Objectives This service innovation project examined the effect an Emergency Department (ED) pharmacy service had on medication-related safety markers. Methods A pre-test/post-test design captured medication-related safety markers on admission data at ward level after patients had been seen in the ED. The markers were, medication omitted, incorrect medicines prescribed and the number of incorrect doses or frequency of doses. Key findings All three safety markers saw reductions. Mean (SD) medications omitted were reduced from 2.19 (±3.01) to 0.48 (±1.3), incorrect medication from 0.35 (±1.11) to 0.08 (±0.36) and the number of incorrect doses or frequency of doses from 0.38 (±0.69) to 0.13 (±0.38) per patient. All differences were statistically significant (P = 0.00). Conclusions The service reduced medication error and the findings allowed a permanent pharmacy service to be introduced.
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T he need for incorporating career and life skills training and development as adjuncts to traditional veterinary medical curricula has been formally acknowledged in studies performed by The Pew National Veterinary Education Program (1988) and a recent comprehensive study (1999) of the veterinary profession commissioned by the AVMA, the American Animal Hospital Association, and the Association of Veterinary Medical Colleges. In 1993, the North Carolina State University College of Veterinary Medicine (NCSU CVM) also commissioned a survey of graduates and their employers, which was performed by an independent marketing research and consulting firm. The survey identified weaknesses in recent graduates from the NCSU CVM in the areas of interpersonal communication, organizational dynamics, and practice management. The NCSU CVM responded by initiating the Career and Life Skills (CLS) program in January 1999. A CLS steering team, which consisted of the director and assistant director of the CLS program, faculty, staff, and students, developed a 2-week experiential workshop in career and life skills elements that included the traditional orientation to the NCSU CVM. The workshop was named the Fundamentals of Veterinary Life Skills (FVLS). The CLS steering team formulated critical learning objectives for the FVLS (Appendix 1). ProceduresProgram development-The FVLS was offered during the 2 weeks immediately preceding the fall 1999 academic semester. An additional 1-week period in the third academic year will be used for further development and reinforcement of the skills and concepts introduced during the FVLS workshop. None of the traditional curriculum was deleted or compressed for the addition of the FVLS workshop.The entering class consisted of 73 first-year students that were diverse in age (20 to 38 years), educational background, and life experience. The diversity and size of the class were considered in the design and development of the FVLS workshop. The design included the use of experiential and problem-based activities with application of adult learning theories. The team building was designed as a low-ropes course that facilitated the learning experience through physically based reframing that used living metaphor and isomorphic activities. The Myers-Briggs indicator workshop focused on 4 preferences that individuals use in assimilating and using information. The particular preferences that interact in people affect not only what they attend to situationally but also how they reach conclusions about what has been perceived. 1 Efforts were made to create a comfortable and collegial learning environment.A list of career and life skills was created, and a thematic analysis of these skills was performed to establish the content of the FVLS workshop. Themes included were team building, communication, problem solving, risk taking, working with ambiguity, personal finance, knowledge of self and others through a values assessment and Myers-Briggs type indicator, and conflict management through improved interpersonal...
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