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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Development and evaluation of a blended learning training programme for pharmacy technicians' continuing education.

Audrey Flornoy-Guédon1, Caroline Fonzo-Christe2, Emy Meier2

  • 1Pharmacy, Geneva University Hospitals, Geneva, Switzerland audrey.flornoy@hcuge.ch.

European Journal of Hospital Pharmacy : Science and Practice
|March 10, 2023
PubMed
Summary

This study developed a blended learning program for pharmacy technicians (PTs) that significantly improved their knowledge and self-perceived competence. The program was well-received and will be integrated into continuing professional development for PTs.

Keywords:
EDUCATION, PHARMACYEducation, Pharmacy, ContinuingPHARMACY SERVICE, HOSPITALProfessional CompetenceQuality of Health Care

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Area of Science:

  • Pharmacy education
  • Continuing professional development
  • Instructional design

Background:

  • The role of pharmacy technicians (PTs) has expanded, necessitating enhanced competencies and drug knowledge.
  • Effective continuing professional development (CPD) is crucial for PTs to meet evolving demands.
  • Traditional training methods may not adequately address the need for updated skills and knowledge.

Purpose of the Study:

  • To develop and evaluate a blended learning program for pharmacy technicians' continuing professional development.
  • To enhance PTs' knowledge, skills, and attitudes through innovative educational strategies.
  • To assess the program's impact on knowledge, certainty, and self-perceived competence.

Main Methods:

  • A six-step curriculum development approach was used to design the blended learning program.
  • The program comprised microlearning videos for knowledge acquisition and an 'edutainment' session for skill practice.
  • Impacts were evaluated using pre-test, post-test 1 (after microlearning), and post-test 2 (after edutainment) assessments.

Main Results:

  • Significant improvements were observed in mean knowledge, degree of certainty, and self-perceived competence after microlearning.
  • Further improvements in mean knowledge and self-perceived competence were noted after the edutainment session.
  • All 26 participating PTs found the blended learning program suitable for their CPD needs.

Conclusions:

  • The blended learning program effectively enhanced pharmacy technicians' knowledge, certainty, and self-perceived competence.
  • The pedagogical format was highly satisfactory for participants.
  • This blended learning approach will be integrated into future CPD initiatives for PTs.