This study aimed to clarify the characteristics of the occurrence of medication errors by nurses depending on their clinical experience and department assignment years using incidence data from the Japan Council for Quality Health Care. Data from 5,092 cases from April 2015 to March 2016 were used. Clinical experience was categorized into seven levels using nurses' clinical experience years and department assignment years. Novice is a nurse with a total experience of one year. Newcomers A and B had clinical experience ranging from 1 year to 3 years and were categorized depending on whether the department assignment period was less than 1 year or more. Competents A and B had clinical experience ranging from 3 to 5 years, and were categorized depending on whether department assignment years were less than 1 year or more. Proficients and Experts A and B had more than 5 years of clinical experience, and were categorized depending on whether department assignment period was less than 1 year or more. The results revealed that the occurrence of medication errors greatly differ depending on whether the department assignment year is less than one year or more even for those with same clinical experience years. This applies only on cases where there is at least 3 years of clinical experiences. In their career, nurses need to consider their “clinical experience level”. In addition, it can be said that attention must be paid even to nurses who have long years of clinical experience during less than 1 year transfer to department.

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This study reviewed articles published in Japan in order to clarify the effects of medical safety education in Japanese hospitals and to consider research issues of medical safety education in Japan. Seventeen papers from the web version of Igaku Chuo Zasshi were selected and analyzed. The themes of the articles included the following: 1) increasing awareness regarding medical safety, 2) improvement of safety confirmation actions, and 3) operation of medical devices and materials. Group learning using actual cases was often employed. Satisfaction of those participating in this education was generally high; education that increased awareness regarding medical safety and that related to improvement of confirmation actions was considered useful. However, increasing awareness does not necessarily mean an improvement in practiced behavior. Graduated series of a program are needed, such as introduction of specific behavior norms after an intervention for increasing awareness. In addition, follow-up education is needed for the establishment of knowledge and skills. There were few articles that evaluated the outcomes of education based on empirical research design; therefore, higher quality research design, comparison of education methods, and follow-up surveys are needed in the future.

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