Východiska: V posledních letech je ve vzdělávání pa- trný vzestup využití inovativních metod a integrace simulační medicíny do pregraduálního vzdělávání v nelékařských oborech. Simulace umožňuje navoze- ní reálného klinického stavu, a to v bezpečném pro- středí studenta. Soubor a metody: Pro stanovení výzkumné otázky byl požit systém PICO, rešerše slouží pro identifikaci přínosů simulační výuky. Klinická otázka: Jaký je pří- nos simulační výuky (O) pro studenty ošetřovatelství (P) v akademickém prostředí (I) oproti běžně použí- vaným výukovým metodám (C). Začleněno 5 studií, zdůrazňujících signifikantní podíl na vzestupní výsled- ky učení, sebeuplatnění, sebevědomí nebo spokoje- nosti studenta. Výsledky: Studie ukázaly pozitivní vliv po použití u studentů ošetřovatelství. Simulační výuka dokáže nahradit až 50 % klinické praxe u lůžka pacienta/ klienta (1). Hlavním argumentem k využití simulační výuky je schopnost opakovaně vytvořit reálnou kli- nickou situaci, která pomáhá studentovi aplikovat své teoretické znalosti, procvičit si dovednosti a až 81 % studentů hodnotí simulační výuku jako skvělou mož- nost k rozvoji kritického myšlení. 69 % studentů (účastníků simulační výuky), by zcela souhlasilo s po- vinnou účastí v průběhu studia (2). Zároveň umožňuje studentům dělat chyby, které nikoho neohrozí na zdraví a na životě (1). Portugalská studie uvádí, že simulační výuka a strukturovaný debriefing umožnil zvýšit sebevědomí, potenciál pro týmovou práci, roz- víjet vůdčí schopnosti a také zlepšit schopnost zvlá- dat své emoce (3). Závěr: Doporučujeme integrovat simulační výuku do sylabů studentů nelékařských oborů, ale i do celoži- votního vzdělávání již stávajících nelékařských profe- sionálů.
Introduction: In recent years, there has been an in- crease in the use of innovative methods in educati- on. As part of the training of non-medical personnel, the integration of simulation medicine into the under- graduate education of non-medical fields was noted. Simulation, or the possibility of inducing a real clini- cal situation, in a safe student environment. File and methods: We conduct research to identify the benefits of simulation teaching. The PICO system was used to identify the research question. The clinical question was defined as follows: What is the benefit of simulation teaching (O) for nursing students (P) in an academic setting (I) versus commonly used teaching methods (C). Included 5 studies highlighting a signifi- cant contribution to upward learning outcomes, self- -efficacy, self-confidence or student satisfaction. Results: Studies have shown a positive effect on nur- sing students. Simulation training can replace up to 50% of clinical practice at the patient/client bedside (1). The main argument for using simulation teaching is the ability to repeatedly create a real clinical si- tuation, which helps the student to apply his theo- retical knowledge, to practice skills, and up to 81% of students rate simulation teaching as a great opti- on for developing critical thinking. 69% of students (simulation teaching participants) would completely agree with mandatory participation during the cour- se of study (2). At the same time, it allows students to make mistakes that do not endanger anyone’s health and life (1). A Portuguese study reported that simulation training and structured debriefing helped to increase self-confidence, the potential for tea- mwork, develop leadership skills and also improve the ability to manage one’s emotions (3). Conclusion: We recommended to integrate simulati- on teaching into the syllabi of students of non-me- dical fields, but also into the lifelong education of already existing non-medical professionals
BACKGROUND: Nurses play an important role in interprofessional pharmaceutical care. Curricula related to pharmaceutical care, however, vary a lot. Mapping the presence of pharmaceutical care related domains and competences in nurse educational programs can lead to a better understanding of the extent to which curricula fit expectations of the labour market. The aim of this study was to describe 1) the presence of pharmaceutical care oriented content in nursing curricula at different educational levels and 2) nursing students' perceived readiness to provide nurse pharmaceutical care in practice. METHODS: A quantitative cross-sectional survey design was used. Nursing schools in 14 European countries offering educational programs for levels 4-7 students were approached between January and April 2021. Through an online survey final year students had to indicate to what extent pharmaceutical care topics were present in their curriculum. RESULTS: A total of 1807 students participated, of whom 8% had level 4-5, 80% level 6, 12% level 7. Up to 84% of the students indicated that pharmaceutical care content was insufficiently addressed in their curriculum. On average 14% [range 0-30] felt sufficiently prepared to achieve the required pharmaceutical care competences in practice. In level 5 curricula more pharmaceutical care domains were absent compared with other levels. CONCLUSIONS: Although several pharmaceutical care related courses are present in current curricula of level 4-7 nurses, its embedding should be extended. Too many students perceive an insufficient preparation to achieve pharmaceutical care competences required in practice. Existing gaps in pharmaceutical care should be addressed to offer more thoroughly prepared nurses to the labour market.
- Publikační typ
- časopisecké články MeSH
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.
- MeSH
- farmaceutické služby * MeSH
- lidé MeSH
- průřezové studie MeSH
- průzkumy a dotazníky MeSH
- studenti ošetřovatelství * MeSH
- studium ošetřovatelství bakalářské * MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- časopisecké články MeSH
- Geografické názvy
- Evropa MeSH
361 stran : ilustrace, tabulky ; 21 cm
Vysokoškolská učebnice, ktorá sa zameriava na ošetrovateľstvo.
- MeSH
- ošetřovatelství MeSH
- Konspekt
- Patologie. Klinická medicína
- Učební osnovy. Vyučovací předměty. Učebnice
- NLK Obory
- ošetřovatelství
- NLK Publikační typ
- učebnice vysokých škol
Clear role descriptions promote the quality of interprofessional collaboration. Currently, it is unclear to what extent healthcare professionals consider pharmaceutical care (PC) activities to be nurses' responsibility in order to obtain best care quality. This study aimed to create and evaluate a framework describing potential nursing tasks in PC and to investigate nurses' level of responsibility. A framework of PC tasks and contextual factors was developed based on literature review and previous DeMoPhaC project results. Tasks and context were cross-sectionally evaluated using an online survey in 14 European countries. A total of 923 nurses, 240 physicians and 199 pharmacists responded. The majority would consider nurses responsible for tasks within: medication self-management (86-97%), patient education (85-96%), medication safety (83-95%), monitoring adherence (82-97%), care coordination (82-95%), and drug monitoring (78-96%). The most prevalent level of responsibility was 'with shared responsibility'. Prescription management tasks were considered to be nurses' responsibility by 48-81% of the professionals. All contextual factors were indicated as being relevant for nurses' role in PC by at least 74% of the participants. No task nor contextual factor was removed from the framework after evaluation. This framework can be used to enable healthcare professionals to openly discuss allocation of specific (shared) responsibilities and tasks.
- MeSH
- farmaceuti MeSH
- farmaceutické služby * MeSH
- lidé MeSH
- průřezové studie MeSH
- role ošetřovatelky MeSH
- zdravotní sestry * MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- časopisecké články MeSH
- práce podpořená grantem MeSH
- Geografické názvy
- Evropa MeSH
OBJECTIVES: To understand healthcare professionals' experiences and perceptions of nurses' potential or ideal roles in pharmaceutical care (PC). DESIGN: Qualitative study conducted through semi-structured in-depth interviews. SETTING: Between December 2018 and October 2019, interviews were conducted with healthcare professionals of 14 European countries in four healthcare settings: hospitals, community care, mental health and long-term residential care. PARTICIPANTS: In each country, pharmacists, physicians and nurses in each of the four settings were interviewed. Participants were selected on the basis that they were key informants with broad knowledge and experience of PC. DATA COLLECTION AND ANALYSIS: All interviews were conducted face to face. Each country conducted an initial thematic analysis. Consensus was reached through a face-to-face discussion of all 14 national leads. RESULTS: 340 interviews were completed. Several tasks were described within four potential nursing responsibilities, that came up as the analysis themes, being: 1) monitoring therapeutic/adverse effects of medicines, 2) monitoring medicines adherence, 3) decision making on medicines, including prescribing 4) providing patient education/information. Nurses' autonomy varied across Europe, from none to limited to a few tasks and emergencies to a broad range of tasks and responsibilities. Intended level of autonomy depended on medicine types and level of education. Some changes are needed before nursing roles can be optimised and implemented in practice. Lack of time, shortage of nurses, absence of legal frameworks and limited education and knowledge are main threats to European nurses actualising their ideal role in PC. CONCLUSIONS: European nurses have an active role in PC. Respondents reported positive impacts on care quality and patient outcomes when nurses assumed PC responsibilities. Healthcare professionals expect nurses to report observations and assessments. This key patient information should be shared and addressed by the interprofessional team. The study evidences the need of a unique and consensus-based PC framework across Europe.
- MeSH
- adherence pacienta MeSH
- dospělí MeSH
- farmaceuti psychologie MeSH
- farmaceutické služby organizace a řízení MeSH
- kvalitativní výzkum MeSH
- lékaři psychologie MeSH
- lidé středního věku MeSH
- lidé MeSH
- nemocnice MeSH
- průzkumy a dotazníky MeSH
- role ošetřovatelky psychologie MeSH
- senioři MeSH
- zdraví - znalosti, postoje, praxe * MeSH
- zdravotní sestry psychologie MeSH
- Check Tag
- dospělí MeSH
- lidé středního věku MeSH
- lidé MeSH
- mužské pohlaví MeSH
- senioři MeSH
- ženské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
- práce podpořená grantem MeSH
- Geografické názvy
- Evropa MeSH
BACKGROUND: Nurses play an important role in pharmaceutical care. They are involved in: detecting clinical change; communicating/discussing pharmacotherapy with patients, their advocates, and other healthcare professionals; proposing and implementing medication-related interventions; and ensuring follow-up of patients and medication regimens. To date, a framework of nurses' competences on knowledge, skills, and attitudes as to interprofessional pharmaceutical care tasks is missing. OBJECTIVES: To reach agreement with experts about nurses' competences for tasks in interprofessional pharmaceutical care. METHODS: A two-phase study starting with a scoping review followed by five Delphi rounds was performed. Competences extracted from the literature were assessed by an expert panel on relevance by using the RAND/UCLA method. The experts (n = 22) involved were healthcare professionals, nurse researchers, and educators from 14 European countries with a specific interest in nurses' roles in interprofessional pharmaceutical care. Descriptive statistics supported the data analysis. RESULTS: The expert panel reached consensus on the relevance of 60 competences for 22 nursing tasks. Forty-one competences were related to 15 generic nursing tasks and 33 competences were related to seven specific nursing tasks. CONCLUSIONS: This study resulted in a competence framework for competency-based nurse education. Future research should focus on imbedding these competences in nurse education. A structured instrument should be developed to assess students' readiness to achieve competence in interprofessional pharmaceutical care in clinical practice.
- MeSH
- delfská metoda MeSH
- farmaceutické služby * MeSH
- klinické kompetence MeSH
- lidé MeSH
- role ošetřovatelky MeSH
- zdravotní sestry * MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- časopisecké články MeSH
- přehledy MeSH
- Geografické názvy
- Evropa MeSH
