Development and validation of the self-care counseling rubric (SCCR) to assess student self-care counseling skills

Chen, Aleda M.H.; Cailor, Stephanie M.; Franz, Thad; Fox, Neal S.; Thornton, Phillip L.; Norfolk, MeiLing G.

doi:10.1016/j.cptl.2019.04.006

Cited by 7 publications

(2 citation statements)

References 19 publications

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“…Students' perceptions of the OSCE were collected via open comment sections on the evaluation form. More recently, Chen and colleagues 18 published a study in 2019 that examined the use of a Simulated Self‐care Counseling Encounter (SSCE) to evaluate student‐counseling skills in a self‐care course. Students were also asked to counsel a real patient during their Introductory Pharmacy Practice Experience (IPPE) the same week.…”

Section: Discussionmentioning

confidence: 99%

Experiences and perceptions of pharmacy students and pharmacists with a community pharmacy‐based objective structured clinical examination

Cornelison

Zerr

2021

J Am Coll Clin Pharm

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Introduction Self‐care therapeutics teaches students how to apply the Pharmacists' Patient Care Process to determine if a patient's concern is appropriate for self‐care and then independently prevent, diagnose, and treat the condition. Objective structured clinical examinations (OSCEs) have been shown to be a reliable and valid form of assessment used in pharmacy education. There is limited research examining the use of a community pharmacy‐based OSCE to evaluate self‐care clinical skills in first year pharmacy (P1) students. Objectives To evaluate P1 students' and facilitators' experiences and perceptions of a community pharmacy‐based OSCE. Student performance on the OSCE was evaluated as a secondary objective. Methods Students completed an OSCE that consisted of two patient cases. Students' experiences with the OSCE were collected using a standardized questionnaire. The questionnaire consisted of 41 questions that assessed four areas: attributes of the OSCE, quality of the OSCE performance, OSCE scoring and objectivity, and comparison with other assessment methods. Facilitator experiences and perceived value of the OSCE were assessed using a questionnaire. The responses were evaluated using a chi‐square test. Results Eighty‐eight students completed the OSCE and questionnaire. Students found the OSCE to be fair (91%) and cover a wide range of skills (76%). The majority of the students (91%) agreed that the OSCE provided opportunities to learn and was a practical and useful experience (86%). Approximately two‐thirds (66%) of the students felt that the OSCE provided a true measure of essential clinical skills needed in self‐care therapeutics. Fourteen facilitators participated in the OSCE and completed the questionnaire. Community pharmacists represented most of the facilitators (57%). Facilitators agreed that the OSCE tests the knowledge and skills needed to practice in community pharmacy (100%). Conclusion A community pharmacy‐based OSCE may be a valuable tool to assess clinical skills and provide clinical learning experiences for pharmacy students.

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Section: Discussionmentioning

confidence: 99%

Experiences and perceptions of pharmacy students and pharmacists with a community pharmacy‐based objective structured clinical examination

Cornelison

Zerr

2021

J Am Coll Clin Pharm

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“…Students’ competence in communication skills will be evaluated using a 20-item checklist (online supplemental appendix 2) adopted from existing literature7 32 34 as part of the final structured summative assessment (ie, scenario-based evaluation of OTC counselling). Each item addresses one element that must be performed during counselling practice and measured using a yes/no option.…”

Section: Methodsmentioning

confidence: 99%

Effects of a blended multimedia teaching approach on self-efficacy and skills in over-the-counter medication counselling versus a lecture-based approach: protocol for a prospective cohort study of undergraduate students from a pharmacy school in Taiwan

et al. 2023

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IntroductionAddressing communication skills in pharmacy curricula is one of the effective tactics to equip future pharmacists with better skillsets for medication counselling. To achieve this, blended teaching of PowerPoint slides and videos holds great potential for undergraduate pharmacy education majors by integrating multimedia and performance feedback into instruction. This study will develop a blended teaching programme featuring didactic lectures with video-based materials to improve students’ self-efficacy and skills in medication counselling.Methods and analysisThis study applies critical principles and effects outlined in multimedia learning by Richard Mayeret alto develop teaching materials and perform skill evaluation for two undergraduate cohorts (class of 2025 and 2026) enrolled in Introduction to Community Pharmacy separately in 2022 and 2023. Students will receive different teaching approaches to medication counselling. In the control cohort (ie, class of 2025), students will receive a 4-week PowerPoint slides-based instruction in communication skills. We will develop six videos illustrating common scenarios of over-the-counter (OTC) medication counselling in community pharmacies. In the intervention cohort (ie, class of 2026), students will receive a 3-week PowerPoint slides-based instruction and a week-long video-based instruction in communication skills. A pre-and-post survey will be administered to evaluate students’ self-efficacy in OTC counselling. In addition, each student will be evaluated through one-on-one role-playing with standardised patients in the final to demonstrate their skills in OTC counselling. A structured checklist will be used to assess students’ counselling skills. T-tests will be applied to examine differences in self-efficacy of OTC counselling. Multivariate regression analyses will determine which teaching approach better facilitates the development of self-efficacy and performance in OTC counselling.Ethics and disseminationThe Research Ethics Committee of the National Taiwan University Hospital approved this study. The findings will be shared with pharmacy educators and contribute to existing instructional methods to facilitate the competence of pharmacy students in OTC counselling.

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Curricular Assessment Blueprint and Needs Analysis for the Social, Administrative, and Behavioral Foundational Sciences

Chen,

Thornby,

Law

2024

American Journal of Pharmaceutical Education

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Development and validation of the self-care counseling rubric (SCCR) to assess student self-care counseling skills

Cited by 7 publications

References 19 publications

Experiences and perceptions of pharmacy students and pharmacists with a community pharmacy‐based objective structured clinical examination

Experiences and perceptions of pharmacy students and pharmacists with a community pharmacy‐based objective structured clinical examination

Effects of a blended multimedia teaching approach on self-efficacy and skills in over-the-counter medication counselling versus a lecture-based approach: protocol for a prospective cohort study of undergraduate students from a pharmacy school in Taiwan

Curricular Assessment Blueprint and Needs Analysis for the Social, Administrative, and Behavioral Foundational Sciences

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