An Educational Intervention to Improve Nurses Reporting of Adverse Drug Reactions

• Autor(a) principal: Marquez, Susana
• Data de Publicação: 2016
• Outros Autores: Herdeiro, Maria Teresa, Roque, Fátima, Ribeiro-Vaz, Inês
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10314/3214

Introduction: Adverse drug reactions (ADR) are an important cause of mortality and morbidity leading to additional costs with health [1–3]. Drug safety data before commercialization is limited and incomplete, which is the reason why pharmacovigilance is important. The spontaneous ADR report system is efficient and fundamental to the safety surveillance of market medicines. Nurses can have an important role in ADR reporting due to their daily activities of drugs administration (including vaccines). However, among these professionals, there is a high rate of underreporting [4,5]. Based on the reasons proposed by Inman for underreporting ADR, it was concluded that the main obstacles to ADR reporting among nurses were indifference (the belief that a single case cannot contribute to medical knowledge) and the lack of knowledge about the pharmacovigilance system [6]. Objective: The aim of this study is to evaluate the increase of ADR reports by nurses after an educational intervention. Methods: We performed a quasi-experimental study in nurses working in primary care in Braga district, Portugal. 113 individuals were placed in the intervention group while the control group included 590 nurses. Two educational interventions were performed to nurses working in primary care in ACES Cavado II (intervention group) that focused on the problem of adverse drug reaction, the impact on public health and spontaneous reporting. Statistical analysis were based on absolute and relative frequencies. Results: Between January 2013 and September 2014 the Northern Pharmacovigilance Centre received 8 reports/100 nurses from the intervention group and 5 reports/100 nurses from control group. Conclusions: The educational intervention almost double the number of reports during the study period. The 2nd intervention had more impact than the 1st one. There was no significant increase in the quality of ADR reports in the intervention group. In the 2nd intervention the number of reports increased only at the intervention day.