Pharmacy Students' Perceptions of Their Preparedness to Provide Pharmaceutical Care

Scott, David; Friesner, Daniel; Miller, Donald R.

doi:10.5688/aj740108

Cited by 25 publications

(29 citation statements)

References 8 publications

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“…Internships and professional disciplines have almost no practical focus or contact with real patients, and there is sometimes an inconsistency between what is taught and the professional reality, according to interviewees, unlike what has been happening with pharmaceutical education in developed countries, such as the United States, European Union countries, and Malaysia, as reported by Scott et al (2010) and Hasan et al (2013). These two studies mention four-year courses, the fourth year being devoted to the practice of advanced pharmacy practice experiences (APPEs).…”

Section: Discussionmentioning

confidence: 99%

Assessment of Brazilian pharmacy students perception of their level of preparedness for pharmaceutical practice

Rios¹,

Souza²,

Mesquita³

et al. 2017

Afr. J. Pharm. Pharmacol.

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The teaching model based on objective, measurable, and linear knowledge no longer seems to be the most appropriate, given the new responsibilities of pharmacists, who should focus their practices on patient care. The objective of the present study was to analyze students' perception about preparedness to pharmacy practice and to patient-centered care, and identify experiential training barriers Two discussion groups were formed with 12 and 13 individuals to present their perceptions about teaching and learning for pharmaceutical care. The analysis followed the methodology of Bardin. The analysis of the answers indicates that there is a significant gap in the training of pharmacists, with a strong emphasis on theoretical issues and less focus on knowledge acquisition and interpersonal communication, generating poor professional training and relationship barriers. In general, students do not feel prepared to deal with patients. These students identify the lack of infrastructure, such as the lack of a pharmacy and underutilization of the hospital, deficiencies in the curriculum such as the lack of key subjects, lack of clinical practice, and lack of preparation of some teachers, with an excess of classes following the lecture format. These factors influence the teaching and learning of clinical and communication skills, which undermine the pharmacists' ability to carry out clinical interventions, as well as affect the pharmaceutical-patient and pharmaceutical-physician relationship. These results suggest that for the pharmacists' clinical training it is necessary to rethink whether the infrastructure, the curriculum, and the teaching method are adequate for the development of skills and competences.

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Section: Discussionmentioning

confidence: 99%

Assessment of Brazilian pharmacy students perception of their level of preparedness for pharmaceutical practice

Rios¹,

Souza²,

Mesquita³

et al. 2017

Afr. J. Pharm. Pharmacol.

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“…Data were collected in June 2012 at the end of the second semester of the academic year 2011-2012 and in December 2012 at the end of the first semester of the academic year 2012-2013. The questionnaire was developed primarily from survey instruments designed and used in the United States 10,11,12,13. It was pre-tested for content, design, readability and comprehension on 15 pharmacy students, and modifications were made as necessary.…”

Section: Methodsmentioning

confidence: 99%

“…It includes statements about pharmaceutical care for which respondents were asked to indicate their level of agreement on a 5-point Likert scale (1=strongly disagree, 5=strongly agree). The third section consisted of a reduced version of the Perceptions of Preparedness to Provide Pharmaceutical Care (PREP) survey 12,13. It was designed to assess the perceptions of students regarding their ability to perform various pharmaceutical care competencies and to rate that on a 5-point Likert scale (1=poor, 5=excellent).…”

Section: Methodsmentioning

confidence: 99%

Pharmaceutical care education in Kuwait: pharmacy students' perspectives

Katoue

Awad

Schwinghammer

et al. 2014

Pharmacy Practice (Internet)

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BackgroundPharmaceutical care is defined as the responsible provision of medication therapy to achieve definite outcomes that improve patients’ quality of life. Pharmacy education should equip students with the knowledge, skills, and attitudes they need to practise pharmaceutical care competently.ObjectiveTo investigate pharmacy students’ attitudes towards pharmaceutical care, perceptions of their preparedness to perform pharmaceutical care competencies, opinions about the importance of the various pharmaceutical care activities, and the barriers to its implementation in Kuwait.MethodsA descriptive, cross-sectional survey of pharmacy students (n=126) was conducted at Faculty of Pharmacy, Kuwait University. Data were collected via a pre-tested self-administered questionnaire. Descriptive statistics including percentages, medians and means Likert scale rating (SD) were calculated and compared using SPSS, version 19. Statistical significance was accepted at a p value of 0.05 or lower.ResultsThe response rate was 99.2%. Pharmacy students expressed overall positive attitudes towards pharmaceutical care. They felt prepared to implement the various aspects of pharmaceutical care, with the least preparedness in the administrative/management aspects. Perceived pharmaceutical care competencies grew as students progressed through the curriculum. The students also appreciated the importance of the various pharmaceutical care competencies. They agreed/strongly agreed that the major barriers to the integration of pharmaceutical care into practice were lack of private counseling areas or inappropriate pharmacy layout (95.2%), lack of pharmacist time (83.3%), organizational obstacles (82.6%), and pharmacists’ physical separation from patient care areas (82.6%).ConclusionPharmacy students’ attitudes and perceived preparedness can serve as needs assessment tools to guide curricular change and improvement. Student pharmacists at Kuwait University understand and advocate implementation of pharmaceutical care while also recognizing the barriers to its widespread adoption. The education and training provided at Kuwait University Faculty of Pharmacy is designed to develop students to be the change agents who can advance pharmacist-provided direct patient care.

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“…Students succeeded in understanding and assessing core disease states, evaluating medication regimens, educating patients, using this clinical knowledge to identify medication-related problems and appropriately communicating these issues to patients and prescribers. To evaluate the effect of this APPE on students' attitudes about MTM, we searched for survey instruments that would encompass all the information we intended to capture from our students, [17][18][19] The instrument deemed most appropriate for our purposes was the University of Iowa survey instrument 16 However, because of its focus on the perceptions of practicing community pharmacists rather than those of student pharmacists who had yet to become practitioners, we used a modified version of the original survey instrument created in 2005 to assess University of Iowa student pharmacists. 20 The results of our survey were comparable to those of the Iowa assessment in that our student cohort and the Iowa students both felt strongly that pharmacist participation in MTM is important to the profession of pharmacy (92% and 93%, respectively).…”

Section: Discussionmentioning

confidence: 99%

An Advanced Pharmacy Practice Experience in a Student-Staffed Medication Therapy Management Call Center

Hardin

Hall

Roane

et al. 2012

American Journal of Pharmaceutical Education

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Objective. To describe the implementation of an advanced pharmacy practice experience (APPE) in medication therapy management (MTM) designed to contribute to student pharmacists' confidence and abilities in providing MTM. Design. Sixty-four student pharmacists provided MTM services during an APPE in a communication and care center. Assessment. Students conducted 1,495 comprehensive medication reviews (CMRs) identifying 6,056 medication-related problems. Ninety-eight percent of the students who completed a survey instrument (52 of 53) following the APPE expressed that they had the necessary knowledge and skills to provide MTM services. Most respondents felt that pharmacist participation in providing Medicare MTM could move the profession of pharmacy forward and that pharmacists will have some role in deciding the specific provisions of the Medicare MTM program (92% and 91%, respectively). Conclusion. Students completing the MTM APPE received patient-centered experiences that supplemented their confidence, knowledge, and skill in providing MTM services in the future.

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Pharmacy Students' Perceptions of Their Preparedness to Provide Pharmaceutical Care

Cited by 25 publications

References 8 publications

Assessment of Brazilian pharmacy students perception of their level of preparedness for pharmaceutical practice

Assessment of Brazilian pharmacy students perception of their level of preparedness for pharmaceutical practice

Pharmaceutical care education in Kuwait: pharmacy students' perspectives

An Advanced Pharmacy Practice Experience in a Student-Staffed Medication Therapy Management Call Center

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