An interprofessional education (IPE) simulation-based geriatric palliative care training was developed to educate health professions students in team communication. In health care, interprofessional communication is critical to team collaboration and patient and family caregiver outcomes. Studies suggest that acquiring skills to work on health care teams and communicate with team members should occur during the early stage of professional education. The Interprofessional Education Collaborative (IPEC®) competency-based framework was used to inform the training. An evaluation examined attitudes toward health care teams, self-efficacy in communication skills, interprofessional collaboration, and participant satisfaction with the training experience. One-hundred and eleven participants completed pre- and post-training surveys. Overall, a majority of participants (97.3%) were satisfied with the training and reported more positive attitudes toward health care teams and greater self-efficacy in team communication skills. IPE participants had higher collaboration scores compared to observer learners. Further research is needed to explore long-term effects of IPE in clinical practice.

*Objective: To introduce pharmacists to the process, challenges, and opportunities of creating transitions of care (TOC) models in the inpatient, ambulatory, and community practice settings. Methods: TOC literature and resources were obtained through searching PubMed, Ovid, and GoogleScholar. The pharmacist clinicians, who are the authors in this manuscript are reporting their experiences in the development, implementation of, and practice within the TOC models. Results: Pharmacists are an essential part of the multidisciplinary team and play a key role in providing care to patients as they move between health care settings or from a health care setting to home. Pharmacists can participate in many aspects of the inpatient, ambulatory care, and community pharmacy practice settings to implement and ensure optimal TOC processes. This article describes establishing the pharmacist's TOC role and practicing within multiple health care settings. In these models, pharmacists focus on medication reconciliation, discharge counseling, and optimization of medications. Additionally, a checklist has been created to assist other pharmacists in developing the pharmacist's TOC roles in a practice environment or incorporating more TOC elements in their practice setting. *

Additional research is needed regarding longitudinal curricular efforts and direct patient care outcomes. [J Nurs Educ. 2018;57(8):493-497.].

Dual antiplatelet therapy has become a mainstay of long-term management of patients after an acute coronary syndrome (ACS). Mortality for these patients remains high despite current evidence-based treatment strategies. The coagulation cascade plays a role in the pathophysiology of ACS, and trials with warfarin in combination with dual antiplatelet therapy have found decreased rates of ischemic events at the expense of increased bleeding risk. Novel oral anticoagulants (NOACs) in the direct factor Xa (FXa) inhibitor and direct thrombin inhibitor (DTI) categories have been evaluated in combination with standard post-ACS therapy. Rivaroxaban, a FXa inhibitor, reduced the rates of ischemic events but increased major bleeding rates. Apixaban did not decrease the rates of ischemic events and also increased major bleeding rates. Other FXa inhibitors have not been studied in the long-term management of ACS (e.g., otamixaban), are not currently being studied in ongoing phase III trials (e.g., TAK-442), or have been discontinued by the manufacturer (e.g., darexaban). The DTI dabigatran had a 2- to 4-fold increased risk of major bleeding with unclear benefit for reducing ischemic events. The factor IXa inhibitor pegnivacogin is an RNA-based aptamer that has been studied in patients undergoing cardiac catheterization but has not been studied for long-term post-ACS management. The European Society of Cardiology Working Group on Thrombosis recommends the use of newer antiplatelet agents over addition of NOACs. Additional guidelines are available to guide management in patients requiring triple antithrombotic therapy but do not provide definitive recommendations on NOACs. Many questions remain about the place of NOACs for long-term post-ACS management. Recent trials have evaluated double versus triple antithrombotic therapy to balance efficacy and bleeding risk, but they did not include NOACs. It also remains unclear if NOACs hold a place in post-ACS therapy in the era of more potent antiplatelet agents such as prasugrel and ticagrelor.

These students regularly encounter challenges that reflect a poor educational fit and their key needs are often overlooked in traditional school settings. These challenges include background factors such as poverty Despite these challenges, classrooms can support equity in access to excellence in education for traditionally overlooked students by (1) holding high expectations of all students while simultaneously providing high levels of support (e.g. (2) affirming and capitalizing on student culture and strengths, and (3) developing student efficacy and sense of empowerment (e.g. Such efforts require a foundation of best educational practices (Hattie, 2009), and Tomlinson's model of Differentiation (Sousa & Tomlinson, 2011) is a highly useful frame for considering both best educational practice and the needs of traditionally overlooked students. This is because it is a model that is grounded in research-based approaches in all areas of classroom practice; rather than being a formula or collection of strategies, it is an approach to thinking about teaching and learning where teachers "proactively modify curricula, teaching methods, resources, learning activities, and student products to address the diverse needs of individual students and small groups of students to maximize the learning opportunity for each student in a classroom" (Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover, & Reynolds, 2003, p 121). The school site I partnered with for this capstone project had a significant population of traditionally overlooked students (i.e. 40% or more of students were considered to be from backgrounds of poverty) and desired support in addressing the needs of both this group of students as well for all students. This capstone project was conducted with a practical action research design overall and an ethnographic approach to data collection and analysis. After spending significant time observing teachers, it was clear that the site lacked a crucial foundation of overall best practices that should serve as a foundation from which the more specialized needs of traditionally overlooked students could be met. The purpose of the project was therefore the increase of building-level capacity of faculty to identify and implement best educational practices as a foundation from which the needs of students from backgrounds of poverty could be met. Data were collected through extensive observations, voluntary follow-up interviews, and informal meetings with the leadership over a period of six weeks. A Guide to Thinking and Analysis to Educational Practice was developed to focus observations and guide data analysis. This guide represented a synthesis of research and literature on best educational practice for all students as well as research and literature support in addressing the key needs of traditionally overlooked students. It was organized around the framework of Tomlinson's model of Differentiation. Data was analyzed for patterns and regularities in school-wide practices relative to the research and liter...