The Development of a Deprescribing Competency Framework in Geriatric Nursing Education

Abstract

The purpose of this article is to report the literature review findings of our larger deprescribing initiative, with the goal of developing a competency framework about deprescribing to be incorporated into the future geriatric nursing education curriculum. A literature review was conducted to examine the facilitators and barriers faced by nurses with regard to the process of deprescribing for older adults, and the development of deprescribing competency in nursing education. We adopted the seven steps of the Comprehensive Literature Review Process Model, which is sub-divided into the following three phases (a) Exploration; (b) Interpretation; and (c) Communication. A total of 24 peer-reviewed documents revealed three major facilitating factors: (a) Effective education and training in deprescribing; (b) Need for continuing education and professional development in medication optimization; and (c) Benefits of multi-disciplinary involvement in medication management.

“I Think Deprescribing as a Whole Is a Gap!”: A Qualitative Study of Student Pharmacist Perceptions about Deprescribing

“…In another example, Sun et al developed a competency framework to incorporate deprescribing into the nursing curriculum in Canada [ 39 ]. This framework consisted of three major facilitating factors: effective education and training in deprescribing, the need for continuing education and professional development in medication optimization, and the benefits of multi-disciplinary involvement in medication management [ 39 ].…”

“…In another example, Sun et al developed a competency framework to incorporate deprescribing into the nursing curriculum in Canada [ 39 ]. This framework consisted of three major facilitating factors: effective education and training in deprescribing, the need for continuing education and professional development in medication optimization, and the benefits of multi-disciplinary involvement in medication management [ 39 ]. Although this was developed for nursing students rather than pharmacy students, a first step may be to develop a competency framework to incorporate deprescribing into pharmacy education, with our findings serving as a foundation for the project [ 39 ].…”

“…This framework consisted of three major facilitating factors: effective education and training in deprescribing, the need for continuing education and professional development in medication optimization, and the benefits of multi-disciplinary involvement in medication management [ 39 ]. Although this was developed for nursing students rather than pharmacy students, a first step may be to develop a competency framework to incorporate deprescribing into pharmacy education, with our findings serving as a foundation for the project [ 39 ]. For instance, our findings indicated there was a gap in student pharmacists’ education about deprescribing, and there was interest in understanding the education of other healthcare professionals about deprescribing.…”

“…For instance, our findings indicated there was a gap in student pharmacists’ education about deprescribing, and there was interest in understanding the education of other healthcare professionals about deprescribing. Using the concept of the Sun et al’s study, further research may be warranted to adapt or develop a framework to incorporate deprescribing into the pharmacy curriculum in the US [ 39 ].…”

Development and Validation of Comprehensive Healthcare Providers’ Opinions, Preferences, and Attitudes towards Deprescribing (CHOPPED Questionnaire)

“…The CHOPPED questionnaire has the potential to be used in primary care settings where other healthcare providers, such as nurses (nurse practitioners’ practices, mobile nursing practices), have prescribing rights or participate in deprescribing. Recently, there has been a surge of research publications regarding nurses’ positions and perspectives in deprescribing, especially in terms of geriatric patients [ 62 , 63 , 64 ]. Depending on the particular nursing professionals’ responsibilities, both versions of CHOPPED could be used.…”