Sabatino Jennifer A, Pruchnicki Maria C, Sevin Alexa M, Barker Elizabeth, Green Christopher G, Porter Kyle
Department of Pharmacy, Memorial Hospital Medication Therapies Center, Marysville, Ohio.
Division of Pharmacy Practice and Science, The Ohio State University College of Pharmacy, Columbus, Ohio.
J Am Assoc Nurse Pract. 2017 May;29(5):248-254. doi: 10.1002/2327-6924.12446. Epub 2017 Feb 18.
To assess impact of a pharmacist-led educational intervention on family nurse practitioner (FNP) students' prescribing skills, perception of preparedness to prescribe, and perception of pharmacist as collaborator.
Prospective pre-post assessment of a 14-week educational intervention in an FNP program in the spring semester of 2014. Students participated in an online module of weekly patient cases and prescriptions emphasizing legal requirements, prescription accuracy, and appropriate therapy. A pharmacist facilitator provided formative feedback on students' submissions. Participants completed a matched assessment on prescription writing before and after the module, and a retrospective postsurvey then presurvey to collect perceptions.
There was significant improvement in performance on error identification and demonstration of prescription elements from preassessment to postassessment (+17%, p < .001). The mean performance on both assessments was less than the 70% passing score. Students reported significant positive changes in perceptions, including all statements regarding their preparedness to prescribe and those addressing willingness to collaborate with pharmacists.
Formative education on prescribing enhanced students' understanding of safe and effective medication use with improved recognition and avoidance of prescribing errors, although it did not result in competency. Exposure to pharmacist expertise in this area may encourage collaboration in practice.
评估由药剂师主导的教育干预对家庭护士执业医师（FNP）学生处方技能、处方准备认知以及将药剂师视为合作者的认知的影响。
对2014年春季学期FNP项目中为期14周的教育干预进行前瞻性前后评估。学生参与了一个在线模块，其中包含每周的患者病例和处方，强调法律要求、处方准确性和适当的治疗方法。一名药剂师辅导员对学生的提交内容提供形成性反馈。参与者在模块前后完成了关于处方书写的匹配评估，并在事后调查和事前调查中收集认知情况。
从预评估到后评估，在错误识别和处方要素展示方面的表现有显著提高（提高了17%，p <.001）。两次评估的平均表现均低于70%的及格分数。学生报告称在认知方面有显著的积极变化，包括所有关于他们处方准备情况的陈述以及那些涉及与药剂师合作意愿的陈述。
关于处方的形成性教育增强了学生对安全有效用药的理解，提高了对处方错误的识别和避免能力，尽管这并未导致能力达标。在这一领域接触药剂师的专业知识可能会鼓励在实践中的合作。
