Interprofessional learning for medication safety. (July 2014)

• Record Type: Journal Article
• Authors: Hardisty, Jessica; Scott, Lesley; Chandler, Sarah; Pearson, Pauline; Powell, Suzanne
• Is Part Of: Clinical teacher. Volume 11:Number 4(2014)
• Page Start: 290
• Page End: 296
• Publication Date: 2014-07
• Subjects: Medical education -- Periodicals; Medical education -- Great Britain -- Periodicals; 610.711
• DOI: 10.1111/tct.12148
• Languages: English
• ISSNs: 1743-4971

Abstract

<abstract abstract-type="main" id="tct12148-abs-0001"> <title>Summary</title> <sec id="tct12148-sec-0001" sec-type="section"> <title>Background</title> <p>Patient safety is a worldwide priority. Recommendations have been made that doctors, nurses and pharmacists could interact more effectively to improve patient outcomes, and that interprofessional education should be encouraged. In 2009, the North East Strategic Health Authority awarded Workforce Development Initiative funding to Northumbria Healthcare National Health Service (NHS) Foundation Trust to develop an undergraduate interprofessional training activity in medication safety for medicine, pharmacy and nursing students.</p> </sec> <sec id="tct12148-sec-0002" sec-type="section"> <title>Context</title> <p>Interprofessional seminars for medication safety and therapeutics were developed that were delivered across the North East of England. The initial seminars took place between January and April 2011 at 10 teaching hospitals, and were attended by over 400 students (from medicine, pharmacy and nursing).</p> </sec> <sec id="tct12148-sec-0003" sec-type="section"> <title>Innovation</title> <p>The majority of the workshops were facilitated by an interprofessional team comprised of pharmacists, doctors and nurses, with all students working in small groups with participants from each of the professional groups, where possible. All seminars had standardised materials, but it was up to individual facilitators to choose which of the five case studies were used within the seminar. The seminars lasted between 2 and 3 hours, and depending on which case studies were used, two or three cases could be discussed. Student feedback showed that the seminar was particularly successful in highlighting and improving the students' understanding of each other's roles and responsibilities in relation to medication safety. There are considerable organisational challenges in arranging interprofessional groups. Scenarios need to provide tasks that engage and challenge all of the professions involved. Facilitation is an important element.</p> <boxed-text content-type="pullQuote" position="anchor" orientation="portrait"> <p>Interprofessional education should be encouraged</p> </boxed-text> </sec> </abstract>