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Nurse students' competences in interprofessional pharmaceutical care in Europe: Cross-sectional evaluation

E. De Baetselier, NE. Dijkstra, LM. Batalha, PAC. Ferreira, I. Filov, VA. Grøndahl, J. Heczkova, AK. Helgesen, J. Hirdle, S. Jordan, P. Kolovos, G. Langer, S. Ličen, M. Lillo-Crespo, A. Malara, H. Padyšáková, M. Prosen, D. Pusztai, B. Raposa, J....

. 2022 ; 65 (-) : 103485. [pub] 20221028

Jazyk angličtina

Typ dokumentu časopisecké články

Perzistentní odkaz   https://www.medvik.cz/link/bmc22032777
E-zdroje Online Plný text

NLK ProQuest Central od 2003-03-01 do Před 2 měsíci
Nursing & Allied Health Database (ProQuest) od 2003-03-01 do Před 2 měsíci
Health & Medicine (ProQuest) od 2003-03-01 do Před 2 měsíci

Odkazy

PubMed 36334523
DOI 10.1016/j.nepr.2022.103485
Knihovny.cz E-zdroje

BACKGROUND: Safe pharmaceutical care requires competent nurses with specific knowledge, skills and attitudes. It is unclear whether nursing students are adequately prepared to perform pharmaceutical care in practice. Mapping their pharmaceutical care competences can lead to a better understanding of the extent to which curricula fit expectations of the labour market. OBJECTIVES: To assess pharmaceutical care competences of final-year nursing students of different educational levels. DESIGN: A cross-sectional survey design. SETTINGS: In 14 European countries, nursing schools who offer curricula for level 4 to 7 students were approached. PARTICIPANTS: Through convenience sampling 1741 final-year student nurses of level 4 to 7 were included. Sampling strategies were country-specific. METHODS: A web-platform was developed with an assessment of the level in which students mastered pharmaceutical care competences. Knowledge questions, case studies (basic/advanced level), self-reported practical skills and attitudes were evaluated. RESULTS: Mean scores for knowledge questions differed significantly (p < 0.001) between level 5 (56/100), level 6 (68/100) and level 7 students (72/100). For basic cases level 5 students reached lower scores (64/100) compared with level 6 (71/100) and level 7 (72/100) students (p = 0.002 and p = 0.005). For more advanced cases no difference between levels was observed (overall mean 61/100). Most students (63-90 %) considered themselves skilled to perform pharmaceutical care and had positive attitudes towards their participation in pharmaceutical care (65-97 %). CONCLUSIONS: Relatively low knowledge scores were calculated for final-year student nurses. In some domains, lower levels of students might be insufficiently prepared to take up responsibilities in pharmaceutical care. Our assessment can be used as a tool for educators to evaluate how prepared nursing students are for pharmaceutical care. Its further implementation for students of different educational levels will allow benchmarking between the levels, both within and between countries.

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$a Nurse students' competences in interprofessional pharmaceutical care in Europe: Cross-sectional evaluation / $c E. De Baetselier, NE. Dijkstra, LM. Batalha, PAC. Ferreira, I. Filov, VA. Grøndahl, J. Heczkova, AK. Helgesen, J. Hirdle, S. Jordan, P. Kolovos, G. Langer, S. Ličen, M. Lillo-Crespo, A. Malara, H. Padyšáková, M. Prosen, D. Pusztai, B. Raposa, J. Riquelme-Galindo, J. Rottková, CGM. Sino, F. Talarico, S. Tziaferi, B. Van Rompaey, T. Dilles
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$a BACKGROUND: Safe pharmaceutical care requires competent nurses with specific knowledge, skills and attitudes. It is unclear whether nursing students are adequately prepared to perform pharmaceutical care in practice. Mapping their pharmaceutical care competences can lead to a better understanding of the extent to which curricula fit expectations of the labour market. OBJECTIVES: To assess pharmaceutical care competences of final-year nursing students of different educational levels. DESIGN: A cross-sectional survey design. SETTINGS: In 14 European countries, nursing schools who offer curricula for level 4 to 7 students were approached. PARTICIPANTS: Through convenience sampling 1741 final-year student nurses of level 4 to 7 were included. Sampling strategies were country-specific. METHODS: A web-platform was developed with an assessment of the level in which students mastered pharmaceutical care competences. Knowledge questions, case studies (basic/advanced level), self-reported practical skills and attitudes were evaluated. RESULTS: Mean scores for knowledge questions differed significantly (p < 0.001) between level 5 (56/100), level 6 (68/100) and level 7 students (72/100). For basic cases level 5 students reached lower scores (64/100) compared with level 6 (71/100) and level 7 (72/100) students (p = 0.002 and p = 0.005). For more advanced cases no difference between levels was observed (overall mean 61/100). Most students (63-90 %) considered themselves skilled to perform pharmaceutical care and had positive attitudes towards their participation in pharmaceutical care (65-97 %). CONCLUSIONS: Relatively low knowledge scores were calculated for final-year student nurses. In some domains, lower levels of students might be insufficiently prepared to take up responsibilities in pharmaceutical care. Our assessment can be used as a tool for educators to evaluate how prepared nursing students are for pharmaceutical care. Its further implementation for students of different educational levels will allow benchmarking between the levels, both within and between countries.
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$a Dijkstra, Nienke E $u University of Applied Sciences Utrecht, Research Centre Healthy and Sustainable Living, Utrecht, the Netherlands. Electronic address: nienke.dijkstra@hu.nl
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$a Batalha, Luis M $u Higher School of Nursing of Coimbra, Health Sciences Research Unit: Nursing, Coimbra, Portugal. Electronic address: batalha@esenfc.pt
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$a Ferreira, Paulo A Carvalho $u Higher School of Nursing of Coimbra, Health Sciences Research Unit: Nursing, Coimbra, Portugal. Electronic address: palex@esenfc.pt
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$a Filov, Izabela $u University "St.Kliment Ohridski" Bitola, Republic of North Macedonia. Electronic address: belafilov@gmail.com
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$a Grøndahl, Vigdis A $u Østfold University College, Faculty of Health and Welfare, Halden, Norway. Electronic address: vigdis.a.grondahl@hiof.no
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$a Heczkova, Jana $u Institute of Nursing Theory and Practice, First Faculty of Medicine, Charles University, Prague, Czech Republic. Electronic address: jana.heczkova@lf1.cuni.cz
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$a Helgesen, Ann K $u Østfold University College, Faculty of Health and Welfare, Halden, Norway. Electronic address: ann.k.helgesen@hiof.no
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$a Hirdle, Jo $u Faculty of Health and Social Sciences, Bournemouth University, England, UK. Electronic address: jhirdle@bournemouth.ac.uk
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$a Jordan, Sue $u Faculty of Medicine, Health and Life Science, Swansea University, Wales, UK. Electronic address: s.e.jordan@swansea.ac.uk
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$a Kolovos, Petros $u Department of Nursing, Laboratory of Integrated Health Care, University of Peloponnese, Tripolis, Greece. Electronic address: petroskolovos@yahoo.gr
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$a Langer, Gero $u Medical Faculty, Institute of Health and Nursing Sciences, Martin-Luther-Universitat Halle-Wittenberg, Halle (Saale), Germany. Electronic address: gero.langer@medizin.uni-halle.de
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$a Ličen, Sabina $u University of Primorska, Faculty of Health Sciences, Department of Nursing, Izola, Slovenia. Electronic address: sabina.licen@fvz.upr.si
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$a Lillo-Crespo, Manuel $u Department of Nursing, Alicante University, Alicante, Spain. Electronic address: manuellillocrespo@gmail.com
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$a Malara, Alba $u ANASTE-Humanitas Foundation, Rome, Italy. Electronic address: albamalara@gmail.com
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$a Padyšáková, Hana $u Faculty of Nursing and Professional Health Studies, Slovak Medical University in Bratislava, Bratislava, Slovakia. Electronic address: hana.padysakova@szu.sk
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$a Prosen, Mirko $u University of Primorska, Faculty of Health Sciences, Department of Nursing, Izola, Slovenia. Electronic address: mirko.prosen@fvz.upr.si
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$a Pusztai, Dorina $u Institute of Nursing Sciences, Basic Health Sciences and Health Visiting, University of Pecs Faculty of Health Sciences, Pecs, Hungary. Electronic address: dorina.pusztai@etk.pte.hu
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$a Raposa, Bence $u Institute of Nursing Sciences, Basic Health Sciences and Health Visiting, University of Pecs Faculty of Health Sciences, Pecs, Hungary. Electronic address: bence.raposa@etk.pte.hu
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$a Riquelme-Galindo, Jorge $u Department of Nursing, Alicante University, Alicante, Spain. Electronic address: jrgrqlm@gmail.com
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$a Rottková, Jana $u Faculty of Nursing and Professional Health Studies, Slovak Medical University in Bratislava, Bratislava, Slovakia. Electronic address: jana.rottkova@szu.sk
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$a Sino, Carolien G M $u University of Applied Sciences Utrecht, Research Centre Healthy and Sustainable Living, Utrecht, the Netherlands. Electronic address: c.m.g.Sino-2@umcutrecht.nl
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$a Talarico, Francesco $u ANASTE-Humanitas Foundation, Rome, Italy. Electronic address: france.talarico12@gmail.com
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$a Tziaferi, Styliani $u Department of Nursing, Laboratory of Integrated Health Care, University of Peloponnese, Tripolis, Greece. Electronic address: stylianitziaferi216@gmail.com
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$a Van Rompaey, Bart $u Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium. Electronic address: bart.vanrompaey@uantwerpen.be
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$a Dilles, Tinne $u Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium. Electronic address: tinne.dilles@uantwerpen.be
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