药剂专业医学基础课程实训教学改革与实践

随着我国医药卫生改革的不断深入,药品分类管理制度的实施,中职药剂专业学生就业的方向发生明显改变,就业单位由原来医疗机构为主逐渐转向药品生产、流通、营销企业,中职药剂专业学生主要就业于社会药店、营销企业,医学基础课程实训教学对提高学生学习药学专业兴趣与学习效率,培养学生的职业技能,进而提高学生综合能力和素质,增强学生的就业能力就显得尤为重要。     

临床药学专业教育与培训应引入积极心理学

目的:促进临床药学人员提高医疗、药学服务质量,更好地为患者服务。方法:回顾分析积极心理学在医药领域的研究现状和研究成果,提出开展情感体验式教学,使临床药学专业学生和临床药师建立积极个性体验,并运用积极心理学干预去帮助患者,达到改善治疗效果的目的。结果与结论:临床药学教育中引入积极心理学,可以培养和激发临床药学专业学生的积极人格特性;临床药师掌握积极心理学干预的方法,可为患者提供更有效的专业服务。     

药学专业学生学习状况的问卷调查结果与分析

目的:通过对某校药学系学生学习状况的问卷调查分析,更好地把握学生的整体学习状态和影响因素,从中发现问题、解决问题,提高学生的学习效果。方法:以问卷形式,对武汉科技大学医学院药学专业2006～2009级学生进行有关专业认知、学习目的、学习态度以及学习方法等方面的调查,并对数据进行统计分析。结果:大部分学生对药学专业的发展前景有信心,学习目的明确,学习态度较为端正,但近半数学生的学习方法欠妥。结论:药学系学生总体学习状况较好,但尚需教师进行更多的督促及引导。     

临床药学专业学生的实践探索

目的:为培养临床药学专业学生的临床实践能力提供参考。方法:借鉴美国培养临床药学专业学生的实践经验,结合我国临床药学专业学生轻实践重就业的现状,提出培养临床药学专业学生临床实践能力的方法。结果:我院临床药学专业学生教育分为3个阶段:临床轮转阶段、药学实践阶段和毕业论文撰写阶段。经过3个阶段的学习实践,我校学生能达到临床药学的实践要求,基本独立完成医疗机构的工作任务。结论:重视临床药学专业学生的实践,能提高药学专业学生的知识应用能力,适应医院发展的需求。     

药学专业学生自主学习能力调查分析与对策研究

目的 了解普通高等院校药学专业学生自主学习的现状,分析学生自主学习的特点,探讨提高其自主学习能力的方法和策略,为进一步提高药学专业本科生自主学习能力提供依据.方法 选择湖北医药学院药学专业大一至大四学生作为调查对象,使用学习动机策略问卷(MSLQ)进行自主学习能力测评.结果 大一至大四学生自主学习能力得分率分别为0.6...     

糖尿病患者药学服务探析

目的探讨实施药学服务对糖尿病患者的临床疗效。方法 2011年2月至2012年2月期间,本院诊治的80例糖尿病患者,专业药学技术人员给予1年的药学服务,对干预前后服药率、规律服药率、血糖知晓率、血糖控制率,进行观察和比较。结果与干预前相比,干预后服药率、规律服药率、血糖知晓率、血糖控制率均明显升高,P〈0.05,差异有统计学意义。结论对于糖尿病患者,有效的药学服务有利于血糖控制,值得临床推广。     

药学专业学生学习状况分析及其对策

分析2001级药学(高职)专业一年级学生学习成绩和思想动态，探讨药学专业学生学习动机和学习的积极性，目的是为了今后更好地进行高职药学专业的职业指导。     

高等职业药学专业综合技能实训的探索和实践

目的:为提高高等职业药学专业学生实践能力提供参考。方法:我院根据医院药房和药品经营企业工作岗位的职责要求,开设了药学专业综合技能实训课程,使学生学会综合运用药学专业各学科的理论知识。结果:药学专业综合技能实训课程可以使学生了解药品生产、流通等各个环节,掌握合理用药、科学介绍药品、处方审核及调配的技能。结论:高等职业药学专业综合技能实训课程激发了学生的学习兴趣,提高了学生的从业能力,为学生今后从事相关工作奠定了基础,有利于培养医药行业高素质高技能人才,实现了与就业岗位的"零对接"。     

医院药学干预管理对规范门诊处方和合理用药的影响分析

目的:研究利用医院药学干预管理的方法对规范门诊处方和合理用药的影响。方法:选取2016年-2018年我院门诊病历480例,根据开展医院药学干预管理前后将其分为参照组(240例)和研究组(240例),参照组未实施医院药学干预管理,研究组实施医院药学干预管理,观察两组用药不合理发生的概率。结果:研究组实施医院药学干预管理用药不合理的发生率低于参照组,且结果具有统计学意义(P0.05)结论:医院药学干预管理有效规范门诊处方并提高合理用药的概率,提高服务质量。     

横向记忆法在生药学教学中的应用

生药学是药学及药剂专业的重要专业课程之一,繁琐,不易掌握,运用横向记忆方法对老师教学和学生更好的掌握该门课程会有很大的帮助。     

不同健康教育方式对社区绝经后骨质疏松症患者的干预效果

目的探讨社区绝经后骨质疏松症患者应用不同健康教育模式的效果。方法随机抽取2012年1月至2014年1月本院接诊的160例社区绝经后骨质疏松症患者按数字表法随机为观察组和对照组,每组各80例,对照组患者予以一般健康教育,观察组患者予以个体化教育,比较两组骨质疏松症的知识、健康信念、自我效能。结果干预前两组患者自我效能评分、认知度评分、依从信念评分无明显差异(P>0.05),干预后均有改善,观察组自我效能评分、认知度评分、依从信念评分高于对照组,差异具有统计学意义(P<0.05)。结论一般健康教育结合个体化健康教育有助于提高绝经妇女的健康信念、骨质疏松症知识及自我效能。     

护理专业实习生人格特征、生活事件与心理健康的通径分析

目的了解护理专业实习生心理健康状况,及其与人格特征和生活事件的关系,为该人群实习教学和实施心理干预服务提供理论依据。方法采用自制的一般人口学资料调查问卷、症状自评量表（SCL-90）、艾森克人格测验（EPQ）和青少年生活事件量表（ASLEC）对152名护理专业实习生进行调查。结果护理专业实习生除恐怖和精神病性因子高于国内常模外,其他因子均低于国内常模（P〈0.01）;影响护理专业实习生心理健康的生活事件主要为学习压力、人际关系和健康适应;SCL-90各个因子得分及总均分与学习压力、生活事件总分存在显著正相关（P〈0.01）,与EPQ-L存在显著负相关;多元线性回归分析显示对心理健康产生影响的因素为学习压力、EPQ-N和受惩罚。学习压力对心理健康的直接影响最大,EPQ-N和受惩罚次之,间接作用中,受惩罚对心理健康的影响最大,学习压力次之。结论临床应减轻护理专业实习生临床实习负担,积极给予心理辅导和心理咨询。     

药学服务对肿瘤患者癌痛规范化治疗知信行及疼痛控制的影响

目的探讨临床药师为癌痛患者提供的药学服务对患者知识-信念-行为(KAP)及疼痛控制的影响。方法选取医院肿瘤内科2017年1月至2018年12月收治的癌痛患者80例,按随机数字表法分为干预组和对照组,各40例。两组患者均予常规宣教,干预组患者加予以癌痛控制为核心的临床药学服务。采用课题组自行设计的癌痛KAP量表和简明疼痛量表(BPI)评价患者的癌痛KAP、疼痛强度和影响。结果经药学服务干预后,干预组KAP量表的总评分、各维度评分和及格率显著高于对照组(P<0.05);疼痛强度,干预组24 h内疼痛最剧烈的程度和平均疼痛程度评分均显著低于对照组(P<0.05);疼痛影响,干预组情绪、睡眠和生活兴趣评分均显著低于对照组(P<0.05)。结论在常规宣教基础上,临床药师对癌痛患者实施以疼痛控制为核心的药学服务,可提高其对癌痛药物治疗的认知,增强控制癌痛的信念,规范用药行为,降低疼痛强度和影响,可改善患者的生活质量。     

The effect of DTC advertisement content on belief tenacity: A study of appeals and argument types

BackgroundDirect-to-consumer advertising (DTCA) has an influence on patients' perceptions, awareness, and behaviors. Inoculation theory and the model of belief processing provide insights into cognition that stand to increase our understanding of how patients process the information presented in these advertisements and form beliefs about medications.ObjectiveThis study was conducted to evaluate the effect of sidedness of appeals and argument types in understanding beliefs that are formed after exposure to advertisements. DTCA and negative experiences were used to study these constructs.MethodsA 2 (1-sided vs 2-sided appeals) × 2 (causal vs authoritative arguments) factorial study design was used. A total of 263 undergraduate students were assigned to view 1 of the 4 mock flu-medication advertisements and complete a questionnaire. Subjects were then presented with a negative scenario and were asked to fill out a questionnaire based on the information in the ad and in the negative scenario. The dependent measures included belief change, change in intent to inquire, and standardized price change. Data were analyzed using 2-way analysis of variance.ResultsSubjects exposed to 2-sided appeals showed lower belief change, standardized price change, and change in intent to inquire following a negative experience than subjects exposed to 1-sided appeals (P < .05). No significant difference was found between subjects who received causal arguments and those who received authoritative arguments. A significant interaction effect was observed between sidedness of appeal and argument type on initial belief and initial intent to inquire.ConclusionsSome support for aspects of inoculation theory and theory of belief formation was found. The findings suggest that complying with the “fair-balance” requirement may be beneficial to pharmaceutical marketers as 2-sided appeals increase the tenacity of consumers' beliefs. Higher initial belief and intent to inquire when causal arguments are used in 2-sided promotional messages suggest that use of data to substantiate claims in advertisements may result in enhanced beliefs about the merits of advertised medication.     

论加强药学生的责任意识教育

药学学生作为我国药学事业的继承者与发展者,能否树立强烈而牢固的责任感,不仅关系药学学生自身理想信念的确立,也与我国医药卫生事业的发展和人民的身体健康休戚相关.分析药学学生责任意识存在问题的表现及成因,强调药学学生责任意识教育的重要性,阐述药学学生责任意识教育的途径,以期加强药学学生的责任意识,培养合格的药学人才.     

Readiness for self-directed learning and academic performance in an abilities laboratory course

Objective

To assess the relationship between readiness for self-directed learning, academic performance on self-directed learning activities, and resources used to prepare for an abilities laboratory course.

Methods

The Self-directed Learning Readiness Scale (SDLRS) was administered to first-year (P1) doctor of pharmacy (PharmD) candidates at the University of Maryland. Additional data collected included final course grades, quiz scores, resources used to prepare for laboratory activities, and demographics.

Results

The mean SDLRS score was 148.6 ± 13.8. Sixty-eight students (44%) scored > 150, indicating a high readiness for self-directed learning. These students were more likely to complete assignments before the laboratory, meet in study groups, and report postgraduation plans to enter noncommunity pharmacy. No significant association was found between academic performance and the SDLRS.

Conclusions

Readiness for self-directed learning is associated with self-directed learning habits, but may not be necessary for learning foundational knowledge, provided students are given specific instructions on what to study. Whether high readiness for self-directed learning is necessary for more complex learning or for self-identification of learning needs is unknown.     

基础护理学中PBL案例教学法对高职护生评判性思维能力的影响

目的探讨基础护理学教学中,PBL案例教学法对高职护生评判性思维能力的影响。方法选择我校2006级高职护理9班、10班、11班的113名大专护生作为研究对象,采用彭美慈教授改良的中文版评判性思维能力测量表(CTDI-CV)作为测量工具,对学生在PBL案例教学前、后进行问卷调查。结果 PBL案例教学前后护生评判性思维能力各条目中寻找真相、分析能力、系统化能力、批判思维自信心、认知成熟度、求知欲的差异(P<0.05)具有明显的统计学意义,开放思想的差异无统计学意义(P>0.05);PBL案例教学前后护生评判性思维能力总分的差异具有明显的统计学意义(P<0.01);PBL案例教学后护生评判性思维能力总分≥280的比例明显提高(90.43%)。结论研究结果表明,以问题为基础的PBL教学方法有利于提高学生的评判性思维能力,有助于提高学生的学习效率,是医学院校值得推广的先进的教学方法。     

Role of pharmacy experience and argument types in forming beliefs about pharmacist trustworthiness.

The role of pharmacy experience and argument types in forming beliefs about pharmacist trustworthiness was studied. Study participants were recruited from three primary care clinics. They were provided a pharmacy scenario that contained information that could be used to form causal and authoritative arguments. The participants rated the trustworthiness of the pharmacist in the scenario on a 10-point, Likert-type scale and provided the arguments used to form the trustworthiness belief. Information that contradicted the pharmacist's trustworthiness was then presented in the form of an addendum, and the participants reassessed the pharmacist's trustworthiness. Participants rated the pharmacist using a Likert-type scale. Responses were coded and analyzed. Initial trustworthiness and post-trustworthiness scores were calculated. Participants' pharmacy experience score was also determined. Reliability and principal components analyses were conducted to determine the quality of the trustworthiness and pharmacy experience scores. A total of 130 patients participated in the study. There was a positive correlation between pharmacy experience and the number of causal arguments that subjects used to form their beliefs about pharmacist trustworthiness (r = 0.223, p = 0.012). Results of t tests revealed that belief strength was similar among subjects using more causal than authoritative arguments to form beliefs and in those using fewer causal arguments (t = 1.35, p = 0.179), but belief tenacity differed significantly between the groups (t = -2.303, p = 0.023). The role of external sources in influencing the formation of beliefs about trustworthiness of a pharmacist may be limited as a patient gains pharmacy experience, as experience is based on causal associations. Moreover, causal arguments are correlated with belief tenacity.