Nurse Educator
Nurse Educator Vol. 39, No. 5 Copyright * 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins
Interprofessional Education Competencies Interprofessional Collaborative Practice is founded on the principles that healthcare professionals do not work in silos of practice and that best patient outcomes occur through effective team-based care. Interprofessional Education Competencies (IPEC) involves much more than inviting a speaker from a different discipline to class. While IPEC is here to stay, schools of nursing have perceived barriers to overcome that do not seem to be unique. One example is the freestanding nursing school that offers no other health discipline. This hardship often arises in rural areas where partnership with other schools is often miles outside of their geographic location. For larger health sciences schools, collaborating with other disciplines within the university becomes a scheduling nightmare. Nursing, physical therapy, pharmacy, and medicine are all content laden. Some schools have begun piloting options for evening and weekend classes or creative course coding such as IPEC301 instead of NUR301 for an ethics class. Questions emerge. How is tuition divided since it may be different between disciplines? Does IPEC create a generalist when the goal of each discipline is to be a specialist? Do disciplines really work in teams in the real-world settings? What happens when scope of practice overlaps? Is there a practice gap when graduates begin to practice with others who have not had IPEC? These barriers and opportunities demand creative solutions, some of which can be found in IPEC documents on the American Association of Colleges of Nursing (http://www.aacn.nche.edu/) and National League for Nursing (http://www.nln.org/) Web sites. Submitted by: Alma Jackson, PhD, RN, COHN-S, News Editor at [email protected]. DOI: 10.1097/NNE.0000000000000069
Nurse Educator
Volume 39 & Number 5 & September/October 2014
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.
1
Nurse Educator Vol. 39, No. 5 Copyright * 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins
Nurse Educator
Barcode Training Innovation Barcode medication administration (BCMA) is an integral technological component of patient safety. One of our clinical partners required BCMA training for nursing students prior to using their facility as a clinical site. The facility training module required 4 hours of time as well as staff and resources. An abbreviated module specific to the needs of the beginning student was needed. The nursing school purchased 2 wireless barcode scanners identical to devices used in the facility. One faculty member and 1 laboratory resource nurse were trained in the use of the hardware and software. A library of barcodes for patient identification bands and medication labels was created. In addition, electronic medication administration records (eMAR) were developed using spreadsheet software. These were incorporated into a learning module on medication administration in a beginning laboratory course. The module was then made available for independent student practice. Students are now able to learn to use BCMA in a safe setting in a short amount of time. The eMAR with the BCMA is used in numerous laboratories and simulations throughout the curriculum. Students report satisfaction with the learning module. Our clinical partner is satisfied with the training as preparation for using BCMA at the clinical site. Submitted by: Suzanne E. Cook, MN, RN, CHSE, CNE, Professor of Nursing, Olympic College, Bremerton, Washington. DOI: 10.1097/NNE.0000000000000071
Nurse Educator
Volume 39 & Number 5 & September/October 2014
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.
1
Nurse Educator Vol. 39, No. 5 Copyright * 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins
Interprofessional Education Competencies Interprofessional Collaborative Practice is founded on the principles that healthcare professionals do not work in silos of practice and that best patient outcomes occur through effective team-based care. Interprofessional Education Competencies (IPEC) involves much more than inviting a speaker from a different discipline to class. While IPEC is here to stay, schools of nursing have perceived barriers to overcome that do not seem to be unique. One example is the freestanding nursing school that offers no other health discipline. This hardship often arises in rural areas where partnership with other schools is often miles outside of their geographic location. For larger health sciences schools, collaborating with other disciplines within the university becomes a scheduling nightmare. Nursing, physical therapy, pharmacy, and medicine are all content laden. Some schools have begun piloting options for evening and weekend classes or creative course coding such as IPEC301 instead of NUR301 for an ethics class. Questions emerge. How is tuition divided since it may be different between disciplines? Does IPEC create a generalist when the goal of each discipline is to be a specialist? Do disciplines really work in teams in the real-world settings? What happens when scope of practice overlaps? Is there a practice gap when graduates begin to practice with others who have not had IPEC? These barriers and opportunities demand creative solutions, some of which can be found in IPEC documents on the American Association of Colleges of Nursing (http://www.aacn.nche.edu/) and National League for Nursing (http://www.nln.org/) Web sites. Submitted by: Alma Jackson, PhD, RN, COHN-S, News Editor at [email protected]. DOI: 10.1097/NNE.0000000000000069
Nurse Educator
Volume 39 & Number 5 & September/October 2014
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.
1
Nurse Educator Vol. 39, No. 5 Copyright * 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins
Nurse Educator
Barcode Training Innovation Barcode medication administration (BCMA) is an integral technological component of patient safety. One of our clinical partners required BCMA training for nursing students prior to using their facility as a clinical site. The facility training module required 4 hours of time as well as staff and resources. An abbreviated module specific to the needs of the beginning student was needed. The nursing school purchased 2 wireless barcode scanners identical to devices used in the facility. One faculty member and 1 laboratory resource nurse were trained in the use of the hardware and software. A library of barcodes for patient identification bands and medication labels was created. In addition, electronic medication administration records (eMAR) were developed using spreadsheet software. These were incorporated into a learning module on medication administration in a beginning laboratory course. The module was then made available for independent student practice. Students are now able to learn to use BCMA in a safe setting in a short amount of time. The eMAR with the BCMA is used in numerous laboratories and simulations throughout the curriculum. Students report satisfaction with the learning module. Our clinical partner is satisfied with the training as preparation for using BCMA at the clinical site. Submitted by: Suzanne E. Cook, MN, RN, CHSE, CNE, Professor of Nursing, Olympic College, Bremerton, Washington. DOI: 10.1097/NNE.0000000000000071
Nurse Educator
Volume 39 & Number 5 & September/October 2014
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.
1
