Holm, Michelle R.

Abstract Purpose Excessive purchasing of influenza vaccine can lead to costly overages and waste of resources. Insufficient quantities, however, can jeopardize population health. Our project aimed to use predictive analytics to determine the influenza vaccine quantities that would be needed for the next influenza season while minimizing vaccine waste and meeting patient care demands. Methods Several data sources were evaluated to develop a predictive analytics model to better estimate future influenza vaccine orders during upcoming influenza seasons. A retrospective analysis of influenza vaccine administrations over the last 4 influenza seasons allowed the team to develop an algorithm to predict influenza vaccine needs. Two regions within Mayo Clinic were selected to determine the validity of our ordering process. These 2 regions, identified as regions 3 and 5, ordered influenza vaccines based on the algorithm, while the other 3 regions acted as control groups, ordering though traditional methods based on purchasing data. Results Predictive analysis for the 2 intervention regions resulted in a savings of over $1 million when compared to traditional ordering methods. The model predicted that the quantity of vaccine ordered should be 17,574.16 and 9,164.29 quadrivalent influenza vaccines for regions 3 and 5, respectively. On the basis of actual administration data, 15,902 vaccines for region 3 and 9,016 vaccines for region 5 will be administered by the end of the season, both of which are less than the predicted amount needed, demonstrating the accuracy of the analytics. Conclusion Compared to the traditional ordering method, ordering using predictive analytics allowed the team to more accurately determine future order volumes and spend, yielding significant cost savings.

AbstractThe scope of pharmacy practice in global health has expanded over the past decade creating additional education and training opportunities for students, residents and pharmacists. There has also been a shift from short‐term educational and clinical experiences to more sustainable bidirectional partnerships between high‐income countries (HICs) and low‐ to middle‐income countries (LMICs). As more institutional and individual partnerships between HICs and LMICs begin to form, it is clear that there is a lack of guidance for pharmacists on how to build meaningful, sustainable, and mutually beneficial programs. The aim of this paper is to provide guidance for pharmacists in HICs to make informed decisions on global health partnerships and identify opportunities for engagement in LMICs that yield mutually beneficial collaborations. This paper uses the foundations of global health principles to identify five pillars of global health engagement when developing partnerships: (a) sustainability, (b) shared leadership, (c) mutually beneficial partnerships, (d) local needs‐based care and (e) host‐driven experiential and didactic education. Finally, this paper highlights ways pharmacists can use the pillars as a framework to engage and support health care systems, collaborate with academic institutions, conduct research, and interface with governments to improve health policy.

AbstractObjectiveTo measure long‐term knowledge gain after provision of nursing education in a low‐income country.Design and SampleGlobal health education research has often focused on the short‐ term effects of providing education and direct patient care. Assessment of long‐term knowledge gain is key for determining whether education knowledge transfer is sustainable.MeasurementsThis prospective cohort study of educational training for nurses in Haiti tested knowledge gain before, immediately after, and 6 months after education.InterventionQuantitative assessments were obtained through multiple choice tests at 3 time points. Qualitative data were obtained through focus groups and self‐assessments.ResultsKnowledge gain was significant from pretest to immediate posttest, and knowledge retention was assessed at 6 months after the education. Qualitative data showed improvement in reported confidence levels and patient care activities. Short‐term knowledge gain was statistically significant for improvement; however, long‐term knowledge gain was statistically significant in only 4 of 19 lectures.ConclusionsReported qualitative improvements in patient care indicated added value of providing education to the nursing staff. Hands‐on learning techniques were important to long‐term retention, and building trust was vital to the completion of our study.