Implementation of a COVID-19 Mass Vaccination Clinic to College Students in Montana.

We describe a large-scale collaborative intervention of practice measures and COVID-19 vaccine administration to college students in the priority 1b group, which included Black or Indigenous persons and other persons of color. In February 2021, at this decentralized vaccine distribution site at Montana State University in Bozeman, we administered 806 first doses and 776 second doses by implementing an interprofessional effort with personnel from relevant university units, including facilities management, student health, communications, administration, and academic units (e.g., nursing, medicine, medical assistant program, and engineering). (Am J Public Health. Published online ahead of print September 9, 2021:1776-1779. https://doi.org/10.2105/AJPH.2021.306435).

Interprofessional education telephone simulation for campus-based pharmacy students and distance-learning family nurse practitioner students.

BACKGROUND: Interprofessional education (IPE) is an essential component of healthcare professions' curriculum but is often difficult to provide due to scheduling issues, cost, different learning formats, and lack of access to other health care professions. To meet the school of pharmacy's need to have IPE with prescribers and the school of nursing's need to provide IPE to distance-learning students, a telephone-based IPE activity was created. The goals of the simulation activity were to provide students a forum to practice communication skills, work to maintain a climate of mutual respect, and forge interdependent relationships with another profession. INTERPROFESSIONAL ACTIVITY: Each student in a team completed a survey rating the other professional students and qualitative data was collected. Individual care plans were evaluated for appropriateness of therapy, monitoring, and follow-up recommendations. Achievement of the effective communication outcome was evaluated through student survey data, qualitative comments, and concordance of care plans among team members. Concordance was determined based on whether the team was in complete agreement. DISCUSSION: Qualitative data revealed the goals of mutual respect and interdependent relationships between professions were achieved. The majority of students agreed that effective communication was achieved; however, discordance of the patient care plans between team members suggested ineffective communication. IMPLICATIONS: The simulation activity met IPE accreditation needs of both pharmacy and nursing profession in a creative method to address barriers of location, cost, scheduling, and lack of access to other healthcare professions.

Quality of anesthesia for the maxillary primary anterior segment in pediatric patients: comparison of the P-ASA nerve block using CompuMed delivery system vs traditional supraperiosteal injections.

PURPOSE: The purpose of this study was to compare the quality of 2 injection techniques to anesthetize the maxillary primary anterior segment by applying either the palatal approach anterior superior alveolar nerve block (P-ASA) utilizing a computer-controlled injection device (CompuMed with the Wand handpiece) or traditional multiple supraperiosteal (TMS) injections with a hand-operated syringe. Depth and duration of anesthesia was assessed by the number of disruptive behaviors 20 minutes following injection. METHODS: Twenty-one preschoolers aged 3 to 5 years, who required pulp tissue removal with subsequent crown placement and/or extraction of at least 2 teeth in the maxillary incisor segment on opposite sides of the midline, participated in this study. They were randomly assigned to either the P-ASA or the TMS injection group. The procedure was separated into 3 segments: (1) the injection; (2) overall procedure; and (3) painful event. Each segment was scored for disruptive behaviors (body movements, crying, restraint, or dentist interference) using an established scale. Scores were analyzed via analysis of variance for significance. RESULTS: During injection, disruptive behaviors occurred significantly less in the P-ASA group than in the TMS group. No significant differences were found between the 2 groups for the overall procedure and the painful event segments. CONCLUSION: Whereas anesthetic solution delivery with CompuMed system caused significantly less disruptive behavior during the injection phase, both methods seem to provide a comparable quality of anesthesia for the maxillary primary incisor segment 20 minutes after deposition of the anesthetic solution.