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Healthcare risk epidemiology identifies medication error as the commonest cause of adverse effects on patients. Medication error can occur at any phase of the complex medication process so prevalence rates need to be estimated at each drug treatment phase: prescription, transcription and administration along with their clinical repercussions. This paper aims to investigate this issue.

Medication errors were recorded on an ad hoc sheet and staff were observed handling medications. Recorded errors were later classified and their clinical repercussions determined by experts.

In total 757 inpatients and 5,466 drug prescriptions were studied. The prescription error rate was 4.79 percent (95 percent CI 4.21‐5.36). The most frequent error in this phase was failing to observe international prescribing standards. The highest error rate was found in transcription (14.61 percent, 95 percent CI 13.67‐15.54). Almost 1,900 dose administrations were observed. There was a 9.32 percent error rate (95 percent CI 7.98‐10.67). The commonest error in this phase was omission. Most were transcription errors, which were detected before harm was done.

The dispensation phase is absent.

Errors can be reduced if they are understood. Education and training based on the study's findings can reduce medication errors.

The paper highlights ways to reduce errors in the medication process.

Medication errors (MEs) are important in terms of their magnitude and severity, and there are numerous systems in place to reduce their occurrence. However, the ideal system has not yet been identified. The authors' institution uses three different medication prescription‐dispensation systems which operate simultaneously. ME rates were compared, overall and by phase (prescription, transcription and administration) and their overall and specific clinical impact.

The administration of medicinal products was observed directly and compared with medical and nursing prescriptions. Errors and adverse events were classified by a consensus of experts.

In the traditional system the error prevalence rate was 13.59 per cent, (99 per cent CI, 12.15‐14.61 per cent), in the single dose system it was 6.43 per cent (99 per cent CI, 5.53‐7.32) and in the electronic prescription system it was 8.86 per cent (99 per cent CI, 7.33‐10.17). The highest error rates in all phases were found in the traditional system. The phase affected by most errors in all three models was transcription, and the least affected was administration, except for the single dose system, in which prescription was the worst. The effects of errors in the administration phase are greater, although less so than with the automated system.

The dispensation phase was not analyzed.

A study of errors will enable us to reduce their occurrence if we know the most frequent types and in which phase they are produced, we will be able to prioritise the areas in which to work and select the necessary preventive measures.

It is possible that automated medication dispensation systems reduce error rates and the severity of their effects.

This paper analyzes the influence of leadership styles and human resource management (HRM) on teacher well-being and how these contribute to Sustainable Development Goals (SDGs) 3: Good Health and Well-being, 4: Quality Education, and 8: Decent Work and Economic Growth. The analysis assesses the extent to which the well-being of schoolteachers is influenced by the human resource management and leadership style of the school management.

The aim of this study is to determine how leadership by example, high communication leadership, human resource management and gender, influence two dimensions of teacher well-being, namely emotional and physical well-being. Gender was used as a moderating variable. The relationships between these variables are reflected in the hypotheses of this study. Linear regression analysis was used to test these hypotheses. The measurement scales were drawn from the literature. Data were obtained using non-probabilistic convenience sampling of 300 public and subsidized (concertado) high schools. To include large and medium-sized Spanish cities in the study, Madrid, Valencia, Malaga, and Murcia were selected. The final sample consisted of 315 high school teachers from 75 schools.

The results suggest that leadership by example and high communication leadership influence human resource management directly and positively. Human resource management, in turn, influences the physical and psychological well-being of schoolteachers.

This paper adds to the literature on leadership styles and human resource management by expanding the knowledge of factors influencing schoolteachers' well-being. To the best of the authors’ knowledge, this is the first article reporting a study on such factors in schools in Spain.

Este trabajo analiza la influencia de los estilos de liderazgo y la gestión de los recursos humanos (GRH) en el bienestar de los profesores y cómo estos contribuyen a los Objetivos de Desarrollo Sostenible (ODS) 3: Buena salud y bienestar, 4: Educación de calidad y 8: Trabajo decente y crecimiento económico. El análisis evalúa hasta qué punto el bienestar de los profesores está influenciado por la gestión de los recursos humanos y el estilo de liderazgo de la dirección del centro.

El objetivo de este estudio es determinar cómo el liderazgo mediante el ejemplo, el liderazgo de alta comunicación, la gestión de los recursos humanos y el género influyen en dos dimensiones del bienestar de los profesores, a saber, el bienestar emocional y el físico. El género se utilizó como variable moderadora. Las relaciones entre estas variables se reflejan en las hipótesis de este estudio. Se utilizó un análisis de regresión lineal para probar estas hipótesis. Las escalas de medición se extrajeron de la literatura. Los datos se obtuvieron mediante un muestreo no probabilístico de conveniencia de 300 institutos públicos y concertados. Para incluir en el estudio ciudades españolas grandes y medianas, se seleccionaron Madrid, Valencia, Málaga y Murcia. La muestra final consistió en 315 profesores de secundaria de 75 centros.

Los resultados sugieren que el liderazgo mediante el ejemplo y el liderazgo de alta comunicación influyen directa y positivamente en la gestión de los recursos humanos. La gestión de los recursos humanos, a su vez, influye en el bienestar físico y psicológico de los profesores de instituto.

Este artículo se suma a la literatura sobre los estilos de liderazgo y la gestión de los recursos humanos, ampliando el conocimiento de los factores que influyen en el bienestar de los profesores de centros escolares. Hasta donde los autores saben, éste es el primer artículo que informa de un estudio sobre dichos factores en los centros escolares de España.