwritten nursing records in the PICU with that of the computerised nursing records in the high dependency unit (HDU). Record keeping in both PICU and HDU was found to be sub-standard in many respects. Both types of record keeping have their faults but the computerised system can potentially compensate for some of the errors and omissions that were apparent in the handwritten records. Nurses require regular training to reinforce record keeping knowledge and skills: this has been incorporated into the hospital's mandatory training programme.

Abbreviations as Topic↗