Medicine and Health Sciences Commons^™

Web 2.0: Experiences In Teaching Quality Use Of Medicines (Qum) To Undergraduate Nurses., Jed S. Duff, Karen Baskett

Nursing Conference Papers

Quality Use of Medicine (QUM) means selecting management options wisely; choosing suitable medicines if a medicine is considered necessary; and using medicines safely and effectively. Even though QUM has been a key component of the national medicines policy since 1992, there is much concern that it is not widely known or understood by nurses, one of the professional groups responsible for its implementation. The challenge for nurse educators is to try and incorporate QUM into the nursing curriculum. Unfortunately, lecturers are already pressured by the insufficient time allocated for teaching pharmacology. These time pressures force students to memorise long lists …

Utilising The Clinical Excellence Commission’S Performance Indicators For Quality Use Of Medicines, Jed S. Duff

Nursing Conference Papers

Like other aspects of health care, Quality Use of Medicine (QUM) can be considered in terms of structures, processes and outcomes. These components of QUM can be measured with performance indicators. This poster describes the Clinical Excellence Commissions (CEC) new performance indicators and their use in a warfarin practice improvement project.

Aim: - To measure performance indicators in order to; Comprehensively audit warfarin therapy.

- Benchmarking current practices.

- Identify opportunities for practice improvement.

- Measure practice change>

Method: Auditing structures, processes, and outcomes requires different tools and methods. For this project, the following tools were utilised;

- The CEC …

Towards A Conceptual Framework For Preceptorship In The Clinical Education Of Undergraduate Nursing Students, Melanie Zilembo, Leanne Monterosso

Nursing Papers and Journal Articles

A recent study undertaken by the authors (2007) highlighted that undergraduate nursing students were subjected to varying experiences in clinical practice, which were mediated by a number of factors. Mediating factors included continuity of preceptors, student attitudes, the clinical setting environment, student and preceptor expectations of the clinical practice experience and interactions between the student and preceptor.

Of note, interactions with preceptors were seen to 'make or break' the practical experience. Therefore, the relationship that is forged between preceptor and student is vital in shaping the student's experience of the clinical area and of the real world of nursing work. …