Background: Antibiotic resistance in nursing homes (NHs) is inconsistently tackled by antimicrobial stewardship programmes. The literature on individual determinants of antibiotic prescriptions (APs) in NHs is extensive. However, less is known about the structural determinants of AP in NHs.
Objectives: To examine how different organizational contexts influenced interprofessional collaboration in the diagnosis and treatment of infections in NHs.
Methods: We conducted multiple case study observational research through field notes and sketches from pictures of NH layouts.
Results: We observed three NHs for 10 days (i.e. 82 h). We inductively identified four successive steps: (i) trigger by an assistant nurse, (ii) internal decision-making, (iii) calling on an external general practitioner (GP) and (iv) GP intervention. Diagnosis and treatment of infections involved various degrees of interprofessional collaboration within NHs, resulting in a range of actions, more or less directly involving AP by external GPs. In the case of onsite AP, external GPs barely relied on information about residents provided by NH professionals and did not provide any feedback regarding their decision, resulting in limited interprofessional collaboration. In contrast, remote AP (through phone calls) relied on interprofessional collaboration through mandatory exchanges between external GPs and NH nurses about the resident's symptoms and signs.
Conclusions: Diagnosis and treatment of infections through AP involved two distinct organization types (institutional versus private practices) and often lacked interprofessional collaboration. Future antimicrobial stewardship in NHs should consider (i) improving the connection between these two organizations and (ii) developing tools to support remote interprofessional collaboration to sustain prescription.
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http://dx.doi.org/10.1093/jacamr/dlae205 | DOI Listing |
Pharmazie
December 2024
Drug Safety Center, Medical Faculty, Leipzig University and Leipzig University Hospital, Germany.
: Interprofessional education of medical and pharmacy students may improve competence-based university teaching. : We developed a joint bed-side teaching to improve patient-related competencies in identifying drug-related problems in hospitalized patients at a university cardiology department. Students were randomly allocated in mixed teams of medical and pharmacy students (1:3).
View Article and Find Full Text PDFJ Interprof Care
January 2025
Department of Neurobiology, Care Sciences and Society (NVS), Division of Occupational Therapy, Karolinska Institutet, Huddinge, Sweden.
The aim of this paper is to describe a research process of actively engaging stakeholders using co-design in the development of interprofessional education and a health intervention program targeting stroke prevention. Stakeholders included potential patients, healthcare professionals, and healthcare experts/researchers. Collaborating through co-design can be utilized in developing primary healthcare interventions including educational strategies for interprofessional learning.
View Article and Find Full Text PDFInt J Clin Pediatr Dent
December 2024
Department of Pediatric and Preventive Dentistry, KVG Dental College and Hospital, Sullia, Karnataka, India.
Background: Early childhood caries (ECC) is a multifactorial disease with known etiologic factors and can be very devastating to the oral and general well-being of a child, including psychological impacts on a growing child. Young children constitute a vulnerable population because of their dependence and inability to communicate their needs. Oral health disparities continue to pose critical challenges, as ECC is the most common chronic disease of childhood.
View Article and Find Full Text PDFCureus
December 2024
Internal Medicine, Luminis Health Anne Arundel Medical Center, Annapolis, USA.
Background Daily interdisciplinary rounds in hospitals are becoming standardized to maximize the multidisciplinary approach to hospitalized patient care. We hypothesize that structured Interdisciplinary Bedside Rounds (IDRs) increase the satisfaction, education, and experience of medical staff and thus detail actionable recommendations for IDR implementation or delineate measurable long-term impacts. Methods This observational study was performed in a 300-bed community hospital.
View Article and Find Full Text PDFPerspect Med Educ
January 2025
Wenckebach Institute, Lifelong Learning, Education and Assessment Research Network (LEARN), University of Groningen, University Medical Centre Groningen, Groningen, The Netherlands.
Background: Educators struggle to implement Interprofessional Education (IPE) in workplace settings. We adopted an educational design research (EDR) approach to implement an IPE activity and establish design principles supporting IPE implementation in workplace settings.
Method: We adopted an iterative process of analysis/exploration, design/construction and evaluation/reflection.
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