"More effort and more time": Considerations for pharmacy involvement in workplace interprofessional education programmes

Marisa Hodgkinson, Fiona Kent, Katrina Nankervis, Christina Johnson, Julie Baulch, Terry Haines

Research output: Contribution to conferenceAbstractOtherpeer-review

Abstract

Background: Health professionals need to work collaboratively in interprofessional teams to provide safe and effective patient-centred healthcare. Workplace interprofessional education (IPE) contributes to interprofessional team development. Decisions about ‘what’ and ‘how’ IPE can be embedded in the workplace are required (CIHC, 2010; WHO, 2010).
Objectives: To identify existing workplace IPE activities and explore clinicians’ perspectives of opportunities and challenges for designing and delivering workplace IPE programmes.
Methodology: A qualitative study of IPE activities in a large teaching healthcare network was undertaken. An IPE activity was defined as a structured education activity
that combined pre- or post-registration learners from different professions to facilitate learning between professions. Clinicians involved in the design/delivery of IPE activities participated in a semi-structured interview to discuss their existing programmes and perspectives of opportunities/challenges facing future work. Interviews were audiotaped, transcribed and thematically analysed.
Results: Fifteen clinicians were interviewed, representing medicine, nursing, occupational therapy, pharmacy, physiotherapy, psychology, social work and speech
pathology, with 21 IPE activities identified. IPE activities involving pharmacy included: orientation; medication safety/prescribing, anticoagulation, antimicrobial
stewardship and allergies/adverse drug reactions (ADRs) workshops; and allergies/ADRs and delirium/dementia online training modules. Three themes were identified to inform future work: clinician factors (time, engagement,
teaching skills); organisational factors (logistics, culture, leadership, funding, space/equipment); and IPE considerations (justification, education design/delivery,
consultation).
Discussion: There was evidence of embedded workplace IPE activities. Clinician, organisational and IPE factors should be considered for workplace IPE to be developed
and sustained. Leadership, education skills, dedicated education roles/portfolios, collaborative design/delivery and education resources were also success factors.
Original languageEnglish
Pages1-2
Number of pages2
Publication statusPublished - 27 Aug 2018
EventLife Long Learning in Pharmacy Conference - Brisbane, Australia
Duration: 6 Jul 20189 Jul 2018
Conference number: 12th
http://pharmacyeducation.fip.org/pharmacyeducation/article/view/734/647

Conference

ConferenceLife Long Learning in Pharmacy Conference
Abbreviated titleLLLP
CountryAustralia
CityBrisbane
Period6/07/189/07/18
Internet address

Cite this

Hodgkinson, M., Kent, F., Nankervis, K., Johnson, C., Baulch, J., & Haines, T. (2018). "More effort and more time": Considerations for pharmacy involvement in workplace interprofessional education programmes. 1-2. Abstract from Life Long Learning in Pharmacy Conference, Brisbane, Australia.
Hodgkinson, Marisa ; Kent, Fiona ; Nankervis, Katrina ; Johnson, Christina ; Baulch, Julie ; Haines, Terry. / "More effort and more time" : Considerations for pharmacy involvement in workplace interprofessional education programmes. Abstract from Life Long Learning in Pharmacy Conference, Brisbane, Australia.2 p.
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Hodgkinson, M, Kent, F, Nankervis, K, Johnson, C, Baulch, J & Haines, T 2018, '"More effort and more time": Considerations for pharmacy involvement in workplace interprofessional education programmes' Life Long Learning in Pharmacy Conference, Brisbane, Australia, 6/07/18 - 9/07/18, pp. 1-2.

"More effort and more time" : Considerations for pharmacy involvement in workplace interprofessional education programmes. / Hodgkinson, Marisa; Kent, Fiona; Nankervis, Katrina; Johnson, Christina; Baulch, Julie; Haines, Terry.

2018. 1-2 Abstract from Life Long Learning in Pharmacy Conference, Brisbane, Australia.

Research output: Contribution to conferenceAbstractOtherpeer-review

TY - CONF

T1 - "More effort and more time"

T2 - Considerations for pharmacy involvement in workplace interprofessional education programmes

AU - Hodgkinson, Marisa

AU - Kent, Fiona

AU - Nankervis, Katrina

AU - Johnson, Christina

AU - Baulch, Julie

AU - Haines, Terry

PY - 2018/8/27

Y1 - 2018/8/27

N2 - Background: Health professionals need to work collaboratively in interprofessional teams to provide safe and effective patient-centred healthcare. Workplace interprofessional education (IPE) contributes to interprofessional team development. Decisions about ‘what’ and ‘how’ IPE can be embedded in the workplace are required (CIHC, 2010; WHO, 2010).Objectives: To identify existing workplace IPE activities and explore clinicians’ perspectives of opportunities and challenges for designing and delivering workplace IPE programmes.Methodology: A qualitative study of IPE activities in a large teaching healthcare network was undertaken. An IPE activity was defined as a structured education activitythat combined pre- or post-registration learners from different professions to facilitate learning between professions. Clinicians involved in the design/delivery of IPE activities participated in a semi-structured interview to discuss their existing programmes and perspectives of opportunities/challenges facing future work. Interviews were audiotaped, transcribed and thematically analysed.Results: Fifteen clinicians were interviewed, representing medicine, nursing, occupational therapy, pharmacy, physiotherapy, psychology, social work and speechpathology, with 21 IPE activities identified. IPE activities involving pharmacy included: orientation; medication safety/prescribing, anticoagulation, antimicrobialstewardship and allergies/adverse drug reactions (ADRs) workshops; and allergies/ADRs and delirium/dementia online training modules. Three themes were identified to inform future work: clinician factors (time, engagement,teaching skills); organisational factors (logistics, culture, leadership, funding, space/equipment); and IPE considerations (justification, education design/delivery,consultation). Discussion: There was evidence of embedded workplace IPE activities. Clinician, organisational and IPE factors should be considered for workplace IPE to be developedand sustained. Leadership, education skills, dedicated education roles/portfolios, collaborative design/delivery and education resources were also success factors.

AB - Background: Health professionals need to work collaboratively in interprofessional teams to provide safe and effective patient-centred healthcare. Workplace interprofessional education (IPE) contributes to interprofessional team development. Decisions about ‘what’ and ‘how’ IPE can be embedded in the workplace are required (CIHC, 2010; WHO, 2010).Objectives: To identify existing workplace IPE activities and explore clinicians’ perspectives of opportunities and challenges for designing and delivering workplace IPE programmes.Methodology: A qualitative study of IPE activities in a large teaching healthcare network was undertaken. An IPE activity was defined as a structured education activitythat combined pre- or post-registration learners from different professions to facilitate learning between professions. Clinicians involved in the design/delivery of IPE activities participated in a semi-structured interview to discuss their existing programmes and perspectives of opportunities/challenges facing future work. Interviews were audiotaped, transcribed and thematically analysed.Results: Fifteen clinicians were interviewed, representing medicine, nursing, occupational therapy, pharmacy, physiotherapy, psychology, social work and speechpathology, with 21 IPE activities identified. IPE activities involving pharmacy included: orientation; medication safety/prescribing, anticoagulation, antimicrobialstewardship and allergies/adverse drug reactions (ADRs) workshops; and allergies/ADRs and delirium/dementia online training modules. Three themes were identified to inform future work: clinician factors (time, engagement,teaching skills); organisational factors (logistics, culture, leadership, funding, space/equipment); and IPE considerations (justification, education design/delivery,consultation). Discussion: There was evidence of embedded workplace IPE activities. Clinician, organisational and IPE factors should be considered for workplace IPE to be developedand sustained. Leadership, education skills, dedicated education roles/portfolios, collaborative design/delivery and education resources were also success factors.

M3 - Abstract

SP - 1

EP - 2

ER -

Hodgkinson M, Kent F, Nankervis K, Johnson C, Baulch J, Haines T. "More effort and more time": Considerations for pharmacy involvement in workplace interprofessional education programmes. 2018. Abstract from Life Long Learning in Pharmacy Conference, Brisbane, Australia.