Establishing the role of the pharmacist in mental health: Implementing Mental Health First Aid into the doctor of pharmacy core curriculum

Frick, Amber; Osae, Leah; Ngo, Susan; Anksorus, Heidi N.; Williams, Charlene R.; Rodgers, Philip T.; Harris, Suzanne C.

doi:10.1016/j.cptl.2021.01.027

Cited by 18 publications

(11 citation statements)

References 24 publications

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“…Whilst some studies have been quite small, there have been suggestions of a reduction in pharmacy students’ stigma towards mental health owing to MHFA [ 14 ], as well as inclusion of a mental health elective [ 22 ], and use of contact-based strategies [ 23 , 24 ]. Integration of MHFA into the pharmacy degree at the University of North Carolina did not influence students’ stigma or attitudes, but did result in increased empathy and self-efficacy, compared to before training [ 25 ].…”

Section: Discussionmentioning

confidence: 99%

UK and Ireland survey of MPharm student and staff experiences of mental health curricula, with a focus on Mental Health First Aid

Gorton

Macfarlane

Edwards

et al. 2021

J of Pharm Policy and Pract

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Background One in four people experience a mental health problem every year and improving mental health care is an international priority. In the course of their work, pharmacists frequently encounter people with mental health problems. The experience of mental health teaching, including Mental Health First Aid (MHFA) training, in undergraduate pharmacy (MPharm) students in the UK and Ireland is not well documented. Students’ viewpoints, contextualised with curricular overviews provided by staff, were analysed to understand their experience. Methods An anonymous, online questionnaire was distributed to MPharm students and staff in the UK and Ireland. Students were asked closed questions regarding their course and exposure to MHFA, which were analysed using descriptive statistics. Open questions were included to enable explanations and these data were used to contextualise the quantitative findings. One member of staff from each university was invited to answer a modified staff version of the questionnaire, to provide a curriculum overview and staff perspective. Results 232 students and 13 staff, from 22 universities, responded. Three-quarters of students did not agree with the statement that ‘mental health was embedded throughout the MPharm’. Most students (80.6%) stated that they were taught neuropharmacology whilst 44.8% stated that their course included communicating with people about their mental health. One-third (33.2%) of students stated that their degree ‘adequately prepared them to help people with their mental health’. Twenty-six students (11.6%) had completed MHFA training of which 89% would endorse inclusion of this within the MPharm. Of those who had not completed the training, 81% expressed a desire to do so. Those who completed MHFA training self-reported greater preparedness than those who did not, but student numbers were small. Conclusions Mental health teaching for pharmacy undergraduates is more focussed on theoretical aspects rather than applied skills. MHFA was viewed by students as one way to enhance skill application. The association of the increased self-reported preparedness of those who completed MHFA could be confounded by a positive environmental cultural. MPharm programmes need sufficient focus on real-world skills such as communication and crisis response, to complement the fundamental science.

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Section: Discussionmentioning

confidence: 99%

UK and Ireland survey of MPharm student and staff experiences of mental health curricula, with a focus on Mental Health First Aid

Gorton

Macfarlane

Edwards

et al. 2021

J of Pharm Policy and Pract

View full text Add to dashboard Cite

show abstract

“…However, the standard face-to-face MHFA course seems to be still the most common version used by pharmacists [ 67 ]. Pharmacists’ [ 68 ] and pharmacy students’ skills after receiving MHFA training have been assessed in the literature (e.g., by using simulated consumer scenarios) [ 50 ] and have demonstrated the positive influence of training on pharmacists’ knowledge, attitudes, and confidence [ 50 , 51 , 68 ].…”

Section: Discussionmentioning

confidence: 99%

A qualitative exploration of mental health services provided in community pharmacies

et al. 2022

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The burden of mental health problems continues to grow worldwide. Community pharmacists’, as part of the primary care team, optimise care for people living with mental illness. This study aims to examine the factors that support or hinder the delivery of mental health services delivered in Australian community pharmacies and proposes ideas for improvement. A qualitative study was conducted comprising focus groups with community pharmacists and pharmacy staff across metropolitan, regional, and rural areas of New South Wales, Australia. Data were collected in eight focus groups between December 2020 and June 2021. Qualitative data were analysed using thematic analysis. Thirty-three community pharmacists and pharmacy staff participated in an initial round of focus groups. Eleven community pharmacists and pharmacy staff participated in a second round of focus groups. Twenty-four factors that enable or hinder the delivery of mental health services in community pharmacy were identified. Participant’s perception of a lack of recognition and integration of community pharmacy within primary care were identified as major barriers, in addition to consumers’ stigma and lack of awareness regarding service offering. Suggestions for improvement to mental health care delivery in community pharmacy included standardised practice through the use of protocols, remuneration and public awareness. A framework detailing the factors moderating pharmacists, pharmacy staff and consumers’ empowerment in mental health care delivery in community pharmacy is proposed. This study has highlighted that policy and funding support for mental health services is needed that complement and expand integrated models, promote access to services led by or are conducted in collaboration with pharmacists and recognise the professional contribution and competencies of community pharmacists in mental health care. The framework proposed may be a step to strengthening mental health support delivered in community pharmacies.

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“…There is limited research exploring the impact of MHFA and post-training assessments on empathy, specifically; however, research is emerging in this area. A recent study exploring the impact of MHFA training on student pharmacists’ empathy demonstrated significant increases in empathy post-training, highlighting the importance of the training in enhancing communication skills [ 53 ]. Hence, further research evaluating the impact of MHFA training on a broad range of participant populations’ ability to demonstrate empathy, as well as the sustainability of changes is warranted.…”

Section: Discussionmentioning

confidence: 99%

Observed behaviours and suicide assessment language post-Mental Health First Aid training in Australia and the United States: a mixed methods study using discourse analysis

et al. 2022

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Background Mental Health First Aid (MHFA) training teaches participants how to respond to mental health crises, including suicide. Little is known about the impact of training on participants’ observed MHFA behaviours. This exploratory study aimed to compare MHFA-trained Australian and US student pharmacists’ performance and suicide assessment language during simulated patient role-play (SPRP) assessments. Methods Student pharmacists (n = 265) completed MHFA training and participated (n = 81) in SPRPs with simulated patients (SP) who were people with lived experience of mental illness. Each SPRP was marked by three raters (student, tutor and SP). One-way ANOVA, chi-squared tests and independent samples t-tests were used to compare scores and pass/fail rates, where appropriate. Transcribed audio-recordings of suicide assessments underwent discourse analysis. A chi-squared test was conducted to investigate the differences in how suicide assessment language was coded across six discursive frames (‘confident’/‘timid’, ‘empathetic’/‘apathetic’, and ‘direct’/‘indirect’). Results Three raters assessed 81 SPRPs, resulting in quantitative analysis of 243 rubrics. There were no significant differences between student pharmacists’ mean scores and pass/fail rates across countries. Overall, both cohorts across Australia and the US performed better during the mania scenario, with a low failure rate of 13.9 and 19.0%, respectively. Most students in both countries passed their SPRP assessment; however, 27.8% did not assess for suicide or used indirect language during suicide assessment, despite completing MHFA training. Australian student pharmacists demonstrated, more direct language (76.9% versus 67.9%) and empathy (42.3% versus 32.1%) but less confidence (57.7% versus 60.7%) compared to US student pharmacists, during their suicide assessment; however, these differences were not statistically significant. Conclusions Findings indicate most MHFA-trained student pharmacists from Australia and the US can provide MHFA during SPRPs, as well as assess for suicide directly, empathetically and confidently. This exploratory study demonstrates the importance of practicing skills post-training and the need for further research exploring participants’ hesitance to assess for suicide, despite training completion.

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Establishing the role of the pharmacist in mental health: Implementing Mental Health First Aid into the doctor of pharmacy core curriculum

Cited by 18 publications

References 24 publications

UK and Ireland survey of MPharm student and staff experiences of mental health curricula, with a focus on Mental Health First Aid

UK and Ireland survey of MPharm student and staff experiences of mental health curricula, with a focus on Mental Health First Aid

A qualitative exploration of mental health services provided in community pharmacies

Observed behaviours and suicide assessment language post-Mental Health First Aid training in Australia and the United States: a mixed methods study using discourse analysis

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