Objective. To determine the impact of an interprofessional simulation using the SBAR (situationbackground-assessment-recommendation/request) communication tool on pharmacy students' selfperception of interprofessional competence and reactions towards interprofessional collaboration. Design. Ninety-six pharmacy students participated in an interprofessional simulation within a required applications-based capstone course. Pharmacy students collaborated with nursing students on multiple patient cases in various settings using the SBAR communication tool over the telephone. Assessment. Pharmacy students' responses to all 20 items on the Interprofessional Collaborative Competency Attainment Survey (ICCAS) completed after participating in the simulation indicated significant positive changes. The themes identified in students' reflection papers indicated the simulation was beneficial and student responses on satisfaction surveys were positive with a mean score of 4.2 on a 5-point Likert scale. Conclusion. Implementation of an interprofessional simulation using the SBAR communication tool improved pharmacy students' self-perception of interprofessional competence and attitudes toward interprofessional collaboration.

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Type 2 diabetes mellitus affects over 29.1 million Americans, diagnosed and undiagnosed. Achieving and maintaining glycemic control for these patients is of extreme importance when working to prevent complications and improve quality of life for patients. The V-Go is a newly developed insulin delivery system. The push of a button inserts a needle into the patient once daily and remains attached for 24 hours. The V-Go is designed to release a set basal rate throughout the day, while allowing patients to provide up to 36 units of on-demand bolus insulin with the manual click of 2 buttons. It is a spring-loaded device filled daily with rapid-acting insulin that runs without the use of batteries or computer software. The main objective of this prospective active comparator study was to observe the A1C lowering effects of multiple daily insulin injections (MDII) versus the use of the V-Go insulin delivery system for patients with uncontrolled type 2 diabetes mellitus over a 3-month period. In addition, the effect on insulin requirement for these patients was assessed with secondary comparisons of weight, blood pressure, prevalence of hypoglycemic events, and quality of life before and after 3 months of intensified insulin therapy with regular monitoring by a clinical pharmacist at an internal medicine clinic. The average A1C lowering experienced by the 3 patients in the V-Go group was 1.5%, while the average A1C change in the 3 patients in the MDII group was an increase of 0.2%. All patients in the V-Go group experienced a decrease in insulin total daily dose (TDD), with an average decrease of 26.3 units. All patients in the MDII group experienced an increase in insulin TDD with an average of 15 units daily to achieve therapeutic goals individualized for each patient. All patients who underwent intensification of insulin therapy experienced an increase in subjective quality of life (QOL) as determined using the Diabetes-39 (D-39) questionnaire, though QOL results lacked statistical significance.

Early childhood teachers have a myriad of possible employment options, with birth to eight years degree qualifications preparing graduates to work in a range of early childhood settings, including prior-to-school. At the same time, early childhood workforce policies in Australia, and elsewhere, are increasingly requiring degree-qualified teachers to be employed in prior-to-school settings. A growing number of reports and studies make a compelling case that there is a shortage of early childhood, degree-qualified teachers who are willing to work in prior-to-school settings, including centre-based child care. This conceptual article focuses on the imbalances in workforce policy and employment for early childhood teacher graduates. We examine the complexities and considerations of these imbalances, through exploration of literature and existing research, including small-scale studies and existing graduate destination data (Australian Graduate Survey). The article concludes with a proposed research agenda and suggestions to redress the imbalance of early childhood graduate teachers who are prepared, though seemingly not willing, to operationalise policy requirements for teachers to work in centre-based child care.