Title: Specimen Labeling Improvement Project Using Nursing Education and Peer Review
Name: Laura Anderson
Primary Presenters: Laura Anderson
College of Nursing
Clinical Doctorate
Faculty Sponsor(s): Dr. Diane Schadewald

Abstract
Problem/Significance: Specimen labeling errors include placing the wrong patient label on the specimen container, a specimen without a label affixed to the container, or a specimen container with a label improperly affixed to the container. Innovative ways to educate staff and standardize the process of specimen labeling are needed for a safer patient environment. Background: Specimen labeling errors can result in patient harm and increase cost to the organization. An upward trend in specimen labeling errors at the project site prompted the need for this project. Purpose: The purpose of this project was to reduce specimen labeling errors and cost to zero, increase staff knowledge and skill related to specimen labeling technique, and evaluate a peer review process focused on specimen labeling. Method: This quality improvement project occurred on five inpatient units at a 448-bed community hospital. The Systems Engineering Initiative for Patient Safety (SEIPS) model and Donna Wright’s Competency Assessment Model were frameworks for the project. Education and a peer-review intervention occurred during the six-week project. Eligible participants included 586 nurses and nursing assistants with 20 percent of those eligible participating. Results: There was no significant increase in specimen labeling knowledge. Chi square analysis showed there was a significant increase in skills of labeling at the bedside (p = <0.001) and verifying two patient identifiers (p = <0.001). There were no specimen labeling errors or related costs during the six-week project. Peer review was considered by staff to be a valuable experience that contributed to increased knowledge.