A Week-Long Diabetes Simulation for Pharmacy Students

Delea, Deirdre; Shrader, Sarah; Phillips, Cynthia

doi:10.5688/aj7407130

Cited by 27 publications

(23 citation statements)

References 6 publications

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“…7,8 The incorporation of the DSME classes into the service-learning elective had a significant impact on student confidence in their DSME knowledge and skills. In addition, student performance in organizing and teaching the DSME classes was above average.…”

Section: Discussionmentioning

confidence: 99%

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A Diabetes Self-Management Education Class Taught by Pharmacy Students

Shrader

Kavanagh

Thompson

2012

American Journal of Pharmaceutical Education

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Objective. To assess the impact of pharmacy students teaching a diabetes self-management education (DSME) class on their competence and confidence in providing diabetes education. Design. Pharmacy students enrolled in a service-learning elective first observed pharmacy faculty members teaching a DSME class and then 4 weeks later organized and taught a DSME class to a different group of patients at a student-run free medical clinic. Assessment. Student performance as assessed by faculty members using a rubric was above average, with a mean score of 3.3 on a 4.0 scale. Overall, student confidence after teaching the group DSME class was significantly higher than before teaching the class. Conclusion. Organizing and teaching a DSME class improved third-year pharmacy students' confidence and diabetes knowledge and skills, as well as provided a valuable service to patients at a free medical clinic.Keywords: diabetes education, diabetes, pharmacy students, service-learning INTRODUCTIONDiabetes self-management education (DSME) is an ongoing process of teaching patients the knowledge, skills, and abilities necessary for diabetes self-care. 1The clinical practice recommendations of the American Diabetes Association state that all clinical practitioners should recommend DSME to their patients with diabetes.2 Currently, there is no required format for providing DSME. However, approaches to diabetes education that are interactive and patient-centered have been associated with positive patient outcomes. Many educational tools and curricula exist such as the US Diabetes Conversation Map Program.3 Conversation maps are interactive educational tools used to guide provider-patient conversations. One or more of the instructors who facilitate DSME should be a registered nurse, dietician, or pharmacist. 1Pharmacists can have an integral role in diabetes education, and exposing pharmacy students to opportunities to educate diabetes patients and use educational tools within the pharmacy curriculum may prepare students to provide DSME to patients.A variety of active-learning educational techniques such as use of diabetes simulations, as well as elective courses and certificate programs, have been used to improve pharmacy students' knowledge, attitudes, and skills related to diabetes. [4][5][6][7][8] However, there are no published reports of group DSME classes facilitated by pharmacy students. A review of the literature revealed a single study that involved nursing student-facilitated DSME group classes using diabetes conversation maps. However, the study did not incorporate actual patients; rather some students role-played patients with diabetes while other students taught the DSME class. Participation in this exercise increased nursing student knowledge about diabetes and patient education techniques. 9The Accreditation Council for Pharmacy Education (ACPE) encourages the use of actual patients in activelearning exercises according to Standard 11. 10 In addition, the Center for the Advancement of Pharmaceutical Education (CAPE) out...

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Section: Discussionmentioning

confidence: 99%

“…[4][5][6][7][8] However, there are no published reports of group DSME classes facilitated by pharmacy students. A review of the literature revealed a single study that involved nursing student-facilitated DSME group classes using diabetes conversation maps.…”

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confidence: 99%

A Diabetes Self-Management Education Class Taught by Pharmacy Students

Shrader

Kavanagh

Thompson

2012

American Journal of Pharmaceutical Education

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“…Studies in the literature involving undergraduate healthcare students engaged with virtual or real-life scenarios (using actors) in their study programs are predominantly grounded in simulation-based education 19,20 and in conjunction with interprofessional learning, [21][22][23] and patient safety units. 24,25 The current study offers new insights for teaching patient self-management through the use of indepth interviews connecting students with the experiences of real patients living with chronic pain.…”

Section: Discussionmentioning

confidence: 99%

A Learning and Teaching Resource on Patient Self-Management of Chronic Pain

Smith

Brown

Bundy

et al. 2013

American Journal of Pharmaceutical Education

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Objective. To develop, pilot test, and evaluate an instructional module on patient self-management for undergraduate pharmacy students in an Australian university. Design. Learning outcomes and associated content and assessment tasks were developed, featuring lecture and readings, in-class discussions, and online delivery of in-depth interviews with patients who were living with chronic pain. Assessment. Students completed a premodule and postmodule questionnaire and were further assessed by multiple-choice questions following completion of the module and again at the end of the semester. Positive changes were identified in the students' discourse surrounding patient self-management of chronic pain. Responses to multiple-choice questions showed that knowledge was sustained over the course of the semester. Conclusions. Completion of a comprehensive module on patient self-management increased undergraduate pharmacy students' understanding and knowledge of patients experiencing chronic pain. The module could be implemented across other healthcare disciplines.

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“…In another simulation, pharmacy students engaged in a 6-week patient/provider interaction simulation. While results of diabetes simulations are positive with regards to improving empathy [6,7], self-efficacy [6], confidence in teaching diabetes self-management skills [4,5], and diabetes attitudes [5], none incorporated advanced critical thinking skills related to day-to-day challenges (unexpected hypo-or hyperglycemia, changes in glucose related to illness, stress, or exercise, etc.). Utilizing the expertise of real patients may benefit healthcare providers with regards to attaining complex skills and knowledge [8], improving communication [9], and supporting patient-centered learning [10].…”

Section: Introductionmentioning

confidence: 99%

“…There have been a variety of approaches to simulation to provide education on diabetes management; however, few simulated experiences allow the learner to fully understand the day-to-day challenges of living with diabetes. Pharmacy students have participated in a 1-week simulation experience as if they had diabetes, checking glucose levels, taking saline injections, and logging diet and exercise [4,5]. In another simulation, pharmacy students engaged in a 6-week patient/provider interaction simulation.…”

Section: Introductionmentioning

confidence: 99%

The Fakebetes Challenge: A Pilot Study of the Patient as Educator

Litchman

Fnp-Bc²

2016

PLAID

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Objective: Healthcare providers do not typically fully understand what it is like to live with a chronic condition. One strategy to help healthcare providers better understand the day-to-day challenges of living with diabetes is to practice being a patient. The purpose of this study was to understand the experiences of healthcare providers and patient educators who participated in the Fakebetes Challenge, a high-fidelity simulation of living with diabetes that utilized patients who were living with diabetes as teachers. Research Design and Methods:In this descriptive qualitative pilot study, blogs written by participants following their participation in the Fakebetes Challenge were examined using content analysis.Results: The Fakebetes Challenge was beneficial to both healthcare provider learners and patient experts who served as educators. Three themes were identified: 1) enjoyment from the teaching-learning process of having Fakebetes; 2) healthcare providers' ability to relate, understand, and empathize; and 3) Fakebetes Challenge concerns and frustrations expressed by Fakebetes Teaching Associates. Conclusion:The Fakebetes Challenge as a pedagogical approach is promising in educating healthcare providers about the day-to-day challenges of living with diabetes and should be replicated with a larger sample. Patients with personal experience and expertise in diabetes can supplement healthcare provider education and support patient-centered care.

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A Week-Long Diabetes Simulation for Pharmacy Students

Cited by 27 publications

References 6 publications

A Diabetes Self-Management Education Class Taught by Pharmacy Students

A Diabetes Self-Management Education Class Taught by Pharmacy Students

A Learning and Teaching Resource on Patient Self-Management of Chronic Pain

The Fakebetes Challenge: A Pilot Study of the Patient as Educator

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