Pharmaceutical care in the neonatal intensive care unit: Perspectives of Polish medical and pharmacy students

Natalia Krzyżaniak*, Iga Pawłowska, Leszek Pawłowski, Ivan Kocić, Beata Bajorek

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

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Abstract

Introduction: The concepts of ward-based pharmaceutical care as well as collaborative practice are still relatively novel in Poland, particularly in specialty areas of practice such as the neonatal intensive care unit (NICU). The purpose of this study was to identify the opinions and perceptions of Polish medical and pharmacy students towards the provision of pharmaceutical care services in the NICU as well as pharmacist integration into the ward-based multi-disciplinary NICU treating team. 

Methods: A cross-sectional, mixed-method survey was distributed among medical and pharmacy students at a large Polish medical university. 

Results: A total of 147 students completed the survey (74 pharmacy and 73 medical). Overall, there were statistically significant differences between the perspectives of medical and pharmacy students towards the provision of pharmaceutical care services in the NICU. For 11 out of 15 proposed clinical roles, a significantly lower proportion of medical students (M)agreed that pharmacists should perform these in the NICU compared to pharmacy students (P). These roles included participation in ward rounds (P = 82.4%, M = 38.4%, p < 0.001), therapeutic drug monitoring (P = 98.6%, M = 78.1%, p < 0.001), and monitoring total parenteral nutrition (P = 87.8%, M = 37%, p ≤ 0.001). 

Conclusions: Further investigation is needed to develop educational strategies directed at clinical, patient-centered, collaborative roles, particularly for specialty areas of practice such as the NICU, that have the potential to facilitate the provision of a more advanced and comprehensive level of pharmaceutical care.

Original languageEnglish
Pages (from-to)361-372
Number of pages12
JournalCurrents in Pharmacy Teaching and Learning
Volume11
Issue number4
Early online date27 Feb 2019
DOIs
Publication statusPublished - 1 Apr 2019
Externally publishedYes

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