Students’ Perspectives on Interprofessional Teamwork Before and After an Interprofessional Pain Education Course
Objective. To evaluate changes in pharmacy and nursing student perspectives before and after completion of an interprofessional education (IPE) course. Methods. A pre- and post-perception scale descriptive prospective study design utilizing Interdisciplinary Education Perception Scale (IEPS) and Col...
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| Veröffentlicht in: | American journal of pharmaceutical education 2017-08, Vol.81 (6), p.104-104, Article 104 |
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| container_end_page | 104 |
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| container_issue | 6 |
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| container_title | American journal of pharmaceutical education |
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| creator | Simko, Lynn Coletta Rhodes, Diane C. McGinnis, Kathleen A. Fiedor, Jaclyn |
| description | Objective. To evaluate changes in pharmacy and nursing student perspectives before and after completion of an interprofessional education (IPE) course.
Methods. A pre- and post-perception scale descriptive prospective study design utilizing Interdisciplinary Education Perception Scale (IEPS) and Collaboration and Satisfaction about Care Decisions (CSACD) with self-reported statements of knowledge and importance of professional roles was used.
Results. Significant improvement was shown for IEPS and CSACD overall and for both pharmacy and nursing students. Post-scores improved from 2013 to 2014, with significant improvements for IEPS. Pharmacy student findings show an increase in knowledge and importance of their roles and those of nursing students. Nursing students grew significantly in their knowledge of the pharmacist’s role only.
Conclusion. An IPE course for nursing and pharmacy students, taught by diverse health professionals with a care plan and simulation assignments, fosters the Interprofessional Education Collaborative panel’s competencies for IPE. |
| doi_str_mv | 10.5688/ajpe816104 |
| format | Article |
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Methods. A pre- and post-perception scale descriptive prospective study design utilizing Interdisciplinary Education Perception Scale (IEPS) and Collaboration and Satisfaction about Care Decisions (CSACD) with self-reported statements of knowledge and importance of professional roles was used.
Results. Significant improvement was shown for IEPS and CSACD overall and for both pharmacy and nursing students. Post-scores improved from 2013 to 2014, with significant improvements for IEPS. Pharmacy student findings show an increase in knowledge and importance of their roles and those of nursing students. Nursing students grew significantly in their knowledge of the pharmacist’s role only.
Conclusion. An IPE course for nursing and pharmacy students, taught by diverse health professionals with a care plan and simulation assignments, fosters the Interprofessional Education Collaborative panel’s competencies for IPE.</description><identifier>ISSN: 0002-9459</identifier><identifier>EISSN: 1553-6467</identifier><identifier>DOI: 10.5688/ajpe816104</identifier><identifier>PMID: 28970605</identifier><language>eng</language><publisher>United States: Elsevier Inc</publisher><subject>Education, Pharmacy ; Humans ; interdisciplinary education ; Interdisciplinary Studies ; interprofessional education ; Interprofessional Relations ; nursing students ; pain ; Pain Management ; pharmacy students ; Prospective Studies ; Students, Nursing ; Students, Pharmacy</subject><ispartof>American journal of pharmaceutical education, 2017-08, Vol.81 (6), p.104-104, Article 104</ispartof><rights>2017 American Association of Colleges of Pharmacy</rights><rights>2017 American Association of Colleges of Pharmacy 2017</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c423t-60dcdbb6618bdf682adeef7747b14a06bc3e53352ed419f8c9dc8b6ef64748a43</citedby><cites>FETCH-LOGICAL-c423t-60dcdbb6618bdf682adeef7747b14a06bc3e53352ed419f8c9dc8b6ef64748a43</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC5607714/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC5607714/$$EHTML$$P50$$Gpubmedcentral$$H</linktohtml><link.rule.ids>230,314,723,776,780,881,27901,27902,53766,53768</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/28970605$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Simko, Lynn Coletta</creatorcontrib><creatorcontrib>Rhodes, Diane C.</creatorcontrib><creatorcontrib>McGinnis, Kathleen A.</creatorcontrib><creatorcontrib>Fiedor, Jaclyn</creatorcontrib><title>Students’ Perspectives on Interprofessional Teamwork Before and After an Interprofessional Pain Education Course</title><title>American journal of pharmaceutical education</title><addtitle>Am J Pharm Educ</addtitle><description>Objective. To evaluate changes in pharmacy and nursing student perspectives before and after completion of an interprofessional education (IPE) course.
Methods. A pre- and post-perception scale descriptive prospective study design utilizing Interdisciplinary Education Perception Scale (IEPS) and Collaboration and Satisfaction about Care Decisions (CSACD) with self-reported statements of knowledge and importance of professional roles was used.
Results. Significant improvement was shown for IEPS and CSACD overall and for both pharmacy and nursing students. Post-scores improved from 2013 to 2014, with significant improvements for IEPS. Pharmacy student findings show an increase in knowledge and importance of their roles and those of nursing students. Nursing students grew significantly in their knowledge of the pharmacist’s role only.
Conclusion. An IPE course for nursing and pharmacy students, taught by diverse health professionals with a care plan and simulation assignments, fosters the Interprofessional Education Collaborative panel’s competencies for IPE.</description><subject>Education, Pharmacy</subject><subject>Humans</subject><subject>interdisciplinary education</subject><subject>Interdisciplinary Studies</subject><subject>interprofessional education</subject><subject>Interprofessional Relations</subject><subject>nursing students</subject><subject>pain</subject><subject>Pain Management</subject><subject>pharmacy students</subject><subject>Prospective Studies</subject><subject>Students, Nursing</subject><subject>Students, Pharmacy</subject><issn>0002-9459</issn><issn>1553-6467</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNptkd1qFTEQx4Mo9li98QEklyKsTXbztTdCe2i1ULBgvQ7ZZKKpe5I12T3Su75GX88nMeW0VaFXM8z8-M_HH6HXlLznQqkDczmBooIS9gStKOddI5iQT9GKENI2PeP9HnpRyiUhlHHWPkd7reolEYSvUP4yLw7iXH5f3-BzyGUCO4ctFJwiPo0z5CknD6WEFM2IL8BsfqX8Ax-BTxmwiQ4f-krV7BH83ISIj91izVwLeJ2WXOAleubNWODVXdxHX0-OL9afmrPPH0_Xh2eNZW03N4I464ZBCKoG54VqjQPwUjI5UGaIGGwHvOt4C47R3ivbO6sGAV4wyZRh3T76sNOdlmEDztYrsxn1lMPG5CudTND_d2L4rr-lreaCSElvBd7eCeT0c4Ey600oFsbRREhL0bRngnW9FG1F3-1Qm1MpGfzDGEr0rUn6r0kVfvPvYg_ovSsVYDsA6nu2AbIuNkC04EKu9miXwmO6fwCpP6Rr</recordid><startdate>20170801</startdate><enddate>20170801</enddate><creator>Simko, Lynn Coletta</creator><creator>Rhodes, Diane C.</creator><creator>McGinnis, Kathleen A.</creator><creator>Fiedor, Jaclyn</creator><general>Elsevier Inc</general><general>American Journal of Pharmaceutical Education</general><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>7X8</scope><scope>5PM</scope></search><sort><creationdate>20170801</creationdate><title>Students’ Perspectives on Interprofessional Teamwork Before and After an Interprofessional Pain Education Course</title><author>Simko, Lynn Coletta ; Rhodes, Diane C. ; McGinnis, Kathleen A. ; Fiedor, Jaclyn</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c423t-60dcdbb6618bdf682adeef7747b14a06bc3e53352ed419f8c9dc8b6ef64748a43</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Education, Pharmacy</topic><topic>Humans</topic><topic>interdisciplinary education</topic><topic>Interdisciplinary Studies</topic><topic>interprofessional education</topic><topic>Interprofessional Relations</topic><topic>nursing students</topic><topic>pain</topic><topic>Pain Management</topic><topic>pharmacy students</topic><topic>Prospective Studies</topic><topic>Students, Nursing</topic><topic>Students, Pharmacy</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Simko, Lynn Coletta</creatorcontrib><creatorcontrib>Rhodes, Diane C.</creatorcontrib><creatorcontrib>McGinnis, Kathleen A.</creatorcontrib><creatorcontrib>Fiedor, Jaclyn</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>American journal of pharmaceutical education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Simko, Lynn Coletta</au><au>Rhodes, Diane C.</au><au>McGinnis, Kathleen A.</au><au>Fiedor, Jaclyn</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Students’ Perspectives on Interprofessional Teamwork Before and After an Interprofessional Pain Education Course</atitle><jtitle>American journal of pharmaceutical education</jtitle><addtitle>Am J Pharm Educ</addtitle><date>2017-08-01</date><risdate>2017</risdate><volume>81</volume><issue>6</issue><spage>104</spage><epage>104</epage><pages>104-104</pages><artnum>104</artnum><issn>0002-9459</issn><eissn>1553-6467</eissn><abstract>Objective. To evaluate changes in pharmacy and nursing student perspectives before and after completion of an interprofessional education (IPE) course.
Methods. A pre- and post-perception scale descriptive prospective study design utilizing Interdisciplinary Education Perception Scale (IEPS) and Collaboration and Satisfaction about Care Decisions (CSACD) with self-reported statements of knowledge and importance of professional roles was used.
Results. Significant improvement was shown for IEPS and CSACD overall and for both pharmacy and nursing students. Post-scores improved from 2013 to 2014, with significant improvements for IEPS. Pharmacy student findings show an increase in knowledge and importance of their roles and those of nursing students. Nursing students grew significantly in their knowledge of the pharmacist’s role only.
Conclusion. An IPE course for nursing and pharmacy students, taught by diverse health professionals with a care plan and simulation assignments, fosters the Interprofessional Education Collaborative panel’s competencies for IPE.</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>28970605</pmid><doi>10.5688/ajpe816104</doi><tpages>1</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | American journal of pharmaceutical education, 2017-08, Vol.81 (6), p.104-104, Article 104 |
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| source | MEDLINE; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; PubMed Central; Alma/SFX Local Collection |
| subjects | Education, Pharmacy Humans interdisciplinary education Interdisciplinary Studies interprofessional education Interprofessional Relations nursing students pain Pain Management pharmacy students Prospective Studies Students, Nursing Students, Pharmacy |
| title | Students’ Perspectives on Interprofessional Teamwork Before and After an Interprofessional Pain Education Course |
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