Peer-teaching and interprofessional education can help students define individual healthcare roles, establish improved interprofessional relationships, and improve overall knowledge-base. Peer-teaching was provided by student pharmacists completing Advanced Pharmacy Practice Experiences (APPEs) for nine weeks to undergraduate student nurses. 4 student pharmacists and 25 student nurses participated in this study. Knowledge-base was measured with quizzes that were pre and post educational intervention. Confidence, self-awareness, and interprofessional perception were assessed using a modified ISVS-9A. Data were analyzed using a paired t-test. The mean difference between pre and post-knowledge-based tests averaged an improvement of 3.15 points (out of an average of 10.8 points per test) showing an overall improvement (p < 0.003). A total of 25 nursing students completed a pre and post-ISVS-9A questionnaire. The mean difference between the pre and post-questionnaire items showed an average improvement of 0.87 points (p < 0.05). Interprofessional peer-teaching showed overall improvement in student nurse knowledge-base and perceived value of and socialization to interprofessional care. This study required no financial funding, and there are no conflicts of interest to disclose.
Keywords: Interprofessional; knowledge-base; nursing; peer-teaching; pharmacotherapy; pharmacy.