No abstract

Like any skill in nursing, preparing students for the changes in technology needs to be incorporated into the curriculum. Electronic Patient Records (EPR) are an example of technological innovation in health care. This article presents a case study of how one faculty of healthcare, working collaboratively with a web designer, created and implemented a simulation activity to enable student nurses to develop their skills in using EPRs. An evaluation study was undertaken into students' perceptions of undertaking the simulation activity and using EPRs in the simulation activity. Findings showed that students were positive about the simulation activity and using the EPR app in the simulation, and felt well-prepared for using EPR in practice.

A study of records for 1 large U.S. company revealed that employees with positive drug screens were fired, whereas workers who self‐disclosed drug/alcohol problems remained employed. Both groups were offered substance abuse intervention, and some previously fired workers were rehired after they received treatment. Accident results showed that drug‐test positive employees, as compared with self‐referred workers, had a significantly higher accident rate in all categories. Treatment data revealed that drug‐test positive workers had significantly higher accident rates before and after treatment than self‐referred employees. Posttreatment results showed that drug‐test positive employees had a significant decrease in accidents after services, whereas the self‐referred group showed no change.

Objective Increased demands from healthcare services have led to new roles for healthcare professionals (HCPs). Simulation based learning (SBL) can offer multidisciplinary HCPs and students a format to train for such emerging roles. The aim of this work was to adapt existing nursing SBL to involve pharmacy students and evaluate perceptions and effectiveness of SBL when used for interprofessional education (IPE). Methods Settings were a simulated hospital ward and a general practitioner (GP) practice. Participants were pharmacy and nursing students. Evaluation was by questionnaires and interviews. Ethical approval was obtained from the University Ethics Committee. Key Findings A total of 440 students participated. The majority of respondents (317/330;96%) found the sessions useful. All elements were highly rated: briefing (315/340;93%), setting (301/321;94%), scenario (325/338;96%), feedback (303/327;93%), interaction with the “patient” (328/338;97%), interactions with other HCP trainee (293/329;89%). The majority (304/327;93%) agreed that they felt the sessions had enhanced their skills. Significant (p ≤ 0.05) enhancement in communication confidence was perceived by the students. Students gained understanding of each other's roles, and appreciated practicing communication and teamwork. Conclusions Students recognised the importance, usefulness and need for IPE. SBL has the potential to support a variety of HCPs to facilitate uptake of new roles and working in multidisciplinary teams.