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errors</title> <meta name="description" content="Search results for: medical errors"> <meta name="keywords" content="medical errors"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="medical errors"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4311</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: medical errors</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4311</span> Identifying, Reporting and Preventing Medical Errors Among Nurses Working in Critical Care Units At Kenyatta National Hospital, Kenya: Closing the Gap Between Attitude and Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jared%20Abuga">Jared Abuga</a>, <a href="https://publications.waset.org/abstracts/search?q=Wesley%20Too"> Wesley Too</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Medical error is the third leading cause of death in US, with approximately 98,000 deaths occurring every year as a result of medical errors. The world financial burden of medication errors is roughly USD 42 billion. Medication errors may lead to at least one death daily and injure roughly 1.3 million people every year. Medical error reporting is essential in creating a culture of accountability in our healthcare system. Studies have shown that attitudes and practice of healthcare workers in reporting medical errors showed that the major factors in under-reporting of errors included work stress and fear of medico-legal consequences due to the disclosure of error. Further, the majority believed that increase in reporting medical errors would contribute to a better system. Most hospitals depend on nurses to discover medication errors because they are considered to be the sources of these errors, as contributors or mere observers, consequently, the nurse’s perception of medication errors and what needs to be done is a vital feature to reducing incidences of medication errors. We sought to explore knowledge among nurses on medical errors and factors affecting or hindering reporting of medical errors among nurses working at the emergency unit, KNH. Critical care nurses are faced with many barriers to completing incident reports on medication errors. One of these barriers which contribute to underreporting is a lack of education and/or knowledge regarding medication errors and the reporting process. This study, therefore, sought to determine the availability and the use of reporting systems for medical errors in critical care unity. It also sought to establish nurses’ perception regarding medical errors and reporting and document factors facilitating timely identification and reporting of medical errors in critical care settings. Methods: The study used cross-section study design to collect data from 76 critical care nurses from Kenyatta Teaching & Research National Referral Hospital, Kenya. Data analysis and results is ongoing. By October 2022, we will have analysis, results, discussions, and recommendations of the study for purposes of the conference in 2023 <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=errors" title="errors">errors</a>, <a href="https://publications.waset.org/abstracts/search?q=medical" title=" medical"> medical</a>, <a href="https://publications.waset.org/abstracts/search?q=kenya" title=" kenya"> kenya</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses" title=" nurses"> nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=safety" title=" safety"> safety</a> </p> <a href="https://publications.waset.org/abstracts/153936/identifying-reporting-and-preventing-medical-errors-among-nurses-working-in-critical-care-units-at-kenyatta-national-hospital-kenya-closing-the-gap-between-attitude-and-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153936.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4310</span> Patients Reactions to Medical Errors in Hospitals: The Need for Social Workers in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Temitope%20Adaranijo">Emmanuel Temitope Adaranijo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Medical error is on the increase in many nations and like many developing nations, Nigeria is not excluded and more importantly, Lafia, Nasarawa state, where the study was carried. The study was undertaken to explore Patients' knowledge and their reactions to medical errors in hospitals in Lafia Local Government Area; therefore, five objectives were formulated to guide the study. The survey research design was employed and triangulation of quantitative and qualitative instruments was used to collect data. The total population for the study was 330,712 and the sample size was 400; however, only 343 patients and three doctors responded to the quantitative and qualitative study, respectively. Frequency distribution, simple percentage, and r test were used to analyze the data obtained from respondents. The findings revealed that medical errors are prevalent in hospitals in Lafia and the patients are neither aware nor willing to report such occurrence. The study recommends that social workers, hospital management, and governments should take up their roles in reducing the occurrence of medical errors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health" title="health">health</a>, <a href="https://publications.waset.org/abstracts/search?q=hospital" title=" hospital"> hospital</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20errors" title=" medical errors"> medical errors</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a> </p> <a href="https://publications.waset.org/abstracts/145709/patients-reactions-to-medical-errors-in-hospitals-the-need-for-social-workers-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145709.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4309</span> Medical Error: Concept and Description According to Brazilian Physicians</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vitor%20S.%20Mendonca">Vitor S. Mendonca</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Luisa%20S.%20Schmidt"> Maria Luisa S. Schmidt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Brazilian medical profession is viewed as being error-free, so healthcare professionals who commit an error are condemned there. Medical errors occur frequently in the Brazilian healthcare system, so identifying better options for handling this issue has become of interest primarily for physicians. The purpose of this study is to better understand the tensions involved in the fear of making an error due to the harm and risk this would represent for those involved. A qualitative study was performed by means of the narratives of the lived experiences of ten acting physicians in the State of Sao Paulo. The concept and characterization of errors were discussed, together with the fear of making an error, the near misses or error in itself, how to deal with errors and what to do to avoid them. The analysis indicates an excessive pressure in the medical profession for error-free practices, with a well-established physician-patient relationship to facilitate the management of medical errors. The error occurs, but a lack of information and discussion often leads to its concealment due to fear or possible judgment by society or peers. The establishment of programs that encourage appropriate medical conduct in the event of an error requires coherent answers for humanization in Brazilian medical science. It is necessary to improve the discussion about medical errors and disseminate models of communication and notification of errors in Brazil. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medical%20error" title="medical error">medical error</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative" title=" narrative"> narrative</a>, <a href="https://publications.waset.org/abstracts/search?q=physician-patient%20relationship" title=" physician-patient relationship"> physician-patient relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a> </p> <a href="https://publications.waset.org/abstracts/102416/medical-error-concept-and-description-according-to-brazilian-physicians" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102416.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4308</span> Evaluation of Medication Errors in Outpatient Pharmacies: Electronic Prescription System vs. Paper System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mera%20Ababneh">Mera Ababneh</a>, <a href="https://publications.waset.org/abstracts/search?q=Sayer%20Al-Azzam"> Sayer Al-Azzam</a>, <a href="https://publications.waset.org/abstracts/search?q=Karem%20%20Alzoubi"> Karem Alzoubi</a>, <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Rababa%27h"> Abeer Rababa'h</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Medication errors are among the most common medical errors. Their occurrences result in patient’s mortality, morbidity, and additional healthcare costs. Continuous monitoring and detection is required. Objectives: The aim of this study was to compare medication errors in outpatient’s prescriptions in two different hospitals (paper system vs. electronic system). Methods: This was a cross sectional observational study conducted in two major hospitals; King Abdullah University Hospital (KAUH) and Princess Bassma Teaching Hospital (PBTH) over three months period. Data collection was conducted by two trained pharmacists at each site. During the study period, medication prescriptions and dispensing procedures were screened for medication errors in both participating centers by two trained pharmacist. Results: In the electronic prescription hospital, 2500 prescriptions were screened in which 631 medication errors were detected. Prescription errors were 231 (36.6%), and dispensing errors were 400 (63.4%) of all errors. On the other side, analysis of 2500 prescriptions in paper-based hospital revealed 3714 medication errors, of which 288 (7.8%) were prescription errors, and 3426 (92.2%) were dispensing errors. A significant number of 2496 (67.2%) were inadequately and/or inappropriately labeled. Conclusion: This study provides insight for healthcare policy makers, professionals, and administrators to invest in advanced technology systems, education, and epidemiological surveillance programs to minimize medication errors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medication%20errors" title="medication errors">medication errors</a>, <a href="https://publications.waset.org/abstracts/search?q=prescription%20errors" title=" prescription errors"> prescription errors</a>, <a href="https://publications.waset.org/abstracts/search?q=dispensing%20errors" title=" dispensing errors"> dispensing errors</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20prescription" title=" electronic prescription"> electronic prescription</a>, <a href="https://publications.waset.org/abstracts/search?q=handwritten%20prescription" title=" handwritten prescription"> handwritten prescription</a> </p> <a href="https://publications.waset.org/abstracts/64923/evaluation-of-medication-errors-in-outpatient-pharmacies-electronic-prescription-system-vs-paper-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">282</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4307</span> Malpractice Makes Perfect: A Thematic Analysis on How Doctors Handle Medical Errors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kathleen%20Joy%20Hingan">Kathleen Joy Hingan</a>, <a href="https://publications.waset.org/abstracts/search?q=Jessiraye%20Luienne%20Catubigan"> Jessiraye Luienne Catubigan</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlo%20Mercado"> Carlo Mercado</a>, <a href="https://publications.waset.org/abstracts/search?q=Janisse%20Ra%C3%B1Eses"> Janisse RañEses</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this research, the researchers wanted to explore how specialists and resident doctors in the fields of surgery, and obstetrics and gynecology handle their medical errors. They are interested in understanding the factors that contributed to the disclosure of medical error, the feelings after the occurrence of an error, and the way they coped with it given the power relations in place. The researchers conducted semi-structured interviews, transcribed the recordings, and analyzed the transcripts using thematic analysis. They found that doctors disclosed to their superiors and co-residents to cope with and to learn from the errors. In terms of disclosure to patients, the participants told them about the adverse event, but not about the error because of fear for themselves, their colleagues, their institution, and their patient. Doctors also performed compensatory actions to make up for the error and the nondisclosure of its occurrence. These actions functioned as a form of damage control too. Resident doctors and specialists receive different sanctions because of the power structures in the system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coping" title="coping">coping</a>, <a href="https://publications.waset.org/abstracts/search?q=disclosure" title=" disclosure"> disclosure</a>, <a href="https://publications.waset.org/abstracts/search?q=doctors" title=" doctors"> doctors</a>, <a href="https://publications.waset.org/abstracts/search?q=interviews" title=" interviews"> interviews</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20errors" title=" medical errors"> medical errors</a>, <a href="https://publications.waset.org/abstracts/search?q=thematic%20analysis" title=" thematic analysis"> thematic analysis</a> </p> <a href="https://publications.waset.org/abstracts/53241/malpractice-makes-perfect-a-thematic-analysis-on-how-doctors-handle-medical-errors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53241.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4306</span> Assessment of Intern Students' Attitudes towards Medical Errors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nilg%C3%BCn%20Katranc%C4%B1">Nilgün Katrancı</a>, <a href="https://publications.waset.org/abstracts/search?q=P%C4%B1nar%20G%C3%B6v"> Pınar Göv</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the acceleration and assessment of quality and patient safety works in healthcare services in the 21st century, activities to reduce errors have gained importance. The prevention and reduction of unintended consequences related to healthcare services and errors made during the delivery of healthcare services can be achieved by understanding the causes of the errors. Communication is the basic reason most frequently seen in such cases. Nurses who communicate with patients more closely and for longer time play a more critical role in ensuring patient safety compared to other healthcare professionals. To reduce the risk of medical errors and increase the quality of care, it is important to raise the awareness of nurses about patient safety in training period. This descriptive study was conducted between February 2017 and May 2017 to assess intern students' attitudes towards and knowledge of patient safety and medical errors. The target population of the study consists of intern students at the Faculty of Nursing in Gaziantep University (N=180). The study did not apply any sample selection method, and the research group consisted of 90 female and 37 male senior students who were available and accepted to take part in the study (N=127). The study used personal information form and medical error attitude scale to collect data. The medical error attitude scale consists of 16 items and 3 sub-dimensions. The most frequently seen medical error in the clinics the interns worked at was found as ‘Failure to comply with asepsis rules’ with a rate of 67,7%. The most frequent case among reasons for not disclosing an error is ‘noticing and correcting the error before affecting the patient’ with the rate of 70,9%. The most frequently expressed implications of disclosing a serious error for the intern students participating in the study are ‘harming patient trust (78%)’ and ‘possibility of overreaction by patient (62,2%)’. According to the results of the study, the awareness of the students about the importance of medical errors and error reporting was found high (3,48 ± 0,49). Consequently, it is important to assess and positively improve the attitudes of nurses and other healthcare professionals towards medical errors for the determination of causes of medical errors and their prevention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=healthcare%20service" title="healthcare service">healthcare service</a>, <a href="https://publications.waset.org/abstracts/search?q=intern%20student" title=" intern student"> intern student</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20error" title=" medical error"> medical error</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20safety" title=" patient safety"> patient safety</a> </p> <a href="https://publications.waset.org/abstracts/76497/assessment-of-intern-students-attitudes-towards-medical-errors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76497.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">203</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4305</span> English 2A Students’ Oral Presentation Errors: Basis for English Policy Revision</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marylene%20N.%20Tizon">Marylene N. Tizon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English instructors pay attention on errors committed by students as errors show whether they know or master their oral skills and what difficulties they may have in the process of learning the English language. This descriptive quantitative study aimed at identifying and categorizing the oral presentation errors of the purposively chosen 118 English 2A students enrolled during the first semester of school year 2013 – 2014. The analysis of the data for this study was undertaken using the errors committed by the students in their presentation. Marking and classifying of errors were made by first classifying them into linguistic grammatical errors then all errors were categorized further into Surface Structure Errors Taxonomy with the use of Frequency and Percentage distribution. From the analysis of the data, the researcher found out: Errors in tenses of the verbs (71 or 16%) and in addition 167 or 37% were most frequently uttered by the students. And Question and negation mistakes (12 or 3%) and misordering errors (28 or 7%) were least frequently enunciated by the students. Thus, the respondents in this study most frequently enunciated errors in tenses and in addition while they uttered least frequently the errors in question, negation, and misordering. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grammatical%20error" title="grammatical error">grammatical error</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20presentation%20error" title=" oral presentation error"> oral presentation error</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20structure%20errors%20taxonomy" title=" surface structure errors taxonomy"> surface structure errors taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=descriptive%20quantitative%20design" title=" descriptive quantitative design"> descriptive quantitative design</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a>, <a href="https://publications.waset.org/abstracts/search?q=Asia" title=" Asia"> Asia</a> </p> <a href="https://publications.waset.org/abstracts/32377/english-2a-students-oral-presentation-errors-basis-for-english-policy-revision" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32377.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4304</span> Knowledge Required for Avoiding Lexical Errors at Machine Translation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yukiko%20Sasaki%20Alam">Yukiko Sasaki Alam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims at finding out the causes that led to wrong lexical selections in machine translation (MT) rather than categorizing lexical errors, which has been a main practice in error analysis. By manually examining and analyzing lexical errors outputted by a MT system, it suggests what knowledge would help the system reduce lexical errors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20translation" title="machine translation">machine translation</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20errors" title=" lexical errors"> lexical errors</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a> </p> <a href="https://publications.waset.org/abstracts/63451/knowledge-required-for-avoiding-lexical-errors-at-machine-translation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63451.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">338</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4303</span> Frequency of Refractive Errors in Squinting Eyes of Children from 4 to 16 Years Presenting at Tertiary Care Hospital</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryum%20Nawaz">Maryum Nawaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: To determine the frequency of refractive errors in squinting eyes of children from 4 to 16 years presenting at tertiary care hospital. Study Design: A descriptive cross-sectional study was done. Place and Duration: The study was conducted in Pediatric Ophthalmology, Hayatabad Medical Complex, Peshawar. Materials and Methods: The sample size was 146 keeping 41.45%5 proportion of refractive errors in children with squinting eyes, 95% confidence interval and 8% margin of error under WHO sample size calculations. Non-probability consecutive sampling was done. Result: Mean age was 8.57±2.66 years. Male were 89 (61.0%) and female were 57 (39.0%). Refractive error was present in 56 (38.4%) and was not present in 90 (61.6%) of patients. There was no association of gender, age, parent refractive errors, or early usage of electric equipment with the refractive errors. Conclusion: There is a high prevalence of refractive errors in a patient with strabismus. There is no association of age, gender, parent refractive errors, or early usage of electric equipment in the occurrence of refractive errors. Further studies are recommended for confirmation of these. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strabismus" title="strabismus">strabismus</a>, <a href="https://publications.waset.org/abstracts/search?q=refractive%20error" title=" refractive error"> refractive error</a>, <a href="https://publications.waset.org/abstracts/search?q=myopia" title=" myopia"> myopia</a>, <a href="https://publications.waset.org/abstracts/search?q=hypermetropia" title=" hypermetropia"> hypermetropia</a>, <a href="https://publications.waset.org/abstracts/search?q=astigmatism" title=" astigmatism"> astigmatism</a> </p> <a href="https://publications.waset.org/abstracts/143891/frequency-of-refractive-errors-in-squinting-eyes-of-children-from-4-to-16-years-presenting-at-tertiary-care-hospital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143891.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4302</span> Error Analysis in English Essays Writing of Thai Students with Different English Language Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sirirat%20Choophan%20Atthaphonphiphat">Sirirat Choophan Atthaphonphiphat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of the study is to analyze errors in English essay writing of Thai (Suratthani Rajabhat University)’s students with different English language experiences. 16 subjects were divided into 2 groups depending on their English language experience. The data were collected from English essay writing about 'My daily life'. The finding shows that 275 tokens of errors were found from 240 English sentences. The errors were categorized into 4 types based on frequency counts: grammatical errors, mechanical errors, lexical errors, and structural errors, respectively. The findings support all of the researcher’s hypothesizes, i.e. 1) the students with low English language experience made more errors than those with high English language experience; 2) all errors in English essay writing of Suratthani Rajabhat University’s students, the interlingual errors are more than the intralingual ones; 3) systemic and structural differences between English (target language) and Thai (mother-tongue language) lead to the errors in English essays writing of Suratthani Rajabhat University’s students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title="applied linguistics">applied linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=interference" title=" interference"> interference</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20transfer" title=" language transfer"> language transfer</a> </p> <a href="https://publications.waset.org/abstracts/33087/error-analysis-in-english-essays-writing-of-thai-students-with-different-english-language-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33087.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">622</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4301</span> The Study of Formal and Semantic Errors of Lexis by Persian EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20J.%20Rezai">Mohammad J. Rezai</a>, <a href="https://publications.waset.org/abstracts/search?q=Fereshteh%20Davarpanah"> Fereshteh Davarpanah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Producing a text in a language which is not one’s mother tongue can be a demanding task for language learners. Examining lexical errors committed by EFL learners is a challenging area of investigation which can shed light on the process of second language acquisition. Despite the considerable number of investigations into grammatical errors, few studies have tackled formal and semantic errors of lexis committed by EFL learners. The current study aimed at examining Persian learners’ formal and semantic errors of lexis in English. To this end, 60 students at three different proficiency levels were asked to write on 10 different topics in 10 separate sessions. Finally, 600 essays written by Persian EFL learners were collected, acting as the corpus of the study. An error taxonomy comprising formal and semantic errors was selected to analyze the corpus. The formal category covered misselection and misformation errors, while the semantic errors were classified into lexical, collocational and lexicogrammatical categories. Each category was further classified into subcategories depending on the identified errors. The results showed that there were 2583 errors in the corpus of 9600 words, among which, 2030 formal errors and 553 semantic errors were identified. The most frequent errors in the corpus included formal error commitment (78.6%), which were more prevalent at the advanced level (42.4%). The semantic errors (21.4%) were more frequent at the low intermediate level (40.5%). Among formal errors of lexis, the highest number of errors was devoted to misformation errors (98%), while misselection errors constituted 2% of the errors. Additionally, no significant differences were observed among the three semantic error subcategories, namely collocational, lexical choice and lexicogrammatical. The results of the study can shed light on the challenges faced by EFL learners in the second language acquisition process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collocational%20errors" title="collocational errors">collocational errors</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20errors" title=" lexical errors"> lexical errors</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20EFL%20learners" title=" Persian EFL learners"> Persian EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20errors" title=" semantic errors"> semantic errors</a> </p> <a href="https://publications.waset.org/abstracts/103271/the-study-of-formal-and-semantic-errors-of-lexis-by-persian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103271.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4300</span> Improving Health Care and Patient Safety at the ICU by Using Innovative Medical Devices and ICT Tools: Examples from Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mannan%20Mridha">Mannan Mridha</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20S.%20Islam"> Mohammad S. Islam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Innovative medical technologies offer more effective medical care, with less risk to patient and healthcare personnel. Medical technology and devices when properly used provide better data, precise monitoring and less invasive treatments and can be more targeted and often less costly. The Intensive Care Unit (ICU) equipped with patient monitoring, respiratory and cardiac support, pain management, emergency resuscitation and life support devices is particularly prone to medical errors for various reasons. Many people in the developing countries now wonder whether their visit to hospital might harm rather than help them. This is because; clinicians in the developing countries are required to maintain an increasing workload with limited resources and absence of well-functioning safety system. A team of experts from the medical, biomedical and clinical engineering in Sweden and Bangladesh have worked together to study the incidents, adverse events at the ICU in Bangladesh. The study included both public and private hospitals to provide a better understanding for physical structure, organization and practice in operating processes of care, and the occurrence of adverse outcomes the errors, risks and accidents related to medical devices at the ICU, and to develop a ICT based support system in order to reduce hazards and errors and thus improve the quality of performance, care and cost effectiveness at the ICU. Concrete recommendations and guidelines have been made for preparing appropriate ICT related tools and methods for improving the routine for use of medical devices, reporting and analyzing of the incidents at the ICU in order to reduce the number of undetected and unsolved incidents and thus improve the patient safety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intensive%20care%20units" title="intensive care units">intensive care units</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20errors" title=" medical errors"> medical errors</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20devices" title=" medical devices"> medical devices</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20care%20and%20safety" title=" patient care and safety"> patient care and safety</a> </p> <a href="https://publications.waset.org/abstracts/83767/improving-health-care-and-patient-safety-at-the-icu-by-using-innovative-medical-devices-and-ict-tools-examples-from-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83767.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4299</span> Spelling Errors of EFL Students: An Insight into Curriculum Development </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheikha%20Ali%20Salim%20Al-Breiki">Sheikha Ali Salim Al-Breiki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore the types of the spelling errors students of grade ten make and to find out whether there were any significant differences between males and females with respect to the types of the spelling errors made. The sample of the study included 90 grade ten students from four different schools in North Batinah. The researcher manipulated the use of a test that consisted of two questions: an oral dictation test of 70 words with a contextualizing sentence and a free writing task. The misspellings were classified into nine different types. The findings revealed that the most common spelling errors among Omani grade ten students were vowel substitution, then came vowel omission in the second place and consonant substitution in the third place. Male students omitted more vowels than female students while females made more true word errors than their male counterparts. In light of the findings, the study presents some recommendations and suggestions for further studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=types%20of%20spelling%20errors" title="types of spelling errors">types of spelling errors</a>, <a href="https://publications.waset.org/abstracts/search?q=errors" title=" errors"> errors</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL%2FEFL" title=" ESL/EFL"> ESL/EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a> </p> <a href="https://publications.waset.org/abstracts/39215/spelling-errors-of-efl-students-an-insight-into-curriculum-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39215.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4298</span> Error Analysis: Examining Written Errors of English as a Second Language (ESL) Spanish Speaking Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Torres">Maria Torres</a> </p> <p class="card-text"><strong>Abstract:</strong></p> After the acknowledgment of contrastive analysis, Pit Coder’s establishment of error analysis revolutionized the way instructors analyze and examine students’ writing errors. One question that relates to error analysis with speakers of a first language, in this case, Spanish, who are learning a second language (English), is the type of errors that these learners make along with the causes of these errors. Many studies have looked at the way the native tongue influences second language acquisition, but this method does not take into account other possible sources of students’ errors. This paper examines writing samples from an advanced ESL class whose first language is Spanish at non-profit organization, Learning Quest Stanislaus Literacy Center. Through error analysis, errors in the students’ writing were identified, described, and classified. The purpose of this paper was to discover the type and origin of their errors which generated appropriate treatments. The results in this paper show that the most frequent errors in the advanced ESL students’ writing pertain to interlanguage and a small percentage from an intralanguage source. Lastly, the least type of errors were ones that originate from negative transfer. The results further solidify the idea that there are other errors and sources of errors to account for rather than solely focusing on the difference between the students’ mother and target language. This presentation will bring to light some strategies and techniques that address the issues found in this research. Taking into account the amount of error pertaining to interlanguage, an ESL teacher should provide metalinguistic awareness of the students’ errors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title="error analysis">error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=interlanguage" title=" interlanguage"> interlanguage</a>, <a href="https://publications.waset.org/abstracts/search?q=intralangauge" title=" intralangauge"> intralangauge</a> </p> <a href="https://publications.waset.org/abstracts/85776/error-analysis-examining-written-errors-of-english-as-a-second-language-esl-spanish-speaking-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85776.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4297</span> The Mirage of Progress? a Longitudinal Study of Japanese Students’ L2 Oral Grammar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robert%20Long">Robert Long</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroaki%20Watanabe"> Hiroaki Watanabe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This longitudinal study examines the grammatical errors of Japanese university students’ dialogues with a native speaker over an academic year. The L2 interactions of 15 Japanese speakers were taken from the JUSFC2018 corpus (April/May 2018) and the JUSFC2019 corpus (January/February). The corpora were based on a self-introduction monologue and a three-question dialogue; however, this study examines the grammatical accuracy found in the dialogues. Research questions focused on a possible significant difference in grammatical accuracy from the first interview session in 2018 and the second one the following year, specifically regarding errors in clauses per 100 words, global errors and local errors, and with specific errors related to parts of speech. The investigation also focused on which forms showed the least improvement or had worsened? Descriptive statistics showed that error-free clauses/errors per 100 words decreased slightly while clauses with errors/100 words increased by one clause. Global errors showed a significant decline, while local errors increased from 97 to 158 errors. For errors related to parts of speech, a t-test confirmed there was a significant difference between the two speech corpora with more error frequency occurring in the 2019 corpus. This data highlights the difficulty in having students self-edit themselves. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clause%20analysis" title="clause analysis">clause analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20vs.%20local%20errors" title=" global vs. local errors"> global vs. local errors</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20accuracy" title=" grammatical accuracy"> grammatical accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20output" title=" L2 output"> L2 output</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20study" title=" longitudinal study"> longitudinal study</a> </p> <a href="https://publications.waset.org/abstracts/122448/the-mirage-of-progress-a-longitudinal-study-of-japanese-students-l2-oral-grammar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122448.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4296</span> Language Switching Errors of Bilinguals: Role of Top down and Bottom up Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Numra%20Qayyum">Numra Qayyum</a>, <a href="https://publications.waset.org/abstracts/search?q=Samina%20Sarwat"> Samina Sarwat</a>, <a href="https://publications.waset.org/abstracts/search?q=Noor%20ul%20Ain"> Noor ul Ain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Bilingual speakers generally can speak both languages with the same competency without mixing them intentionally and making mistakes, but sometimes errors occur in language selection. This quantitative study particularly deals with the language errors made by Urdu-English bilinguals. In this research, researchers have given special attention to the part played by bottom-up priming and top-down cognitive control in these errors. Unstable Urdu-English bilingual participants termed pictures and were prompted to shift from one language to another under the pressure of time. Different situations were given to manipulate the participants. The long and short runs trials of the same language were also given before switching to another language. The study is concluded with the findings that bilinguals made more errors when switching to the first language from their second language, and these errors are large in number, especially when a speaker is switching from L2 (second language) to L1 (first language) after a long run. When the switching is reversed, i.e., from L2 to LI, it had no effect at all. These results gave the clear responsibility of all these errors to top-down cognitive control. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bottom%20up%20priming" title="bottom up priming">bottom up priming</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20error" title=" language error"> language error</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20switching" title=" language switching"> language switching</a>, <a href="https://publications.waset.org/abstracts/search?q=top%20down%20cognitive%20control" title=" top down cognitive control"> top down cognitive control</a> </p> <a href="https://publications.waset.org/abstracts/117687/language-switching-errors-of-bilinguals-role-of-top-down-and-bottom-up-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117687.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4295</span> Low Cost Inertial Sensors Modeling Using Allan Variance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Hussen">A. A. Hussen</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20N.%20Jleta"> I. N. Jleta </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Micro-electromechanical system (MEMS) accelerometers and gyroscopes are suitable for the inertial navigation system (INS) of many applications due to the low price, small dimensions and light weight. The main disadvantage in a comparison with classic sensors is a worse long term stability. The estimation accuracy is mostly affected by the time-dependent growth of inertial sensor errors, especially the stochastic errors. In order to eliminate negative effect of these random errors, they must be accurately modeled. Where the key is the successful implementation that depends on how well the noise statistics of the inertial sensors is selected. In this paper, the Allan variance technique will be used in modeling the stochastic errors of the inertial sensors. By performing a simple operation on the entire length of data, a characteristic curve is obtained whose inspection provides a systematic characterization of various random errors contained in the inertial-sensor output data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Allan%20variance" title="Allan variance">Allan variance</a>, <a href="https://publications.waset.org/abstracts/search?q=accelerometer" title=" accelerometer"> accelerometer</a>, <a href="https://publications.waset.org/abstracts/search?q=gyroscope" title=" gyroscope"> gyroscope</a>, <a href="https://publications.waset.org/abstracts/search?q=stochastic%20errors" title=" stochastic errors"> stochastic errors</a> </p> <a href="https://publications.waset.org/abstracts/28956/low-cost-inertial-sensors-modeling-using-allan-variance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28956.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">442</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4294</span> Error Analysis of Students’ Freewriting: A Study of Adult English Learners’ Errors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Louella%20Nicole%20Gamao">Louella Nicole Gamao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing in English is accounted as a complex skill and process for foreign language learners who commit errors in writing are found as an inevitable part of language learners' writing. This study aims to explore and analyze the learners of English-as-a foreign Language (EFL) freewriting in a University in Taiwan by identifying the category of mistakes that often appear in their freewriting activity and analyzing the learners' awareness of each error. Hopefully, this present study will be able to gain further information about students' errors in their English writing that may contribute to further understanding of the benefits of freewriting activity that can be used for future purposes as a powerful tool in English writing courses for EFL classes. The present study adopted the framework of error analysis proposed by Dulay, Burt, and Krashen (1982), which consisted of a compilation of data, identification of errors, classification of error types, calculation of frequency of each error, and error interpretation. Survey questionnaires regarding students' awareness of errors were also analyzed and discussed. Using quantitative and qualitative approaches, this study provides a detailed description of the errors found in the students'freewriting output, explores the similarities and differences of the students' errors in both academic writing and freewriting, and lastly, analyzes the students' perception of their errors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=error" title="error">error</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=freewriting" title=" freewriting"> freewriting</a>, <a href="https://publications.waset.org/abstracts/search?q=taiwan" title=" taiwan"> taiwan</a>, <a href="https://publications.waset.org/abstracts/search?q=english" title=" english"> english</a> </p> <a href="https://publications.waset.org/abstracts/156867/error-analysis-of-students-freewriting-a-study-of-adult-english-learners-errors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156867.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4293</span> Error Analysis in Academic Writing of EFL Learners: A Case Study for Undergraduate Students at Pathein University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aye%20Pa%20Pa%20Myo">Aye Pa Pa Myo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing in English is accounted as a complex process for English as a foreign language learners. Besides, committing errors in writing can be found as an inevitable part of language learners’ writing. Generally, academic writing is quite difficult for most of the students to manage for getting better scores. Students can commit common errors in their writings when they try to write academic writing. Error analysis deals with identifying and detecting the errors and also explains the reason for the occurrence of these errors. In this paper, the researcher has an attempt to examine the common errors of undergraduate students in their academic writings at Pathein University. The purpose of doing this research is to investigate the errors which students usually commit in academic writing and to find out the better ways for correcting these errors in EFL classrooms. In this research, fifty-third-year non-English specialization students attending Pathein University were selected as participants. This research took one month. It was conducted with a mixed methodology method. Two mini-tests were used as research tools. Data were collected with a quantitative research method. Findings from this research pointed that most of the students noticed their common errors after getting the necessary input, and they became more decreased committing these errors after taking mini-test; hence, all findings will be supportive for further researches related to error analysis in academic writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners"> EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=mini-tests" title=" mini-tests"> mini-tests</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20methodology" title=" mixed methodology"> mixed methodology</a> </p> <a href="https://publications.waset.org/abstracts/135950/error-analysis-in-academic-writing-of-efl-learners-a-case-study-for-undergraduate-students-at-pathein-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135950.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4292</span> Variation of Refractive Errors among Right and Left Eyes in Jos, Plateau State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20B.%20Masok">F. B. Masok</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20S%20Songdeg"> S. S Songdeg</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20R.%20Dawam"> R. R. Dawam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vision is an important process for learning and communication as man depends greatly on vision to sense his environment. Prevalence and variation of refractive errors conducted between December 2010 and May 2011 in Jos, revealed that 735 (77.50%) out 950 subjects examined for refractive error had various refractive errors. Myopia was observed in 373 (49.79%) of the subjects, the error in the right eyes was 263 (55.60%) while the error in the left was 210(44.39%). The mean myopic error was found to be -1.54± 3.32. Hyperopia was observed in 385 (40.53%) of the sampled population comprising 203(52.73%) of the right eyes and 182(47.27%). The mean hyperopic error was found to be +1.74± 3.13. Astigmatism accounted for 359 (38.84%) of the subjects, out of which 193(53.76%) were in the right eyes while 168(46.79%) were in the left eyes. Presbyopia was found in 404(42.53%) of the subjects, of this figure, 164(40.59%) were in the right eyes while 240(59.41%) were in left eyes. The number of right eyes and left eyes with refractive errors was observed in some age groups to increase with age and later had its peak within 60 – 69 age groups. This pattern of refractive errors could be attributed to exposure to various forms of light particularly the ultraviolet rays (e.g rays from television and computer screen). There was no remarkable differences between the mean Myopic error and mean Hyperopic error in the right eyes and in the left eyes which suggest the right eye and the left eye are similar. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=left%20eye" title="left eye">left eye</a>, <a href="https://publications.waset.org/abstracts/search?q=refractive%20errors" title=" refractive errors"> refractive errors</a>, <a href="https://publications.waset.org/abstracts/search?q=right%20eye" title=" right eye"> right eye</a>, <a href="https://publications.waset.org/abstracts/search?q=variation" title=" variation"> variation</a> </p> <a href="https://publications.waset.org/abstracts/30588/variation-of-refractive-errors-among-right-and-left-eyes-in-jos-plateau-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30588.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">433</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4291</span> Errors in Selected Writings of EFL Students: A Study of Department of English, Taraba State University, Jalingo, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joy%20Aworookoroh">Joy Aworookoroh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing is one of the active skills in language learning. Students of English as a foreign language are expected to write efficiently and proficiently in the language; however, there are usually challenges to optimal performance and competence in writing. Errors, on the other hand, in a foreign language learning situation are more positive than negative as they provide the basis for solving the limitations of the students. This paper investigates the situation in the Department of English, Taraba State University Jalingo. Students are administered a descriptive writing test across different levels of study. The target students are multilingual with an L1 of either Kuteb, Hausa or Junkun languages. The essays are accessed to identify the different kinds of errors in them alongside the classification of the order. Errors of correctness, clarity, engagement, and delivery were identified. However, the study identified that the degree of errors reduces alongside the experience and exposure of the students to an EFL classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=errors" title="errors">errors</a>, <a href="https://publications.waset.org/abstracts/search?q=writings" title=" writings"> writings</a>, <a href="https://publications.waset.org/abstracts/search?q=descriptive%20essay" title=" descriptive essay"> descriptive essay</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual"> multilingual</a> </p> <a href="https://publications.waset.org/abstracts/175356/errors-in-selected-writings-of-efl-students-a-study-of-department-of-english-taraba-state-university-jalingo-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175356.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4290</span> Malay ESL (English as a Second Language) Students' Difficulties in Using English Prepositions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chek%20Kim%20Loi">Chek Kim Loi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study attempts to undertake an error analysis of prepositions employed in the written work of Form 4 Malay ESL (English as a Second Language) students in Malaysia. The error analysis is undertaken using Richards’s (1974) framework of intralingual and interlingual errors and Bennett’s (1975) framework in identifying prepositional concepts found in the sample. The study first identifies common prepositional errors in the written texts of 150 student participants. It then measures the relative intensities of these errors and finds out the possible causes for the occurrences of these errors. In this study, one significant finding is that among the nine concepts of prepositions examined, the participant students tended to make errors in the use of prepositions of time and place. The present study has pedagogical implications in teaching English prepositions to Malay ESL students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=error" title="error">error</a>, <a href="https://publications.waset.org/abstracts/search?q=interlingual" title=" interlingual"> interlingual</a>, <a href="https://publications.waset.org/abstracts/search?q=intralingual" title=" intralingual"> intralingual</a>, <a href="https://publications.waset.org/abstracts/search?q=preposition" title=" preposition"> preposition</a> </p> <a href="https://publications.waset.org/abstracts/60565/malay-esl-english-as-a-second-language-students-difficulties-in-using-english-prepositions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60565.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">196</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4289</span> Hardware Error Analysis and Severity Characterization in Linux-Based Server Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nikolaos%20Georgoulopoulos">Nikolaos Georgoulopoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=Alkis%20Hatzopoulos"> Alkis Hatzopoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=Konstantinos%20Karamitsios"> Konstantinos Karamitsios</a>, <a href="https://publications.waset.org/abstracts/search?q=Konstantinos%20Kotrotsios"> Konstantinos Kotrotsios</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandros%20I.%20Metsai"> Alexandros I. Metsai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In modern server systems, business critical applications run in different types of infrastructure, such as cloud systems, physical machines and virtualization. Often, due to high load and over time, various hardware faults occur in servers that translate to errors, resulting to malfunction or even server breakdown. CPU, RAM and hard drive (HDD) are the hardware parts that concern server administrators the most regarding errors. In this work, selected RAM, HDD and CPU errors, that have been observed or can be simulated in kernel ring buffer log files from two groups of Linux servers, are investigated. Moreover, a severity characterization is given for each error type. Better understanding of such errors can lead to more efficient analysis of kernel logs that are usually exploited for fault diagnosis and prediction. In addition, this work summarizes ways of simulating hardware errors in RAM and HDD, in order to test the error detection and correction mechanisms of a Linux server. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hardware%20errors" title="hardware errors">hardware errors</a>, <a href="https://publications.waset.org/abstracts/search?q=Kernel%20logs" title=" Kernel logs"> Kernel logs</a>, <a href="https://publications.waset.org/abstracts/search?q=Linux%20servers" title=" Linux servers"> Linux servers</a>, <a href="https://publications.waset.org/abstracts/search?q=RAM" title=" RAM"> RAM</a>, <a href="https://publications.waset.org/abstracts/search?q=hard%20disk" title=" hard disk"> hard disk</a>, <a href="https://publications.waset.org/abstracts/search?q=CPU" title=" CPU"> CPU</a> </p> <a href="https://publications.waset.org/abstracts/140496/hardware-error-analysis-and-severity-characterization-in-linux-based-server-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140496.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4288</span> Applying Simulation-Based Digital Teaching Plans and Designs in Operating Medical Equipment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuo-Kai%20Lin">Kuo-Kai Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Po-Lun%20Chang"> Po-Lun Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The Emergency Care Research Institute released a list for the top 10 medical technology hazards in 2017, with the following hazard topping the list: ‘infusion errors can be deadly if simple safety steps are overlooked.’ In addition, hospitals use various assessment items to evaluate the safety of their medical equipment, confirming the importance of medical equipment safety. In recent years, the topic of patient safety has garnered increasing attention. Accordingly, various agencies have established patient safety-related committees to coordinate, collect, and analyze information regarding abnormal events associated with medical practice. Activities to promote and improve employee training have been introduced to diminish the recurrence of medical malpractice. Objective: To allow nursing personnel to acquire the skills needed to operate common medical equipment and update and review such skills whenever necessary to elevate medical care quality and reduce patient injuries caused by medical equipment operation errors. Method: In this study, a quasi-experimental design was adopted and nurses from a regional teaching hospital were selected as the study sample. Online videos instructing the operation method of common medical equipment were made and quick response codes were designed for the nursing personnel to quickly access the videos when necessary. Senior nursing supervisors and equipment experts were invited to formulate a ‘Scale-based Questionnaire for Assessing Nursing Personnel’s Operational Knowledge of Common Medical Equipment’ to evaluate the nursing personnel’s literacy regarding the operation of the medical equipment. From March to October 2017, an employee training on medical equipment operation and a practice course (simulation course) were implemented, after which the effectiveness of the training and practice course were assessed. Results: Prior to and after the training and practice course, the 66 participating nurses scored 58 and 87 on ‘operational knowledge of common medical equipment,’ respectively (showing a significant statistical difference; t = -9.407, p < .001); 53.5 and 86.3 on ‘operational knowledge of 12-lead electrocardiography’ (z = -2.087, p < .01), respectively; 40 and 79.5 on ‘operational knowledge of cardiac defibrillators’ (z = -3.849, p < .001), respectively; 90 and 98 on ‘operational knowledge of Abbott pumps’ (z = -1.841, p = 0.066), respectively; and 8.7 and 13.7 on ‘perceived competence’ (showing a significant statistical difference; t = -2.77, p < .05). In the participating hospital, medical equipment operation errors were observed in both 2016 and 2017. However, since the implementation of the intervention, medical equipment operation errors have not yet been observed up to October 2017, which can be regarded as the secondary outcome of this study. Conclusion: In this study, innovative teaching strategies were adopted to effectively enhance the professional literacy and skills of nursing personnel in operating medical equipment. The training and practice course also elevated the nursing personnel’s related literacy and perceived competence of operating medical equipment. The nursing personnel was thus able to accurately operate the medical equipment and avoid operational errors that might jeopardize patient safety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medical%20equipment" title="medical equipment">medical equipment</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20teaching%20plan" title=" digital teaching plan"> digital teaching plan</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation-based%20teaching%20plan" title=" simulation-based teaching plan"> simulation-based teaching plan</a>, <a href="https://publications.waset.org/abstracts/search?q=operational%20knowledge" title=" operational knowledge"> operational knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20safety" title=" patient safety"> patient safety</a> </p> <a href="https://publications.waset.org/abstracts/87543/applying-simulation-based-digital-teaching-plans-and-designs-in-operating-medical-equipment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87543.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4287</span> Conspicuous and Significant Learner Errors in Algebra</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Lousis">Michael Lousis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The kind of the most important and conspicuous errors the students made during the three-years of testing of their progress in Algebra are presented in this article. The way these students’ errors changed over three-years of school Algebra learning also is shown. The sample is comprised of two hundred (200) English students and one hundred and fifty (150) Greek students, who were purposefully culled according to their participation in each occasion of testing in the development of the three-year Kassel Project in England and Greece, in both domains at once of Arithmetic and Algebra. Hence, for each of these English and Greek students, six test-scripts were available and corresponded to the three occasions of testing in both Arithmetic and Algebra respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algebra" title="algebra">algebra</a>, <a href="https://publications.waset.org/abstracts/search?q=errors" title=" errors"> errors</a>, <a href="https://publications.waset.org/abstracts/search?q=Kassel%20Project" title=" Kassel Project"> Kassel Project</a>, <a href="https://publications.waset.org/abstracts/search?q=progress%20of%20learning" title=" progress of learning"> progress of learning</a> </p> <a href="https://publications.waset.org/abstracts/60297/conspicuous-and-significant-learner-errors-in-algebra" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60297.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4286</span> Study on Errors in Estimating the 3D Gaze Point for Different Pupil Sizes Using Eye Vergences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Pomianek">M. Pomianek</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Piszczek"> M. Piszczek</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Maciejewski"> M. Maciejewski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The binocular eye tracking technology is increasingly being used in industry, entertainment and marketing analysis. In the case of virtual reality, eye tracking systems are already the basis for user interaction with the environment. In such systems, the high accuracy of determining the user's eye fixation point is very important due to the specificity of the virtual reality head-mounted display (HMD). Often, however, there are unknown errors occurring in the used eye tracking technology, as well as those resulting from the positioning of the devices in relation to the user's eyes. However, can the virtual environment itself influence estimation errors? The paper presents mathematical analyses and empirical studies of the determination of the fixation point and errors resulting from the change in the size of the pupil in response to the intensity of the displayed scene. The article contains both static laboratory tests as well as on the real user. Based on the research results, optimization solutions were proposed that would reduce the errors of gaze estimation errors. Studies show that errors in estimating the fixation point of vision can be minimized both by improving the pupil positioning algorithm in the video image and by using more precise methods to calibrate the eye tracking system in three-dimensional space. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking" title="eye tracking">eye tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=fixation%20point" title=" fixation point"> fixation point</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil%20size" title=" pupil size"> pupil size</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/107901/study-on-errors-in-estimating-the-3d-gaze-point-for-different-pupil-sizes-using-eye-vergences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4285</span> Modeling Binomial Dependent Distribution of the Values: Synthesis Tables of Probabilities of Errors of the First and Second Kind of Biometrics-Neural Network Authentication System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20S.Akhmetov">B. S.Akhmetov</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20T.%20Akhmetova"> S. T. Akhmetova</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20N.%20Nadeyev"> D. N. Nadeyev</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Yu.%20Yegorov"> V. Yu. Yegorov</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20V.%20Smogoonov"> V. V. Smogoonov </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Estimated probabilities of errors of the first and second kind for nonideal biometrics-neural transducers 256 outputs, the construction of nomograms based error probability of 'own' and 'alien' from the mathematical expectation and standard deviation of the normalized measures Hamming. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=modeling" title="modeling">modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=errors" title=" errors"> errors</a>, <a href="https://publications.waset.org/abstracts/search?q=probability" title=" probability"> probability</a>, <a href="https://publications.waset.org/abstracts/search?q=biometrics" title=" biometrics"> biometrics</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20network" title=" neural network"> neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=authentication" title=" authentication"> authentication</a> </p> <a href="https://publications.waset.org/abstracts/20872/modeling-binomial-dependent-distribution-of-the-values-synthesis-tables-of-probabilities-of-errors-of-the-first-and-second-kind-of-biometrics-neural-network-authentication-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20872.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">482</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4284</span> Learners’ Conspicuous and Significant Errors in Arithmetic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Lousis">Michael Lousis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The systematic identification of the most conspicuous and significant errors made by learners during three-years of testing of their progress in learning Arithmetic are presented in this article. How these errors have changed over three-years of school instruction of Arithmetic also is shown. The sample is comprised of two hundred (200) English students and one hundred and fifty (150) Greek students. These students were purposefully selected according to their participation in each testing session in the development of the three-year Kassel Project in England and Greece, in both domains simultaneously in Arithmetic and Algebra. The data sample includes six test-scripts corresponding to three testing sessions in both Arithmetic and Algebra respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arithmetic" title="arithmetic">arithmetic</a>, <a href="https://publications.waset.org/abstracts/search?q=errors" title=" errors"> errors</a>, <a href="https://publications.waset.org/abstracts/search?q=Kassel%20Project" title=" Kassel Project"> Kassel Project</a>, <a href="https://publications.waset.org/abstracts/search?q=progress%20of%20learning" title=" progress of learning"> progress of learning</a> </p> <a href="https://publications.waset.org/abstracts/60298/learners-conspicuous-and-significant-errors-in-arithmetic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60298.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4283</span> Creation and Implementation of A New Palliative Care Drug Chart, via A Closed-Loop Audit</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asfa%20Hussain">Asfa Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=Chee%20Tang"> Chee Tang</a>, <a href="https://publications.waset.org/abstracts/search?q=Mien%20Nguyen"> Mien Nguyen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The safe usage of medications is dependent on clear, well-documented prescribing. Medical drug charts should be regularly checked to ensure that they are fit for purpose. Aims: The purpose of this study was to evaluate whether the Isabel Hospice drug charts were effective or prone to medical errors. The aim was to create a comprehensive palliative care drug chart in line with medico-legal guidelines and to minimise drug administration and prescription errors. Methodology: 50 medical drug charts were audited from March to April 2020, to assess whether they complied with medico-legal guidelines, in a hospice within East of England. Meetings were held with the larger multi-disciplinary team (MDT), including the pharmacists, nursing staff and doctors, to raise awareness of the issue. A preliminary drug chart was created, using the input from the wider MDT. The chart was revised and trialled over 15 times, and each time feedback from the MDT was incorporated into the subsequent template. In the midst of the COVID-19 pandemic in September 2020, the finalised drug chart was trialled. 50 new palliative drug charts were re-audited, to evaluate the changes made. Results: Prescribing and administration errors were high prior to the implementation of the new chart. This improved significantly after introducing the new drug charts, therefore improving patient safety and care. The percentage of inadequately documented allergies went down from 66% to 20% and incorrect oxygen prescription from 40% to 16%. The prescription drug-drug interactions decreased by 30%. Conclusion: It is vital to have clear standardised drug charts, in line with medico-legal standards, to allow ease of prescription and administration of medications and ensure optimum patient-centred care. This closed loop audit demonstrated significant improvement in documentation and prevention of possible fatal drug errors and interactions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=palliative%20care" title="palliative care">palliative care</a>, <a href="https://publications.waset.org/abstracts/search?q=drug%20chart" title=" drug chart"> drug chart</a>, <a href="https://publications.waset.org/abstracts/search?q=medication%20errors" title=" medication errors"> medication errors</a>, <a href="https://publications.waset.org/abstracts/search?q=drug-drug%20interactions" title=" drug-drug interactions"> drug-drug interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20safety" title=" patient safety"> patient safety</a> </p> <a href="https://publications.waset.org/abstracts/142480/creation-and-implementation-of-a-new-palliative-care-drug-chart-via-a-closed-loop-audit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142480.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4282</span> Medication Errors in a Juvenile Justice Youth Development Center</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tanja%20Salary">Tanja Salary</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses a study conducted in a juvenile justice facility regarding medication errors. It includes an introduction to data collected about medication errors in a juvenile justice facility from 2011 - 2019 and explores contributing factors that relate to those errors. The data was obtained from electronic incident records of medication errors that were documented from the years 2011 through 2019. In addition, the presentation reviews both current and historical research of empirical data about patient safety standards and quality care comparing traditional health care facilities to juvenile justice residential facilities and acknowledges a gap in research. The theoretical/conceptual framework for the research study was Bandura and Adams’s self-efficacy theory of behavioral change and Mark Friedman’s results-based accountability theory. Despite the lack of evidence in previous studies addressing medication errors in juvenile justice facilities, this presenter will share information that adds to the body of knowledge, including the potential relationship of medication errors and contributing factors of race and age. Implications for future research include the effect that education and training will have on the communication among juvenile justice staff, including nurses, who administer medications to juveniles to ensure adherence to patient safety standards. There are several opportunities for future research concerning other characteristics about factors that may affect medication administration errors within the residential juvenile justice facility. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juvenile%20justice" title="Juvenile justice">Juvenile justice</a>, <a href="https://publications.waset.org/abstracts/search?q=medication%20errors" title=" medication errors"> medication errors</a>, <a href="https://publications.waset.org/abstracts/search?q=juveniles" title=" juveniles"> juveniles</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20reduction%20strategies" title=" error reduction strategies"> error reduction strategies</a> </p> <a href="https://publications.waset.org/abstracts/169746/medication-errors-in-a-juvenile-justice-youth-development-center" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169746.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=medical%20errors&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=medical%20errors&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=medical%20errors&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=medical%20errors&page=5">5</a></li> <li class="page-item"><a class="page-link" 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