Exploring second professional year pharmacy student reflections after an interprofessional shadowing experience with nursing students in critical care units: a qualitative study

ABSTRACT

Accreditation standards for pharmacy and nursing education require interprofessional education (IPE) as a key component in both curricula. There is increasing evidence for using interprofessional shadowing as a learning modality for IPE; reflection can be used to enhance learning from these experiences. We explored pharmacy student-reported reflections from an interprofessional shadowing experience with nursing students through qualitative content analysis of reflective statements. We found that pharmacy students gained knowledge of nursing roles and areas of expertise, awareness of how the team provides care, and awareness of the importance of communication and mutual respect to improve both team performance and patient safety. Additionally, we were able to assess interprofessional sub-competencies that were met as a result of the interprofessional shadowing experience, specifically, pharmacy students gained knowledge and skills across all four IPEC Core Competencies. Interprofessional shadowing combined with reflection can enhance learning, and thematic analysis of these reflections can be utilized to assess IPE outcomes.

KEYWORDS:

• Content analysis
• interprofessional education
• shadowing
• reflection

Acknowledgments

The authors would like to acknowledge Ms. Leigh Webber, Dr. Joelle Hargraves, and faculty in the department of nursing for aiding in the coordination and facilitation of this interprofessional shadowing experience. The authors would also like to acknowledge research students Matthew Mikhail and Sheila Achayo, Doctor of Pharmacy Candidates, who aided in data analysis and results.

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for writing and content of this article.

Supplemental material

Supplemental data for this article can be accessed on the publisher’s website.

Additional information

Notes on contributors

Melissa E. Rotz

Melissa E. Rotz  is a Clinical Assistant Professor of Pharmacy Practice at Temple University School of Pharmacy, Philadelphia, PA, USA; contributed to the conception, design, analysis, and results of this study and wrote the initial draft of the manuscript.

Derek D. O’Neill

Derek D. O’Neill is a Staff Pharmacist at CVS Pharmacy, Drexel Hill, PA, USA;  contributed to the analysis and results and critically reviewed the manuscript.