Abstract
This article reports on an evaluation of a prescribing workshop to increase ‘sharedlearning’ between registered practitioners undertaking a non-medicalprescribing (NMP) course (midwifery, nursing, physiotherapy, and podiatry) andundergraduate pharmacy students to increase awareness of, and understanding of theroles. The focus was on three domains ofsafe prescribing: Knowledge (of commonly prescribed medicines and theirsuitability for individual patients); Process (of legal requirements and supplyof medicines and associated patient information); and Relationships (betweenprescribers and pharmacists). A cross-sectional evaluation was utilized with6-point Likert-style items and a free text section, completed by 337participants. Participants reported positivelyabout the workshop content and their learning experience, although somedifferences between pharmacy and NMP participants were noted in the knowledgedomain. Quantitative analysis revealed significant differences (p<0.001) oflow-to-moderate magnitude (partial-2=0.146) between NMP and Pharmacy studenton all 3 domains, with NMP students reporting slightly more positive outcomes(between 0.4 and 1.5 points higher) in all cases. However, both groups scoredpositively; with mean domain scores of 15.6 to 16.5 on scales with maximumscores of 18.
Highlights
In recent years, legal structures for the supply of prescription medicines have been transformed
Patients are involved with many health care practitioners in the receipt of their care, and so successful inter-professional working is of paramount importance (Davies & Gidman, 2011)
In line with Centre for the Advancement of Interprofessional Education (CAIPE) (2017) guidelines, the aim of effective inter-professional learning is to be instrumental in facilitating communication and collaboration between practitioners who can work in partnership to resolve problems and provide effective care
Summary
Legal structures for the supply of prescription medicines have been transformed. One factor considered important at the University of Huddersfield (the institution at which the authors of the current paper were based) was of a focus on the interprofessional process, knowledge and relationship aspects and potential impact toward the safe prescribing of medicines These three factors are mentioned in the IPE literature and medicines safety, they have never alone been used as the underpinning factors for such a workshop. The inherent reluctance to work across professional boundaries and to develop effective informal teams can be reduced by having a better understanding of the role, knowledge and working practices of different groups (Cooke et al, 2017) This improved understanding leads to mutual respect and increases the likelihood of inter-professional referral and shared working (Davies & Gidman, 2011). 4) To assess any changes in knowledge about roles and to establish whether interprofessional role collaboration can enhance medicine safety
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