Healthcare Professional Students’ Knowledge of Drug-Drug Interactions

University of Arizona College of Pharmacy, 1295 N. Martin Ave., P.O. Box 210202, Tucson, AZ 85721, USA.
American journal of pharmaceutical education (Impact Factor: 1.08). 12/2011; 75(10):199. DOI: 10.5688/ajpe7510199
Source: PubMed

ABSTRACT To evaluate changes in medical, pharmacy, and nurse practitioner students' drug-drug interaction (DDI) knowledge after attending an educational program.
A DDI knowledge assessment containing 15 different drug pairs was administered to participants before and after a 45-minute educational session.
Pharmacy, medical, and nursing students scored significantly higher on the posttest assessment for DDI recognition (median change 3, 9, and 8, respectively) and management strategy (median change 5, 9, 8, respectively), indicating a significant improvement in DDI knowledge as a result of the educational session. Pharmacy students scored significantly higher on the pretest; however, no difference was observed between the students' posttest scores. Posttest scores for all student groups were significantly greater than their respective pretest scores (p < 0.001).
Significant improvement in healthcare professional students' DDI knowledge was observed following participation in the educational session.

Download full-text


Available from: Terri L Warholak, Sep 29, 2015
38 Reads
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: To evaluate pharmacy students' drug-drug interaction (DDI) knowledge retention over 1 year and to determine whether presenting DDI vignettes increased knowledge retention. A knowledge assessment tool was distributed to fourth-year pharmacy students before and after completing a DDI educational session. The questionnaire was re-administered after 1 year to assess knowledge retention. During the intervening year, students had the option of presenting DDI case vignettes to preceptors and other health professionals as part of their advanced pharmacy practice experiences (APPEs). Thirty-four of 78 pharmacy students completed both the post-intervention and 1-year follow-up assessments. Students' knowledge of 4 DDI pairs improved, knowledge of 3 DDI pairs did not change, and knowledge of the remainder of DDI pairs decreased. Average scores of the 18 students who completed all tests and presented at least 1 vignette during their APPEs were higher on the 1-year follow-up assessment than students who did not, suggesting greater DDI knowledge retention (p = 0.04). Although pharmacy students' overall DDI knowledge decreased in the year following an educational session, those who presented vignettes to health professionals retained more DDI knowledge, particularly on those DDIs for which they gave presentations. Other methods to enhance pharmacy students' retention of DDI knowledge of clinically important DDIs are needed.
    American journal of pharmaceutical education 08/2011; 75(6):110. DOI:10.5688/ajpe756110 · 1.08 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: BACKGROUND: Nurses are central to the aim of ensuring medication safety, through being predominantly responsible for the administration of medications to patients in acute care settings. Correct identification of prescribing errors by nurses helps to ensure that errors are detected early in the process of administering medications to patients. The limited available research however, suggests that both qualified and student nurses have difficulty in identifying prescribing errors with high accuracy. OBJECTIVE: To collect baseline data on pre-registration student nurses' ability to identify prescribing errors. DESIGN: A cross-sectional observational design utilising a prescription medication quiz was employed. The quiz contained six prescriptions that simulated a national inpatient medication chart, and included common types of prescribing errors, as identified in the literature. SETTINGS: One Australian university. PARTICIPANTS: Third year pre-registration student nurses enrolled in a clinical nursing course in a Bachelor of Nursing programme. METHODS: Statistical analysis of the data was performed using descriptive statistics, Pearson's product-moment correlation coefficient (Pearson's r) 2-tailed test, and independent sample t-tests. RESULTS: Results from the 192 participants suggested that student nurses had difficulties in identifying the prescribing errors built into the prescription medication quiz. Of the five prescriptions containing an error, 7.3% of students identified all 5 errors, 13% identified 4, 21.9% identified 3, 26.6% identified 2, and 20.3% identified only one error. CONCLUSIONS: It is vital for patient safety that student nurses have greater awareness of, and ability to, correctly identify prescribing errors. The ability of individual students to correctly identify all five errors in this study was poor. These results support the need for educators to consider alternative approaches to educating students about medication safety. Recommendations with the potential to address this gap in education through the use of simulation are proposed.
    Nurse education today 01/2013; 34(2). DOI:10.1016/j.nedt.2012.12.010 · 1.36 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: To identify the occurrence of potential drug interactions in prescriptions for adult patients admitted to the Emergency Department of Hospital São Paulo. A cross-sectional and descriptive study. Its sample consisted of 200 medical prescriptions. The analysis of drug interactions was performed using the database, where they are classified according to severity of interaction as severe, moderate, mild and without interaction. The number of drugs in prescriptions ranged from 2 to 19, and the average per prescription was 4.97 drugs. A total of 526 potential drug interactions were identified in 159 prescriptions (79.5%); in that, 109 were severe, 354 moderate, 63 mild interactions, and 41 showed no interaction. This study demonstrated potential drug interactions in 79.5% of prescriptions examined in the Emergency Department. Drug interactions can occur at any time when using medications and, during this working process, the nursing staff is involved in several steps. Therefore, training the nursing staff for the rational use of drugs can increase safety of care delivered to patients.
    12/2013; 11(4):462-466. DOI:10.1590/S1679-45082013000400010
Show more