A mixed-methods needs assessment for an antimicrobial stewardship curriculum in pediatrics

Antimicrobial stewardship (AS) education initiatives for multidisciplinary teams are most successful when addressing psychosocial factors driving antimicrobial prescribing (AP) and when they address the needs of the team to allow for a tailored approach to their education. We conducted a mixed-metho...

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Published inAntimicrobial stewardship & healthcare epidemiology : ASHE Vol. 4; no. 1; p. e28
Main Authors Constantinescu, Cora, Conly, John, Vayalumkal, Joseph, Gilfoyle, Elaine, Oguaju, Chinelo, Kassam, Aliya
Format Journal Article
LanguageEnglish
Published England Cambridge University Press 2024
Subjects
Antimicrobial agents
Behavior
Curricula
Education
Hospitals
Intensive care
Interviews
Medical personnel
Needs analysis
Nurse practitioners
Original
Patients
Pediatrics
Physicians
Psychological aspects
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Summary:Antimicrobial stewardship (AS) education initiatives for multidisciplinary teams are most successful when addressing psychosocial factors driving antimicrobial prescribing (AP) and when they address the needs of the team to allow for a tailored approach to their education. We conducted a mixed-methods embedded study as a needs assessment, involving quantitative analysis of AS concerns observed by pharmacists through an audit while attending clinical team rounds, as well as qualitative semi-structured interviews based on the Theoretical Domain Framework (TDF) to identify psychosocial barriers and facilitators for antimicrobial prescribing for an inpatient general pediatric service. We analyzed the data using deductive and inductive methods by mapping the TDF to a model for social determinants of antimicrobial prescribing (SDAP) in pediatric inpatient health care teams. The Clinical Teaching Unit (CTU) and Pediatric Intensive Care Unit (PICU), at a tertiary care pediatric hospital in Canada. Interviews ( = 23) with staff and resident physicians, nurse practitioners, and pharmacists. Psychosocial facilitators and barriers for AS practice in the PICU and CTU which were identified included: and an overarching goal of . Some of the barriers identified included the . Our findings identified barriers and facilitators to AS decisions on pediatric inpatient teams as well as actionable needs in psychosocial-based AS education.
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ISSN:2732-494X
2732-494X
DOI:10.1017/ash.2024.8