- Integrated learning,
- pharmacy student,
Objectives: To evaluate whether the integration of a self-care course, pharmacy practice lab, and experiential education improves student pharmacist confidence regarding self-care counseling.
Method: Students in a first professional-year self-care course (N=47) learned self-care topics (i.e., analgesics, heartburn, cough and cold) during weeks 3, 9, and 13 of the semester. The following week, students practiced counseling faculty in a simulated environment and then counseled a patient in their community-based introductory pharmacy practice experience (IPPE) on Friday. A confidence survey was created from the literature to assess self-confidence in communication, appropriate self-care plan, triage, and drug knowledge (19 items, 5-point, Likert-type, 1=Not at all confident, 5=Extremely confident, Range=19-95). For each topic, students completed the survey (1) prior to class, (2) immediately after class, and (3) following IPPE patient counseling. Data were analyzed using descriptive statistics and Friedman’s tests.
Results: Students’ self-confidence significantly improved at every assessment (pre-class, post-class, and post-counseling; p<0.001) for each topic. Median confidence scores increased from 58 to 71 (p<0.001) for analgesia, 62 to 79 (p<0.001) for heartburn, and 57.5 to 79.5 for cough/cold. Confidence was not significantly different between topics at the same point during the educational process (i.e., analgesia pre-class vs. heartburn pre-class).
Implications: Student confidence improved significantly on self-care concepts and counseling following integration of class, practice lab, and experiential education. Intentional integration between courses is beneficial for learning and utilization of knowledge, as students must have confidence in their abilities.
Available at: http://works.bepress.com/thaddeus_franz/33/