Fostering Interprofessional Partnerships for Optimal Care and Positive Patient Outcomes
Well, hello and welcome to our webinar on fostering interprofessional partnerships for optimal care and positive patient outcomes.
A catalyst for success in the health professions. We're so glad that you're joining us today.
And I would like to begin with an introduction to your host for today, Ali Maria Frommer and myself. Why don't you introduce yourself?
Good morning, everybody. Uh My name is Ali Sayed.
I'm a clinical hospital pharmacist at Trillion Health Partners and I am also a P phd candidate at the University of Waterloo.
My research explores practice readiness in pharmacy students and new graduates as well as the role of novel assessments in experiential education at Sevier.
My role is of a script writer and reviewer for the content team. I will now hand over to my colleague, Marietta, introduce herself.
Thanks Dolly. Uh My name is Maria Fromer.
I'm the Director of Nursing Education here at Osmosis for Melser. I'm also a family nurse practitioner and had been teaching and as I say, learning forever but teaching and learning uh in nursing for the last 20 plus years.
So I'm really um very interested in this interprofessional collaboration that we're working on today. I'll pass it over to mom to.
Thank you, lie. Thank you, Maria.
Hi, everyone. My name is Maasha and I'm a senior learning scientist at Savir.
In this role, I lead a collaborative program of research on examining the effectiveness of digital learning solutions that are designed for nursing and health education.
I'm also an instructor in the graduate school of education at the University of Pennsylvania and a faculty fellow at the Penn Center for Learning Analytics.
My background is in Educational Psychology and Technology, Human Development, learning analytics and the Learning sciences.
Let's go over our agenda for today's webinar. We will begin by discussing the concept of practice readiness and highlight its significance especially within the current landscape of health professions education.
Thereafter, we will spotlight interprofessional partnerships as an integral competency for practice ready healthcare professionals to illustrate its role in the health professions, we will demonstrate interprofessional partnerships in four scenarios.
Next, we will introduce osmosis and explain how this learning solution is designed to foster practice readiness and interprofessional education.
Finally, we will conclude with some key takeaways at strategic points. In our webinar, we will invite all of you to engage in a pool.
You're also welcome to drop any comments and questions during the course of the webinar in the chat feature. It is now time for me to hand it over to you.
All right, thanks. Um So to begin, let's discuss practice readiness as a concept as well as its significance.
Practice readiness is a multifaceted concept and it has fluctuating definitions across different healthcare settings. The lack of a unified perception of practice readiness does create some ambiguity and varying expectations for what it could mean.
Research into nurses practice readiness began around 50 years ago with Marlene Kramer introducing the term reality shock to describe the experiences of bachelorette nursing students realizing they weren't adequately prepared for the workplace.
It's crucial to acknowledge the interchangeability of terms related to practice readiness such as readiness for practice job readiness, fitness to practice and others practice readiness.
Um is often viewed as a combination of clinical knowledge, technical skills, critical thinking, communication, professionalism and responsibility management.
To name a few, some scholars conceptualize practice readiness as a broad base of generalist skills complemented by job specific abilities which could encompass safe patient care, awareness of current and future context and a harmonious blend of doing knowing and thinking.
Lastly exploring practice readiness as as a concept in the health professions is vital as patients become more and more complex and the health care system continues to evolve.
Let's start by exploring some general practice readiness expectations from new graduates in different fields of health care.
The field of medicine defines practice readiness for new graduates as the ability to demonstrate a competent integration of clinical knowledge, skills and professionalism in providing safe and effective patient care.
Similarly, the field of nursing may define practice readiness for new grads as the capability to apply theoretical knowledge, clinical sciences and ethical considerations to deliver competent and compassionate patient care.
Last but not least, the field of pharmacy defines practice readiness for new graduates as the proficiency in applying pharmaceutical knowledge, patient care skills, as well as ethical principles to ensure the safe and effective use of medications.
I will now hand it over to uh to go over some general te trends we observed in the literature. Yeah.
Um the multifaceted nature of practice readiness and the expectations of new graduates that Ali just said are unfortunately juxtaposed with the trends around the future of health care.
For instance, the convergence of an aging population and the rise in chronic conditions paints a picture of growing complexity by 2030 which is not too far from today, an estimated 60% of the global disease burden will stem from chronic illnesses even as we grapple with the societal changes, shortages in health professionals or healthcare professionals pose a substantial hurdle in delivering timely and accessible healthcare services.
For instance, the Association of American Medical Colleges projected in 2021 that the United States is anticipated to experience a significant shortage of physicians ranging from about 38,000 to 100 and 24,000 by 2034.
Similar shortages can also be expected in the field of pharmacy. For instance, in New Brunswick, Canada, pharmacy professionals play a pivotal role taking on expanded clinical and technical responsibilities.
However, the province is currently grappling with a clinical shortage. Projections reveal a deficit of 429 pharmacists and 236 technicians in the next decade.
Annual replacements fall short as well. With a gap of 27 pharmacists and six technicians to meet healthcare needs.
We should recruit 67 pharmacists and 44 technicians annually. And yet the current supply is only 51 pharmacists and 21 technicians with the nursing.
Um the largest for most professions. However, studies by Kavanaugh and colleagues reveal a decline in initial competency among over 5000 new graduates um from 2011 to 2015 with only 23% in the acceptable ranges for novices.
Recent data from 2016 to 2020 shows only 40% demonstrating entry level competencies and the 2020 year to date data is also alarming just 9% in the acceptable competency range undeniably.
There is a need for urgent and scalable intervention for addressing the workplace shortages and preparedness gap in medicine, pharmacy, and nursing.
And as a first step towards that goal, everyone involved in healthcare, professional, um education or health professionals, education including current students and new graduates.
We use a framework by Mirza and colleagues to decompose practice readiness as a composite of antecedents, attributes and consequences.
Antecedents are the prerequisites preceding practice ready attributes. They fall into three broad categories, maturity, clinical practice experience and socialization to the discipline.
Now you may ask what each of these mean, maturity involves age life experience and prior health care experience. Clinical practice experience includes exposure to technical skills, patient contact and a supportive learning environment.
Socialization to the discipline encompasses leadership development, initiative, transferrable skills and curricula aligned with entry to practice competencies.
Although these categories overlap, they collectively play a pivotal role in determining the practice readiness of new healthcare professional.
Graduates attributes define the cognitive clinical and professional capabilities of what makes a healthcare professional graduate ready for practice cognitive capabilities comprised of competence, effective reasoning and situational awareness, clinical competencies or clinical capabilities comprised of psychomotor skills, assessment and care coordination, professional capabilities comprise of developing identity, self esteem and ethical practice capability is about adapting skills to new situations.
Um And at the core of all of this is self efficacy. The belief in one's ability to handle any situation.
These attributes together moly graduate into a confident and a capable nurse, pharmacist or physician ready for the challenges of the profession, the antecedent that we just talked about and the attributes that we talked about um for practice, ready healthcare professionals um lead to several desirable consequences.
For instance, these practice ready physicians or pharmacists or nurses are likely to provide safe care, ensuring patient safety, reducing errors and handling complex situations.
Holistically, they are confident in their performance, which is evidenced by an increased comfort in managing multiple assignments, effective communication with the team using technology and lower stress levels.
For everyone. Lastly, successfully transitioning into a health professional role.
Healthcare professional role involves receiving feedback. Well, showcasing leadership skills, integrating into the workplace and committing to continuous learning.
These outcomes highlight the tangible benefits of being practice ready for both the healthcare professional, graduate and the broader healthcare community.
It's time for you guys to um engage with us a little bit lie. Why don't you kick us off on that end?
Yeah, that was some great information, Manta. Thanks very much.
So, um we will now shift gears towards an attendee pool to understand all of your perspectives uh on practice readiness within your profession.
Your active participation is highly valued and we sincerely do appreciate your input. So uh we will go ahead and start with our first question, which is which health profession defines you best.
This question um is mainly aimed at gaining a better understanding of the diverse professional backgrounds in our, in our audience today.
And it'll help contribute to making our webinar on practice readiness and interprofessionalism for health professions more informed and relevant.
I give it a little bit longer. I got a lot of people participating.
Thank you. Since I see the second question is up here as well.
Um The purpose of the second question, which is what is your current status in your healthcare education or practice journey, um, is really meant meant for, uh simply just to give some valuable insight into the diverse stages of your professional development.
So we'd appreciate your input on that as well. All right, I'll get that 10 more seconds and then I'll go ahead and close it down.
OK. Let me know if you, you can see the results.
Yeah, I think Chantelle, I can see them uh perfectly fine. So uh thank you all for your participation.
Uh It looks like we have a really diverse group here today. Um We have some really good representation from nursing medicine, pharmacy, uh pretty much from every category we have listed.
Um And it also seems for question two that we have a good amount of the audience today being current healthcare professional students, which makes this webinar very timely for all of you.
Um And then some that are licensed but not practicing just yet and then others that are licensed and practicing. So, looks like everybody um that we were catering to is available in the audience, which sounds great.
So, uh I will go ahead and uh hand it over to Mata now to discuss the role of interprofessional partnerships as a catalyst for success across the health professions.
Thank you, lie. Yes.
Um It's always such a joy to see such a diverse um pool of participants. And we're so glad that you are indeed representing um the many health professional fiels that we were hoping to um address.
So let's talk about interprofessional partnerships. So far, we have discussed why practice reading is important for the preparation, preparation for healthcare professionals um to address societal needs, workforce needs in medicine, pharmacy, and nursing.
Um But we also want to use this webinar to illustrate its relevance in practice. Um And for today's purpose, we use the lens of interprofessional partnerships and Maria in her introduction, um hold in on the importance of it even from a practice standpoint, um We wanna use this lens as a way to explain how all of it comes together in the service of providing optimal patient care and positive patient outcomes.
So, what are these professional partnerships? Um It's about intentional collaboration across professions, care, team members and stakeholders to optimize care, enhance the health care experience and strengthen outcomes.
This collaboration be it interprofessional, intraprofessional or paraprofessional thrives on core values such as altruism, excellence, care, ethics, respect communication and shared accountability.
Graduates that are competent in interprofessional education contribute to effective communication. They're knowledgeable about versatile team roles.
They apply knowledge across professions and they foster collaboration. Interprofessional collaboration results in improved teamwork, enhanced communication, patient centered care, better service coordination and ultimately more effective healthcare delivery.
Now, there are several tangible benefits of successful interprofessional partnerships. These partnerships lead to seamless care transitions ensuring patients move through different stages of care with minimal interruption.
An enhanced admissions process is also a key outcome when a variety of healthcare professionals work in unit. This means that patients experience a more efficient and a streamlined entry into the healthcare system.
It reduces their wait times and ensures prompt access to necessary care. Furthermore, successful interprofessional partnerships establish role clarity and efficiency within healthcare teams.
This not only improves overall team dynamics but also translates to more effective and coordinated care for patients. Lastly, task delegation is a direct result of successful partnerships.
When team members clearly understand their roles and work collaboratively, tasks are delegated more efficiently leading to optimal use of resources and ultimately improved patient outcomes.
Now, we just um don't tell you these things, we'll also show you what they look like in those scenarios. But before we go into that, we also want you to engage with us for just another minute.
Lie. Awesome.
Thanks a lot mom for that information. Uh So we will shift gears again and do one more attendee poll.
And the purpose of this poll is really to understand all of your perspectives on interprofessional collaboration. As always, uh we really do value your active participation um and appreciate your input.
And um once we have the questions up, I will sort of go through why we're asking each one of those. All right, I have launched those and all four questions are showing.
So, thanks Chantelle. So while I let our audience uh go ahead and make their selections, I'll sort of just give a little bit of background on the purpose of each question.
So um for our first question where we're asking you to choose all of the interprofessional areas in which you feel comfortable that will really help us get a better understanding of the diverse strengths and expertise that lies within our audience today.
Uh When it comes to some of the core interprofessional competencies, the second question that we have reflected up here um which is really where we're asking which interprofessional education um experiences or which methods were utilized in your training.
Uh That's really just to give us some insight into different varied approaches that may have been used so far in your healthcare professions, education journey.
Thirdly, um the question we have up here where we're asking you to share a part of your education or training that enhances uh your readiness for interprofessional collaboration.
The purpose of that is to just reveal the impact that your education or training to date has had on your ability to interprofessional, collaborate with others.
And last but not least, the fourth question here is merely the opposite of the third question where we wanna see if there was any gaps.
Um in your education or training um when it comes to preparing you for interprofessional collaboration, and that would help us really understand any areas um or educational approaches that may need enhancing or further research when it comes to collaborative needs.
So I'll just give um everybody the designated time to go ahead and put in um some answers, you have some short answers. So we'll give you a minute to, to put in those answers at the end.
Thank you to everyone that's participating. It's very helpful and we're doing just excellent on time.
So, you know, um should totally give everyone a few minutes to think, especially with the open ended um response questions.
I'm excited to see all the answers. The first set of questions really um send the stage well, mm mm Give it another 30 seconds.
All right. Let me know if you can see those results.
Yeah, I could see the poll results. Just Great Chantelle.
Thanks very much. So, um I'm looking over here um with the first question and as expected, um it looks like many of you in the audience today given um all of your diverse health professional backgrounds are comfortable with many different parts of interprofessionalism.
And um the one that I see here with the highest rating almost is communication, which is excellent. Um As most people say that when there's an issue, it's usually a communication issue.
So it's nice to see that our audience um is really uh comfortable with that one area. Uh For a second question here.
Uh Similarly, it looks like we have a wide range of uh different methods that were used um to enhance interprofessional education training.
So, um it's, it's, it's interesting that majority of this lies through a lecture format um in our audience today. And um not far behind, we have simulation and experiential learning as well as professional practice labs.
So that's wonderful. And I see here we have um the 3rd and 4th questions.
Uh Chantelle, I, I can go through and read some of them if you would like me to, I'm not sure if they're gonna pop for everyone to see though since they're short.
Oh OK. OK.
Um Third question for the third question. Um Let's see, rotations, doctoral research and IP knowledge and self efficiency.
Um I was trained in a setting where interprofessional collaboration is holistically implemented daily. It's awesome.
Um Leadership support simulation has been one of the most effective simulation again. Um Got a couple Ns clinical practice.
It's a bit of a mix of some of the answers we got there. Thanks very much Chantelle.
And so that was for question three. Correct.
Yes. Yeah, that, that's wonderful.
A really good summary of those results. Would you mind um If we could do that for question four as well, just a couple of the highlighted answers.
Yes. So here are the gaps um communication with patients.
Um Not being able to get on the floor and interact with patients. So patients again, um defining roles, expectations increased um interruption interruption of gaps that I encountered.
Um during my training, there were lots of the theoretical work, protected faculty, time, limited administrative support, no clinical spaces for more than a one-year learner.
Um Yeah, some of the not enough experimental training. That's amazing.
Thanks Chantelle. So thank you all for uh participating in that poll.
So information to really gauge your experiences and comfort levels so far. Um I will uh go ahead and um send it over back to um that's going to introduce a very interesting part of our webinar that's about to come up.
Thank you, lie. And once again, the attendee poll was just so engaging, seeing all of your responses.
Um It, it was very promising and I did see that in the first question on where the attendees feel comfortable or less comfortable.
I saw that role clarification and conflict resolution received the least um level of comfort or, you know, participants indicated they feel least comfortable with role clarification and conflict resolution.
So I'm very excited that our next segment in the sebar will actually allude to some scenarios um which showcase the power of interprofessional partnerships, particularly in these are not not limited to these issues that you talked about.
So I'm I'm glad that we actually kind of um anticipated this um response. All right.
So now we will showcase some of the principles that we've been talking about um by putting interprofessional partnerships in action.
Hi, this is Maria. I'm a nurse from the med surgery area.
I have an order for a pharmacist to dose Vancomycin for my patient, Mister Johnson. He was admitted with sepsis.
Uh They're suspecting sepsis to the medicine floor. The first dose has been ordered by the prescriber.
Could you clarify and assist with the vanco dosing and monitoring for me, please, Mister pharmacist. Absolutely.
I'm here to assist you to start. Could we, could you please just provide me with Mister Johnson's height and weight?
Uh Well, due to his current state of delirium, I'm not able to obtain a height. We may need to rely on previous admission for height for now or I could provide a rough estimate.
Is that ok? Yeah, I could understand.
Uh Let's just work with the information that we have available. Do you mind checking to see if the bed has a scale though, so that we could weigh Mister Johnson?
Oh, that's a great idea, Mister Johnson. I actually was able to get that.
He weighs 70 kg according to the bed scale. Unfortunately, though, I couldn't find information on his height.
I would uh approximate he weight. His height is about 6 ft.
Ok. That's a good start.
So 70 kg in 6 ft. Um what was the initial dose of Vancomycin that was ordered for Mister Johnson by the prescriber?
Yeah, sure. The initial dose of Vano that was ordered was 1.5 g IV every 12 hours.
Great. And regarding lab results has a serum creatinine been ordered and drawn for Mister Johnson labs have been ordered including the serum creatinine but have not been drawn yet.
I will be drawing the labs shortly. OK.
That's perfect. So once we have the serum creatinine results, let's uh we can go ahead and calculate the appropriate vancomycin dosing regimen.
And uh additionally, given the circumstances, do you have any information on Mister Johnson's urine output? I haven't started to document his urine output just yet on this shift.
Is this information relevant to the Vancomycin dosing regimen? Yes.
So monitoring urine output is essential for patients receiving Vancomycin. It really does help us assess renal function and the drugs excretion.
Uh If you could on this shift, please keep an eye on his urine output and report any significant changes. Uh This serves as an additional parameter that could help us optimize therapy.
Thank you. I didn't realize the importance of urine output in this context.
It certainly makes sense. I will monitor it closely during my shift.
Great. Uh So based on Mister Johnson's weight of 70 kg, a reasonable dose of Vancomycin to start off would be 1 g IV every 12 hours since the pharmacy to dose Vancomycin protocol was ordered.
I could go ahead and adjust that dosing regimen myself. Thanks and thanks for catching that and making the adjustments.
I appreciate it. Not a problem.
Once the serum creatinine results and urine output information do become available, the dosing regimen might need to be adjusted at that point.
On another note, considering the potential for sepsis have blood cultures been drawn uh or ordered and drawn yet for Mister Johnson, blood cultures have been ordered and will be drawn with the remaining labs.
Could I administer the Vanco prior to drawing the labs? It is important to obtain blood cultures before administering uh the antibiotics, especially in cases where sepsis is a concern.
Uh Please go ahead and collect the blood cultures first and then we could proceed with Vancomycin administration afterwards.
Thanks. I really didn't realize that's very interesting to know.
Thanks for the clarification. Yeah, not a problem at all.
And in addition to some of these steps, we will also need to obtain an order for a Vancomycin trough level 30 minutes prior to the fourth dose of Vancomycin.
I mean the target for that is usually around 10 to 15 microm per liter. I will go ahead and order this per protocol.
Thank you and thank you for your guidance. I now understand that patients ordered therapeutically monitored drugs such as Vanco require a height, a weight, creatinine clearance, urine output.
Uh certainly blood cultures in this case and the laboratory monitoring of levels for uh safety and effec and efficacy. Yeah.
And II really do appreciate your dedication to uh providing safe and effective care and following up so well. Uh We do make a great team when we collaborate this way.
Please don't hesitate to ask if you do need anything else for Mister Johnson. Thank you again.
I really appreciate it. Thank you.
Um As you all saw that this dialogue um surrounding the Vancomycin dozen dilemma, expanded the perspectives of both the nurse and the pharmacist on the intricacies of initiating and monitoring Vancomycin, an antibiotic that clearly demands meticulous therapeutic drug monitoring on to our next scenario.
Hi there. I'm entering an order for Mister Smith.
I'm a nurse practitioner uh with the hospitalist team. I'm here in the emergency department today.
He needs to restart his warfarin. Uh Could you help me?
It needs to be done quickly? Yeah, of course, I'll do my best to assist before we proceed.
What is the indication and target Inr for Mister Smith? Well, it's for a mechanical aortic valve.
The patient hasn't informed me of the target Inr and I cannot seem to find any previous documentation on what the dosing was or the inr.
I assume the target inr would be between 2.5 and 3.5. What do you think if the indication is for a mechanical aortic valve alone uh without any other comorbidities or complications, a target inr of 2 to 3 should be sufficient.
Do you have a recent inr result for Mister Smith? Uh Thanks for clarifying the target.
I forgot to order the inr. Is it ok to start the warfarin?
Without it? Ideally, we should have the I nr result before we initiate warfarin.
Uh It's a crucial parameter to assist with dosing if possible. Uh Could you please order the inr and once that result is available, we can proceed from there?
Great. So I'll um I'll order the inr and then we're gonna flash forward.
So OK, I have the inr results. It's 2.5.
All right. Thanks for checking that.
Do you have information on Mister Smith Warfarin dosing history at home? I didn't ask about that.
It's been so long since I've had to order Coumadin. I really do appreciate your patience here and I could not locate any previous documentation about it.
Should I ask Mister Smith? Not a problem.
It's crucial to know the patient's history with Warfarin. Uh If Mister Smith has taken it before, we may need to consider some of those previous doses for accurate dosing today, if possible.
Could you please follow up with Mister Smith Smith's Warfarin dosing history? Right?
I know I should have asked that I'll find out and let you know. So II go back to the room.
Um I spoke with Mister Smith. Unfortunately, he cannot remember his home dose of Coumadin.
However, his wife was in the room and she states that he um he takes 5 mg daily and his inr two weeks ago was 2.4. His last dose of Warfarin or Coumadin was yesterday evening.
Thank you for checking. This information will definitely be helpful in calculating a dose for today.
So considering Mister Smith's dosing history, the current inr of 2.5 or 2.5 and current drug interactions based on what is ordered, it could be reasonable to resume his home dose of uh 5 mg this evening today before administering the dose though, let's check for some contraindications.
Does the patient uh or does Mister Smith have any signs or symptoms of bleeding, any nausea, vomiting or diarrhea? Uh is the patient eating?
And if so, what percentage of meals is Mister Smith having? Uh thanks for the direction here.
So no signs or symptoms of bleeding have been reported. The patient does uh does not have any nausea, vomiting or diarrhea.
Um As for meals, his bedside nurse reports that he's been eating regularly and at 100% of his breakfast he had this morning.
Thank you for that information. Uh It is also important to note dietary restrictions for Mister Smith specifically, we want to keep an uh an eye on his intake of Vitamin K rich foods such as kale and spinach for consistency.
Feel free to let me know if he has any questions or if his diet changes. Thank you again for guiding me.
I now understand how crucial it is to confirm the indication, the valve type, the inr target war and dosing history for safe administration.
I'll make sure to follow the correct procedures uh with your guidance. Of course, given Mister Smith accurate dose and keep a close eye on his condition.
If anything arises, I will reach out to you. Thank you again.
Yeah, that's excellent. We're here to support each other and together we could provide the best care for our patients.
Uh If you do have any further questions or similar situations arise, feel free to reach out to me. Great.
Thank you. Excellent.
Um This one was also a dosing dilemma but a different kind. Uh but it was clear nonetheless, um and perhaps an expanded understanding of dosing dilemmas could look different with different medication.
And once again, a dialogue between the nurse and the pharmacist. Um and an open and an honest one, I must say um allowed both of them to discuss and learn from each other's perspectives on how to effectively manage orphanin dosages such that the patient was um being taken care of.
Well, our third scenario takes a slightly different spin. Hi, it's Maria again, the RN from the med surgery floor.
I need some help lie. I just administered medication through a G tube for Mister Thompson and then I realized I might have made a mistake.
Can you assist me? Of course, let's first gather some information.
Uh Do you know which medication you administered through the G tube for Mister Thompson? Let's hope so.
Uh That's a medication that we should not um give through the G tube just because that inter coating is protecting the gi tract from adverse effects.
Did you crush it by any chance? Oh, boy.
Yes, I crushed it before administering it through the G tube. I thought it would be easier for her.
This also applies to other medications with special coatings or even capsules. Um, where we're meant to, the coatings are meant to protect uh against any side effects or release the drug slowly into someone's system.
How does that sound? Uh That, that makes perfect sense.
Thanks for the information. I didn't realize we had a crushable form of aspirin.
Could you please switch to the crushable aspirin form? Missus Thompson.
Is there anything else I should be aware of. Yeah, most certainly, I will proceed with the medications which following our therapeutic interchange policy here.
Uh It's important to closely monitor Missus Thompson for any signs of gastric upset or bleeding. Uh She should, she, should she exhibit unusual symptoms like abdominal pain, cramping, burning.
Uh Or if there are any observations of coffee grounds in vomit, blood or stool or urine, please promptly inform the ordering provider.
Uh Additionally, please go ahead and document um the medication administration error and the change that you and I made together for Missus Thompson's records.
Uh If you do have any further inquiries though, or need any assistance with this, feel free to reach out to me will do, I'll make sure that I uh report this incident as well to my provider and uh to my nurse administrator.
I appreciate your guidance. I will monitor Missus Thompson closely and document the error in medication change.
If anything comes up, I'll reach out to you. Yeah, absolutely.
Again, we're always here to support each other. Um So if you have any additional questions or concerns, feel free to contact me.
Thanks again. Thank you, lie and Maria, um I just wanted to sort of emphasize how important a interprofessional dialogue like the one that you guys just showcased help um and shows that how one can prevent um medication administration errors.
Um And that is a very important consideration and justifies the need for an interprofessional dialogue. All right over to our last scenario and we just knew one of the things that new graduates or soon to be graduates might feel less comfortable in knowing.
And which is role classification. Who does what, um, Maria help us understand this?
Hi lie. It's Maria again.
Uh, we ran out of acetaminophen on the Respi respirology unit and I was wondering if you could bring some up for us. Hi there, Maria.
Uh, well, I can't physically bring medications to the floor. I can certainly help you in another way.
Uh, let's discuss the situation and figure out the best course of action. Oh, I thought you could just bring some Ace acetaminophen up.
Isn't that part of your job? Well, my role as a, as a pharmacist is more focused on the clinical aspects of medication management, ensuring their safe and effective use for the practical aspect of dispensing and stocking.
Our pharmacy technicians are very well equipped to assist with that. If you run out of acetaminophen on the floor, please don't hesitate to call them directly and I could give you that extension.
Uh, they can prepare the medication and send it up properly while I don't personally deliver the medications to the units.
I could help you address the acetaminophen shortage that you're experiencing in a more comprehensive way. I appreciate that.
How can you help? So first let's start by assessing the situation.
Uh, why did we run out of acetaminophen? And did you find that that was an isolated incident or is it part of a larger issue that it seems to be happening more frequently lately?
Especially during busy times? Mm I see.
Ok. So this might be an opportunity for us to review our medication management processes.
Are there specific reasons why acetaminophen is running out such as increased patient volume or is it just insufficient ordering?
It's usually due to increased patient volume, especially during flu season? Got it.
Ok. So in that case, uh you and I can work together, uh we can anticipate some of those spikes in advance.
So I can help you set up a more proactive ordering system based on patient senses, trends and seasonal variations. That way you and I could sort of avoid running out of essential medications like this during this time.
That sounds like a good idea. I didn't realize you could help with that.
Thanks. Absolutely.
And beyond that, I can also provide education to the nursing staff on appropriate acetaminophen, use dose adjustments and any potential alternatives.
Perfect. That makes sense.
I'll uh talk to the nursing manager about implementing these changes. Thank you for explaining your role and sorry to have bothered you.
I will definitely reach out uh if we need any further assistance. Yeah, not at all.
No bother. And that sounds good to me.
If there are any specific medication related concerns or questions, please feel free to consult with me. Thanks again.
I really appreciate it. Well, um I think this was so important just understanding the responsibilities of each professional um and each of your colleagues in this case.
Um Ali just having Maria understand your responsibilities in medication dispensing. Um just open the doors for collaboration and education.
Um And again, just we want to emphasize how important that is in the interest of interprofessional collaboration and patient care.
We'll now segue into our last um second to last um item on our agenda, which is to introduce osmosis. Um Maria, please um introduce it for us.
Oh, sure thing. Uh Next slide.
Thank you. So I guess I would start out with what is osmosis.
So osmosis is a powerful learning platform. We have uh medical nursing and health care professional programs.
What we do is we have a series of video lectures that have of associated practice questions, usually summarizing and also we have some features known as flash cards where you can create your own flashcards and you can create a playlist and this allows you to actually take it on the road with you uh with through a mobile app.
Um These playlists can be customized to adapt uh to a variety of learning styles and needs. Next slide, there's a couple of different series and I'm really excited to say that this Clinical science series walks you through the uh diagnostic reasoning process and helps you to come up with and derive an accurate diagnosis and priorities for care.
Um You'll receive a copy of this presentation in in there uh where you see underlying they're actually hyperlinked um to a video uh that you can see.
So chest pain will walk you through chest pain and and the priorities. Our nursing videos incorporate various clinical judgment models such as the clinical judgment model.
We have ad five videos nursing process. We have case studies and clinical scenarios which will help you bridge the gap between like theory and practice.
So really helping with transition to practice, uh many of our students will use these uh prior to clinical uh to their clinical rotation or prepping for lab or even as a refresher after you graduate.
Um So I provided another example here um which is a patient with cirrhosis named Rita Davis um that you can see that video as well.
Also uh with our videos comes uh continuing education. So after you graduate and you're in practice and you need to refresh your skills, you can certainly look at the videos, but then also you can gain a clinical um I'm sorry, uh continuing education units for the content that you read or uh see you.
Um So there's a couple of really great videos that exemplify interprofessional education and learning. And the one that comes to mind is a video on uh left sided heart failure where um so a lot of what we're doing here is trying to figure out, you know, if you're the nurse trying to figure out when to call a provider, when and when not or when you can delegate something to say a CNA.
So that this is exemplified in this example video. And then also too that when to get help when you need help.
So it really is exemplified really well. And that's, that's kind of half the battle if you will of um some of the interprofessional education that I've been through it.
Yeah. When do I call the pharmacist, right?
Like look at the, the examples that we just had here. There's many reasons I would be calling the pharmacist for help as a provider as an RN and then also um with the role clarification.
Oh This is who I would call. So, really utilizing your resources.
Uh next slide. OK.
So I just wanted to conclude with uh the team and I created what we call the tips for tips. So transition uh into practice.
Um Just, uh you know, if you needed more information on transition to practice interprofessional um education as well. Um I'm putting that in the chat now.
It's uh in the form of a Google doc, you should be able to access that. And so the team wanted to have something for you to walk away with it would help you um with what you're trying to do here in practice.
Thank you. Thanks uh Maria.
And um as we wrap up today's webinar, uh we'll just conclude some final remarks and points. All right.
So as we highlighted earlier in the webinar, uh practice readiness is a very nuanced concept. There's many different diverse definitions uh depending on the health uh profession uh that you are in.
Furthermore, um a lot of new graduates in medicine, nursing and pharmacy uh commonly do aspire four proficiency in interprofessional partnerships.
And that helps us recognize its importance in fostering effective teamwork and enhancing patient care. And last but not least, as uh Maria was alluding to osmosis does enhance learning outcomes for medical nursing and health professional students by supporting uh things such as flipped classrooms.
Uh They foster collaboration and promote adaptive self guided study as well. And as we draw a close for today, we really do want to extend our sincere appreciation for your attendance uh and participation in today's webinar.
We uh do look forward to having you join us in potential upcoming webinars as we continue to explore related essential topics in health care.
Uh Please stay tuned for more engaging sessions. Thank you.
Um Everyone, I guess we're doing excellent on time. Um I'm happy for us to document any questions that any of our attendees have and we'll be sure to address them later on um via email or when the webinar is posted on our website.
Um Yeah, please feel free to take a minute or two to drop any comments or questions that um we'd be happy to address and also give us insight into what kind of webinars would you like us to host in the future?
What would you like us to discuss next in the very large realm of practice readiness? Yes.
And if you'd like to raise your hand, um, as well, I can do that too. It looks like you do have some back hand, right?
It looks like the cha may be disabled. I'm not sure.
Mm. Um I'm hearing that they can't type any questions in.
Uh Let me see here. I have someone with their hand raised.
Go ahead and unmute. I know every day we're having a bit of a hard time hearing you.
Kind of all we do see your screen and it says there is no excuse better for the heart than reaching down and lifting people up.
That's beautiful from John Holmes, but we can't hear you too well. Maybe it will be helpful if you type origin.
Yeah. II agree.
I think um Chantelle, if we could possibly get the chat working somehow and get the questions all documented, so we could uh respond to these individuals.
Let me see trying to why we cannot use the judge a for your technical difficulties. All right, everyone should be able to use the chat.
Now, I see a question. Are there any certificates of attendance?
We can certainly set one out? Ok.
I'm seeing a question in the chat. I'll just read the question and then uh we can see if the panel is, it would be great if we could have a session solely on a sort of communication with more role playing scenarios.
And I will start with uh responding to that. That's exactly what we were thinking when we started the series, that this is likely going to be a series where we're breaking down the components.
Thank you for that suggestion. I think great minds, think alike here.
And then the second uh part is I'm a premium re member, but I noticed the more updated 2023 videos does not immediately show up in the search when using the mobile app.
Uh But you have to look at it from the website in Google. Yes.
So as you can imagine the uh the platform uh osmosis and the app, there may be some delay um into it. I my sense is from an engineering perspective.
I'm not an engineer, but it seems like there's a little bit of a lag within a couple of days uh possibly a week before they actually make the app.
Thank you. Um Definitely reach out to customer service as well.
If you're still having issues, there's a lot of support for you there. Uh Can we watch the webinar again?
I, is there a recording? Yes, the session is being recorded.
Uh The dosage dilemma case studies were so helpful. Please do more.
We read nursing considerations in the Davis Drug Guide, but it's also helpful to hear the valley between the pharmacist and the RN lie.
I do wanna um get your input on this as well cause I found it to be very helpful. I'm glad you're given that feedback as well.
Lie. Do you get a lot of questions from nurses calling?
Yeah, thanks uh for, for the question, Maria, I would say I do get a lot of questions from many different people and um w you know, when I'm on shift and a vast majority of that is all sorts of nursing professional, including nursing students, um interns, nursing residents practitioners, and bedside nurses.
Um and also from a lot of um physician assistants, physicians, you name it um the entire chain and it isn't for any specific reason, I'd actually prefer getting the question as opposed to not getting it because it's, these things are very intricate.
Um And there's so many considerations involved um in this. So we really do feel valued uh when asked these types of questions because that's what we were trained to really assist with for the most part um in some of these patients.
So if I these were helpful, I mean, we would be very excited to discuss the possibility, which is what the next comment is leading to.
Uh Cameroon says, super happy to attend this meeting. I would love more sessions.
Thank you. Um A question regarding, are there any more videos uh that can help improve interpersonal skills?
I take a look at the tip sheet which also links you to other osmosis videos. Um that may be very helpful to you for interprofessional skills as well as uh a ton of resources.
There's a lot of toolkits out there and we've highlighted just a few. We don't really um have any stake in the game for other um resources, but there are plenty out there.
So we put together a few for you there. Chantelle has put the webinar recording link in the chat for you.
Um Lots of love for the role play scenarios. Yeah, that was lie had created those um based on that uh Liz says these uh scenarios seem to be written as if nurses were brand new in my experience, education worked both ways, but I love the collaborative approach.
So not always brand new, like the one scenario was a nurse practitioner who sort of hasn't done Coumadin dosing in a while.
So, but that's good. It's good to know um your feedback, highlighting the patient's role or proxy and role play may be helpful in future sessions.
Thank you for the feedback. Oh Thank you, Maria and team.
Thanks for morning well spent. Uh do you have any thoughts or ideas on how seasoned nurses can help pharmacists with new pharmacist practice readiness?
Maria, can I take that one? Maybe in like first?
Ok. Thank you so much, Kelsey.
Yeah, that's a great question. And honestly, we all of these scenarios have to be pivoted in some sort of direction.
Um for education, I would love that if we did this again, that we could do it the opposite way because truth be told the amount that I learned going into hospital, majority of it came from all of the nursing professionals I worked with um and I got to shadow and spend time with them the unit.
So I think um likely if we were to pivot this in other way, it would be a lot more hands on in nature where uh we're talking a lot about lines possibility for using lines in patients.
So a lot of the time um pharmacists will say things like, oh we want to do, you know all these different drugs and they all need to be given through different lines.
And from the nursing perspective, it's, well, we can't do that or we've lost access and a lot of those practical considerations.
So that could be a spin that we take in the future where instead of sort of uh focusing on therapeutic education, we could focus a lot more on administration.
Um And some hands-on things that a lot of pharmacy professionals, especially the ones that are new, I just don't consider from a patient perspective.
Thank you. Um And then the rest in the chat is just thanking you and lie.
You're the greatest nurse, uh nicest pharmacist I've ever met so far and just lots of great feedback. Uh uh holding more electronic events about medicine would be great.
And then uh Liz is saying amazing job with this team. So we wanna thank everyone for joining us.
I just say scientists like this is so promising to see our complex concepts the way we had envision translating it for our audience via a virtual platform.
It came across just a weird bit intended and probably even more. So this is very rewarding for me as a learning scientist as well.
Yeah, very rewarding and we are over time. So if anyone has talked, I completely understand, but Tatiana does have her hand raise.
Um So I'm going to allow her to talk. Um if you have a question, Tatiana, um I'm actually the one who requested more of these um drug dilemma case studies.
So, thank you so much. Um The chat opened just after I raised my hand.
No worries. Thank you, everyone.
This was so helpful. Yes.
Thank you. Awesome.
Well, thank you all. Thank you.
Thanks Chantelle. All right.
Have a good day, everyone. You too.
Thank you.
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