Fostering Interdisciplinary Communication between Pharmacy and Nursing Students

Abstract

Objective. To evaluate pharmacy and nursing student self-perceptions of interdisciplinary communication skills, faculty member perceptions of interdisciplinary communication skills, and changes in those skills after increasing the interdisciplinary education content. Design. Two cohorts of pharmacy and nursing (bachelors of science in nursing, BSN) students in respective, semester-long research courses engaged in active learning on interdisciplinary communication, with the second cohort receiving additional content on the topic. At semester completion, students presented a research project at an interdisciplinary poster session. Assessment. Self-, peer-, and faculty evaluations (4 items; 5-point Likert-type) assessing self-confidence and actual interdisciplinary communication skills were completed during the poster session. Overall, students responded they were "very confident" or "extremely confident" regarding the skills, with greater confidence reported by the second cohort. Faculty members agreed that students exhibited effective interdisciplinary communication skills, with stronger agreement for the second cohort. Conclusion. Including interdisciplinary education and experiences in a curriculum increases students' interdisciplinary communication skills. Using multiple interdisciplinary experiences may result in greater increases in these skills.

Interprofessional Perceptions and Attitudes Among Pharmacy and Family Nurse Practitioner Students

“…Several studies evaluating IPE have been conducted between pharmacy and medical students. 5,6 Although there have been increasing studies assessing IPE involvement of pharmacy and nursing students, 4,11 the literature focusing on PharmD and FNP students in IPE activities together has been limited. 7 -9 Interactions between PharmD and FNP students have become especially important since ACPE standards 2016 have included a requirement for schools and colleges of pharmacy to have IPE, highlighting interactions should involve prescribers and student prescribers.…”

Integrating learners into research and quality improvement projects: A joint opinion of the Adult Medicine and Education and Training Practice Research Networks of the American College of Clinical Pharmacy

“…Research experience equips participants with the tools and skills necessary to identify, evaluate, communicate, and contribute to research findings as part of an evolving knowledge base 6,14 . Furthermore, learners may benefit from the modeling and refinement of essential skills including time and project management, collaboration and teamwork, and future mentorship 6,15 . Devoting the necessary time, critical thought, and resources required from project conception to deliverables (e.g., poster and/or publication) is critical as many of the intricacies and etiquette during the process may be unclear or unknown.…”

“…6,14 Furthermore, learners may benefit from the modeling and refinement of essential skills including time and project management, collaboration and teamwork, and future mentorship. 6,15 Devoting the necessary time, critical thought, and resources required from project conception to deliverables (e.g., poster and/or publication) is critical as many of the intricacies and etiquette during the process may be unclear or unknown. Finally, learner involvement in the research process can develop interest and comfort in future research participation.…”

Promoting Interdisciplinary Communication as a Vital Function of Effective Teamwork to Positively Impact Patient Outcomes, Satisfaction, and Employee Engagement

“…Failure to communicate effectively in the healthcare arena is linked with poor patient outcomes, and thus loss of revenue, adverse events, and a decrease in job satisfaction [1,2]. These barriers exist due to the lack of intentional integration of interdisciplinary communication skill development within most traditional health profession curriculum, as well as the very specialized and defined discipline-specific language typically fostered by profession [3]. Compounding the issue is the professional silo effect that traditional hierarchical power structures exert in the clinical setting [4].…”