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评估患者护理活动和准备先进的药房实践经验在修订的第三年入门药房实践经验
Marina L Maes1, Meng-Jung Wen2, Susanne G Barnett1
1Pharmacy Practice and Translational Research Division, University of Wisconsin-Madison School of Pharmacy, Madison, WI, USA.
American journal of pharmaceutical education
|August 16, 2024
概括
通过将时间转移到第三年来修改入门药房实践经验 (IPPE) 课程,增加了学生的直接患者护理机会和电子健康记录 (EHR) 访问,提高了高级药房实践经验 (APPE) 准备.
科学领域:
- 药房 教育 教育 药房 教育
- 经验式学习 经验式学习
- 课程开发 课程开发
背景情况:
- 在先进的药房实践经验 (APPE) 之前,入门药房实践经验 (IPPE) 的传统结构可能会限制患者直接护理的机会.
- 优化IPPE的时间和内容对于为药学学生准备现实世界的实践至关重要.
- 课程重新设计是提高药学学生准备能力的关键策略.
研究的目的:
- 量化修订的第三年 (P3) IPPE课程对学生直接患者护理活动的影响.
- 评估学生和教师在课程变化后对APPE准备的看法.
- 评估P3年增加IPPE小时的有效性,以准备学生参加APPE.
主要方法:
- 一个结构化的课程重新设计将50个IPPE小时从第一年和第二年转移到P3年.
- 对学生 (2023年和2024年毕业班) 和他们的APPE教师进行了调查.
- 该调查评估了P3 IPPE期间患者护理活动的频率和感知到的APPE准备程度,包括EHR导航和疫苗管理.
主要成果:
- 在修订后的课程 (2024年队列) 中,更高比例的学生在各种环境中从事直接的患者护理活动.
- 2024年队列报告了对电子健康记录 (EHR) 的更广泛访问.
- 虽然对EHR导航和疫苗的准备感觉有所改善,但学生和教师对APPE的整体准备感觉在队列之间仍然相似.
结论:
- 将IPPE小时转移到最后一个教学年提高了直接患者护理机会和APPE准备.
- 药学教育的课程调整可以有效地增加学生对临床活动的接触.
- 量化体验式学习活动可以指导药房课程中IPPE的优化.
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