Journal of interprofessional care
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Pharmacists have been encouraged to enhance their role on primary healthcare teams; but, the profession has yet to be involved to the degree in which a substantial impact can be made. The objective of this study was to provide guidance on how to integrate a pharmacist into an already established primary healthcare team. Using action research, a panel of established primary healthcare pharmacists identified clinical activities for a primary healthcare pharmacist tailored for the project site. ⋯ The focus group data, along with the pharmacist's suggestions, formed a step-wise guide for integration. The template consists of eight steps which highlight the importance of selecting a collaborative process and team, defining the role of the pharmacist, determining the logistics of providing care, establishing credibility, re-evaluating the role as it evolves, and obtaining patient feedback. Pharmacists desiring to be involved in primary healthcare teams can follow this template to assist them with integration.
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In order to elicit the attitudes of final year medical and 3rd year undergraduate nursing students, towards interprofessional education (IPE), a survey using a 25-item questionnaire and a five-point Likert scale design was administered to a convenience sample of 60 students. In addition, two focus group discussions were carried out, one in each student group, using a topic guide. ⋯ Research has demonstrated the importance of learning together as well as learning from and about different professionals within the context of a shared learning experience. Respondents should undertake appropriate skills development in IPE and be provided with knowledge and experience to ensure that they are adequately equipped to work with or learn from one another.
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There has been limited research on the effect of interprofessional education (IPE) over time on the attitudes of undergraduate health and human service professional students. Previous research in this area has suggested that students from different professions report differing attitudes towards IPE and interprofessional teamwork, and such attitudes may also be influenced by other background characteristics of the students themselves (e.g., gender, age). The purpose of this study was to evaluate the longitudinal effect of the introduction of an IPE curriculum on students' attitudes towards IPE and teamwork. ⋯ Significant differences in the attitudes of students from different professions and their satisfaction with participation in IPE were reported over the duration of the study. Overall, student satisfaction with IPE participation was relatively positive; however the introduction of IPE curriculum during their undergraduate education did not appear to have a significant longitudinal effect on attitudes towards IPE or interprofessional teamwork. The findings have implications for the design and integration of IPE curriculum within existing uni-professional curriculum.
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The College of Health Disciplines, at the University of British Columbia (UBC) has a long history of developing interprofessional learning opportunities for students and practitioners. Historically, many of the courses and programmes were developed because they intuitively made sense or because certain streams of funding were available at particular times. ⋯ It has been developed so that we can offer the broadest range of courses and most effective learning experiences for our students. Our model is based on the premise that there are optimal learning times for health and human services students (and practitioners) depending upon their stage of development as professionals in their respective disciplines and their readiness to learn and develop new perspectives on professional interaction.