Interprofessional Perceptions and Attitudes Among Pharmacy and Family Nurse Practitioner Students

Abstract

Introduction: Interprofessional education (IPE) activities involving pharmacy (PharmD) and family nurse practitioner (FNP) students is understudied. Interactions between PharmD and FNP students have become important since most recent Accreditation Council for Pharmacy Education standards included a requirement for schools of pharmacy to have IPE. The primary objective of this study is to evaluate the perceptions and attitudes among PharmD and FNP students towards an IPE activity. Methods: Atleast 1 student from each discipline was assigned to one team and participated in simulated ambulatory care scenarios. A survey was completed by students after the activity, which mapped each survey statement to an Interprofessional Education Collaborative (IPEC) core competency. Results: Perceptions and attitudes between PharmD and FNP students were similar, with no significant differences except with 2 statements, one survey statement in the Teams and Teamwork core competency and another in the Roles/Responsibilities core competency. A less favorable response with more than half of FNP students reporting “strongly agree” (18%) and “agree” (35%) resulted for the statement regarding their professional roles in the IPE activity. Conclusion: PharmD and FNP students reported favorable perceptions and attitudes in each IPEC core competency after participation in the IPE activity. There may be a need to review the discipline’s professional role before participating in the activity.

Interprofessional education in pharmacogenomics: perspective of pharmacy and nursing students

“…Pharmacogenomic based on this situation, we need to arrange the Interprofessional Education (IPE) started from the undergraduate program in the multidiscipline area. A systematic review of the pharmacy perspectives on IPE found that pharmacy students had a positive attitude about IPE and collaborative practice [6,7]. Even though there was a negative professional stereotype of the IPE, however, some interventions can change into favorable ones [8].…”