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Nurse students’ competences in interprofessional pharmaceutical care in Europe: Cross-sectional evaluation
Elyne De Baetselier,
Nienke E. Dijkstra,
Luis M. Batalha,
Paulo A. Carvalho Ferreira,
Izabela Filov,
Vigdis A. Grøndahl,
Jana Heczkova,
Ann K. Helgesen,
Jo Hirdle,
Sue Jordan 
,
Petros Kolovos,
Gero Langer,
Sabina Ličen,
Manuel Lillo-Crespo,
Alba Malara,
Hana Padyšáková,
Mirko Prosen,
Dorina Pusztai,
Bence Raposa,
Jorge Riquelme-Galindo,
Jana Rottková,
Carolien G.M. Sino,
Francesco Talarico,
Styliani Tziaferi,
Bart Van Rompaey,
Tinne Dilles
,
Petros Kolovos,
Gero Langer,
Sabina Ličen,
Manuel Lillo-Crespo,
Alba Malara,
Hana Padyšáková,
Mirko Prosen,
Dorina Pusztai,
Bence Raposa,
Jorge Riquelme-Galindo,
Jana Rottková,
Carolien G.M. Sino,
Francesco Talarico,
Styliani Tziaferi,
Bart Van Rompaey,
Tinne Dilles
Nurse Education in Practice, Volume: 65, Start page: 103485
Swansea University Author:
Sue Jordan
-
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DOI (Published version): 10.1016/j.nepr.2022.103485
Abstract
BackgroundSafe 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 t...
| Published in: | Nurse Education in Practice |
|---|---|
| ISSN: | 1471-5953 |
| Published: |
Elsevier BV
2022
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| Online Access: |
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa61954 |
| first_indexed |
2022-12-07T18:44:55Z |
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2023-01-13T19:23:05Z |
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<?xml version="1.0"?><rfc1807><datestamp>2022-12-16T11:37:59.9232416</datestamp><bib-version>v2</bib-version><id>61954</id><entry>2022-11-19</entry><title>Nurse students’ competences in interprofessional pharmaceutical care in Europe: Cross-sectional evaluation</title><swanseaauthors><author><sid>24ce9db29b4bde1af4e83b388aae0ea1</sid><ORCID>0000-0002-5691-2987</ORCID><firstname>Sue</firstname><surname>Jordan</surname><name>Sue Jordan</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2022-11-19</date><deptcode>HSOC</deptcode><abstract>BackgroundSafe 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.ObjectivesTo assess pharmaceutical care competences of final-year nursing students of different educational levels.DesignA cross-sectional survey design.SettingsIn 14 European countries, nursing schools who offer curricula for level 4 to 7 students were approached.ParticipantsThrough convenience sampling 1741 final-year student nurses of level 4 to 7 were included. Sampling strategies were country-specific.MethodsA 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.ResultsMean 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 %).ConclusionsRelatively 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.</abstract><type>Journal Article</type><journal>Nurse Education in Practice</journal><volume>65</volume><journalNumber/><paginationStart>103485</paginationStart><paginationEnd/><publisher>Elsevier BV</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint>1471-5953</issnPrint><issnElectronic/><keywords>Nursing; Competences; Knowledge; Skills; Attitudes; Education; Pharmaceutical care</keywords><publishedDay>1</publishedDay><publishedMonth>11</publishedMonth><publishedYear>2022</publishedYear><publishedDate>2022-11-01</publishedDate><doi>10.1016/j.nepr.2022.103485</doi><url/><notes/><college>COLLEGE NANME</college><department>Health and Social Care School</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>HSOC</DepartmentCode><institution>Swansea University</institution><apcterm>Another institution paid the OA fee</apcterm><funders>This work was supported by the Erasmus+Programme of the European Union [Grant no. 2018-1-BE02-KA203-046861] and Consensus Accountants, an accountancy service in Belgium that financially supported the Belgian authors, without any conflicts of interest.</funders><projectreference/><lastEdited>2022-12-16T11:37:59.9232416</lastEdited><Created>2022-11-19T22:58:09.7965937</Created><path><level id="1">Faculty of Medicine, Health and Life Sciences</level><level id="2">School of Health and Social Care - Nursing</level></path><authors><author><firstname>Elyne De</firstname><surname>Baetselier</surname><order>1</order></author><author><firstname>Nienke E.</firstname><surname>Dijkstra</surname><order>2</order></author><author><firstname>Luis M.</firstname><surname>Batalha</surname><order>3</order></author><author><firstname>Paulo A. Carvalho</firstname><surname>Ferreira</surname><order>4</order></author><author><firstname>Izabela</firstname><surname>Filov</surname><order>5</order></author><author><firstname>Vigdis A.</firstname><surname>Grøndahl</surname><order>6</order></author><author><firstname>Jana</firstname><surname>Heczkova</surname><order>7</order></author><author><firstname>Ann K.</firstname><surname>Helgesen</surname><order>8</order></author><author><firstname>Jo</firstname><surname>Hirdle</surname><order>9</order></author><author><firstname>Sue</firstname><surname>Jordan</surname><orcid>0000-0002-5691-2987</orcid><order>10</order></author><author><firstname>Petros</firstname><surname>Kolovos</surname><order>11</order></author><author><firstname>Gero</firstname><surname>Langer</surname><order>12</order></author><author><firstname>Sabina</firstname><surname>Ličen</surname><order>13</order></author><author><firstname>Manuel</firstname><surname>Lillo-Crespo</surname><order>14</order></author><author><firstname>Alba</firstname><surname>Malara</surname><order>15</order></author><author><firstname>Hana</firstname><surname>Padyšáková</surname><order>16</order></author><author><firstname>Mirko</firstname><surname>Prosen</surname><order>17</order></author><author><firstname>Dorina</firstname><surname>Pusztai</surname><order>18</order></author><author><firstname>Bence</firstname><surname>Raposa</surname><order>19</order></author><author><firstname>Jorge</firstname><surname>Riquelme-Galindo</surname><order>20</order></author><author><firstname>Jana</firstname><surname>Rottková</surname><order>21</order></author><author><firstname>Carolien G.M.</firstname><surname>Sino</surname><order>22</order></author><author><firstname>Francesco</firstname><surname>Talarico</surname><order>23</order></author><author><firstname>Styliani</firstname><surname>Tziaferi</surname><order>24</order></author><author><firstname>Bart Van</firstname><surname>Rompaey</surname><order>25</order></author><author><firstname>Tinne</firstname><surname>Dilles</surname><order>26</order></author></authors><documents><document><filename>61954__26032__2def3982dcfa4245a648df680cafa473.pdf</filename><originalFilename>61954.pdf</originalFilename><uploaded>2022-12-08T09:55:40.3993679</uploaded><type>Output</type><contentLength>1063135</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>This is an open access article under the CC BY-NC-ND licence</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language><licence>http://creativecommons.org/licenses/by-nc-nd/4.0/</licence></document></documents><OutputDurs/></rfc1807> |
| spelling |
2022-12-16T11:37:59.9232416 v2 61954 2022-11-19 Nurse students’ competences in interprofessional pharmaceutical care in Europe: Cross-sectional evaluation 24ce9db29b4bde1af4e83b388aae0ea1 0000-0002-5691-2987 Sue Jordan Sue Jordan true false 2022-11-19 HSOC BackgroundSafe 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.ObjectivesTo assess pharmaceutical care competences of final-year nursing students of different educational levels.DesignA cross-sectional survey design.SettingsIn 14 European countries, nursing schools who offer curricula for level 4 to 7 students were approached.ParticipantsThrough convenience sampling 1741 final-year student nurses of level 4 to 7 were included. Sampling strategies were country-specific.MethodsA 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.ResultsMean 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 %).ConclusionsRelatively 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. Journal Article Nurse Education in Practice 65 103485 Elsevier BV 1471-5953 Nursing; Competences; Knowledge; Skills; Attitudes; Education; Pharmaceutical care 1 11 2022 2022-11-01 10.1016/j.nepr.2022.103485 COLLEGE NANME Health and Social Care School COLLEGE CODE HSOC Swansea University Another institution paid the OA fee This work was supported by the Erasmus+Programme of the European Union [Grant no. 2018-1-BE02-KA203-046861] and Consensus Accountants, an accountancy service in Belgium that financially supported the Belgian authors, without any conflicts of interest. 2022-12-16T11:37:59.9232416 2022-11-19T22:58:09.7965937 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Nursing Elyne De Baetselier 1 Nienke E. Dijkstra 2 Luis M. Batalha 3 Paulo A. Carvalho Ferreira 4 Izabela Filov 5 Vigdis A. Grøndahl 6 Jana Heczkova 7 Ann K. Helgesen 8 Jo Hirdle 9 Sue Jordan 0000-0002-5691-2987 10 Petros Kolovos 11 Gero Langer 12 Sabina Ličen 13 Manuel Lillo-Crespo 14 Alba Malara 15 Hana Padyšáková 16 Mirko Prosen 17 Dorina Pusztai 18 Bence Raposa 19 Jorge Riquelme-Galindo 20 Jana Rottková 21 Carolien G.M. Sino 22 Francesco Talarico 23 Styliani Tziaferi 24 Bart Van Rompaey 25 Tinne Dilles 26 61954__26032__2def3982dcfa4245a648df680cafa473.pdf 61954.pdf 2022-12-08T09:55:40.3993679 Output 1063135 application/pdf Version of Record true This is an open access article under the CC BY-NC-ND licence true eng http://creativecommons.org/licenses/by-nc-nd/4.0/ |
| title |
Nurse students’ competences in interprofessional pharmaceutical care in Europe: Cross-sectional evaluation |
| spellingShingle |
Nurse students’ competences in interprofessional pharmaceutical care in Europe: Cross-sectional evaluation Sue Jordan |
| title_short |
Nurse students’ competences in interprofessional pharmaceutical care in Europe: Cross-sectional evaluation |
| title_full |
Nurse students’ competences in interprofessional pharmaceutical care in Europe: Cross-sectional evaluation |
| title_fullStr |
Nurse students’ competences in interprofessional pharmaceutical care in Europe: Cross-sectional evaluation |
| title_full_unstemmed |
Nurse students’ competences in interprofessional pharmaceutical care in Europe: Cross-sectional evaluation |
| title_sort |
Nurse students’ competences in interprofessional pharmaceutical care in Europe: Cross-sectional evaluation |
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24ce9db29b4bde1af4e83b388aae0ea1 |
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24ce9db29b4bde1af4e83b388aae0ea1_***_Sue Jordan |
| author |
Sue Jordan |
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Elyne De Baetselier Nienke E. Dijkstra Luis M. Batalha Paulo A. Carvalho Ferreira Izabela Filov Vigdis A. Grøndahl Jana Heczkova Ann K. Helgesen Jo Hirdle Sue Jordan Petros Kolovos Gero Langer Sabina Ličen Manuel Lillo-Crespo Alba Malara Hana Padyšáková Mirko Prosen Dorina Pusztai Bence Raposa Jorge Riquelme-Galindo Jana Rottková Carolien G.M. Sino Francesco Talarico Styliani Tziaferi Bart Van Rompaey Tinne Dilles |
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Nurse Education in Practice |
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103485 |
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Elsevier BV |
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School of Health and Social Care - Nursing{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Health and Social Care - Nursing |
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BackgroundSafe 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.ObjectivesTo assess pharmaceutical care competences of final-year nursing students of different educational levels.DesignA cross-sectional survey design.SettingsIn 14 European countries, nursing schools who offer curricula for level 4 to 7 students were approached.ParticipantsThrough convenience sampling 1741 final-year student nurses of level 4 to 7 were included. Sampling strategies were country-specific.MethodsA 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.ResultsMean 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 %).ConclusionsRelatively 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. |
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2022-11-01T20:17:36Z |
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11.04748 |