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When ‘I’ is replaced by ‘we’, even ‘illness’ becomes ‘wellness’: Exploring pharmacists’ interprofessional practice to better prepare pharmacy students for interprofessional collaborative working

Jenkins, Andrew 2018. When ‘I’ is replaced by ‘we’, even ‘illness’ becomes ‘wellness’: Exploring pharmacists’ interprofessional practice to better prepare pharmacy students for interprofessional collaborative working. PhD Thesis, Cardiff University.
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Abstract

The drive to increase interprofessional teamwork in the healthcare environment has gained significant traction in recent years. This has partly been as a consequence of UK inquiries that have cited breakdowns in communication and teamwork as contributory factors leading to poor patient outcomes. One method to prepare practitioners for interprofessional teamworking is interprofessional education (IPE). The General Pharmaceutical Council specifies that IPE must be embedded within UK Master of Pharmacy (MPharm) programmes. However, there is a paucity of literature examining IPE related to pharmacy and limited knowledge of pharmacists’ interprofessional interactions with healthcare professionals (HCPs). This makes it challenging for pharmacy educators to design IPE sessions that are reflective of practice. To address this, a mapping process was undertaken to identify IPE sessions that are delivered in UK MPharm programmes (17/29 schools responded). This identified significant variation in IPE sessions delivered in terms of learning outcomes addressed, topics covered, and the range of student HCPs involved. A mixed method study was then undertaken to explore pharmacists’ interprofessional interactions in practice. A questionnaire was disseminated to pharmacists in Wales via community pharmacies (61.9% response) and hospital pharmacy departments (estimated 59.1% response). Analysis of returned questionnaires identified that although the extent of interprofessional collaboration varied pharmacists in both sectors most frequently interact with doctors and nurses. Semi-structured interviews were undertaken with pharmacists from both the community (n=14) and hospital (n=15) sectors to explore the nature of interactions. Using deductive and inductive thematic analysis, the nature of pharmacists’ interactions with HCPs was elucidated, facilitators and barriers to interactions were determined and suggestions for IPE developed. Findings from these studies resulted in a series of recommendations for pharmacy educators and policy makers to facilitate pharmacists’ interprofessional collaboration in practice and aid the development of relevant IPE that is of value to learners.

Item Type: Thesis (PhD)
Date Type: Submission
Status: Unpublished
Schools: Pharmacy
Subjects: Q Science > Q Science (General)
Uncontrolled Keywords: Interprofessional; Education; Interaction; Collaboration; Pharmacy; Teamwork;
Date of First Compliant Deposit: 8 January 2019
Last Modified: 08 Jan 2019 09:47
URI: http://orca.cf.ac.uk/id/eprint/118181

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