Difference in student pharmacist attitudes and readiness for interprofessional learning after an activity with student nurses

Are Filipino students ready to collaborate? Comparing the readiness of healthcare students for interprofessional education in the Philippines

The inclusion of interprofessional education in healthcare curricula in the Philippines has paved the way for the researchers to examine students' readiness to learn with, about, and from one another to foster collaboration in providing quality patient care. In view of this, we examined the differential attitude of 423 Filipino students to get involved in interprofessional learning using the Readiness for Interprofessional Learning Scale. Using multivariate analysis of variance, we found differences across gender, program, and year level among students from medical technology, pharmacy, physical therapy and occupational therapy in terms of teamwork and collaboration, negative professional identity, positive professional identity, and roles and responsibilities. These differences can inform the development of an intervention program to elicit a favorable attitude toward interprofessional collaboration. Theoretical, methodological, and practical implications of the findings are discussed.

Incorporating the Pharmacists' Patient Care Process Into An Interprofessional Second Year Capstone

OBJECTIVE

To describe elements of an interprofessional second year capstone experience designed to incorporate each step of the Pharmacists' Patient Care Process (PPCP) and to evaluate changes in attitudes towards interprofessional collaboration.

METHODS

Second year pharmacy students collaborated with dental students to collect information from a standardized patient (SP), assess dental and pharmacy-related problems, and develop a plan resolving the problems identified. Students documented via a SOAP note (subjective, objective, assessment, and plan) and followed up with the SP after an emergency room visit, developing a new plan for implementation. Pharmacy students followed up in the inpatient setting when the SP was preparing for discharge, collecting information from the electronic health record (EHR), assessing the patient's medical conditions, and planning for treatment. Multiple assessment methods were used including extended multiple-choice questions (eMCQs) to assess clinical reasoning skills and a rubric for SOAP note grading.

RESULTS

Students performed well on the assessments especially communicating with the SP during medication history and discharge counseling and documenting their care in a SOAP note. Students stated value was added to their education through this experience.

CONCLUSIONS

This capstone allowed students the opportunity to practice each step of the PPCP and to collaborate as a member of an interprofessional team As the PPCP is integrated into pharmacy curricula, assessments such as this will be essential for determining practice-readiness and team-readiness of graduates.

"Two heads are better than one"- pharmacy and nursing students' perspectives on interprofessional collaboration utilizing the RIPE model of learning

BACKGROUND

Simulation is an effective strategy for enhancing interprofessional education (IPE) and collaboration (IPC).

OBJECTIVES

A novel interprofessional learning model, The RIPE Model (Reflective Interprofessional Education Model) was applied for a pilot study during a simulation laboratory aimed to (i) enhance pharmacy and nursing students' understanding of the roles and responsibilities of professions within the multidisciplinary healthcare team; and (ii) enhance the importance of working collaboratively in team-based care.

METHODS

The pilot study using a mixed-methods approach, including the administration of a 6-item student survey on a 6-point Likert-type scale as a pre-test (prior to participation in the simulation laboratory) and post-test (after participation in the simulation laboratory), and a debriefing session eliciting a follow up written reflective statement.

RESULTS

Sixty-four students (n = 56 pharmacy; n = 8 nursing) participated in the study which resulted n = 52 pharmacy students and n = 8 nursing students matched data to a pre-test and post-test survey, analyzed via paired t-tests. Statistically significant results (p < 0.05) reported a positive increase in pharmacy students' perceptions from the pre-test and post-test survey for all six items indicating the extent of agreement of IPC; and for one item on the nursing student survey. Qualitative analysis of reflective statements (n = 62) was conducted via thematic analysis utilizing Braun and Clarke's 6-phase process. Thematic analysis generated one overarching theme: IPC: Developing appreciation and respect for healthcare team members to improve patient outcomes; and three subthemes: (i) Enhanced decision-making; (ii) Communication and collaboration; (iii) New understandings of roles and responsibilities.

CONCLUSIONS

Students perceived that utilizing the RIPE Model of learning involving simulation to enhance interprofessional collaboration assisted their understanding of the roles, functions and responsibilities of other healthcare professionals involved the patient care team. Effective collaboration was perceived to be beneficial to enhancing confidence with engagement and communication, appreciation and respect for the expertise of other healthcare professions.