Introduction to pediatric pharmacy practice: Reflections of pediatrics practitioners

Pesaturo, Kimberly A.; Ramsey, E. Zachary; Johnson, Peter N.; Taylor, Lisa

doi:10.2146/ajhp080009

Cited by 8 publications

(9 citation statements)

References 5 publications

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“…1,2 Students are often apprehensive about undertaking pediatric practice experiences as they are viewed as one of the more challenging practice experiences of the advanced pharmacy practice curriculum. 3 Student hesitation may stem from a fear of the unfamiliar. The mean time devoted to pediatric topics in doctor of pharmacy programs is only 17 hours (range, 2.8 to 52.8 hours), despite that this patient population is one that most pharmacists will deal with in practice.…”

Section: Introductionmentioning

confidence: 99%

“…Although differences and changes in drug absorption, distribution, metabolism, excretion and dose response that occur throughout a child's development make pediatrics its own specialty, 3 the medical literature is relatively scant regarding the safety and efficacy of medication use within this population. This paucity of information is further complicated by complexities related to weight-based dosing, lack of available formulations appropriate for pediatric patients, and communication barriers.…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Elective Active-Learning Courses in Pregnancy/Lactation and Pediatric Pharmacotherapy

Elliott

Koerner

Heasley

et al. 2012

American Journal of Pharmaceutical Education

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Objective. To implement and evaluate the impact of 2 elective courses, Pregnancy & Lactation and Pediatrics on student acquisition of knowledge and development of lifelong learning skills related to these special populations. Design. Two 3-credit elective courses were implemented using various student-driven learning techniques, such as case-based exercises, group presentations, pro-con debates, and pharmacist "grab bag" questions. Strong emphasis was placed on medication literature retrieval and analysis, and a wiki was used to create an electronic resource for longitudinal use. Assessment. Pre-and post-course tests showed significant improvement in knowledge related to pregnancy, lactation, and pediatrics. Pre-and post-course confidence and ratings on satisfaction survey tools also revealed significant improvement in several domains relating to lifelong-learning skills, knowledge related to medication use within these special populations, use of technology to enhance learning, and overall course design. Conclusion. The combination of student-directed learning techniques used in 2 pediatric-concentration courses is an effective teaching model.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Impact of Elective Active-Learning Courses in Pregnancy/Lactation and Pediatric Pharmacotherapy

Elliott

Koerner

Heasley

et al. 2012

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…pediatrics'. 103 This fear was thought to stem from unfamiliarity due to the limited paediatric content in undergraduate teaching. This opinion was reinforced in research from New Jersey, which reported that many pharmacists had described being uncomfortable with medication orders for the paediatric population, however confidence and competency increased significantly after a series of targeted educational lectures.…”

Section: Medical Professionmentioning

confidence: 99%

“…[102][103][104] Specific challenges included lack of information sources; lack of suitable formulations; medication errors; monitoring of safety and effectiveness; and effective communication with children and families. [102][103][104][105] These concepts have been assumed but not confirmed in the Australian paediatric setting. Further investigation is also required to determine the difference between the expectations of a general level paediatric pharmacist, versus a paediatric pharmacist practicing at an advanced level.…”

Section: Introduction To Chapter Sixmentioning

confidence: 99%

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Advanced practice in paediatric pharmacy: What is it, how do you get there, and what does it mean for children?

Stacey¹

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The quality and safety of medicines use is as important in paediatrics as in adult medicine, and closely linked to the skills, knowledge, attitudes and behaviours of health professionals responsible for patient care. The aim of this research was to investigate advanced paediatric pharmacy practice; how to develop and assess advanced skills; and how these skills improve outcomes for children.Prevention of adverse medication events (AMEs) is the most researched pharmacy impact on patient outcomes. However, there is limited evidence in paediatrics. The first phase of this research investigated AMEs in children, with the hypothesis that: Voluntary reports of AMEs can be used to identify trends over time in response to safety improvement initiatives, and identify associated skills required of health practitioners.The first component of this phase reviewed six months of potential and actual AMEs identified from three databases: clinical incident reports, pharmacist intervention reports and administrative coding using the International Classification of Diseases 10 th Revision (ICD-10). Analysis identified 447 individual AMEs. Little duplication between data sources was found. ICD-10 coding identified the most cases of harm, and intervention and incident reports identified the most cases of error. ICD-10 events rarely involved error and were time-consuming to retrieve, hence this method was not used in subsequent research. The second phase of research tested the hypothesis that:iii Paediatric hospital pharmacists value formal recognition of advanced pharmacy practice, can describe the characteristics of advanced practitioners and identify preferred methods of assessment of advanced practice.Four focus groups, involving 31 Australian paediatric pharmacists, concluded that advanced practice should be formally recognised, and include a foundation in clinical practice, together with education, research and service improvement outside the institution. Multiple methods of assessment were recommended; most preferred were direct observation of practice, peer review and portfolio review. Knowledge of paediatric diseases and drug handling, and skills in communication with children and families, were important.The third phase of the project reviewed two existing datasets to test two hypotheses, the first of which was: Pharmacist interventions can document progression to advanced practice.Six hundred interventions recorded by four pharmacists from one paediatric hospital were retrospectively reviewed over three separate periods from 2005 to 2012. Skills demonstrated in these interventions were rated using a pilot scale from 1 to 5, representing skills typical of intern pharmacists through to advanced practice. Skills increased over time, with more Level 3-5 interventions recorded in the later time periods, and mean skill level increasing from 1.9 to 2.6 (p<0.01).The second hypothesis in this phase was: Training and development priorities in paediatric pharmacy can be identified by direct observation of pharmacists working ...

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Using the General Level Framework to guide training and development needs of pharmacists working in paediatrics

et al. 2015

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Background The ‘General Level Framework’ (GLF) has been used for many years as a tool for competency evaluation and feedback using direct observation of clinical practice; however, its use in the paediatric environment has not been investigated. Aim To identify the strengths and training and development needs for paediatric pharmacists using the GLF. Methods Retrospective analysis of evaluations of paediatric pharmacists in Queensland hospitals using the GLF. Pharmacists from specialist paediatric hospitals were compared with those from general hospitals. Results A total of 50 GLF evaluations undertaken between 2006 and 2011 were identified from ten hospitals. Competencies related to ethical practice, confidentiality and ensuring prescriptions are legal with appropriate doses, were performed well. Assessment of patient's understanding of illness and treatment, and adherence, or documentation of pharmacist interventions and medication action plans were not performed consistently well. Knowledge of pathophysiology, assessment of patient's experience and management of medicines were demonstrated more consistently in the paediatric hospitals than in general hospitals. Conclusion A generic tool such as the GLF can be used in specialist areas such as paediatrics to identify priority training areas for pharmacists working in clinical practice.

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Introduction to pediatric pharmacy practice: Reflections of pediatrics practitioners

Cited by 8 publications

References 5 publications

The Impact of Elective Active-Learning Courses in Pregnancy/Lactation and Pediatric Pharmacotherapy

The Impact of Elective Active-Learning Courses in Pregnancy/Lactation and Pediatric Pharmacotherapy

Advanced practice in paediatric pharmacy: What is it, how do you get there, and what does it mean for children?

Using the General Level Framework to guide training and development needs of pharmacists working in paediatrics

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