University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, 12850 E Montview Blvd, Aurora, CO, United States; University of Colorado Center for Interprofessional Practice and Education, Aurora, CO, United States.
University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, 12850 E Montview Blvd, Aurora, CO, United States.
Curr Pharm Teach Learn. 2020 Jun;12(6):663-670. doi: 10.1016/j.cptl.2020.01.036. Epub 2020 Feb 19.
To evaluate the design of an interprofessional introductory pharmacy practice experience (IP-IPPE) designed to integrate third-year pharmacy students in patient care workflow under the direct supervision of non-pharmacist practitioners in a federally qualified health center.
Data was gathered to evaluate the success of the IP-IPPE from the students', providers', and clinic's perspectives. Preceptors completed a mixed-methods survey to determine satisfaction and value of the IP-IPPE. Students completed the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) post-IP-IPPE to assess change in interprofessional outcomes. Student performance and competency demonstration was assessed using a modified interprofessional professional assessment scoring tool. Finally, a retrospective patient chart review was conducted to determine student value to the clinic.
During a 12-week period at the studied clinic, 32 students were supervised by eight primary care providers (PCPs) and cared for 516 patients. Six providers (75%) endorsed students' ability to provide value-added interventions during clinical care. A chart review of 200 patient records indicated students provided medication education to 12% of patients engaged with, in addition to other contributions. Students' ICCAS self-assessments indicated significant improvement across all outcomes following the IP-IPPE. Qualitative provider responses indicated meaningful investment into the IP-IPPE and appreciation for pharmacy student's collaboration during patient care.
All 32 students in this study were able to earn the trust of their assigned PCP preceptors. The IP-IPPE design created value for learners, patients, and providers.
评估一门整合药学专业学生，使其在非药师从业者的直接监督下参与患者护理工作流程的跨专业入门药学实践经验（IP-IPPE）课程的设计。该课程在一个联邦合格的健康中心进行。
从学生、医护人员和诊所的角度收集数据，以评估 IP-IPPE 的成功。导师完成了一项混合方法调查，以确定 IP-IPPE 的满意度和价值。学生在完成 IP-IPPE 后完成了跨专业协作能力获取调查（ICCAS），以评估跨专业结果的变化。使用改良的跨专业专业评估评分工具评估学生的表现和能力展示。最后，对患者病历进行回顾性审查，以确定学生对诊所的价值。
在研究诊所的 12 周期间，有 32 名学生由 8 名初级保健提供者（PCP）监督，共照顾了 516 名患者。6 名提供者（75%）认可学生在临床护理中提供增值干预的能力。对 200 份病历的回顾表明，学生为 12%接受过咨询的患者提供了药物教育，此外还提供了其他贡献。学生的 ICCAS 自我评估表明，在完成 IP-IPPE 后，所有结果都有显著改善。定性的提供者反应表明，他们对 IP-IPPE 进行了有意义的投资，并对药学专业学生在患者护理中的合作表示赞赏。
在这项研究中，所有 32 名学生都能够赢得他们指定的 PCP 导师的信任。IP-IPPE 的设计为学习者、患者和提供者创造了价值。
