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Parkinson's Disease Medication Administration During a Care Transition: The Impact of Interprofessional Team
Diane M Ellis1, Shelley Hickey, Patricia Prieto
1About the Authors Diane M. Ellis, MSN, RN CCRN, is an interprofessional education (IPE) consultant and assistant professor of the practice (Ret), Villanova University M. Louise Fitzpatrick College of Nursing, Villanova, Pennsylvania. Shelley Hickey, MSN, RN, is a nurse educator, surgical services, Penn State Health St. Joseph Medical Center, Reading, Pennsylvania. Patricia Prieto, MBA, RN, CHSE, is assistant director, Simulation & Learning Resource Center, Villanova University M. Louise Fitzpatrick College of Nursing. Carlene McLaughlin, PhD, CRNA, CHSE, is director, DNP projects and nurse anesthesia simulation, Crozer-Chester Medical Center, Villanova University M. Louise Fitzpatrick College of Nursing. Stephanie H. Felgoise, PhD, ABPP, is associate dean for academic integration, professor, and chair, School of Professional & Applied Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania. Michael Becker, DO, MS, FACOFP, is associate dean of clinical education and professor, family medicine, Philadelphia College of Osteopathic Medicine. Melissa O'Connor, PhD, MBA, RN, FGSA, is a professor and fellow, Betty Irene Moore Fellowships for Nurse Leaders and Innovators, Villanova University M. Louise Fitzpatrick College of Nursing. Madison Puleo, BSN, RN, is a clinical nurse 2, Nemours/Alfred I. duPont Hospital for Children, Wilmington, Delaware. Tara Reddy, BSN, RN, is a clinical nurse 1, Medstar Washington Hospital Center, Washington, DC. Danielle Markey, BSN, RN, is a clinical nurse 1, NYU Langone Health, New York, New York. Lydia Kim, BSN, RN, is a clinical nurse 2, Penn Presbyterian Medical Center, Philadelphia, Pennsylvania. Paul W. Bernhardt, PhD, is an associate professor of statistics, Villanova University College of Liberal Arts and Sciences. The authors acknowledge Dr. Hugh M. Davis, chief operating officer and president, Biosion USA, Inc., for his invaluable support and expertise both as a researcher and an educator in editing this article. For more information, contact Diane M. Ellis at diane.ellis@villanova.edu.
Aim:
This study investigated the impact of an interprofessional mock code on students' comfort and competency related to Parkinson's disease (PD) medication administration during care transitions.
Backgroud:
Patients with PD are at increased risk for medication errors during hospitalization. Individualization of PD medication creates vulnerability during care transitions.
Method:
Four interprofessional groups took part in this study: baccalaureate degree senior nursing students (n = 113), master's level nurse anesthesia students (n = 35), doctor of osteopathic medicine fourth-year students (n = 32), and doctor of clinical psychology fourth-year students (n = 22). Groups participated in an unfolding case study simulation involving a mock code with a focus on the omission of time-sensitive PD medication. Pre- and postsimulation test results were compared.
Results:
Findings indicated an increased understanding among three of the four groups relating to medication timing during care transitions.
Conclusion:
All groups improved with respect to perceived comfort and competency.
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