Dramatic Need for Cooperation and Advocacy Within the Academy and Beyond

Fincham, Jack E.; Ahmed, Arif

doi:10.5688/ajpe7611

Cited by 51 publications

(41 citation statements)

References 5 publications

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“…Many colleges and schools of pharmacy place special emphasis on immunization training, enabling a new wave of pharmacists to join the workforce as trained immunizers [49]. Given over a decade of experience with providing adult immunizations, many pharmacies are equipped and staffed to extend such services to adolescents.…”

Section: Promising Alternative Settingsmentioning

confidence: 99%

“…Another barrier is that, although the number of states allowing adult vaccination at pharmacies increased dramatically from 9 in 1995 to all 50 in 2010 [49], many states restrict the vaccines pharmacies may offer as well as the age of patients that pharmacists may serve [41,48]. Currently, 45 states and US territories allow pharmacists to administer HPV vaccine, with 21 states allowing pharmacists to immunize adolescents at least 12 years of age with that vaccine [46].…”

Section: Promising Alternative Settingsmentioning

confidence: 99%

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Promising alternative settings for HPV vaccination of US adolescents

Shah¹,

Gilkey²,

Pepper³

et al. 2014

Expert Review of Vaccines

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Vaccination in alternative settings, defined here as being outside of traditional primary care, can help address the pressing public health problem of low human papillomavirus vaccine coverage among adolescents in the United States. Pharmacies are promising because they are highly accessible and have well established immunization practices. However, pharmacies currently face policy and reimbursement challenges. School-located mass vaccination programs are also promising because of their high reach and demonstrated success in providing other vaccines, but control by local policymakers and challenges in establishing community partnerships complicate widespread implementation. Health centers in schools are currently too few to greatly increase access to human papillomavirus vaccine. Specialty clinics have experience with vaccination, but the older age of their patient populations limits their reach. Future steps to making alternative settings a success include expanding their use of statewide vaccine registries and improving their coordination with primary care providers.

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Section: Promising Alternative Settingsmentioning

confidence: 99%

Section: Promising Alternative Settingsmentioning

confidence: 99%

Promising alternative settings for HPV vaccination of US adolescents

Shah¹,

Gilkey²,

Pepper³

et al. 2014

Expert Review of Vaccines

View full text Add to dashboard Cite

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“…This is particularly pertinent given that repeated experience in clinical skills has been linked to improved knowledge and confidence with the skills [19,20]. Effective communication with clients is featured as an underlying theme in many of the entry requirement areas ranging from assessment, treatment planning to treatment evaluation nationally in Speech Pathology Australia’s Competency-based Occupational Standards for Speech Pathologists Entry Level (CBOS) [21] and internationally in the American Speech-Language-Hearing Association’s Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology [22].…”

Section: Introductionmentioning

confidence: 99%

The confidence of speech-language pathology students regarding communicating with people with aphasia

et al. 2013

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BackgroundAphasia is an acquired language disorder that can present a significant barrier to patient involvement in healthcare decisions. Speech-language pathologists (SLPs) are viewed as experts in the field of communication. However, many SLP students do not receive practical training in techniques to communicate with people with aphasia (PWA) until they encounter PWA during clinical education placements.MethodsThis study investigated the confidence and knowledge of SLP students in communicating with PWA prior to clinical placements using a customised questionnaire. Confidence in communicating with people with aphasia was assessed using a 100-point visual analogue scale. Linear, and logistic, regressions were used to examine the association between confidence and age, as well as confidence and course type (graduate-entry masters or undergraduate), respectively. Knowledge of strategies to assist communication with PWA was examined by asking respondents to list specific strategies that could assist communication with PWA.ResultsSLP students were not confident with the prospect of communicating with PWA; reporting a median 29-points (inter-quartile range 17–47) on the visual analogue confidence scale. Only, four (8.2%) of respondents rated their confidence greater than 55 (out of 100). Regression analyses indicated no relationship existed between confidence and students‘ age (p = 0.31, r-squared = 0.02), or confidence and course type (p = 0.22, pseudo r-squared = 0.03). Students displayed limited knowledge about communication strategies. Thematic analysis of strategies revealed four overarching themes; Physical, Verbal Communication, Visual Information and Environmental Changes. While most students identified potential use of resources (such as images and written information), fewer students identified strategies to alter their verbal communication (such as reduced speech rate).ConclusionsSLP students who had received aphasia related theoretical coursework, but not commenced clinical placements with PWA, were not confident in their ability to communicate with PWA. Students may benefit from an educational intervention or curriculum modification to incorporate practical training in effective strategies to communicate with PWA, before they encounter PWA in clinical settings. Ensuring students have confidence and knowledge of potential communication strategies to assist communication with PWA may allow them to focus their learning experiences in more specific clinical domains, such as clinical reasoning, rather than building foundation interpersonal communication skills.

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“…In addition, legislative advocacy is also critical for the expansion of pharmacist-provided services and creation of new practice opportunities for the influx of highly trained pharmacy graduates entering the workplace. 10,11 Other health professions such as nurse practitioners, physician assistants, and optometrists have been extremely successful in advancing their professional privileges through concerted advocacy efforts. 5,10 For example, through unified advocacy initiatives, nurse practitioners now provide independent services with diagnostic, treatment, referral, and prescribing privileges in 16 states and the District of Columbia and practice in collaboration with a physician in the remaining 34 states.…”

Section: Introductionmentioning

confidence: 99%

“…10,11 Other health professions such as nurse practitioners, physician assistants, and optometrists have been extremely successful in advancing their professional privileges through concerted advocacy efforts. 5,10 For example, through unified advocacy initiatives, nurse practitioners now provide independent services with diagnostic, treatment, referral, and prescribing privileges in 16 states and the District of Columbia and practice in collaboration with a physician in the remaining 34 states. 12 The profession of pharmacy needs to take note of these effective examples, and view them as a call to act.…”

Section: Introductionmentioning

confidence: 99%

Preparation of Faculty Members and Students to Be Citizen Leaders and Pharmacy Advocates

Ross

Janke

Boyle

et al. 2013

American Journal of Pharmaceutical Education

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To identify characteristics and quality indicators of best practices for leadership and advocacy development in pharmacy education, a national task force on leadership development in pharmacy invited colleges and schools to complete a phone survey to characterize the courses, processes, and noteworthy practices for leadership and advocacy development at their institution. The literature was consulted to corroborate survey findings and identify additional best practices. Recommendations were derived from the survey results and literature review, as well as from the experience and expertise of task force members. Fifty-four institutions provided information about lecture-based and experiential curricular and noncurricular components of leadership and advocacy development. Successful programs have a supportive institutional culture, faculty and alumni role models, administrative and/or financial support, and a cocurricular thread of activities. Leadership and advocacy development for student pharmacists is increasingly important. The recommendations and suggestions provided can facilitate leadership and advocacy development at other colleges and schools of pharmacy.

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Dramatic Need for Cooperation and Advocacy Within the Academy and Beyond

Cited by 51 publications

References 5 publications

Promising alternative settings for HPV vaccination of US adolescents

Promising alternative settings for HPV vaccination of US adolescents

The confidence of speech-language pathology students regarding communicating with people with aphasia

Preparation of Faculty Members and Students to Be Citizen Leaders and Pharmacy Advocates

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