Background & Aim: Administration of medications is an important part of treatment and care provided by nurses. Medication errors can create serious problems to patients and health system. The aim of this study was to determine the reasons of medication errors and the barriers of error reporting from nurses&apos viewpoints.

Methods & Materials: In this study, we randomly selected five hospitals in Tabriz and Maragheh. Then, 200 nurses who were randomly selected for the study completed the study questionnaire. The questionnaire included 21 items about medication errors and 19 items about the barriers of error reporting, based on five degree Likert scale. Collected data were analyzed using SPSS-15.

Results: In this study, from the viewpoint of nurses, the most important reasons of medication errors were hospital units (3.70±0.84), shortages of nursing staff, nuring burn-out and high workload. Regarding barriers of error reporting, the most cited barriers were management factors (3.78±0.89), fear of legal issues, inappropriate definition of medication error and inappropriate reactions of authorities.

Conclusion: We recommend increasing the number of nursing staff, adjusting the workload of nursing staff, using special forms for reporting errors and providing an atmosphere of intimacy between authorities and staffs.

Background & Aim: Diabetes is a chronic disease that needs lifelong special self-care behaviors. Adolescents with type 1 diabetes need self-care education for the control of diabetes and the prevention of its complications. Therefore, this study aimed to determine the impact of self-care education on the control of diabetes complications, medications and HbA1C in adolescents with type 1 diabetes.

Methods & Materials: This study is a non-randomized clinical trial (IRCT2015051322258N1) carried out on seventy four adolescents aged 12-18 years old with type 1 diabetes referred to the Iran diabetes association. They were selected using convenience sampling method and allocated into two groups (intervention: 34 people, control: 40 people). An educational intervention was performed in five sessions for the intervention group. After education, the patients were trained and followed up using mobile services for three months. The instruments consisted of a demographic characteristics form and a section of the self-care behaviors scale evaluating medications and the control of complications. Data were analyzed by the SPSS software v.18.

Results: Before the education, no significant difference was observed in the mean scores of medications and control of complications and level of HbA1C between the two groups of intervention and control (P>0.05). After the education, there was a significant difference between two groups in the mean scores of medications and control of complications and level of HbA1C (P<0.05).

Conclusion: Self-care education and the follow up after educational sessions can lead to the reduction in diabetes complications and HbA1C level among adolescents with type 1 diabetes.

Background & Aim: Diabetes is a chronic disease that needs lifelong special self-care behaviors. Adolescents with type 1 diabetes need self-care education for the control of diabetes and the prevention of its complications. Therefore, this study aimed to determine the impact of self-care education on the control of diabetes complications, medications and HbA1C in adolescents with type 1 diabetes.

Methods & Materials: This study is a non-randomized clinical trial (IRCT2015051322258N1) carried out on seventy four adolescents aged 12-18 years old with type 1 diabetes referred to the Iran diabetes association. They were selected using convenience sampling method and allocated into two groups (intervention: 34 people, control: 40 people). An educational intervention was performed in five sessions for the intervention group. After education, the patients were trained and followed up using mobile services for three months. The instruments consisted of a demographic characteristics form and a section of the self-care behaviors scale evaluating medications and the control of complications. Data were analyzed by the SPSS software v.18.

Results: Before the education, no significant difference was observed in the mean scores of medications and control of complications and level of HbA1C between the two groups of intervention and control (P>0.05). After the education, there was a significant difference between two groups in the mean scores of medications and control of complications and level of HbA1C (P<0.05).

Conclusion: Self-care education and the follow up after educational sessions can lead to the reduction in diabetes complications and HbA1C level among adolescents with type 1 diabetes.