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Simulation in pharmacy education to enhance interprofessional education.
Int J Pharm Pract ; 27(3): 295-302, 2019 Jun.
Artículo en Inglés | MEDLINE | ID: mdl-30648772
ABSTRACT

OBJECTIVE:

Increased demands from healthcare services have led to new roles for healthcare professionals (HCPs). Simulation based learning (SBL) can offer multidisciplinary HCPs and students a format to train for such emerging roles. The aim of this work was to adapt existing nursing SBL to involve pharmacy students and evaluate perceptions and effectiveness of SBL when used for interprofessional education (IPE).

METHODS:

Settings were a simulated hospital ward and a general practitioner (GP) practice. Participants were pharmacy and nursing students. Evaluation was by questionnaires and interviews. Ethical approval was obtained from the University Ethics Committee.

KEY FINDINGS:

A total of 440 students participated. The majority of respondents (317/330;96%) found the sessions useful.All elements were highly rated: briefing (315/340;93%), setting (301/321;94%), scenario (325/338;96%), feedback (303/327;93%), interaction with the "patient" (328/338;97%), interactions with other HCP trainee (293/329;89%). The majority (304/327;93%) agreed that they felt the sessions had enhanced their skills. Significant (p ≤ 0.05) enhancement in communication confidence was perceived by the students. Students gained understanding of each other's roles, and appreciated practicing communication and teamwork.

CONCLUSIONS:

Students recognised the importance, usefulness and need for IPE. SBL has the potential to support a variety of HCPs to facilitate uptake of new roles and working in multidisciplinary teams.
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Texto completo: Disponible Colección: Bases de datos internacionales Base de datos: MEDLINE Asunto principal: Comunicación Interdisciplinaria / Educación en Enfermería / Educación en Farmacia / Entrenamiento Simulado / Prácticas Interdisciplinarias Límite: Humanos Idioma: Inglés Revista: Int J Pharm Pract Asunto de la revista: Farmacia Año: 2019 Tipo del documento: Artículo País de afiliación: Reino Unido