Abstract
Interprofessional practice between pharmacists and nurses can involve pharmacokinetic dosing of medications in a hospital setting. This study describes student perceptions of an interprofessional collaboration pharmacokinetics simulation on the Interprofessional Education Collaborative (IPEC) 2016 Core Competencies. The investigators developed a simulation activity for senior undergraduate nursing and second-year pharmacy students. Nursing and pharmacy students (n = 54, 91 respectively) participated in the simulation using medium-fidelity manikins. Each case represented a pharmacokinetic dosing consult (vancomycin, tobramycin, phenytoin, theophylline, or lidocaine). Nursing students completed head-to-toe assessment and pharmacy students gathered necessary information and calculated empiric and adjusted doses. Students communicated using SBAR (Situation, Background, Assessment, and Recommendation). Students participated in debrief sessions and completed an IRB-approved online survey. Themes from survey responses revealed meaningful perceptions in all IPEC competencies as well as themes of safety, advocacy, appreciation, and areas for improvement. Students reported learning effectively from the simulation experience. Few studies relate to this type of interprofessional education experience and this study begins to explore student perceptions of interprofessional education (IPE) in a health sciences clinical context through simulation. This real-world application of nursing and pharmacy interprofessional collaboration can positively affect patient-centered outcomes and safety.
Highlights
Interprofessional education (IPE) is defined by the World Health Organization as “when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes” [1]
Forty-two of the 54 (77.8%) nursing students and 77 of the 91 (84.6%) pharmacy students who participated in the simulation completed the survey
Five major areas emerged from the overall thematic analysis for the research: Interprofessional collaboration; interprofessional communication; values and ethics; roles and responsibilities; and teams and teamwork
Summary
Interprofessional education (IPE) is defined by the World Health Organization as “when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes” [1]. IPE is an important aspect in current health education and is necessary to train our students for the collaborative practice environment. The simulation environment provides a unique opportunity for students to apply information they have learned in a traditional lecture-format environment to the setting of a patient care scenario. The 2016 Interprofessional Education Collaborative (IPEC) Core Competencies for Interprofessional. Collaborative Practice serve as a guidance document for developing IPE activities [2]. Pharmacy 2018, 6, x FOR PEER REVIEW. Interprofessional Education at Samford University College of Health Sciences
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