Author(s)

Elena López Lunar, Elena Rodríguez Del Río, Sonia Fraile Gil, Beatriz Fidalgo Hermida, David García Martínez, Eduardo Tejedor Tejada, Pablo González Carrera, José Diéguez Gómez, José Manuel Carrascosa Bernáldez

Why was it done?

To raise awareness and inform the professionals of a monographic mental health center about the impact of pharmacontamination on ecosystems and human health in order to:
– Analyze the need for training in pharmacontamination in our professionals.
– Generate a cultural change and the adoption of more sustainable practices in medication consumption.
– Take specific future measures that help to optimize high pollution potential drugs in our center.
– Establish improvement actions in waste management.

What was done?

An educational questionnaire on pharmacontamination was intended for the professionals of the center. Permission was requested to the Hospital Management for its distribution, working in conjunction the Pharmacy Service and the Environmental Management Committee, which includes a hospital pharmacist.

How was it done?

– Tool used: Google Drive forms.
– Dissemination method: intrahospital email.
– Intended for the professionals of the center.
– Duration: ~10-15 minutes
– Easy to understand, entertaining.
– Exclusively didactic function. Invites reflection.
– No prior knowledge is required.
– Possibility of adaptation in future versions for different professional profiles.
– Organized blocks: concepts, information and awareness; striking examples; possible solutions and prevention; impact and satisfaction of the questionnaire; suggestions.

What has been achieved?

Test diffusion time = 7 days; sample = 54
Gender: Female 39 (72.2%); Male 15 (27.8%)
Age: 20-65 years
Average score obtained from the test 17.5/21; average value 19/21

– Survey scores after taking the test
>98% believe that the presence of pharmaceuticals in the environment is a matter of high or very high relevance, potentially negatively affecting ecosystems and human health.
>97% believe that greater education is necessary in a high-very high degree.
≈90.7% would like to expand their training on pharmaceutical contamination at the center. 18.5% of them would also like to research on their own.
>96% would recommend this test (average score 4.4/5 points).
7 comments and suggestions, all of them positive.

What next?

– Potential to be replicated in other hospitals or target populations.
– High engagement, understanding, and interest in learning about pharmaceutical contamination.
– Educational questionnaires seem to be a rapid, useful, viable, effective, and highly accepted awareness tool in pharmaceutical contamination.

Author(s)

Cotrina Luque Jesús, Madeira Joana, Simões Joana, Rodrigues Leonor, Capoulas Miriam, Santos Cláudia.

Why was it done?

A European Association of Hospital Pharmacists study revealed that over 80% of Portuguese pharmacists lack adequate clinical research competencies. Despite Portuguese Law n.º 21/2014 establishing frameworks for pharmacist involvement in clinical research, significant capability gaps persist, limiting contributions to evidence-based pharmaceutical care and scientific advancement.

What was done?

An Integrated Research, Development and Innovation Unit was created and implemented in Hospital Pharmaceutical Services in 2021 to enhance pharmacists’ research performance. The unit’s mission combines high-level clinical research and training with quality basic research to achieve effective transfer of scientific results, improving pharmaceutical care. Four strategic pillars were established: effective and safe pharmacotherapy, patient satisfaction, advancement of technical-scientific knowledge, and representing excellence in the pharmaceutical sector. Four research areas were identified: medical specialties and infection control, surgical specialties and intensive care, pediatric specialties and pharmacy compounding, and transversal innovation areas including pharmacogenomics.

How was it done?

A comparative pre-post implementation study was conducted, comparing periods January 2019-December 2020 (pre-implementation) with January 2021-December 2024 (post-implementation). Variables collected included active research projects with pharmacists as Principal Investigators (PI), publications, scientific communications, awards, and committee participation.

What has been achieved?

The unit operated with one non-exclusive coordinator and each collaborator dedicating two days monthly. Activities included monthly scientific meetings, dynamic scheduling of scientific events, project submission support, scientific writing assistance, funding opportunity protocols, and knowledge transfer initiatives. By December 2024, active research projects increased from 0 to 21 (including 3 multicentric international projects). Publications raised from 0 to 9 articles: 4 non-indexed, 2 indexed in Scielo, 1 in PubMed, and 2 in PubMed with JCR Impact Factor. Scientific communications reached 30 presentations (6 oral, 24 posters) at national and international congresses. The unit achieved 5 expert designations by Clinical Investigation Commission. Four awards were received.

What next?

Future includes expanding collaborative networks with universities, pharmaceutical industry, and international research centers, pursuing additional funding opportunities, and further developing translational research focused on patient outcomes. This innovative model, being the first integrated R&D&I unit in Portuguese Hospital Pharmaceutical Services, demonstrates successful enhancement of research capabilities with minimal resources. The framework is replicable across national hospital pharmaceutical services, providing sustainable improvements in scientific productivity and professional development.

Author(s)

O’Boyle, N; Currie, P; O’Hare, R; McCrory, R; Leonard, N; Kirk, S.

Why was it done?

Undergraduate curricula across a number of healthcare professions have increased their focus on interprofessional education. The aim of the study was to assess the impact of an interprofessional education programme on student self-reported interprofessional collaboration as well as how the interprofessional education programme supported their clinical skills development.

What was done?

We developed a full-day interprofessional education programme focused on medical admissions, incorporating role exchange to improve history taking and prescribing skills in medical student and pharmacy student groups.

How was it done?

In the first session, interprofessional pairs of medical and pharmacy students completed four simulation-based case scenarios. Followed by a second session of collaborative working with real patients on the hospital wards. A post programme questionnaire was completed by participants. Descriptive statistics were used to evaluate the student overall experience and skill development, and thematic analysis was used to evaluate student free text comments.

What has been achieved?

The questionnaire response rate was 88% (n=22) for medicine and 91% (n=31) for pharmacy. The mean score for the overall student impression of the programme was 4.75 out of 5. 94% (n=50) of students reported that the simulation activities improved their confidence in completing the in-situ activities with real patients. 96% (n=51) of respondents reported that they will be able to use the skills and knowledge gained within the programme in their future career as a registered healthcare professional.

Thematic analysis of the benefits of the programme identified five themes: interprofessional collaboration, professional identity, social and academic congruence, development of a holistic practitioner and simulation to prepare for clinical practice. Student suggestions for future development identified four themes: improved organisation, increased academic alignment, expanded opportunities for interprofessional education and developing more authentic clinical experiences.

What next?

There is evidence that simulation will be a core component in undergraduate interprofessional education efforts to address learning needs across both disciplines as it provides the opportunity to create scenarios with collaborative learning outcomes in a controlled environment. This study has highlighted how simulation can further be utilised to develop rapport and understanding within interprofessional student cohorts before in-situ experiential learning.

Author(s)

J. MORISOT(1), C. CHASTANG-CHUNG(1), C. GELLIS(1), R. LARNAUDIE(1)
(1) Pharmacie à Usage Intérieur, Centre Hospitalier Dubois, 1 boulevard du Dr Verlhac, 19100 Brive-la-Gaillarde, France.

Why was it done?

Serious Advert Events (SAE) related to medication account for 32,9 % of SAEs associated with healthcare in France, 51,2 % of which are considered preventable. Nurses are the last line of defence before treatments are administered to patients. Therefore, Educational Training Programs (ETPs) for healthcare workers are vital to improve patient safety and global quality of care.

What was done?

The main objective was to create and implement training workshops for nurses led by a hospital pharmacist. The secondary objectives were to measure short-term impact on knowledge and global satisfaction.

How was it done?

The creation of the PTDs took place in three stages. First, we conducted a survey of nurses to select 3 subjects which would become the main themes for our ETP. Then we imagined and constructed the workshops (one for each theme), in the form of pedagogical games. Finally, we organized and led the training sessions. We also created pre- and post-training questionnaires to measure short-term knowledge evolution and global satisfaction.

What has been achieved?

Three workshops have been built up according to the survey’s results : one on high-risk medicines (HRM), one on blood-derived medicines (BDM) and one on medical gases (MG). We developped the HRM workshop based on the “PUIzzle” tool, an educational question-answer game designed by l’Hôpital d’Instruction des Armées de Bégin. The BDM workshop was a crossword puzzle with “clue cards” to guess each word of interest. The MG workshop was an interactive presentation with WOOCLAP quizzes and demonstrations. Those last two ones were homemade. In the end, twenty identical PTDs were held in 2024, training 200 nurses from all wards (out of 600). All sessions were led by the same pharmacist. Short-term knowledge significantly improved (gaining an average 2,9 points out of 20 from pre- to post-training) and global satisfaction was high.

What next?

Following this success, the PDTs returned in 2025, training 115 additional nurses. We wish to renew the PTDs in 2026 by adding new themes. To do so whilst optimizing time and resources, we are currently discussing with other neighbouring hospitals to share ETPs. And why not creating a local “mobile ETP team” that could train nurses all across the area ?

Author(s)

Nabaa Dhuhaibawi, Cristin Ryan, Fionnuala Kennedy

Why was it done?

Climate change is a major global health threat, and healthcare contributes approximately 4–5% of global greenhouse gas emissions. Pharmaceuticals account for around one-quarter of this total through production, packaging, distribution, and disposal. Hospitals are under increasing pressure to reduce medicine waste and their associated carbon footprints. Automated Dispensing Cabinets (ADCs) — electronic systems for storing and issuing medicines at the point of care — improve medication safety and efficiency, but their environmental benefits have not been well studied. Understanding whether ADCs can reduce the carbon footprint of dispensed medicines is therefore essential for promoting sustainable healthcare practices.

What was done?

This study evaluated the impact of ADC implementation on the carbon footprint of dispensed oral medicines in an acute hospital in Dublin. A secondary objective was to examine the carbon footprint distribution of all single-ingredient oral medicines in the hospital formulary, identifying future opportunities for reducing medicine-related emissions.

How was it done?

A retrospective before-and-after study was conducted across six inpatient wards where ADCs were introduced between December 2023 and May 2024. Dispensing data were collected for equivalent two-week periods before and after the intervention using the Isoft® system. Only oral active pharmaceutical ingredient (API) medicines were included. Each medicine’s carbon footprint (gCO₂eq) was obtained from the Ecovamed® database and analysed using descriptive statistics and the Wilcoxon signed-rank test (α = 0.05). For the secondary analysis, all single-ingredient oral APIs from the hospital formulary were classified by their Medicine Carbon Footprint (MCF) rating using the YewMaker® database.

What has been achieved?

The total carbon footprint of dispensed medicines decreased from 262.58 kg CO₂eq before ADC implementation to 176.94 kg CO₂eq after. Among 99 medicines dispensed in both periods, the median carbon footprint per medicine fell significantly from 644 to 352 g CO₂eq (p < 0.001; r = –0.37). In the formulary analysis, most medicines had low (31.7%) or medium (35.2%) MCF ratings, while only two items—abiraterone acetate and methenamine hippurate—had very high (>1000 g CO₂eq) values.

What next?

ADCs appear to significantly reduce medicine-related carbon emissions, suggesting that digital automation supports sustainable pharmacy practice. Future efforts should target high-MCF drugs, promote greener procurement, and expand environmental life-cycle data to maximise carbon reduction across hospital pharmacy services.

Author(s)

C González-Pérez, E Tejedor Tejada, F Capdevila, C Martínez Nieto, A Ferrer Artola, G Lizeaga Cundín, JA Domínguez Cháfer, A Martín Uranga, V Morales, M Serrano Alonso.

Why was it done?

Spain aims to reinforce its position as a leading country in clinical research at the European and global level. Hospital pharmacists are essential to ensuring the safe and efficient management of IMPs, yet their role is often under-recognized or inconsistently defined.
The increasing complexity of clinical trials—driven by digitalization, decentralization, and environmental demands—requires updated, standardized guidance to support excellence, regulatory compliance, and equitable access.

What was done?

A multidisciplinary working group, including representatives from the pharmaceutical industry (Farmaindustria), hospital pharmacists from the Spanish Society of Hospital Pharmacy’s (SEFH) Clinical Trials Group, and the General Council of Official Colleges of Pharmacists, revised the 2022 edition of the Excellence Guide for the Conduct of Clinical Trials in Hospital Pharmacy.
The updated guide focuses on:
Clear definitions of pharmacy and sponsor responsibilities across trial phases.
Practical recommendations for investigational medicinal products (IMP) handling, labelling, donations, traceability, and medicine shortages.
Integration of digital tools and electronic documentation systems.
Sustainability practices aligned with European standards.
Strategic recommendations for decentralized trials and remote patient access.

How was it done?

The guide was developed through consensus among stakeholders, combining regulatory expertise, clinical experience, and operational insights. Contributions were based on real-world practices and aligned with current European legislation.

What has been achieved?

The updated Guide to Excellence in Clinical Trials in Hospital Pharmacy was developed and launched in Barcelona on September 30, 2025. The new edition offers a comprehensive framework to support hospital pharmacists throughout all phases of clinical trials, while also serving as a reference for sponsors and Contract Research Organizations (CROs) regarding hospital pharmacy department procedures.
Additionally, it includes annexes with practical infographics covering key areas such as a welcome manual model for sponsors, IMP accountability, site initiation preparation, remote monitoring, hazardous drug disposal, and non-sponsored medication management. These resources aim to facilitate implementation and harmonize practices across institutions.

What next?

The guide will be disseminated through professional networks, social media, specialized journals, and mailing lists targeting hospital pharmacists, CROs, pharmaceutical sponsors, and universities offering specialised training for clinical trial monitors.
A national survey will be launched to assess the reach and impact of the new edition and to identify challenges and improvement areas for future updates.

Author(s)

Gine Stobberup, Clinical pharmacist, Odense University Hospital
Mikala Vasehus Holck, Senior Medical Advisor, MSc. Pharm. Consultancy and Negotiation

Why was it done?

The Danish Medicines Council’s (DMC) assesses new medicines and issues recommendations based on evidence. Expert committees primarily composed of medical specialists play a key role in this process.
Pharmacists are the sole representatives of their profession in these committees, yet they represent all hospital pharmacies in Denmark. Their role is to advise on pharmaceutical aspects, including alignment with clinical guidelines, EU tenders, and practical implementation.
To support this responsibility a national pharmacist network was established in 2020.

What was done?

A national network for hospital pharmacists engaged in the DMC expert committees was established. The network unites pharmacists across Denmark to strengthen competencies, ensure consistent, high-quality contributions across expert committees and provide a platform for mutual support.

How was it done?

The network equips pharmacists to meet the expectations of the DMC expert committees through competence development, role clarification, and harmonization of contributions across regions.
The network meets twice a year for training, case-based discussions, and exercises that strengthen pharmacists’ ability to articulate pharmaceutical perspectives, address implementation challenges and translate expertise into committee work. Between meetings, the network functions as a consultation forum enabling members to share experiences and seek advice on complex issues.
Through this structure, pharmacists are equipped to deliver on their role: contributing expert knowledge on medicine handling, clinical use, alignment with guidelines and EU tenders, and supporting safe and practical national implementation.

What has been achieved?

The network has enhanced pharmacists’ visibility and influence within expert committees. Contributions are now more consistent and recognized as essential for safe, cost-effective and practical implementation of DMC recommendations. Feedback from the DMC indicates that pharmacists have become more active and confident participants.
Pharmacists in the network report improved understanding of DMC processes, strengthened professional identity and a secure environment for knowledge sharing and mutual support.

What next?

This initiative demonstrates how a small professional group can amplify its voice in national decision-making through structured collaboration. The model offers a scalable approach for other healthcare systems where specialized expertise is underrepresented but critical for informed decisions.

Author(s)

Kristin Michaels
Assoc. Professor Tom Simpson

Why was it done?

Technician roles in Australia and New Zealand have evolved unevenly, with variation in scope, titles and training that limits workforce mobility and standardisation. A unified, contemporary Competency Framework was needed to underpin education, role design and safe delegation, and to support service expansion and workforce sustainability.

What was done?

Advanced Pharmacy Australia (AdPha), with the New Zealand Hospital Pharmacy Association (NZHPA), developed and launched the AdPha Australian and New Zealand Technician Competency Standards—a single, bi-national framework defining the capabilities of pharmacy technicians across hospital and community settings. The Standards were formally launched on 21 October 2025 (National Pharmacy Technicians & Assistants Day), officiated by Tasmania’s Minister for Health, Mental Health and Wellbeing, the Hon. Bridget Archer MP.

How was it done?

AdPha convened a trans-Tasman working group of Technicians and Pharmacists from hospital and community sectors. Iterative drafting drew on international exemplars and local practice analysis, followed by open consultations (Australia: 15 Oct–29 Nov 2024; New Zealand: 21 Jul–15 Aug 2025). Feedback was incorporated to ensure relevance across settings and to articulate progressive competency levels mapped to education and supervision requirements.

What has been achieved?

The resulting Competency Standards offer a common language for capability and progression for Technicians, enabling:
• consistent role descriptions and delegation in hospital pharmacy services;
• alignment of training providers and workplace assessment;
• clearer career pathways linked to recognition programmes; and
• a platform for cross-jurisdictional workforce planning.
Public release and sector endorsement have created a focal point for implementation across Australian states and New Zealand health services (Standards overview and consultation record publicly available).

What next?

Following launch of the Competency Standards, implementation activities include contextualised role profiles for hospitals, mapping to accredited training and micro-credentials, establishment of recognition pathways within the Australian and New Zealand College of Advanced Pharmacy (ANZCAP) supervisor guides for workplace assessment, and evaluation of uptake and impact (e.g., standardised induction time, error reduction in technical tasks, retention/progression metrics). The framework is readily transferable to other health systems seeking to formalise technician practice and education through a competency-based approach anchored in patient safety and quality.

Author(s)

García-Peláez, M.; Sosa-Pons, A.; Seguí Solanes, C.; Borras Trias, L.; Planas Giner, A.; Fernández-Navarro, A.; Rodríguez Rubio, M.; Rudi Sola, N.

Why was it done?

The increasing pace of technological innovation and the introduction of new drugs require rapid adaptation. In our service, defined roles and strong teamwork ensure quality care. Understanding the scope and relevance of colleagues’ work fosters engagement, collaboration, and a sense of belonging within the team. The course aimed to strengthen these elements while improving professional knowledge

What was done?

A continuous training course was implemented in the Pharmacy Department, aimed at pharmacy technicians and dispensing assistants. The program provided updates on pharmacotherapy, new technologies, and recently implemented workflows, delivered by both pharmacists and pharmacy technicians/ assistants from the same service

How was it done?

The first edition took place from February to June 2025, consisting of five 20-minute monthly sessions, each repeated twice to maximize participation. Topics were presented by staff members directly involved in their implementation. Surveys were conducted among participants and trainers to assess satisfaction, perceived knowledge improvement, and interest in future editions. Additionally, a needs assessment survey identified subjects of greatest interest for upcoming sessions.

What has been achieved?

High attendance rates and positive feedback were obtained. Most participants reported increased understanding of new pharmacotherapy, technologies, and workflows, as well as greater appreciation of colleagues’ roles. The initiative improved internal communication and team cohesion.

What next?

Based on participant feedback, the second edition is scheduled from September 2025 to May 2026, expanding to eight sessions and incorporating topics requested by pharmacy technicians and dispensing assistants.

Author(s)

Claire May, Connor Thompson-Poole, Sam Ingram, Mairead O’Malley, Fahmida Ali, Michael Hopling

Why was it done?

The initiative aligned with NHS policy priorities to expand the prescribing workforce in primary care. Drawing on Health Education England’s research into “prescriber readiness,” it introduced targeted learning interventions to bridge the gap between academic preparation and clinical practice. The focus was on equipping students with the skills and confidence to contribute meaningfully to prescribing decisions, while embedding practical, patient-focused learning that supports prescribing competence and helps reduce the perceived burden on placement providers.

What was done?

University of Brighton and University Hospitals Sussex NHS Foundation Trust co-developed a two-week pilot hospital placement to integrate student pharmacists into clinical teams. Embedded within a four-week experiential block, the placement aimed to meet prescribing-related outcomes at the required proficiency level outlined in the professional regulator’s Initial Education and Training (IET) Standards for Pharmacists, with a focus on patient-centred care and prescribing competence.

How was it done?

A two-pronged approach prepared students for placement through two weeks of simulation-based workshops focused on prescribing and clinical communication skills. This was complemented by hospital placements guided by a structured logbook, which included tasks such as patient histories, discharge planning, and clinical observations. Activities aligned with Supervised Learning Events (SLEs), including the Medicines Related Consultation Framework (MRCF), enabling students to demonstrate prescribing competencies in practice. The logbook also supported reflection, peer discussion, and multi-source feedback. Together, simulation and placement formed a cohesive framework for meeting IET standards and fostering prescribing readiness. Stakeholder engagement focused on risk-assessing activities and aligning them with Entrustable Professional Activities to ensure relevance and safety.

What has been achieved?

Module evaluation and assessment outcomes showed increased student confidence in clinical communication, medicines optimisation, and prescribing decisions. Students gained clearer insight into their role within multidisciplinary teams, while supervisors reported greater engagement and contributions to patient care. These insights informed the evolution of the experiential learning strategy and shaped future prescribing-focused educational interventions.

What next?

This initiative exemplifies good practice by bridging academic theory with clinical application. Its co-creation model, alignment with national standards, and emphasis on simulation-based learning make it highly transferable. Future developments will explore we can embed student pharmacists more into the clinical teams to support the workforce transformation across healthcare systems.