An Evaluation of an Interprofessional Education Initiative Focused on Medication Automated Technologies Among Long Island University Pharmacy and Nursing Students
Faculty Mentor
Janna Roitman and Jennel Osborne
Major/Area of Research
Pharmacy, Nursing
Description
INTRODUCTION: This study evaluates an interprofessional educational (IPE) initiative designed to provide pharmacy and nursing students with hands-on experience using healthcare technology. The program aimed to enhance students’ technical proficiency, interprofessional collaboration, and understanding of technology’s role in improving patient safety.
METHOD: A pre–post interventional study was conducted during the Fall 2025 semester at Long Island University. A total of 137 pharmacy and nursing students were enrolled in the IPE session. The survey consisted of: (1) demographics, (2) a 17-item knowledge assessment on medication automated technologies, and (3) the Readiness for Interprofessional Learning Scale (RIPLS). Descriptive statistics were used to summarize demographic data. Paired comparisons were conducted using McNemar’s test to assess changes in knowledge. RIPLS domain scores were summarized and compared between pre- and post-intervention periods. Internal consistency of the RIPLS instrument was evaluated using Cronbach’s alpha. Statistical significance was defined as p < 0.05.
RESULTS: Among the 78 participants who completed both pre- and post-surveys, there were significant improvements (12 of 17 questions, p< 0.05) for the 17 item knowledge assessment. The RIPLS scores showed minimal change from pre- to post-intervention in teamwork and collaboration as well as positive professional identity. However, roles and responsibilities as well as negatively professional identity scores decreased (8.02 ± 3.5 to 7.21 ± 4.2) (9.42 ± 4.4 to 8.56 ± 5.3), respectively. Lastly, reliability analysis demonstrated high internal consistency across all RIPLS domains, with an overall Cronbach’s alpha value of 0.93.
DISCUSSION/CONCLUSION: Results of our study demonstrated a great need for health professional students to participate in IPE collaboration to improve their knowledge in healthcare technologies. As technology continues to play a critical role in patient care, it is essential for pharmacy and nursing students to develop competencies in healthcare technologies.
An Evaluation of an Interprofessional Education Initiative Focused on Medication Automated Technologies Among Long Island University Pharmacy and Nursing Students
INTRODUCTION: This study evaluates an interprofessional educational (IPE) initiative designed to provide pharmacy and nursing students with hands-on experience using healthcare technology. The program aimed to enhance students’ technical proficiency, interprofessional collaboration, and understanding of technology’s role in improving patient safety.
METHOD: A pre–post interventional study was conducted during the Fall 2025 semester at Long Island University. A total of 137 pharmacy and nursing students were enrolled in the IPE session. The survey consisted of: (1) demographics, (2) a 17-item knowledge assessment on medication automated technologies, and (3) the Readiness for Interprofessional Learning Scale (RIPLS). Descriptive statistics were used to summarize demographic data. Paired comparisons were conducted using McNemar’s test to assess changes in knowledge. RIPLS domain scores were summarized and compared between pre- and post-intervention periods. Internal consistency of the RIPLS instrument was evaluated using Cronbach’s alpha. Statistical significance was defined as p < 0.05.
RESULTS: Among the 78 participants who completed both pre- and post-surveys, there were significant improvements (12 of 17 questions, p< 0.05) for the 17 item knowledge assessment. The RIPLS scores showed minimal change from pre- to post-intervention in teamwork and collaboration as well as positive professional identity. However, roles and responsibilities as well as negatively professional identity scores decreased (8.02 ± 3.5 to 7.21 ± 4.2) (9.42 ± 4.4 to 8.56 ± 5.3), respectively. Lastly, reliability analysis demonstrated high internal consistency across all RIPLS domains, with an overall Cronbach’s alpha value of 0.93.
DISCUSSION/CONCLUSION: Results of our study demonstrated a great need for health professional students to participate in IPE collaboration to improve their knowledge in healthcare technologies. As technology continues to play a critical role in patient care, it is essential for pharmacy and nursing students to develop competencies in healthcare technologies.