An interprofessional approach to improving paediatric medication safety

Stewart, Moira; Purdy, Joanna; Burns, Anne

doi:10.1186/1472-6920-10-19

Cited by 36 publications

(43 citation statements)

References 21 publications

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“…A study by Stewart and colleagues of the impact of an interprofessional workshop demonstrated findings similar to ours, with increased knowledge among medical students about the causes of medication errors in pediatric cases and improved interprofessional attitudes towards working with nursing professionals. 17 Conroy and Carroll suggest that education is the key to safer prescribing in pediatrics and that educators and researchers should remember the following points when designing interprofessional learning curriculum: that the timing of the teaching in relation to examinations is key, that content should be relevant to practice, and that involving pharmacists in interprofessional learning may result in higher student satisfactions scores. 18 Our study has several limitations.…”

Section: Discussionmentioning

confidence: 99%

An Interprofessional Pediatric Prescribing Workshop

Taylor

Yuen

Hunt

et al. 2012

American Journal of Pharmaceutical Education

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Objective. To design, implement, and evaluate an interprofessional learning workshop on pediatric prescribing.Design. An interactive workshop on pediatric prescribing was designed and delivered by pediatricians and pharmacists to fourth-year medical and pharmacy students on 3 university campus settings. Students were assigned to either interprofessional workshop groups (pharmacy and medical students) or non-interprofessional workshop groups (medical students only). Assessment. Two hundred thirty students completed the workshops and 92% returned both the pre-and post-workshop questionnaires. Attitudes toward interprofessional learning significantly improved among students in the interprofessional workshop groups (p, 0.001) and confidence in prescribing for pediatric patients significantly improved among all students (p, 0.001).Conclusions. The workshop improved medical and pharmacy students' knowledge and confidence in pediatric prescribing and significantly improved their attitudes toward working and learning with other professionals.

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Section: Discussionmentioning

confidence: 99%

An Interprofessional Pediatric Prescribing Workshop

Taylor

Yuen

Hunt

et al. 2012

American Journal of Pharmaceutical Education

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“…Simulation is increasingly used to deliver TT curriculum because it provides an opportunity for teams to engage in deliberate teamwork practice managing realistic illness scenarios with facilitated feedback without consequences for real patients (McGaghie, Issenberg, Cohen, Barsuk, & Wayne, 2011). In several studies conducted in undergraduate health professional education, researchers report on student satisfaction with the IP context and simulation experience (Ker, Mole, & Bradley, 2003), and student attitudes toward IP concepts (Bradley, Cooper, & Duncan, 2009;Robertson et al, 2010;Sigalet, Donnon, & Grant, 2012;Stewart, Kennedy, & Cuene-Granidier, 2010;Stewart, Purdy, Kennedy, & Burns, 2010). Research on learning modalities comparing simulation to traditional learning modalities suggests that simulation is a superior learning modality for improving obstetrical and neonatal team management of difficult patient presentations (Draycott et al, 2008), but there is a paucity of research examining how best to optimize simulation as a learning modality (McGaghie et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Insight into team competence in medical, nursing and respiratory therapy students

Sigalet

Donnon²,

Grant

2014

Journal of Interprofessional Care

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This study provides information for educators about levels of competence in teams comprised of medical, nursing and respiratory therapy students after receiving a simulation-based team-training (SBT) curriculum with and without an additional formalized 30-min team-training (TT) module. A two-group pre- and post-test research design was used to evaluate team competence with respect to leadership, roles and responsibilities, communication, situation awareness and resource utilization. All scenarios were digitally recorded and evaluated using the KidSIM Team Performance Scale by six experts from medicine, nursing and respiratory therapy. The lowest scores occurred for items that reflected situation awareness. All teams improved their aggregate scores from Time 1 to Time 2 (p < 0.05). Student teams in the intervention group achieved significantly higher performance scores at Time 1 (Cohen's d = 0.92, p < 0.001) and Time 2 (d = 0.61, p < 0.01). All student teams demonstrated significant improvement in their ability to work more effectively by Time 2. The results suggest that situational awareness is an advanced expectation for the undergraduate student team. The provision of a formalized TT module prior to engaging student teams in a simulation-based TT curriculum led to significantly higher performances at Time 1 and 2.

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“…Interprofessional approaches have also been suggested as a tool to ensure all healthcare professionals understand each other's roles when prescribing medication to paediatric patients 41. Several specialist advice cards have been tested in various studies to improve prescribing practice; however, their long-term effect on prescribing improvement has yet to be established.…”

Section: Further Strategies To Support Prescribersmentioning

confidence: 99%

Support tools for paediatric inpatient prescribers: a review: Table 1

2013

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Prescribing support for paediatrics is diverse and includes both standard texts and electronic tools. Evidence concerning who should be supported and by what method is limited. This review aims to collate the current information available on prescribing support in paediatrics. Many tools designed to support prescribers are technology based. For example, electronic prescribing and smart phone applications. There is a focus on prescriber education both at undergraduate and postgraduate level. In the UK, the majority of inpatient prescribing is done by junior medical staff. It is important to ensure they are competent on qualification and supported in this role. A UK national prescribing assessment is being trialled to test for competence on graduation and there are also tools available to test paediatric prescribing after qualification. No information is available on the tools and resources UK prescribers currently use to support their decision making. One US study reported a decrease in the availability of paediatric prescribing information in a popular reference text. There is limited evidence to show that decision-support tools improve patient outcomes, however, there is growing confirmation that electronic prescribing reduces medication errors. There have been reports of new error types, such as selection errors, occurring with the use of electronic prescribing. Another concern with computerised decision-support systems is deciding what alerts should be presented to the prescriber and when/how often in order to avoid alert fatigue. There is little published concerning paediatric alerts perhaps as a consequence of commercial systems often not including paediatric specific support.

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An interprofessional approach to improving paediatric medication safety

Cited by 36 publications

References 21 publications

An Interprofessional Pediatric Prescribing Workshop

An Interprofessional Pediatric Prescribing Workshop

Insight into team competence in medical, nursing and respiratory therapy students

Support tools for paediatric inpatient prescribers: a review: Table 1

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