Medication Safety: A Didactic Interprofessional Interview Project


TTUHSC Interprofessional Practice and Education (IPE) Experience


Title of the Interprofessional Practice and Education Experience

Medication Safety: A Didactic Interprofessional Interview Project


Experience Status

Approved


Approval Date Range

2/28/2017 - 8/22/2024


Criteria for Registering the IPE Experience

  • Involvement of two or more professions.
  • Opportunities to learn about, from, and with one another.
  • Significant interactivity between participants.
  • Teaching and/or learning about interprofessional practice and education is intentionally integrated into the activity. Interprofessional practice and education constructs are targeted with IPE learning objectives are also discussed, trained, reviewed, and/or assessed as part of the learning activity.

Type of IPE Experience

  • Didactic learning
  • Interprofessional Interview Project

IPEC Core Competencies Targeted by this IPE Experience

  • Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.
  • Roles and Responsibilities: Use the knowledge of one’s own role and team members’ expertise to address individual and population health outcomes.
  • Values and Ethics: Work with team members to maintain a climate of shared values, ethical conduct, and mutual respect.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

  • Improving patient and/or population health outcomes

Detailed Description and Purpose of the IPE Experience

Medication errors are the second most prevalent cause of adverse patient incidents in health care settings. As such, medication safety is a global concern and interprofessional education is vital for preparing students, including nursing students, for their roles in the collaborative care team. Knowing about and valuing the skills and responsibilities of other team members and respecting each person’s unique contribution to the work of the team can lead to more effective communication and collaboration in the context of medication safety. The purpose of this interprofessional interview project is for nursing students to become familiar with other members of a patient's health care team, including pharmacists, and discover the current application of interprofessional teams in health care. Through an interprofessional interview with a pharmacist, Non-Traditional BSN students will better understand their professional roles and the roles of others around the central theme of medication safety and prevention of medication errors.

Students in the RN to BSN Program and Accelerated BSN Program (Second Degree and Veteran BSN (VBSN) tracks) are asked to interview a pharmacist in their community. The nursing student develops a set of content questions, as well as questions about role’s/responsibilities and team communication strategies around the central focus of medication safety, prevention of medication errors, and communication methods to encourage reporting of medication errors. The questions are used as a guide for the interview. Students are then asked to reflect upon the answers provided to them during the interview process and write a one-page interview reflection paper. Sample questions may include:

1. What other disciplines does the pharmacist interact with on a daily basis, i.e. physician, nurse, social worker, medical assistant, etc.?
2. How does the pharmacist interact with the other discipline(s)? Include no less than two examples.
3. What common medication errors are seen in the pharmacy?
4. What is the process for reporting a medication error?
5. What strategies are in place to prevent medication errors?
6. What kind of education is provided to clients regarding new medications?

Learning objectives for this interprofessional interview project include:
1. Reporting the collective and individual responsibilities in the prevention of medication errors.
2. Identify the importance of information (written and verbal) and communication with other professionals in the prevention and reporting of medication errors.
3. Recognize that teamwork and collaborative care are essential skills in medication safety and prevention of mediation errors.


Level of IPE Integration

  • 1. Foundations Level: Consists of introductory learning activities that provide learners with the opportunity to interact and learn from professionals and peers from disciplines beyond their own. The desired outcome for activities offered at this level is that learners will gain a deeper understanding of their profession while gaining an appreciation for the perspective and roles of other professions.

Attendance or Participation in the IPE Experience

  • Course requirement - NURS 4377: Risk Analysis and Implications for Practice, All sections of NURS3107 Pharmacology I

Frequency of the IPE Experience

  • 02. Semesterly
  • Activity occurs in each offering of the required course for each program. Activity is typically offered at least once per semester depending on the program.

Duration and/or Timeline of the IPE Experience

  • 01. up to 1 hour
  • 1 hour

Campus and/or Location of the IPE Experience

Average Number of Learners Participating in the IPE Experience

  • 08. 751 to 1000
  • All RN to BSN and Accelerated BSN (Second Degree and Veteran BSN) students will complete this activity as part of their required curriculum.

Target Audiences

Graduate School of Biomedical Sciences Audiences


School of Health Professions Audiences


School of Medicine Audiences


School of Nursing Audiences

  • RN to BSN
  • Second Degree BSN
  • Veteran BSN

School of Pharmacy Audiences


School of Population and Public Health Audiences


Other

Community pharmacists.

IPE Learning Objectives for the Experience

Values and Ethics

  • VE01. Promote the values and interests of persons and populations in health care delivery, One Health, and population health initiatives.
  • VE04. Value diversity, identities, cultures, and differences.
  • VE06. Collaborate with honesty and integrity while striving for health equity and improvements in health outcomes.

Roles and Responsibilities

  • RR01. Include the full scope of knowledge, skills, and attitudes of team members to provide care that is person-centered, safe, cost-effective, timely, efficient, effective, and equitable.
  • RR02. Collaborate with others within and outside of the health system to improve health outcomes.
  • RR04. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.

Communication

  • C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
  • C04. Promote common understanding of shared goals.

Teams and Teamwork

  • TT02. Appreciate team members’ diverse experiences, expertise, cultures, positions, power, and roles towards improving team function.
  • TT03. Practice team reasoning, problem-solving, and decision-making.
  • TT06. Reflect on self and team performance to inform and improve team effectiveness.

Type of Learner Assessment Administered

  • Self-reflection with facilitated debrief
  • Summative assessment

Formal Assessment Protocol used, if Applicable

Type of Program Evaluation Administered

Provide Details on the Potential Sustainability of the IPE Experience

  • Dedicated resources
  • Integrated into program curriculum
  • This activity has been integrated into the curriculum of the RN to BSN Program and the Accelerated BSN Program, including the Second Degree and VBSN tracks.

Provide Dedicated Funding Sources:

  • Decentralized school or program funding

Roles of Faculty/Staff in the IPE Experience:

  • Instructors and/or preceptors
  • Instructors for course.

Additional Information About the IPE Experience, if Necessary


IPE Experience Organizer

  • School of Nursing

Contact Person(s) and Contact Information for the IPE Experience

Darlene Lacy, PhD, RNC, CNE
Associate Professor
RN-BSN Program Director
Texas Tech University Health Sciences Center
School of Nursing
Phone (512) 635-6819
darlene.lacy@ttuhsc.edu

Laura Opton, DHSc, RN, CNE
Associate Professor and Second Degree BSN Director
School of Nursing
3601 Fourth Street | STOP 6264 | Lubbock, TX 79430
806-470-9642
Laura.Opton@ttuhsc.edu

Debbie Sikes, DNP, RN, CNE
Veteran to BSN Director
Phone: (915) 494-1558
deborah.sikes@ttuhsc.edu

Irene Salinas, DNP, RN
Assistant Professor
School of Nursing
3601 4th St | STOP 6264| Lubbock,Texas 79430
806.319.3729
irene.salinas@ttuhsc.edu