Supporting Interprofessional Collaboration in Deprescribing: Needs Assessment for an Education Program.
Autor: | Kennie-Kaulbach N; Natalie Kennie-Kaulbach: Assistant Professor, College of Pharmacy, Dalhousie University, Nova Scotia, Canada. Hannah Gormley: Pharmacy Student, College of Pharmacy, Dalhousie University, Nova Scotia, Canada. Jill Marie McSweeney-Flaherty: Adjunct Professor, Dalhousie University, Assistant Director, Centre for Advancement of Teaching and Learning, Elon University, Elon, NC. Christine Cassidy: Assistant Professor, School of Nursing, Dalhousie University, Nova Scotia, Canada, and Affiliate Scientist, IWK Health, Nova Scotia, Canada. Olga Kits: Qualitative Methodologist, Research Methods Unit, Nova Scotia Health and Department of Community Health and Epidemiology, Dalhousie University, Nova Scotia, Canada. Shanna Trenaman: Postdoctoral Fellow, Geriatric Medicine Research, Department of Medicine, Dalhousie University, Nova Scotia, Canada. Jennifer E. Isenor: Associate Professor, College of Pharmacy and Department of Community Health & Epidemiology, Dalhousie University, Nova Scotia, Canada., Gormley H, McSweeney-Flaherty JM, Cassidy C, Kits O, Trenaman S, Isenor JE |
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Jazyk: | angličtina |
Zdroj: | The Journal of continuing education in the health professions [J Contin Educ Health Prof] 2023 Summer 01; Vol. 43 (3), pp. 208-211. Date of Electronic Publication: 2022 Dec 21. |
DOI: | 10.1097/CEH.0000000000000478 |
Abstrakt: | Introduction: : Deprescribing is a complex process involving patients and healthcare providers. The aim of the project was to examine the learning needs and preferences of healthcare providers and students to inform the development of an interprofessional deprescribing education program. Methods: : An online survey of pharmacists, nurses, nurse practitioners, family physicians, and associated students practicing or studying in Nova Scotia was conducted. Respondents were recruited by purposive and snowball sampling to have at least five respondents within each professional/student group. Questions captured participant's self-reported comfort level and professional role for 12 deprescribing tasks and their learning preferences. Results: : Sixty-nine respondents (46 healthcare providers and 23 students) completed the questionnaire. Average comfort levels for all 12 deprescribing tasks ranged from 40.22 to 78.90 of 100. Respondents reported their preferred deprescribing learning activities as watching videos and working through case studies. Healthcare providers preferred to learn asynchronously online, while students preferred a mix of online and in-person delivery. Discussion: : Learning needs related to deprescribing tasks and roles were identified, as well as preferences for format and delivery of education. Development of an education program that can provide a shared understanding of collaborative deprescribing tailored to learner preferences may improve deprescribing in practice. Competing Interests: The authors declare no conflict of interest. (Copyright © 2022 The Alliance for Continuing Education in the Health Professions, the Association for Hospital Medical Education, and the Society for Academic Continuing Medical Education.) |
Databáze: | MEDLINE |
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