An Interprofessional Collaborative Educational Experience With Nurse Practitioner Students and Community-Based Pharmacists

2.50
Hdl Handle:
http://hdl.handle.net/10755/621519
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
An Interprofessional Collaborative Educational Experience With Nurse Practitioner Students and Community-Based Pharmacists
Other Titles:
Interprofessional Education in Nursing Programs
Author(s):
Anderson, Judy K.
Lead Author STTI Affiliation:
Pi Phi
Author Details:
Judy K. Anderson, PhD, CNE, Professional Experience: Teaching experience for 25 years in undergraduate and graduate nursing. Publications in Nurse Educator and Journal of Nursing Education regarding research on the work-role transition of clinical experts who become novice educators and communication in simulation. Author Summary: Dr. Anderson is Professor Emerita at Viterbo University in LaCrosse, Wisconsin after 25 years of teaching in undergraduate and graduate nursing. Teaching at a small, private college presents challenges to finding interprofessional education experiences leading to the activity described in this presentation.
Abstract:
Purpose:

Terms such as interprofessional and collaborative education have become a frequent encounter in nursing education literature. The movement for interdisciplinary / team-based education started with the Institute of Medicine's (IOM) report "Educating the Health Team” (1972). Since that time, numerous organizations, both national and international groups focusing on healthcare, education or a specific profession, have published statements advocating the importance of shared education experiences and collaborative relationships in the practice setting. In 2011, representatives from six diverse health-related professional organizations formed the Interprofessional Education Collaboration identifying recommended competencies for interprofessional education. These competency domains included: (a) values /ethics for interprofessional practice, (b) roles / responsibilities, (c) interprofessional communication, and (d) teams and teamwork. Together, competency in these domains through interprofessional education is thought to improve collaborative practice and ultimately result in the “triple arm” identified by the Institute for Healthcare Improvement (2015). These included an (a) improved patient experience, identified both subjectively through satisfaction, and objectively through improved safety; (b) enhanced population health; and (c) improved cost effectiveness and efficiency of the healthcare system.

True interprofessional education (IPE) can be defined as happening when students from two or more disciplines share a learning experience, learning with and about the other (World Health Organization, 2010). However, a challenge exists for smaller or rural schools of nursing that are not affiliated with schools of medicine, pharmacy, or dentistry, where students of two disciplines may be located. Finding opportunities for collaborative education requires creativity and looking outside of the educational institution for these experiences. Writing prescriptions is one aspect of the role of an advanced practice nurse. The collaborative aspect of writing prescriptions also involves a consumer, who will be taking the medication and the pharmacist who will dispense the medication. Nurses in nurse practitioner programs have minimal experience working with pharmacists who fill prescriptions in the community setting. The importance of interprofessional education is well-documented, but there is a paucity of literature detailing experiences of collaborative educational experiences between nurse practitioner students and community-based pharmacists. This study involved one approach to providing a collaborative experience to facilitate development of the interprofessional competencies in a setting individuals from two specific disciplines have the ability to learn about and with each other. The purpose of the study was to identify nurse practitioner student perceptions of an experience focused on a short-term immersion with pharmacists working on “the other side of their prescription.”

Methods:

After university IRB approval, a convenience sample of second-year students (n = 26) taking a pharmacotherapeutics course co-taught with a hospital-based pharmacist and adult nurse practitioner completed an observation experience with a community-based pharmacist. Observations were completed within a three-state area and lasted three to four hours. Students then completed a reflective journal that served as the basis for a qualitative analysis for themes and patterns. The primary research question was: What are the most important insights gained from the collaborative experience with a pharmacist? A second question asked: How did the experience of working with a pharmacist influence their perspectives about the prescribing role on an advanced practice nurse?

Results:

Seeing through new lenses was the overarching theme that emerged from the data. Patterns of: Seeing the: (a) rainbow of roles, (b) dark clouds of challenges, (c) winding road of technology, and (d) gears of collaboration were identified.

Conclusion:

Correlation to how this activity paralleled the interprofessional education domains are examined along with recommendations for strengthening interprofessional education and further research. Resources for developing interprofessional curricular activities are offered.

Keywords:
Nurse Practitioner Education; Collaboration; Interprofessional Education
Repository Posting Date:
19-Jun-2017
Date of Publication:
19-Jun-2017
Other Identifiers:
INRC17C10
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleAn Interprofessional Collaborative Educational Experience With Nurse Practitioner Students and Community-Based Pharmacistsen_US
dc.title.alternativeInterprofessional Education in Nursing Programsen
dc.contributor.authorAnderson, Judy K.en
dc.contributor.departmentPi Phien
dc.author.detailsJudy K. Anderson, PhD, CNE, Professional Experience: Teaching experience for 25 years in undergraduate and graduate nursing. Publications in Nurse Educator and Journal of Nursing Education regarding research on the work-role transition of clinical experts who become novice educators and communication in simulation. Author Summary: Dr. Anderson is Professor Emerita at Viterbo University in LaCrosse, Wisconsin after 25 years of teaching in undergraduate and graduate nursing. Teaching at a small, private college presents challenges to finding interprofessional education experiences leading to the activity described in this presentation.en
dc.identifier.urihttp://hdl.handle.net/10755/621519-
dc.description.abstract<div class="sectionbox"> <div class="section paperreviewdisplay paperdefaultdisplay reviewdisplay defaultdisplay"> <div class="columnwrapper"> <div class="displayinfo leftcolumn"> <div class="section"> <div class="item"><strong>Purpose:</strong> <p>Terms such as interprofessional and collaborative education have become a frequent encounter in nursing education literature. The movement for interdisciplinary / team-based education started with the Institute of Medicine's (IOM) report "Educating the Health Team” (1972). Since that time, numerous organizations, both national and international groups focusing on healthcare, education or a specific profession, have published statements advocating the importance of shared education experiences and collaborative relationships in the practice setting. In 2011, representatives from six diverse health-related professional organizations formed the Interprofessional Education Collaboration identifying recommended competencies for interprofessional education. These competency domains included: (a) values /ethics for interprofessional practice, (b) roles / responsibilities, (c) interprofessional communication, and (d) teams and teamwork. Together, competency in these domains through interprofessional education is thought to improve collaborative practice and ultimately result in the “triple arm” identified by the Institute for Healthcare Improvement (2015). These included an (a) improved patient experience, identified both subjectively through satisfaction, and objectively through improved safety; (b) enhanced population health; and (c) improved cost effectiveness and efficiency of the healthcare system.</p> <p>True interprofessional education (IPE) can be defined as happening when students from two or more disciplines share a learning experience, learning with and about the other (World Health Organization, 2010). However, a challenge exists for smaller or rural schools of nursing that are not affiliated with schools of medicine, pharmacy, or dentistry, where students of two disciplines may be located. Finding opportunities for collaborative education requires creativity and looking outside of the educational institution for these experiences. Writing prescriptions is one aspect of the role of an advanced practice nurse. The collaborative aspect of writing prescriptions also involves a consumer, who will be taking the medication and the pharmacist who will dispense the medication. Nurses in nurse practitioner programs have minimal experience working with pharmacists who fill prescriptions in the community setting. The importance of interprofessional education is well-documented, but there is a paucity of literature detailing experiences of collaborative educational experiences between nurse practitioner students and community-based pharmacists. This study involved one approach to providing a collaborative experience to facilitate development of the interprofessional competencies in a setting individuals from two specific disciplines have the ability to learn about and with each other. The purpose of the study was to identify nurse practitioner student perceptions of an experience focused on a short-term immersion with pharmacists working on “the other side of their prescription.”</p> <p><strong>Methods:</strong></p> <p>After university IRB approval, a convenience sample of second-year students (<em>n</em> = 26) taking a pharmacotherapeutics course co-taught with a hospital-based pharmacist and adult nurse practitioner completed an observation experience with a community-based pharmacist. Observations were completed within a three-state area and lasted three to four hours. Students then completed a reflective journal that served as the basis for a qualitative analysis for themes and patterns. The primary research question was: What are the most important insights gained from the collaborative experience with a pharmacist? A second question asked: How did the experience of working with a pharmacist influence their perspectives about the prescribing role on an advanced practice nurse?</p> <p><strong>Results:</strong></p> <p>Seeing through new lenses was the overarching theme that emerged from the data. Patterns of: Seeing the: (a) rainbow of roles, (b) dark clouds of challenges, (c) winding road of technology, and (d) gears of collaboration were identified.</p> <p><strong>Conclusion:</strong></p> <p>Correlation to how this activity paralleled the interprofessional education domains are examined along with recommendations for strengthening interprofessional education and further research. Resources for developing interprofessional curricular activities are offered.</p> </div> </div> </div> </div> </div> </div>en
dc.subjectNurse Practitioner Educationen
dc.subjectCollaborationen
dc.subjectInterprofessional Educationen
dc.date.available2017-06-19T14:30:25Z-
dc.date.issued2017-06-19-
dc.date.accessioned2017-06-19T14:30:25Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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