1
|
Brumpton K, Woodall H, Evans R, Neill H, Gupta TS, McArthur L, Ward R. Exploring how Australian general practice registrars define cultural safety with Aboriginal and Torres Strait Islander patients: a mixed method study. BMC PRIMARY CARE 2024; 25:166. [PMID: 38755553 PMCID: PMC11097438 DOI: 10.1186/s12875-024-02422-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2023] [Accepted: 05/07/2024] [Indexed: 05/18/2024]
Abstract
BACKGROUND Understanding how the general practice medical workforce defines cultural safety may help tailor education and training to better enable community-determined culturally safe practice. This project seeks to explore how Australian general practice registrars define cultural safety with Aboriginal and Torres Strait Islander patients and alignment with an Australian community derived definition of cultural safety. METHODS This mixed method study involved a survey considering demographic details of general practice registrars, questionnaire, and semi-structured interviews to explore how general practice registrars defined cultural safety and a culturally safe consultation. RESULTS Twenty-six registrars completed the survey. Sixteen registrars completed both the survey and the interview. CONCLUSION This study shows amongst this small sample that there is limited alignment of general practice registrars' definitions of cultural safety with a community derived definition of cultural safety. The most frequently cited aspects of cultural safety included accessible healthcare, appropriate attitude, and awareness of differences.
Collapse
Affiliation(s)
- Kay Brumpton
- Griffith University, Gold Coast Campus, Southport, Australia.
- Rural Medical Education Australia, 190 Hume Street, East Toowoomba, QLD, 4350, Australia.
- James Cook University, Townsville, Australia.
| | - Hannah Woodall
- Griffith University, Gold Coast Campus, Southport, Australia
- Rural Medical Education Australia, 190 Hume Street, East Toowoomba, QLD, 4350, Australia
- James Cook University, Townsville, Australia
| | | | - Henry Neill
- James Cook University, Townsville, Australia
| | | | | | - Raelene Ward
- University of Southern Queensland, Toowoomba, Australia
| |
Collapse
|
2
|
Nguyen B, Solanki J, Ong E. Exploring pharmacists' perceptions of using a clinical supervision skills competency tool to reflect and develop their supervisory practices. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:231-243. [PMID: 38458841 DOI: 10.1016/j.cptl.2024.02.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2023] [Revised: 01/21/2024] [Accepted: 02/06/2024] [Indexed: 03/10/2024]
Abstract
INTRODUCTION To date, there are no formal self-reflection tools routinely used by pharmacists within the Australian pharmacy profession. The study involved utilizing the Clinical Supervision Skills Competency Tool (CSSCT) at a metropolitan teaching hospital in Victoria, Australia. It explored pharmacists' perceptions of the CSSCT and its impact on their ability to self-reflect and develop their supervisory practices. METHODS The qualitative study involved adapting the Clinical Supervision Skills Review Tool (CSRT), a clinician-validated tool. Prior to tool completion, participants attended an orientation session on the CSSCT. Thematic analysis and an inductive approach was then applied to data collected from two semi-structured focus group sessions and an online survey, for those not able to attend the focus groups. RESULTS A total of 19 pharmacists were recruited and completed the CSSCT. The three major themes regarding the CSSCT identified were: feasibility of the tool, aspects of the CSSCT, and future planning. Use of rating scales and breakdown of the supervisory competencies were perceived to be helpful. Conversely, the tool's length, pharmacists' high workloads and time pressures, were identified as potential barriers to using the tool. CONCLUSIONS Given pharmacists internationally currently lack a formal tool to enhance their supervisory methods, the CSSCT or similar tools emerge as valuable resources for steering pharmacists towards self-reflection and goal setting. Notably, the CSSCT sheds light on previously overlooked yet critical aspects of clinical supervision in the pharmacy context, including the wellbeing and cultural sensitivity of learners.
Collapse
Affiliation(s)
- Bill Nguyen
- Monash Health, Monash Medical Centre, Pharmacy Department, 246 Clayton Rd, Clayton, VIC 3168, Australia.
| | - Janki Solanki
- Monash Health, Monash Medical Centre, Pharmacy Department, 246 Clayton Rd, Clayton, VIC 3168, Australia
| | - Eugene Ong
- Monash Health, Monash Medical Centre, Pharmacy Department, 246 Clayton Rd, Clayton, VIC 3168, Australia
| |
Collapse
|
3
|
Navarrete J, Gray M, King MA, Mey A, Woods P, Schindel TJ. Medical assistance in dying: A reflection tool for pharmacists. Can Pharm J (Ott) 2024; 157:53-57. [PMID: 38463175 PMCID: PMC10924575 DOI: 10.1177/17151635241228215] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2023] [Accepted: 11/06/2023] [Indexed: 03/12/2024]
Affiliation(s)
- Javiera Navarrete
- College of Health Sciences, Faculty of Pharmacy and Pharmaceutical Sciences, University
of Alberta, Edmonton
- School of Public Health, University of Alberta, Edmonton
| | - Margaret Gray
- Edmonton and North Zones, Pharmacy Services, University of Alberta Hospital, Edmonton, Alberta
| | - Michelle A. King
- School of Pharmacy and Medical Sciences, Griffith University, Gold Coast, Australia
| | - Amary Mey
- School of Pharmacy and Medical Sciences, Griffith University, Gold Coast, Australia
- Griffith Institute for the Development of Education and Scholarship (Health IDEAS), Griffith University, Gold Coast, Australia
| | - Phillip Woods
- School of Pharmacy and Medical Sciences, Griffith University, Gold Coast, Australia
| | - Theresa J. Schindel
- College of Health Sciences, Faculty of Pharmacy and Pharmaceutical Sciences, University
of Alberta, Edmonton
| |
Collapse
|
4
|
Casey E, Linehan C. The physician's role in reducing health disparities for persons with epilepsy and intellectual disability: "it's not just epilepsy…you really have to take a deeper dive.". Epilepsy Behav 2024; 151:109646. [PMID: 38271851 DOI: 10.1016/j.yebeh.2024.109646] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/03/2023] [Revised: 01/02/2024] [Accepted: 01/10/2024] [Indexed: 01/27/2024]
Abstract
Epilepsy affects approximately 25 % of people with intellectual disability (ID). Despite this high prevalence, evidence of health disparity exists in healthcare access and health outcomes for this population. Patients with ID experience additional challenges in accessing appropriate epilepsy care, and are at greater risk of experiencing inappropriate prescribing, polypharmacy and misdiagnosis compared with the general population. The expectations, attitudes and actions of physicians are key in addressing health inequalities, particularly those which disproportionately impact a specific group of patients, such as patients with ID and epilepsy. This qualitative study aimed to explore the views of specialist physicians as to why they believe this patient group are at a disadvantage when it comes to accessing appropriate epilepsy care, and how physicians can intervene to ensure that patients with ID are given equal access to suitable epilepsy care, and equal opportunity to achieve the best possible treatment outcomes. Semi-structured interviews were carried out with six physicians, located in six countries, who specialise in the care of persons with ID who have epilepsy. Interviews sought views on prognostic expectations, experiences of disparities in epilepsy care, and suggestions for advocacy interventions. Interviews were analysed using reflexive thematic analysis. Three core themes and nine subthemes were identified. Core themes included (1) 'Nervousness in care and treatment,' which reflected participants' descriptions of a nervousness by colleagues when treating epilepsy in patients with ID. (2) 'Taking a deeper dive' captured the harmful effects of accepting "common dogma," as well as the issue of a lack of clarity around treatment pathways for patients with epilepsy and ID. (3) 'Teach me' illustrated the importance of shared expertise, reflective practice and continued research and advocacy. Findings reflected participants' recommendations to address disparities in epilepsy care for patients with ID. These recommendations highlighted education and training, taking time to learn how to communicate in different ways, and regular reflection on personal assumptions and biases as important contributors to addressing inequalities in epilepsy care for patients with ID. It is hoped that findings will prompt those providing epilepsy care to reflect on their own practice and identify ways in which they might intervene to minimise inadvertent harm and reduce health disparities in epilepsy care for patients with ID.
Collapse
Affiliation(s)
- Emma Casey
- University College Dublin, UCD School of Psychology, Dublin, Ireland.
| | - Christine Linehan
- University College Dublin, UCD School of Psychology, Dublin, Ireland; UCD Centre for Disability Studies, University College Dublin, Dublin, Ireland
| |
Collapse
|
5
|
Almoghirah H, Illing J, Nazar H. A qualitative study to explore student learning and development of interprofessional collaboration during an online interprofessional education intervention. BMC MEDICAL EDUCATION 2023; 23:957. [PMID: 38098031 PMCID: PMC10720163 DOI: 10.1186/s12909-023-04885-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Accepted: 11/20/2023] [Indexed: 12/18/2023]
Abstract
Interprofessional education (IPE) during undergraduate education and training has been found to improve collaboration between health care students. This supports interprofessional working in clinical practice to enhance patient safety and care delivery.Undergraduate students from pharmacy and medical programmes worked online in pairs to review notes of hospital patients due to be discharged. Students were tasked to complete a discharge letter and undertake an online consultation with a simulated patient prior to discharge. Online interactions were recorded and assessed using a validated tool to measure interprofessional professionalism. Students undertook this intervention in different pairings with different patient cases for three iterations after receiving feedback and undertaking a reflective exercise.The aim was to investigate the student learning and development that could be used to inform intervention optimisation and scale-up.Qualitative data were collected from different sources. Method triangulation was employed to develop a comprehensive understanding of the student learning and development. Data was collected from written feedback provided by the assessment team, student reflections on their performance, and from semi-structured interviews conducted with the student pairs and one to one with the assessment team. Content and thematic analysis was used to analyse these data and the Kirkpatrick/Barr evaluation model provided a framework to organise the themes.Eighteen students (nine from each professional programme) completed the study and a total of 27 IPE sessions were conducted. The assessment team completed 54 assessment tools and 31 student reflections were received (from a maximum of 36). Students were interviewed in their interprofessional pairs to yield nine interview transcripts and one interview was conducted with the assessment team.Students reported and were observed to improve in interprofessional collaboration over the three iterations following feedback and rehearsal opportunities. Longitudinal observation and assessment of student interprofessional working in changing teams provided the opportunity to capture the influence of interdependence on student performance and assessment of competence.
Collapse
Affiliation(s)
| | - Jan Illing
- Health Professions Education Centre, RCSI University of Medicine and Health Sciences, Dublin, Ireland
- Newcastle University, Newcastle-Upon-Tyne, UK
| | - Hamde Nazar
- School of Pharmacy, Newcastle University, Newcastle-Upon-Tyne, UK
| |
Collapse
|
6
|
Dresser S, Teel C, Peltzer J. Reflections from the frontline of nursing on acute patient deterioration. J Clin Nurs 2023; 32:7560-7567. [PMID: 37548076 DOI: 10.1111/jocn.16843] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Revised: 06/22/2023] [Accepted: 07/26/2023] [Indexed: 08/08/2023]
Abstract
AIMS To describe medical-surgical nurses' reflections on their experiences with patient deterioration. BACKGROUND An extensive body of knowledge exists regarding optimal responses to acute patient deterioration within a hospital environment. Much less attention has focused on the profound psychological and emotional impact these experiences of unexpected deterioration can have on nurses who provided the supportive or rescue care. A triggering event, such as patient deterioration, or direct questioning about these experiences, can lead nurses to reflect further on the situation. Engaging in reflection is believed to enhance learning and improve clinical judgement when future complex situations arise. Findings related to nurses' reflective practice when recalling previous situations with deteriorating patients are limited. This gap in the literature provided the basis for the current project. DESIGN A qualitative descriptive design. METHODS Twenty medical-surgical nurses were interviewed in 2018. The nurses were recruited through purposive sampling. Semi-structured telephone interviews explored nurses' experiences of a patient deterioration. Conventional content analysis with iterative coding and categorising and theme development was used for data analysis. FINDINGS Three themes emerged as participants reflected on their experiences. The themes were, Enduring frustration and regret, Feeling deeply responsible for and to the patient and Making sense of what happened. CONCLUSIONS Medical-surgical nurses who care for acutely deteriorating patients can experience lasting emotional, psychological and physical concerns that often go unrecognised and untreated. Furthermore, nurses with this background commonly reported their perceived increased risk for workplace distress. RELEVANCE TO CLINICAL PRACTICE Findings from this study are important for nurses, healthcare administrators and leaders, and patients. Participating in a rescue attempt often has a negative impact on nurses' perception of workplace stress and on persistent concerns about nurses' mental and physical health. The findings can be useful in informing additional studies about the phenomenon. Findings also can inform the exploration of workplace design. Organisations should assess for factors influencing workplace stress, develop strategies to mitigate the presence of workplace stress and foster nurses' well-being so they can respond to future scenarios of patient deterioration, while maintaining their physical and mental health. PATIENT OR PUBLIC CONTRIBUTION This study did not include any patient or public input.
Collapse
Affiliation(s)
- Susan Dresser
- Adult-Gerontology CNS Program, Fran and Earl Ziegler College of Nursing, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma, USA
| | - Cynthia Teel
- University of Kansas School of Nursing, Kansas City, Kansas, USA
| | - Jill Peltzer
- University of Kansas School of Nursing, Kansas City, Kansas, USA
| |
Collapse
|
7
|
Akinluyi EA, Greenough A, Ison K, Clarkson PJ. Applying a participatory systems and value approach in a transdisciplinary exercise: on assessing the impact of training and education initiatives. Health Syst (Basingstoke) 2023; 12:446-460. [PMID: 38235305 PMCID: PMC10791087 DOI: 10.1080/20476965.2023.2230632] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2021] [Accepted: 06/16/2023] [Indexed: 01/19/2024] Open
Abstract
Participatory systems approaches are readily used in multi- and inter-disciplinary exploration of shared processes, but are less-commonly applied in trans-disciplinary efforts eliciting principles that generalise across contexts. The authors were charged with developing a transdisciplinary framework for prospectively or retrospectively assessing initiatives to improve education and training within a multifaceted organisation. A common System Impact Model (SIM) was developed in a series of workshops involving thirty participants from different disciplines, clinical specialisms, and organisations. The model provided a greater understanding of the interrelationships between factors influencing the benefits of education and training and development as seen from various stakeholder perspectives. It was used to create a system for assessing the impact of initiatives on service-users/patients, trainees, and organisations. It was shown to enable a range of participants to connect on common challenges, to maximise cross-, multi-, and inter-disciplinary learning, and to uncover new strategies for delivering value, as system designers.
Collapse
Affiliation(s)
- Emmanuel A Akinluyi
- Medical Physics Department, Guy’s & St Thomas’ NHS Foundation Trust, London, UK
| | - Anne Greenough
- Women and Children’s Health, School of Life Course Sciences, Faculty of Life Sciences and Medicine, King’s College London, London, UK
- Asthma UK Centre for Allergic Mechanisms in Asthma, King’s College London, London, UK
- NIHR Biomedical Research Centre Based at Guy’s and St Thomas’ Hospitals and King’s College London, London, UK
| | - Keith Ison
- Medical Physics Department, Guy’s & St Thomas’ NHS Foundation Trust, London, UK
| | - P John Clarkson
- Engineering Design Centre, Department of Engineering, University of Cambridge, Cambridge, UK
| |
Collapse
|
8
|
Jeyakumar T, Karsan I, Williams B, Fried J, Kane G, Ambata-Villanueva S, Bennett A, McMahon GT, Paton M, Williams N, Younus S, Wiljer D. Paving the Way Forward for Evidence-Based Continuing Professional Development. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 44:53-57. [PMID: 37079386 DOI: 10.1097/ceh.0000000000000500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
ABSTRACT Continuing professional development (CPD) fosters lifelong learning and enables health care providers to keep their knowledge and skills current with rapidly evolving health care practices. Instructional methods promoting critical thinking and decision making contribute to effective CPD interventions. The delivery methods influence the uptake of content and the resulting changes in knowledge, skills, attitudes, and behavior. Educational approaches are needed to ensure that CPD meets the changing needs of health care providers. This article examines the development approach and key recommendations embedded in a CE Educator's toolkit created to evolve CPD practice and foster a learning experience that promotes self-awareness, self-reflection, competency, and behavioral change. The Knowledge-to-Action framework was used in designing the toolkit. The toolkit highlighted three intervention formats: facilitation of small group learning, case-based learning, and reflective learning. Strategies and guidelines to promote active learning principles in CPD activities within different modalities and learning contexts were included. The goal of the toolkit is to assist CPD providers to design educational activities that optimally support health care providers' self-reflection and knowledge translation into their clinical environment and contribute to practice improvement, thus achieving the outcomes of the quintuple aim.
Collapse
Affiliation(s)
- Tharshini Jeyakumar
- Ms. Jeyakumar: Education Specialist, Digital Education, University Health Network, Toronto, Ontario, Canada. Ms. Karsan: Digital Education Analyst, Digital Education, University Health Network, Toronto, Ontario, Canada. Dr. Williams: Clinical Program Director, Professional Renewal Center, Clinical Associate Professor, Department of Psychiatry, School of Medicine, University of Kansas, and Director of Education, Wales Behavioral Assessment, Lawrence, KS. Ms. Fried: Chair of the Strategic Affairs Committee, a Member of the Board of Directors and the Executive Committee, Society for Academic Continuing Medical Education, Los Angeles, CA. Dr. Kane: Professor Emeritus, Department of Radiation Oncology, University of Washington School of Medicine, Seattle, WA. Ms. Ambata-Villanueva: Manager, Digital Education, University Health Network, Toronto, Ontario, Canada.Ms. Bennett: Public Health Teaching Faculty and Student Outreach Coordinator at Nova Southeastern University's Dr. Kiran C. Patel College of Osteopathic Medicine, Ft.Lauderdale, FL. Dr. McMahon: President and CEO, Accreditation Council for Continuing Medical Education, Chicago, IL. Dr. Paton: Education Research Coordinator for Continuing Professional Development, Temerty Faculty of Medicine and a PhD Candidate in the Department of Leadership, Higher, and Adult Education, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada. Mr. Williams: Practice Manager, Professional Renewal Center® and CME Administrator for Wales Behavioral Assessment, Lawrence, KS. Ms. Younus: Research Associate, Digital Education, University Health Network, Toronto, Ontario, Canada. Dr. Wiljer: Executive Director, Education Technology and Innovation, University Health Network, and Professor, Institute of Health Policy, Management and Evaluation & Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada
| | | | | | | | | | | | | | | | | | | | | | | |
Collapse
|
9
|
Mamiya KT, Takahashi K, Iwasaki T, Irie T. Japanese Pharmacists' Perceptions of Self-Development Skills and Continuing Professional Development. PHARMACY 2023; 11:pharmacy11020073. [PMID: 37104079 PMCID: PMC10143704 DOI: 10.3390/pharmacy11020073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Revised: 03/31/2023] [Accepted: 04/07/2023] [Indexed: 04/28/2023] Open
Abstract
BACKGROUND The role of healthcare professionals, including pharmacists, is changing. Lifelong learning and continuing professional development (CPD) are more critical than ever for both current and future pharmacists in the face of global health challenges and new technologies, services and therapies that are continually and rapidly introduced into their daily practice. Currently, Japanese pharmacists' licences are not renewable, although most developed countries have a renewal system. Therefore, understanding Japanese pharmacists' perceptions of CPD is the first step in reviewing undergraduate and postgraduate education. METHODS The target population was Japanese pharmacists, i.e., community pharmacy pharmacists and hospital pharmacists. The participants were administered a questionnaire with 18 items related to continuing professional development. RESULTS Our study found that regarding item "Q16 Do you think you need further education in your undergraduate education to continue your professional development?", (a) the ability to identify one's own problems and issues, (b) the ability to make plans to solve problems and issues, (c) the ability to carry out plans to solve problems and issues and (d) the ability to repeat steps of self-development, approximately 60% of pharmacists answered that these aspects were "necessary" or "quite necessary". CONCLUSION As part of universities' responsibility for the lifelong education of pharmacists, it is necessary to systematically conduct teaching seminars or undergraduate education or postgraduate education on self-development while training pharmacists to meet the needs of citizens.
Collapse
Affiliation(s)
- Kayoko Takeda Mamiya
- Department of Pharmaceutical Education, Faculty of Pharmaceutical Sciences, Hokkaido University of Science, Sapporo 0068585, Japan
| | - Kiyoshi Takahashi
- Department of Pharmaceutical Education, Faculty of Pharmaceutical Sciences, Hokkaido University of Science, Sapporo 0068585, Japan
| | - Tatsuyuki Iwasaki
- Department of Pharmaceutical Packaging Technology, Faculty of Life Sciences, Kumamoto University, Kumamoto 862-0973, Japan
| | - Tetsumi Irie
- Department of Pharmaceutical Packaging Technology, Faculty of Life Sciences, Kumamoto University, Kumamoto 862-0973, Japan
| |
Collapse
|
10
|
Kusynová Z, van den Ham HA, Leufkens HGM, Mantel-Teeuwisse AK. Longitudinal study of Good Pharmacy Practice roles covered at the annual world pharmacy congresses 2003-2019. J Pharm Policy Pract 2022; 15:94. [PMID: 36443800 PMCID: PMC9706975 DOI: 10.1186/s40545-022-00482-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Accepted: 11/03/2022] [Indexed: 11/30/2022] Open
Abstract
BACKGROUND Globally accepted roles of pharmacists are described in the Good Pharmacy Practice (GPP) standards, published by the World Health Organization (WHO) and the International Pharmaceutical Federation (FIP) in 2011. These standards provide a wide-ranging description of four main roles pharmacists fulfil. The global platform, where pertinent discussions around excellence and innovation in various pharmacy roles take place, is the annual congress of the pharmacy organisation representing the profession globally, FIP. OBJECTIVES Given the world pharmacy congresses present and reflect on the most topical and contemporary matters, this longitudinal study aimed at creating a historical overview of the frequency of appearance of the different GPP roles in the programmes of the past 17 congresses (2003-2019). This is to distinguish the dominance of different roles over time and thus their relevance for the profession. METHODS The GPP standards served as a framework to create a set of keywords that were analysed for their frequencies of appearance in the programmes through text analysis. Trends in the four overarching GPP roles and at individual keyword level were analysed descriptively over time. RESULTS The study found that all four GPP roles appeared in the programme each year and none of them was significantly missing, neither in the decade preceding the publication of the GPP standards nor in the decade thereafter. Role 3 "Maintain and improve professional performance" was most frequently represented, also demonstrating an upward trend in appearance, together with Role 4: "Contribute to improve effectiveness of the health-care system and public health". Trends emerged towards patient-centred clinical focus and positioning pharmacy as an important player in the health-care system-observed also at individual keywords level in areas such as health promotion-away from the more traditional product-centred practice roles such as compounding. CONCLUSIONS GPP roles have been already covered by the FIP annual congresses (long) before 2011, when the GPP roles were formally adopted, and they stayed relevant in the decade after. The more pronounced dominance toward the roles related to improving professional performance and positioning pharmacy are in line with the trend that the rather technical topics in pharmacy are increasingly covered by specialised meetings and that the FIP annual congresses have moved toward more general, scholarly platforms for dialogue and conversation.
Collapse
Affiliation(s)
- Zuzana Kusynová
- International Pharmaceutical Federation (FIP), The Hague, The Netherlands.,Utrecht WHO Collaborating Centre for Pharmaceutical Policy and Regulation, Division of Pharmacoepidemiology and Clinical Pharmacology, Utrecht Institute for Pharmaceutical Sciences (UIPS), Utrecht University, PO Box 80082, 3508 TB, Utrecht, The Netherlands
| | - Hendrika A van den Ham
- Utrecht WHO Collaborating Centre for Pharmaceutical Policy and Regulation, Division of Pharmacoepidemiology and Clinical Pharmacology, Utrecht Institute for Pharmaceutical Sciences (UIPS), Utrecht University, PO Box 80082, 3508 TB, Utrecht, The Netherlands.
| | - Hubert G M Leufkens
- Utrecht WHO Collaborating Centre for Pharmaceutical Policy and Regulation, Division of Pharmacoepidemiology and Clinical Pharmacology, Utrecht Institute for Pharmaceutical Sciences (UIPS), Utrecht University, PO Box 80082, 3508 TB, Utrecht, The Netherlands
| | - Aukje K Mantel-Teeuwisse
- Utrecht WHO Collaborating Centre for Pharmaceutical Policy and Regulation, Division of Pharmacoepidemiology and Clinical Pharmacology, Utrecht Institute for Pharmaceutical Sciences (UIPS), Utrecht University, PO Box 80082, 3508 TB, Utrecht, The Netherlands
| |
Collapse
|
11
|
Hayes C, Power T, Forrest G, Ferguson C, Kennedy D, Freeman-Sanderson A, Courtney-Harris M, Hemsley B, Lucas C. Bouncing off Each Other: Experiencing Interprofessional Collaboration Through Simulation. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2021.12.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
|
12
|
Ziada HM, Ditmyer MM, Abubakr NH. Reflections of psychomotor skill development in preclinical simulation: A qualitative analysis. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:157-165. [PMID: 33730391 DOI: 10.1111/eje.12684] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 03/12/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Reflection on competency helps students become more proficient in performing skills, with the ultimate goal of better retention of knowledge and skill. Competency progression involves a complex interplay of factors, and not having the insight of such multiple perspectives of the same experience, we will not be able to understand students as learners fully and consequently may rely on assumption and may not be able to provide the necessary interventions for growth and progress towards competency. This study aims to investigate students' insight of their own progression during psychomotor skill development. MATERIALS AND METHODS Data were obtained from scanned reflective dialogue log document portfolios from the preclinical fixed dental prosthodontics section, which is part of a comprehensive dental care course during the second year. Data were coded using NVivo software version 12 plus (QSR International Pty Ltd, Vic, Australia), and subsequent thematic analyses identified emerging themes. RESULTS Three themes emerged and these were (a) challenges to overcome, (b) feed-back and self-appraisal, and (c) progress and growth. The qualitative data generated did not reveal considerable variation in the students' reflections, and the three themes seem to interrelate. CONCLUSIONS The main challenge was the concept of the single path of insertion and the perception that it was a source of frustration during this course. Self-appraisal identified time management issues and the transformation from preconceived or learned concepts. As the semester progressed, students reflected progress and growth.
Collapse
Affiliation(s)
- Hassan M Ziada
- Department of Clinical Sciences, University of Nevada, Las Vegas, Nevada, USA
| | - Marcia M Ditmyer
- School of Dental Medicine, University of Nevada, Las Vegas, Nevada, USA
| | - Neamat H Abubakr
- Department of Biomedical Sciences, School of Dental Medicine, University of Nevada, Las Vegas, Nevada, USA
| |
Collapse
|
13
|
Al Mazrouei N, Ibrahim RM, Al Meslamani AZ, Mohamed Ibrahim O. A novel educational approach for improving medication-related problems in community pharmacies. Res Social Adm Pharm 2021; 18:2510-2516. [PMID: 33992587 DOI: 10.1016/j.sapharm.2021.04.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2020] [Revised: 04/19/2021] [Accepted: 04/20/2021] [Indexed: 11/19/2022]
Abstract
BACKGROUND Community pharmacists have the responsibilities of identifying and resolving medication-related problems (MRPs), thereby improving patient safety. OBJECTIVES To deliver a series of clinical case scenarios using WhatsApp and assess the impact of this method on the ability of pharmacists to identify MRPs. METHODS This study was conducted in 104 community pharmacies in the United Arab Emirates (UAE) over a period of six months. Recruited pharmacies were randomly allocated to either intervention or control groups using a 1:1 allocation ratio. Senior experts in clinical pharmacy created a series of clinical case scenarios based on their clinical practice and based on previous published studies related to MRPs. WhatsApp®, a well-known messenger application, which has been proven to be an efficient platform to improve communication between learners and educators, was used to deliver clinical scenarios-based educational interventions to pharmacists. Then, pharmacists from both groups filled a standardized data reporting form. The clinical importance of pharmacist recommendations was assessed by a multidisciplinary expert panel. RESULTS The total number of patients with MRPs across the intervention and control groups was 492 versus 194 (p = 0.01). While the number of MRPs identified, the mean time needed to resolve MRPs for patients with major polypharmacy, and physicians' acceptance of pharmacist recommendations across the intervention and control groups were 492 versus 194, 1589 versus 255, 6.82 (±3.86) versus 10.78 (±6.38), and 1065/1284 (82.94%) versus 125/201 (62.18%), respectively, all with p < 0.05. Efficacy-related problems (27.56%) and safety-related problems (28.44%) were the most commonly identified MRPs by pharmacists in the intervention group. Clinically significance of pharmacist recommendations was a significant predictive factor for physicians' acceptance of pharmacist recommendations. CONCLUSION Clinical case scenarios delivered by WhatsApp may be useful for improving the ability of pharmacists to identify MRPs and for shortening the mean time needed to resolve MRPs.
Collapse
Affiliation(s)
- Nadia Al Mazrouei
- Department of Pharmacy Practice and Pharmacotherapeutics, College of Pharmacy, University of Sharjah, United Arab Emirates
| | - Rana M Ibrahim
- Department of Pharmacy Practice and Pharmacotherapeutics, College of Pharmacy, University of Sharjah, United Arab Emirates
| | - Ahmad Z Al Meslamani
- College of Pharmacy, Al Ain University of Science and Technology, Abu Dhabi, United Arab Emirates.
| | - Osama Mohamed Ibrahim
- Department of Pharmacy Practice and Pharmacotherapeutics, College of Pharmacy, University of Sharjah, United Arab Emirates; Department of Clinical Pharmacy, Faculty of Pharmacy, Cairo University, Egypt
| |
Collapse
|
14
|
Power N, Dolby R, Thorne D. ‘Reflecting or frozen?’ The impact of Covid-19 on art therapists working with people with a learning disability. INTERNATIONAL JOURNAL OF ART THERAPY 2021. [DOI: 10.1080/17454832.2020.1871388] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- N. Power
- Services for People with a Learning Disability, East London NHS Foundation Trust, Bedford, UK
| | - R. Dolby
- Art Therapy, School of Creative Arts, University of Hertfordshire, Hatfield, UK
| | - D. Thorne
- Specialist Learning Disability Service, Hertfordshire Partnership University Foundation NHS Trust, Stevenage, UK
| |
Collapse
|
15
|
Desselle SP, Chang H, Fleming G, Habib A, Canedo J, Mantzourani E. Design fundamentals of mentoring programs for pharmacy professionals (Part 1): Considerations for organizations. Res Social Adm Pharm 2021; 17:441-448. [DOI: 10.1016/j.sapharm.2020.04.015] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2020] [Accepted: 04/14/2020] [Indexed: 10/24/2022]
|
16
|
Mantzourani E, Chang H, Fleming G, Desselle SP. Design fundamentals of mentoring programs for pharmacy professionals (Part 2): Considerations for mentors and mentees. Res Social Adm Pharm 2021; 17:449-455. [DOI: 10.1016/j.sapharm.2020.04.024] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Accepted: 04/21/2020] [Indexed: 11/30/2022]
|
17
|
Famure O, Batoy B, Minkovich M, Liyanage I, Kim SJ. Evaluation of a professional development course on research methods for healthcare professionals. Healthc Manage Forum 2020; 34:186-192. [PMID: 33030076 DOI: 10.1177/0840470420960173] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Healthcare is constantly evolving and thus requires lifelong learning. Evidence-based learning has been shown to lead to better patient outcomes, yet many healthcare professionals report gaps in their research abilities. We sought to evaluate the efficacy of a professional development program in addressing identified gaps.
Collapse
Affiliation(s)
- Olusegun Famure
- Kidney Transplant Program, 33540Toronto General Hospital, University Health Network, Toronto, Ontario, Canada
| | - Benedict Batoy
- Kidney Transplant Program, 33540Toronto General Hospital, University Health Network, Toronto, Ontario, Canada
| | - Michelle Minkovich
- Kidney Transplant Program, 33540Toronto General Hospital, University Health Network, Toronto, Ontario, Canada
| | - Imindu Liyanage
- Kidney Transplant Program, 33540Toronto General Hospital, University Health Network, Toronto, Ontario, Canada
| | - S Joseph Kim
- Kidney Transplant Program, 33540Toronto General Hospital, University Health Network, Toronto, Ontario, Canada.,Division of Nephrology, University Health Network, Toronto, Ontario, Canada.,Department of Medicine, University of Toronto, Toronto, Ontario, Canada
| |
Collapse
|
18
|
Lucas C, Power T, Ferguson C, Hayes C. Enhancing pre-licenced pharmacists' communication and interprofessional collaboration utilizing the RIPE model of interprofessional learning: A qualitative study. Res Social Adm Pharm 2020; 16:1379-1386. [PMID: 32044279 DOI: 10.1016/j.sapharm.2020.01.012] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2019] [Revised: 01/15/2020] [Accepted: 01/22/2020] [Indexed: 11/16/2022]
Abstract
BACKGROUND Interacting and engaging with other health care professionals can enhance communication and collaboration within the multidisciplinary healthcare team, contributing to improved patient safety and patient outcomes. OBJECTIVE To explore the student learning experience utilizing the Reflective Interprofessional Education Model (RIPE) model of interprofessional learning. METHODS Qualitative study utilizing data from seven (7) focus groups sessions. Data were transcribed verbatim using a transcribing service; and analyzed using Braun and Clarke's 6-phase process for thematic analysis. RESULTS Fifty-five Master of Pharmacy pre-licenced students (male n = 25; female: n = 30) participated in the study. The 7 focus groups consisted of 6-8 participants ranging between 18 and 28 min in duration. Thematic analysis generated four key themes: (i) Time management: managing interruptions in a time pressured acute care environment is challenging but necessary; (ii) Learning the Lingo: patient-centered communicating and engaging patients and family in care; (iii) Communication: developing interprofessional communication as a vital skill for healthcare professionals; and (iv) Teamwork: recognizing the importance of teamwork, relationships and respect. CONCLUSIONS Students found the simulated, acute care setting challenging for effective communication and collaboration with other health professional team members. It was also perceived that critical patient information can be lost or misinterpreted if there is poor interprofessional communication and collaboration, contributing to iatrogenesis and poor patient outcomes. Effective collaboration was perceived to be beneficial to enhancing confidence with engagement and communication, appreciation and respect for the expertise of other healthcare professions.
Collapse
Affiliation(s)
- Cherie Lucas
- University of Technology Sydney, Graduate School of Health (Pharmacy), 100 Broadway, Chippendale, Building 20, Level 9, Room 20, Sydney, NSW, 2008, Australia.
| | - Tamara Power
- University of Technology Sydney, Faculty of Health (Nursing), Building 10, 235 Jones St, Ultimo, Sydney, NSW, 2007, Australia.
| | - Caleb Ferguson
- Western Sydney Nursing and Midwifery Research Centre, Western Sydney University and Western, Sydney Local Health District, Western Sydney Nursing and Midwifery Research Centre Marcel Crescent, Blacktown, Sydney, NSW, 2148, Australia.
| | - Carolyn Hayes
- University of Technology Sydney, Faculty of Health (Nursing), Building 10, 235 Jones St, Ultimo, Sydney, NSW, 2007, Australia.
| |
Collapse
|