Associate Professor Nursing, Washington State University College of Nursing, 412 E. Spokane Falls Blvd., Spokane, WA 99202, United States.
Clinical Professor Medicine, Washington State University Elson S. Floyd College of Medicine, 412 E. Spokane Falls Blvd., Spokane, WA 99202, United States.
Curr Pharm Teach Learn. 2021 Apr;13(4):429-437. doi: 10.1016/j.cptl.2020.11.011. Epub 2021 Jan 12.
An interprofessional education (IPE) activity was designed for health professional students in pharmacy, medicine, nursing, social work, and addiction studies. The goals were to practice team-based collaboration for patients who are prescribed opioids for chronic pain and to evaluate student responses to the activity.
Student teams were guided through an unfolding patient case that included evaluating the patient's history, screening tool results, morphine equivalent dose, prescription monitoring program report, and videos of a patient-provider interaction. The two-hour, in-person IPE activity culminated in creation of a patient-centered treatment plan. Surveys were administered to compare pre- and post-course opioid knowledge and post-course IPE attitudes among the healthcare professions.
Pharmacy students' baseline opioid knowledge scores were similar to nursing students, significantly lower than medical students, and significantly higher than social work students. Pharmacy students reported significantly higher gains in opioid knowledge than medical students. Nursing and social work students showed significantly higher levels of agreement that the course enhanced attitudes toward interprofessional collaboration compared to medicine and pharmacy students. Students most frequently noted working with other professions as the most valuable aspect of the IPE activity.
Training gaps can be met using novel IPE activities specific to chronic pain and opioid use. Depending on profession, students demonstrated varied baseline knowledge regarding opioid use for chronic pain. Comparing knowledge gains and attitudes on IPE collaboration among professions can detect areas for program refinement to address each professions' unique needs.
为药学、医学、护理、社会工作和成瘾研究专业的卫生专业学生设计了一项跨专业教育（IPE）活动。目的是针对开出阿片类药物治疗慢性疼痛的患者进行基于团队的协作实践，并评估学生对该活动的反应。
学生团队通过一个展开的患者案例进行指导，其中包括评估患者的病史、筛选工具结果、吗啡等效剂量、处方监测计划报告以及患者-提供者互动的视频。为期两小时的面对面 IPE 活动以制定以患者为中心的治疗计划为高潮。进行了调查，以比较医疗保健专业学生在课程前后的阿片类药物知识和课程后 IPE 态度。
药学学生的阿片类药物基础知识得分与护理学生相似，明显低于医学生，明显高于社会工作学生。药学学生报告称，在阿片类药物知识方面的增益明显高于医学生。与药学和医学专业的学生相比，护理和社会工作专业的学生表示，该课程增强了对跨专业合作的态度，他们的认同程度显著更高。学生最常提到与其他专业合作是 IPE 活动最有价值的方面。
可以使用针对慢性疼痛和阿片类药物使用的新型 IPE 活动来满足培训差距。根据专业的不同，学生对慢性疼痛使用阿片类药物的知识基础存在差异。比较不同专业的 IPE 协作知识增益和态度可以发现课程改进的领域，以解决每个专业的独特需求。
