- self-care counseling,
- student competence,
- experiential education
Objectives: To evaluate whether the integration of a self-care course, pharmacy practice lab, and experiential education has a significant impact on pharmacy student competence in self-care counseling.
Method: Students in a first professional-year self-care course (N=47) learned self-care topics (i.e., analgesics, heartburn) each week using a team-based learning format. The following week, students were assessed in simulated patient counseling encounters with faculty (N=9) in a pharmacy practice lab setting, for a total of 9 different self-care topics. Students then practiced counseling on the same topics in their community pharmacy IPPE three times during the semester (Analgesics, Heartburn, and Cough/Cold). A rubric was created from a literature review and underwent expert review for content and face validity. Faculty utilized it to assess students’ interpersonal skills and self-care counseling (14 items, 4-point, Likert-type, 1=Unsatisfactory, 4=Commendable, Range=14-56). Data were analyzed using descriptive statistics and Friedman’s tests.
Results: Students’ median total scores significantly improved over the course of the semester from 46 to 51 (p<0.001). Scores also significantly improved on 11 of 14 individual items (e.g. Interviewing Skill, Word Use, Giving Information, Body Language, Empathy, Current Complaint Assessment, MAC Information, Treatment Suggestions, Medication Overview, Closure/Teach-Back, and Quickness/Accuracy of Assessment: p≤0.001). Three items (e.g. Attitude and Attentiveness, Professionalism, and Self-Care Candidacy) were commendable or nearly commendable initially (median=4, 4, and 3, respectively) and did not change significantly over time.
Implications: Students significantly improved in patient counseling abilities overall and in specific items. Integration-based learning for self-care concepts is beneficial for student learning and competency acquisition.
Available at: http://works.bepress.com/thaddeus_franz/60/