Advancing safe drug use through interprofessional learning (IPL): A pilot study
Interprofessional collaborative patient‐centered care (IPCPC) improves healthcare quality and cost. Drug‐related morbidity drives healthcare costs, thus requiring IPCPC approaches. The lack of educational preparedness for would‐be IPCPC practitioners underlies the failure of historic IPCPC attempts,...
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| Veröffentlicht in: | Journal of clinical pharmacology 2014-07, Vol.54 (7), p.832-839 |
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| container_title | Journal of clinical pharmacology |
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| creator | Achike, Francis I. Smith, John Leonard, Stuart Williams, Janet Browning, Felicia Glisson, James |
| description | Interprofessional collaborative patient‐centered care (IPCPC) improves healthcare quality and cost. Drug‐related morbidity drives healthcare costs, thus requiring IPCPC approaches. The lack of educational preparedness for would‐be IPCPC practitioners underlies the failure of historic IPCPC attempts, hence today's emphasis on pre‐licensure interprofessional education (IPE). A pilot IPE class was conducted on rational drug use (RDU) through rational drug prescribing. Twenty fourth‐year nursing students and 88 second‐year medical students participated (8–10 medical per 2–3 nursing students) in small group activity in a lecture hall. A case study on rational drug choice and prescription writing processes from medical and nursing perspectives was used. Eighty of 108 (74%) students completed the post‐activity questionnaire and were satisfied with the class, with a mean weighted score (mws) of 0.8. The learning outcomes (mws = 1.0) contributed more (P |
| doi_str_mv | 10.1002/jcph.289 |
| format | Article |
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Drug‐related morbidity drives healthcare costs, thus requiring IPCPC approaches. The lack of educational preparedness for would‐be IPCPC practitioners underlies the failure of historic IPCPC attempts, hence today's emphasis on pre‐licensure interprofessional education (IPE). A pilot IPE class was conducted on rational drug use (RDU) through rational drug prescribing. Twenty fourth‐year nursing students and 88 second‐year medical students participated (8–10 medical per 2–3 nursing students) in small group activity in a lecture hall. A case study on rational drug choice and prescription writing processes from medical and nursing perspectives was used. Eighty of 108 (74%) students completed the post‐activity questionnaire and were satisfied with the class, with a mean weighted score (mws) of 0.8. The learning outcomes (mws = 1.0) contributed more (P < 0.05) to students satisfaction than the organization/delivery (mws = 0.6). A majority (84–94%) agreed the class objectives were achieved and favored more classes. Interaction with other healthcare professionals and the crowded classroom were, respectively, the most‐ and least‐liked aspects of the class. The study revealed students' appetite for IPE, highlights the challenges in developing IPE curricula, and could serve as impetus for schools developing IPE for RDU curricula.</description><identifier>ISSN: 0091-2700</identifier><identifier>EISSN: 1552-4604</identifier><identifier>DOI: 10.1002/jcph.289</identifier><identifier>PMID: 24668695</identifier><language>eng</language><publisher>England: Blackwell Publishing Ltd</publisher><subject>Curricula ; Drug Prescriptions - nursing ; Drug use ; Evidence-Based Medicine - education ; Evidence-Based Nursing - education ; Humans ; Inappropriate Prescribing - nursing ; Inappropriate Prescribing - prevention & control ; interprofessional education ; Interprofessional Relations ; Mississippi ; Nursing ; Pharmacovigilance ; Physician-Nurse Relations ; pilot class ; Pilot Projects ; Precision Medicine - nursing ; Problem-Based Learning ; safe drug use ; Students ; Students, Medical ; Students, Nursing</subject><ispartof>Journal of clinical pharmacology, 2014-07, Vol.54 (7), p.832-839</ispartof><rights>2014, The American College of Clinical Pharmacology</rights><rights>2014 American College of Clinical Pharmacology</rights><rights>2014, The American College of Clinical Pharmacology.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4323-e1cc4785049f849396ba0998f4c43635f55b24e8ca9688df16ad8aeb092e8b9b3</citedby><cites>FETCH-LOGICAL-c4323-e1cc4785049f849396ba0998f4c43635f55b24e8ca9688df16ad8aeb092e8b9b3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fjcph.289$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fjcph.289$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,45574,45575</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/24668695$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Achike, Francis I.</creatorcontrib><creatorcontrib>Smith, John</creatorcontrib><creatorcontrib>Leonard, Stuart</creatorcontrib><creatorcontrib>Williams, Janet</creatorcontrib><creatorcontrib>Browning, Felicia</creatorcontrib><creatorcontrib>Glisson, James</creatorcontrib><title>Advancing safe drug use through interprofessional learning (IPL): A pilot study</title><title>Journal of clinical pharmacology</title><addtitle>The Journal of Clinical Pharmacology</addtitle><description>Interprofessional collaborative patient‐centered care (IPCPC) improves healthcare quality and cost. Drug‐related morbidity drives healthcare costs, thus requiring IPCPC approaches. The lack of educational preparedness for would‐be IPCPC practitioners underlies the failure of historic IPCPC attempts, hence today's emphasis on pre‐licensure interprofessional education (IPE). A pilot IPE class was conducted on rational drug use (RDU) through rational drug prescribing. Twenty fourth‐year nursing students and 88 second‐year medical students participated (8–10 medical per 2–3 nursing students) in small group activity in a lecture hall. A case study on rational drug choice and prescription writing processes from medical and nursing perspectives was used. Eighty of 108 (74%) students completed the post‐activity questionnaire and were satisfied with the class, with a mean weighted score (mws) of 0.8. The learning outcomes (mws = 1.0) contributed more (P < 0.05) to students satisfaction than the organization/delivery (mws = 0.6). A majority (84–94%) agreed the class objectives were achieved and favored more classes. Interaction with other healthcare professionals and the crowded classroom were, respectively, the most‐ and least‐liked aspects of the class. The study revealed students' appetite for IPE, highlights the challenges in developing IPE curricula, and could serve as impetus for schools developing IPE for RDU curricula.</description><subject>Curricula</subject><subject>Drug Prescriptions - nursing</subject><subject>Drug use</subject><subject>Evidence-Based Medicine - education</subject><subject>Evidence-Based Nursing - education</subject><subject>Humans</subject><subject>Inappropriate Prescribing - nursing</subject><subject>Inappropriate Prescribing - prevention & control</subject><subject>interprofessional education</subject><subject>Interprofessional Relations</subject><subject>Mississippi</subject><subject>Nursing</subject><subject>Pharmacovigilance</subject><subject>Physician-Nurse Relations</subject><subject>pilot class</subject><subject>Pilot Projects</subject><subject>Precision Medicine - nursing</subject><subject>Problem-Based Learning</subject><subject>safe drug use</subject><subject>Students</subject><subject>Students, Medical</subject><subject>Students, Nursing</subject><issn>0091-2700</issn><issn>1552-4604</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp1kV-LEzEUxYMobl0FP4EM-LI-zHrzdxLfSnG7K8WtsCL4EjIzd9rppjM1mXHttzeldQXBQEjg_s7JvSeEvKZwSQHY-021W18ybZ6QCZWS5UKBeEomAIbmrAA4Iy9i3ABQJSR9Ts6YUEorIyfkdlr_dF3VdqssugazOoyrbIyYDevQj6t11nYDhl3oG4yx7TvnM48udAfBxc1y8e5DNs12re-HLA5jvX9JnjXOR3x1Os_J16uPd7PrfHE7v5lNF3klOOM50qoShZYgTKOF4UaVDozRjUh1xWUjZckE6soZpXXdUOVq7bAEw1CXpuTn5OLom1r7MWIc7LaNFXrvOuzHaKnkggLnlCX07T_oph9DmiRRBShdcCHhr2EV-hgDNnYX2q0Le0vBHkK2h5BtCjmhb06GY7nF-hH8k2oCxBF46H1KL9778QGDXaPzw9pCWiJ9Ss6ACkgXyNOmPMnyk6z1uP_v-_bTbHl97OPEt3HAX4-8C_dWFbyQ9tvnuV1-uZvDlZnb7_w3yOyjHQ</recordid><startdate>201407</startdate><enddate>201407</enddate><creator>Achike, Francis I.</creator><creator>Smith, John</creator><creator>Leonard, Stuart</creator><creator>Williams, Janet</creator><creator>Browning, Felicia</creator><creator>Glisson, James</creator><general>Blackwell Publishing Ltd</general><general>American College of Clinical Pharmacology</general><general>Wiley Subscription Services, Inc</general><scope>BSCLL</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QP</scope><scope>7QR</scope><scope>7T5</scope><scope>7TK</scope><scope>7TM</scope><scope>8FD</scope><scope>FR3</scope><scope>H94</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>P64</scope><scope>RC3</scope><scope>7X8</scope></search><sort><creationdate>201407</creationdate><title>Advancing safe drug use through interprofessional learning (IPL): A pilot study</title><author>Achike, Francis I. ; 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Drug‐related morbidity drives healthcare costs, thus requiring IPCPC approaches. The lack of educational preparedness for would‐be IPCPC practitioners underlies the failure of historic IPCPC attempts, hence today's emphasis on pre‐licensure interprofessional education (IPE). A pilot IPE class was conducted on rational drug use (RDU) through rational drug prescribing. Twenty fourth‐year nursing students and 88 second‐year medical students participated (8–10 medical per 2–3 nursing students) in small group activity in a lecture hall. A case study on rational drug choice and prescription writing processes from medical and nursing perspectives was used. Eighty of 108 (74%) students completed the post‐activity questionnaire and were satisfied with the class, with a mean weighted score (mws) of 0.8. The learning outcomes (mws = 1.0) contributed more (P < 0.05) to students satisfaction than the organization/delivery (mws = 0.6). 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| subjects | Curricula Drug Prescriptions - nursing Drug use Evidence-Based Medicine - education Evidence-Based Nursing - education Humans Inappropriate Prescribing - nursing Inappropriate Prescribing - prevention & control interprofessional education Interprofessional Relations Mississippi Nursing Pharmacovigilance Physician-Nurse Relations pilot class Pilot Projects Precision Medicine - nursing Problem-Based Learning safe drug use Students Students, Medical Students, Nursing |
| title | Advancing safe drug use through interprofessional learning (IPL): A pilot study |
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