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Assessment of Student Self-care Counseling Skill Progression Across a Semester
American Journal of Pharmaceutical Education
  • Stephanie M. Cailor, Cedarville University
  • Aleda M.H. Chen, Cedarville University
  • Thaddeus T. Franz, Cedarville University
  • Phillip L. Thornton, Cedarville University
  • Jeb Ballentine, Cedarville University
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Objectives: To assess the progression of student self-care counseling skills across 9 weekly counseling sessions in a pharmacy practice skills lab.

Method: P1 students took a 3 credit hour self-care course during the fall 2014 semester. After they learned a self-care topic, the following week they practiced counseling on the topic in a pharmacy practice lab with a P2 student evaluator. The P2 student evaluator then provided formative feedback using a rubric. The 10-item, 4-point Likert-type rubric (1=Unsatisfactory, 4=Commendable, Cronbach’s alpha=0.792, score range=10-40) was utilized across 9 counseling exercises to evaluate student patient interaction and self-care counseling skills after IRB approval. Changes from Week 1 to 9 as well as changes across all 9 sessions were analyzed using a Wilcoxon and a Friedman test, respectively.

Results:Student total scores significantly improved from Week 1 (30.03±7.11) to Week 9 (36.29±6.60) as well as across all 9 sessions (p

Implications: Giving students the opportunity to practice their self-care counseling skills after learning the relevant content in the prior week improved their ability to perform self-care counseling at the end of the semester. Since self-care counseling is an important part of pharmacy practice, incorporating many opportunities to practice may be beneficial.

  • Self-care counseling,
  • pharmacy practice,
  • pharmacy students
Citation Information
Stephanie M. Cailor, Aleda M.H. Chen, Thaddeus T. Franz, Phillip L. Thornton, et al.. "Assessment of Student Self-care Counseling Skill Progression Across a Semester" American Journal of Pharmaceutical Education Vol. 80 Iss. 5 (2016) p. 99
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