Objective: Pharmacists are ideally positioned to promote optimal use and assess the adherence of prescription medications in patients with chronic diseases. This systematic review of randomized controlled trials (RCTs) ascertains the effectiveness of pharmacist interventions to improve blood pressure (BP) control and medication adherence in patients with hypertension. Data Sources: Electronic databases were searched for studies in English published between January 1, 1995, and January 31, 2018. Eligibility criteria included patients with a diagnosis of hypertension tested with RCT where pharmacist-led interventions occurred. The primary outcome was BP control and the secondary outcome was adherence to hypertensive medication. Quality of studies was assessed using the Cochrane Risk of Bias Tool. Data Synthesis: Thirty-five studies met the inclusion–exclusion criteria and were included in this study. Major themes included pharmacist-led interventions with medication counseling, patient education, distribution of interventions materials, individualized care plans, and check-in meetings. The vast majority of trials (n = 29) showed statistically significant improvement in BP in the intervention groups at follow-up. Of the 35 studies, most (n = 20) assessed medication adherence; several trials (n = 9) showed statistically significant improvement in medication adherence in patients receiving additional pharmaceutical care services. None of the RCTs was considered to have a high risk of bias. Conclusion: Pharmacist-led interventions improved BP control and medication adherence through education, counseling, or a combination of both. Future research is needed to determine the most effective pharmacists’ interventions in managing hypertension and to assess the cost-effectiveness of these interventions.

The development of a professional identity as a counselor is the result of training, practice, and integration into a community of professional counselors and is defined as the synthesis of personal and professional behaviors, values, ethics, and worldview. The research on this topic has been plentiful, but this systemic and systematic review of the research literature provides a comprehensive overview of this important concept for counselor training and supervision.

In this study, a qualitative content analysis of the professional identity development research in counseling was conducted to describe elements of the development of “elective identities” of leader, research, counselor educator, and social justice practitioner. Predisposing, process, and outcome codes reveal experiences and contexts that influence this development in students, educators, and counselors.

Using data from the 2015 U.S. Transgender Survey, this paper explores disabled transgender sex working college students’ experiences within sex work economies and within other paid labor force economies, experiences while in/at college, and self-reported health outcomes. Findings indicate that disabled transgender college students experience far-reaching discrimination, harassment, violence, and economic precarity while in school. At least 11% have engaged in sex work economies, and this may partly be explained by their labor force and educational experiences. The discussion highlights specific implications for and suggestions about how to improve Identity-Based services (e.g., LGBTQ Centers, Race/Ethnicity-Based Centers, Religious Centers, Student Disability Services, Financial Aid, etc.), Health-Based services (e.g., Student Health, Counseling Services, Wellness Center, etc.), and Administrative and Policy-Based services (e.g., Dean of Students, Student Conduct, Career Service, etc.) on college campuses. We conclude that our work sheds light on how all students, but particularly disabled trans sex working students, would benefit from being better economically resourced, with stronger administrative support via cross-collaborative partnerships and programming, and informed and competent service providers, who work together—and not in isolation—to provide education to the broader campus community and outreach directly for sex positive student sexual health.