Women's health promotion within a community advanced pharmacy practice experience

Objective

To establish low-cost easily conducted health promotion interventions for advanced pharmacy practice experience (APPE) students in community pharmacy settings that would increase women''s awareness about health issues using Food and Drug Administration (FDA) educational materials.

Methods

Students distributed fact sheets on medication use, heart disease, and diabetes to women over 45 years of age at 6 community pharmacy APPE sites. Interventions completed were either personal medication records (PMR) to identify medication-related problems (MRP) or heart health screenings followed by completion of an anonymous patient satisfaction survey instrument.

Results

Over 1500 fact sheets were distributed. Fifty-eight women (age 61 ± 15 years) completed PMRs, which identified 57 MRPs in 42 patients. Twenty-four women indicated the screening was “useful/very useful” for increasing medication understanding. Sixty-three women completed heart health screenings. Thirty-one of the 40 who completed the survey instrument indicated the screening was “useful/very useful” for learning heart disease risk.

Conclusions

Community pharmacy APPE students interventions identified MRPs and patients at risk for heart disease. These health promotion interventions enhanced women''s awareness of these topics while guiding students to achieve the desired curricular outcomes.     

Health promotion in community pharmacy

In this study, health promotion activity in community pharmacies and pharmacists' perceptions of the barriers to increasing health promotion activity were investigated. A stratified sample (30) was investigated using a structured interview. Health promotion activities were undertaken in all pharmacies in the study. The number of times advice was given or a query dealt with was estimated to be around 1,400 per week for this sample. Health promotion activity was 2.5 times more likely to be reactive than proactive. Other issues were identified which suggest that pharmacists' activities in this field tend to be passive and product orientated. Barriers identified included remuneration issues, space, time, training and insufficient liaison with other health professionals and health promotion units.     

A summer pharmacy camp for high school students as a pharmacy student recruitment tool

Objective. To determine the effectiveness of a summer pharmacy camp on participants’ pursuit of enrollment in doctor of pharmacy degree programs.Methods. All participants (n = 135) in a pharmacy camp at the University of Arkansas for Medical Sciences (UAMS) College of Pharmacy from 2007-2010 were invited to complete an anonymous online survey instrument.Results. Seventy-three students completed the survey instrument (54% response rate). Ninety-six percent of pharmacy camp participants said that they would recommend pharmacy camp to a friend, and 76% planned to apply or had applied to doctor of pharmacy degree program. Seven of the camp participants had enrolled in the UAMS College of Pharmacy.Conclusions. The pharmacy summer camp at UAMS is effective in maintaining high school students’ interest in the profession of pharmacy. Continued use of the pharmacy camp program as a recruitment tool is warranted; however, additional research on this topic is needed.     

Impact of a community pharmacy transitions-of-care program on 30-day readmission

Objectives

The primary objective of this study was to evaluate the impact of a transitions-of-care (TOC) program on both all-cause and related 30-day hospital readmission. The secondary objective was to evaluate which patient-specific factors, if any, are predictive of 30-day hospital readmissions.

Factors affecting outcomes of medication-history interviewing by pharmacy students

Factors affecting outcomes of medication-history interviewing by pharmacy students were studied. Data were obtained from fourth-year pharmacy students enrolled in a required course in fall 1984. Each student conducted a medication-history interview with one of two simulated patients who presented a predetermined history; interviews were videotaped from behind a one-way mirror. Students also completed an interviewing-orientation survey and a personal report of communication apprehension (PRCA). Trained raters evaluated the videotaped interviews using measures of interview skill and interview completeness. The simulated patients completed a patient-satisfaction form after each interview. Two path models were developed that were identical except that one had completeness and one had patient satisfaction as the dependent variable. Interview skill was the final factor in each model, preceded by variables representing the student's background and orientation factors, PRCA, and simulated-patient gender. Of 112 students conducting the interview, 107 (95.5%) and 95 (84.8%) completed the PRCA and orientation surveys, respectively. The models explained 36% and 27% of the variance in patient satisfaction and completeness, respectively. Shown in parentheses are the significant direct predictors of variables in the model of patient satisfaction: satisfaction (skill, prepharmacy grade point average [preGPA], people and health-care [PHC] orientation); skill (interviewing orientation, preGPA); interviewing orientation PHC orientation, preGPA, PRCA); and (PHC orientation (student gender). All effects were positive except for PRCA on interviewing orientation. For the model of completeness, direct predictors were as follows: completeness (skill, PHC orientation, student gender, simulated-patient gender); skill (interviewing orientation, preGPA); interviewing orientation (PRCA, preGPA, PHC orientation); and PHC orientation (student gender). All effects were positive except for PRCA on interviewing orientation and PHC orientation on completeness. Results suggest that one path model reflects the patient's assessment of interviewer competence in terms of satisfaction, and the other reflects the clinician-rater's assessment of interviewer competence in terms of interview completeness. The interviewing process positively influences both patient satisfaction and interview completeness.     

Wiltshire pharmacy health promotion training initiative: a telephone survey

A telephone survey of 40 pharmacists before and after attendance on a health promotion course in Wiltshire, conducted using semi-structured questionnaires, indicated that training led to changes in knowledge and perceived changes in attitude and practice. The value of the increased knowledge was recognised by participants, in particular when talking to patients and other health professionals. The change in attitude, towards a more holistic view of health, is seen by the authors as a positive benefit of training, as it may be of value to the pharmacists. Changes in practice were evident despite recognised constraints. Recommendations for future health promotion training schemes are: training should be ongoing; joint working with other health care professionals is needed fully to achieve training objectives; the role of the pharmacist should be promoted; and this currently unremunerated role should be recognised by Wiltshire health authority for its potential contribution towards the health care of the population, and receive appropriate funding.     

Stress-induced immune-related diseases and health outcomes of pharmacy students: A pilot study

Stress in health sciences students has been studied extensively. Nevertheless, only few studies have been conducted on pharmacy students and nothing was done to compare stress effects on the immune responses of Pharmacy and Doctor of Pharmacy (PharmD) students. The aim of this pilot study was (1) to measure the self-reported perceived stresses, immune-related diseases and health outcomes of pharmacy and PharmD students, (2) to investigate the relationship between perceived stresses, health outcomes and immune-related diseases and (3) to compare stress induced changes in the health and immune system of pharmacy and PharmD students. The study represents a cross sectional survey using an interviewer administered questionnaire about stress and students’ health states during the fall semester of 2009/2010. At commence of this study, 222 of pharmacy and PharmD participant students (113 and 109 respectively) from the third and uppermost levels of study were picked up randomly. They were found to perceive stress related to program intensity, lack of exercise and social activities, bad nutritional routines and accommodation. Effects of increased study loads on students’ health and immune-related diseases were more pronounced on PharmD students, while showing significant changes on Pharmacy students. In general, more than 50% of students of each program got ill several times, mainly during the midterm period, had cold/flu, were under medical care and had problems in skin and/or hair. Also, PharmD students reported relatively higher levels of perceived stress and lower emotional and satisfaction quality of life compared to Pharmacy students. Results may help to increase the awareness of students to get prepared to what they might face, and may enable them to reduce the program’s negative effects.     

Basic life support and cardiopulmonary resuscitation training for pharmacy students and the community by a pharmacy student committee

Objective

To create a self-sufficient, innovative method for providing cardiopulmonary resuscitation (CPR) education within a college of pharmacy using a student-driven committee, and disseminating CPR education into the community through a service learning experience.

Design

A CPR committee comprised of doctor of pharmacy (PharmD) students at the University of Tennessee College of Pharmacy provided CPR certification to all pharmacy students. The committee developed a service learning project by providing CPR training courses in the community. Participants in the course were required to complete an evaluation form at the conclusion of each training course.

Assessment

The CPR committee successfully certified more than 1,950 PharmD students and 240 community members from 1996 to 2009. Evaluations completed by participants were favorable, with 99% of all respondents (n = 351) rating the training course as either “excellent” or “good” in each of the categories evaluated.

Conclusion

A PharmD student-directed committee successfully provided CPR training to other students and community members as a service learning experience.     

Learning outcomes and program-level evaluation in a four-year undergraduate pharmacy curriculum

Objective

To determine the successful implementation and effectiveness of program-level learning outcomes for a 4-year bachelor of science pharmacy degree program.

Methods

A comprehensive and iterative program evaluation framework was implemented and quantitative and qualitative data were gathered.

Results

The critical factors in the successful development and implementation of program-level learning outcomes in this context were program accreditation, the leadership qualities of the curriculum chair, a strong and adequately resourced curriculum team that was able to engage and mobilize the faculty learning community, and scholarly approaches to curriculum reform.

Conclusion

An integrated range of institutional and programmatic strategies enhance the implementation of program-level learning outcomes in a 4-year undergraduate curriculum.     

Use of health information touchscreens by community pharmacy users in six local community pharmacies

□ Considerable update of touchscreen availability □ Wide variety of information accessed □ Number of accesses broadly comparable with NHS Direct call figures □ Sixty‐four per cent of touchscreen users are under the age of 35 years □ Supermarket pharmacy had most accesses     

Subject-centred learning outcomes of structured work-based learning in a community pharmacy training programme

Second-year pharmacy students were divided into two cohorts, one of which participated in structured work-based learning (WBL) activities in a summer vacation training programme (VTP) in a community pharmacy work placement. Assessment methods were developed to measure quantitatively any change in knowledge and knowledge-based transferable skills. Results from the assessments showed that participation in structured WBL activities increased the students' knowledge and knowledge-based transferable skills.     

Mental health training programs for community pharmacists,pharmacy staff and students: A systematic review

BackgroundPrimary care is often the first point of contact for people living with mental disorders. Community pharmacists, pharmacy staff and students are increasingly being trained to deliver mental health care. However, there is still a gap in the literature exploring the characteristics of all available mental health training programs and their components and their influence on pharmacists, pharmacy staff and students’ outcomes.ObjectivesTo summarize the evidence evaluating mental health training programs completed by community pharmacists, pharmacy staff and students. More specifically, to explore the components of mental health training programs and identify those that facilitate significant improvements in outcomes.MethodsA systematic review was conducted following the Cochrane handbook and reported according to PRISMA guidelines. A search for published literature was conducted in three databases (PubMed, Scopus, and Web of Science) in July 2021. Eligible studies were included if they described and evaluated the impact of mental health training programs delivered to community pharmacists, pharmacy staff and pharmacy students regardless of design or comparator. The methodological quality of included studies was appraised using both the NIH quality assessment, to evaluate studies with an uncontrolled pre-post design, and the Cochrane EPOC risk of bias assessment, to evaluate studies with a controlled (randomized and non-randomized) study design.ResultsThirty-three studies were included. Most of the identified mental health training programs contained knowledge-based components and active learning activities. Changes in participants' attitudes, stigma, knowledge, confidence and skills were frequently assessed. An extensive range of self-assessment and observational instruments used to evaluate the impact of the training programs were identified. Positive improvements in participants’ attitudes, knowledge and stigma were frequently identified following participation in training programs.ConclusionsThis systematic review highlights the importance of mental health training programs in increasing pharmacists', pharmacy staff and pharmacy students’ skills and confidence to deliver mental health care in community pharmacy. Future research should build upon this basis and further focus on finding the most efficient measures to evaluate these training programs and assess their long-term effectiveness, allowing comparison between programs.