ASHP Guidelines on Pharmacist Involvement in HIV Care

Schafer, Jason J.; Gill, Taylor; Sherman, Elizabeth M; McNicholl, Ian R.

doi:10.2146/ajhp150623

Cited by 52 publications

(42 citation statements)

References 169 publications

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“…Therefore, the number of hospitalizations among patients with HIV infection will also increase. As HIV infection has transitioned to a chronic condition managed with ART, all clinicians who may be involved in the care of the hospitalized HIV‐infected patient should have baseline antiretroviral knowledge to ensure the safe use of these medications …”

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confidence: 99%

Acute Care Management of the HIV‐Infected Patient: A Report from the HIV Practice and Research Network of the American College of Clinical Pharmacy

et al. 2017

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Treatment of hospitalized patients with HIV is highly complex. HIV-infected patients are at high risk for medication errors during various transitions of care. Baseline knowledge of the principles of antiretroviral pharmacotherapy is necessary for clinicians managing acutely ill HIV-infected patients to avoid medication errors, identify DDIs, and correctly dose medications if organ dysfunction arises. Timely ambulatory follow-up is essential to prevent readmissions and facilitate improved transitions of care.

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confidence: 99%

Acute Care Management of the HIV‐Infected Patient: A Report from the HIV Practice and Research Network of the American College of Clinical Pharmacy

et al. 2017

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“…As discussed in the American Society of Health‐System Pharmacists Report, pharmacists should be involved with the interdisciplinary care of the HIV‐infected patient. Pediatric patients are a part of this population and pharmacists can play an active role in provision of comprehensive care.…”

Section: Discussionmentioning

confidence: 99%

Characterization of clinical pharmacy services in a pediatric HIV clinic

Morris

Briars

Kraus

2019

J Am Coll Clin Pharm

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Objectives The objectives of this study were to characterize and analyze clinical pharmacists' interventions in a pediatric human immunodeficiency virus clinic. Methods This retrospective review assesses interventions documented by pediatric pharmacists. The percent of patients with an undetectable viral load at baseline, prior to implementation of pharmacy services, was compared with the viral load at a 7‐year follow‐up visit. Mean log10 viral loads at years 1 and 7 were compared to baseline and the mean change in viral load was compared. Results Pharmacists were involved with the care of 53 patients at 2257 visits documenting 8893 interventions. Recommendations to physicians accounted for 1316 (14.8%) of the interventions. Pharmacists documented 3176 (35.7%) interventions to patients/caregivers. One‐thousand and twenty‐eight (11.6%) interventions were educational concepts taught to patients/caregivers. Pharmacists provided 1107 (12.4%) adherence aids and conducted 669 (7.5%) adherence assessments. The percentage of patients with undetectable viral loads increased from 12.1% (4/33) to 65.8% (25/38) (P = 0.0094). The mean log10 viral load at years 1 and 7 were lower than those obtained prior to the first clinical pharmacy visit (year 1:3.95 ± 1.22 copies/mL vs 4.37 ± 1.09 copies/mL; P = 0.0042; year 7:2.88 ± 1.21 copies/mL vs 4.42 ± 1.11 copies/mL; P < 0.0001).The decrease in mean log10 viral load (viral load change) was significantly greater in year 7 compared with year 1 (P = 0.04). A clinically significant mean viral load decrease occurred each year from years 2 to 7. Conclusions In 7 years of pediatric clinical pharmacy services, thousands of interventions were documented. An increase in the number of patients with an undetectable viral load and improvements in mean log10 viral load occurred. These findings suggest that interventions by pediatric clinical pharmacists contributed to overall improvements in viral loads observed in this study. This analysis provides insight into the essential role of a clinical pharmacist in a pediatric HIV clinic.

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“…4 Learning to care for patients with HIV requires a complex, multifaceted, collaborative approach to patient care, which likely requires post-graduate education and training. 4,5 There are costs associated with any type of active learning. For this activity, the main cost is time, both in preparing and presenting the activity.…”

Section: Discussionmentioning

confidence: 99%

“…4 As HIV continues to evolve into a chronic disease state impacting an aging population, pharmacists will play an increasing role in optimizing care for patients with HIV. 5 The 2016 guidelines published by the American Society of Health-System Pharmacists recognized the expanding role of pharmacists in HIV care, with an emphasis on testing, treatment optimization, managing treatment failure, adherence counseling, HIV prevention, and education. 5 The importance of learning HIV for our students was heightened by the 2015 HIV outbreak in Scott County, Indiana, which occurred approximately 45 miles north of Sullivan University College of Pharmacy.…”

Section: Introductionmentioning

confidence: 99%

“…5 The 2016 guidelines published by the American Society of Health-System Pharmacists recognized the expanding role of pharmacists in HIV care, with an emphasis on testing, treatment optimization, managing treatment failure, adherence counseling, HIV prevention, and education. 5 The importance of learning HIV for our students was heightened by the 2015 HIV outbreak in Scott County, Indiana, which occurred approximately 45 miles north of Sullivan University College of Pharmacy. 6 As many of our students would be caring for these patients, we aimed to improve the delivery of HIV education in our curriculum.…”

Section: Introductionmentioning

confidence: 99%

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Using Hand Signs to Teach HIV Medications

Spencer

Bandy

2018

American Journal of Pharmaceutical Education

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Objective. To describe an innovative active learning strategy that uses students' hands to facilitate learning and retention of major concepts related to nucleotide/nucleoside reverse transcriptase inhibitors (NRTIs). Methods. Students wrote the names of the NRTIs on their fingers, then an interactive activity used a variety of hand signs to teach the drugs. Focus groups were conducted with a total of 20 students one year after being exposed to the new teaching strategy. Students were asked five knowledge-based questions related to the subject matter to assess retention of the material. Results. On average, students answered 64% of the questions correctly. Most students (95%) used their hands to answer the knowledge-based questions. There was a statistically significant association between using hands to answer the question and answering the question correctly. When asked which active learning method was most effective, 14 (70%) participants reported "hands." Conclusion. Using students' hands was well received by this cohort of students. More research is needed to determine if this active learning method could be considered for use in other disease states to help students learn complex medications with many nuances.

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ASHP Guidelines on Pharmacist Involvement in HIV Care

Cited by 52 publications

References 169 publications

Acute Care Management of the HIV‐Infected Patient: A Report from the HIV Practice and Research Network of the American College of Clinical Pharmacy

Acute Care Management of the HIV‐Infected Patient: A Report from the HIV Practice and Research Network of the American College of Clinical Pharmacy

Characterization of clinical pharmacy services in a pediatric HIV clinic

Using Hand Signs to Teach HIV Medications

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