Pharmacy Students' Application of Knowledge From the Classroom to Introductory Pharmacy Practice Experiences

Krueger, Janelle C.

doi:10.5688/ajpe77231

Cited by 10 publications

(7 citation statements)

References 6 publications

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“…Students have notable contributions in providing patient care during their experiential learning, which in turn will provide benefits to both patients and training site (Turner et al, 2000). Community pharmacy is a good area for pharmacy students to practice what they learn in pharmacy school (Krueger, 2013). In Saudi Arabia, there were 8114 private pharmacy which employed a total of 14,935 pharmacists in 2016.…”

Section: Introductionmentioning

confidence: 99%

Pharmacy students’ satisfaction with Introductory Pharmacy Practice Experiences (IPPE) at community pharmacy: The case of Saudi Arabia

Almetwazi

Alhammad

Alturki

et al. 2020

Saudi Pharmaceutical Journal

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ObjectiveTo assess pharmacy students’ satisfaction with introductory pharmacy practice experiences (IPPE) at community pharmacy and the impact of the training on their future career.MethodsA self-administered questionnaire was made available to 74 male pharmacy students who completed 4 weeks community pharmacy IPPE. The questionnaire consists of 24 questions that were organized into 5 domains with a scale of six options were used to answer each question.ResultsA total of 43 students completed the survey (58%). Most of them evaluated their training experience as either as good (41.86%) or excellent (41.86%). One third of students (34.88%) were very satisfied about the clarity of the community pharmacy IPPE goals and objectives given prior to the training period. About half of students (51.6%) received a good direction and feedback from their preceptors. Regarding the contact with the patient or guardian, (39.53%) of the students chose neutral while (25.58%) of the students were very satisfied. The learning environment was satisfactory for (32.56%) of students. Regarding skills domain, students strongly agreed that their skills were improved; Communication skills as reported by (48.84%) of students, documentation skills as reported by (34.88%) of students, and clinical skills as reported by (34.88%) of students.ConclusionSurveyed male students were in general satisfied with their training experience at community pharmacy. Providing an orientation to the community pharmacy preceptors and granted electronic access of necessary information to the students might increase their satisfaction.

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Section: Introductionmentioning

confidence: 99%

Pharmacy students’ satisfaction with Introductory Pharmacy Practice Experiences (IPPE) at community pharmacy: The case of Saudi Arabia

Almetwazi

Alhammad

Alturki

et al. 2020

Saudi Pharmaceutical Journal

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“…Most of the knowledge-based assessments were basics of asthma treatment, and clearly indicate the need for more comprehensive training of pharmacy students. This is particularly important, now that pharmacy practice is playing an increasingly greater role in healthcare, especially through the introduction of specialized ward pharmacy services in hospitals [8].…”

Section: Discussionmentioning

confidence: 99%

“…As pharmaceutical care is patient-centred, pharmacists can encourage patients to be involved with self-management, consequently improving their adherence to long-term medication therapies [17]. In a study conducted at the University of Wyoming School of Pharmacy to show pharmacy students' application of their knowledge from the classroom to introductory pharmacy practice experiences, it was concluded that challenging students to think about and provide specific examples of knowledge application made the connections more explicit and also allowed students to see the relevance of the classroom portion of their education and reinforced how foundational course concepts are directly applicable to pharmacy practice [8].…”

Section: Discussionmentioning

confidence: 99%

Knowledge, Attitudes and Perceived Practice Towards Asthma Among Pharmacy Students in Southern Nigeria

Amorha

Okpe

Dim

2018

Int J Pharm Pharm Sci

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Objective: To assess the knowledge, attitudes and perceived practice of asthma among final year pharmacy students in Southern Nigeria.Methods: This was a cross sectional study conducted in six pharmacy schools in Southern Nigeria. A 49-item structured, self-administered questionnaire was used to collect data from the final year pharmacy students. Data were analyzed using the IBM Statistical Product for Services Solution (SPSS) for Windows, Version 21.0. Both descriptive and inferential statistics were utilized. Statistical significance was set at P < 0.05.Results: Overall, less than half of the students had good knowledge of asthma (47.7%); good attitudes towards asthma (49.5%); and good perception of the roles of pharmacists in counselling asthma patients (48.1%). SIWES/IT (Students’ Industrial Work Experience Scheme/Industrial Training) improved students’ asthma knowledge (t = 3.119; df = 453; P = 0.002). The University of Lagos (UNILAG) pharmacy students had significantly better asthma knowledge than their University of Uyo (UNIUYO), University of Nigeria Nsukka (UNN), Obafemi Awolowo University (OAU) and University of Port Harcourt (UNIPORT) counterparts (P<0.05).Conclusion: Less than half of the pharmacy students had good knowledge of asthma; good attitudes towards asthma and good perception of the roles of pharmacists in counselling asthma patients. UNILAG pharmacy students had significantly better asthma knowledge than most of the other schools. Students who had SIWES/IT experience (Students’ Industrial Working Experience Scheme/Industrial Training) had better asthma knowledge. The SIWES/IT programme should continue.

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“…Clinical practicums are considered essential to professional competence in most health-based professions. For example, clinical practicums are viewed as essential to the curriculum by programs in medicine (Ruesseler & Obertacke, 2011), nursing (Courtney- Pratt et al, 2011), pharmacy (Krueger, 2013), physical therapy (Buccieri et al, 2013;McCallum et al, 2013), occupational therapy (Rodger et al, 2011), dietetics (Dietitians of Canada, n.d.), radiation therapy (Leaver, 2012), paramedic training (McCall et al, 2009, and dental hygiene (Paulis, 2011). Internationally, clinical practicum placements for students in these and other health-care disciplines are in markedly short supply.…”

Section: Pic T U R E Of T H E CL I N Ic a L L E A R N I Ng E N V I Ron M E N Tmentioning

confidence: 99%

Creative Clinical Teaching in the Health Professions

Melrose¹,

Park²,

Perry³

2020

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Constructivist thinking, as espoused by seminal educationalists such as Jean Piaget (1972) and Lev Vygotsky (1978), suggests that knowledge is constructed by learners themselves. Those who view the world through a constructivist lens believe that learners bring valuable existing knowledge to their learning experiences. They view the role of the teacher as building on that knowledge by providing personally meaningful activities.Constructivist teachers also believe that learning will be enhanced by interactions with informed others such as teachers, practitioners, and peers.Therefore, an important aspect of any constructivist teacher's practice is to plan for and facilitate opportunities for helpful social interaction. In clinical teaching environments, instructors who use a constructivist conceptual perspective will create impactful connections individually with students and ensure that opportunities for connections with other students and staff members are possible. Melrose et al. (2013, p. 71) summarize constructivism as a conceptual framework: Constructivist learning environments incorporate consensually validated knowledge and professional practice standards, and competencies are comprehensively evaluated. Students' miscon-1.Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. 2.Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and on a sense of place). 3.Learning involves recognizing the consequences of one's actions. 4.Learning involves generational roles and responsibilities. 5.Learning recognizes the role of Indigenous knowledge. 6.Learning is embedded in memory, history, and story. 7.Learning involves patience and time. 8.Learning requires exploration of one's identity. 9.Learning involves recognizing that some knowledge is sacred and only shared with permission and or in certain situations.

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Pharmacy Students' Application of Knowledge From the Classroom to Introductory Pharmacy Practice Experiences

Cited by 10 publications

References 6 publications

Pharmacy students’ satisfaction with Introductory Pharmacy Practice Experiences (IPPE) at community pharmacy: The case of Saudi Arabia

Pharmacy students’ satisfaction with Introductory Pharmacy Practice Experiences (IPPE) at community pharmacy: The case of Saudi Arabia

Knowledge, Attitudes and Perceived Practice Towards Asthma Among Pharmacy Students in Southern Nigeria

Creative Clinical Teaching in the Health Professions

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