Beyond the Pharmacists’ Patient Care Process: Cultivating Patient Care Practitioners by Utilizing the Pharmaceutical Care Framework

Kolar, Claire; Hager, Keri D.; Losinski, Victoria

doi:10.24926/iip.v8i3.532

Cited by 12 publications

(3 citation statements)

References 13 publications

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“…7 Rivkin discussed the relation of the PPCP to pharmacy education more broadly, highlighting the need for early introduction, 8 and a more recent publication advocated for teaching the PPCP within the framework of pharmaceutical care. 9 However, there is a need for further discussion and exploration of the milestones in learning the PPCP and the ways students progress in their mastery and internalization of the process. A gap exists between learning the steps of providing patient care as outlined by the PPCP (ie, collect, assess, plan, implement, follow-up) and mastering the complexities of being a pharmacy practitioner.…”

Section: Introductionmentioning

confidence: 99%

Aiding Transformation from Student to Practitioner by Defining Threshold Concepts for the Pharmacists’ Patient Care Process

Kolar

Janke

2019

American Journal of Pharmaceutical Education

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Objective. To explore critical milestones in the transition from student to practitioner by identifying the threshold concepts associated with learning the Pharmacists' Patient Care Process (PPCP). Methods. A threshold concept represents a transformed way of thinking about a topic or discipline. This study convened five focus groups to identify possible threshold concepts related to learning the PPCP. The data were analyzed by deductive content analysis and confirmed by an expert consensus panel using a modified nominal group technique. Results. Moving beyond the process outlined by the PPCP, the five focus groups identified additional elements of learning required in becoming a patient care practitioner. These elements were focused on the more intangible aspects of patient-centered care, such as practitioner priorities, attitude, and approach. As such, the data help to describe how practitioner's think, feel, and act (ie, their identity). Deductive content analysis resulted in five Patient Care Threshold Concepts (PCTC), which were confirmed by the expert consensus panel. Conclusion.The five PCTCs provide pharmacy educators with an additional tool to use in teaching the PPCP. The PCTCs can aid in the student-practitioner transformation by helping to make implicit aspects of patient care more explicit. They are supplements to patient care competencies that help explain the practitioner's priorities, attitude, and approach. They can also serve as guidance to pharmacy educators in evaluating curricular activities and assessments, as well as identity formation. This approach can be applied to the identification of threshold concepts in other areas of pharmacy education, such as leadership.

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Section: Introductionmentioning

confidence: 99%

Aiding Transformation from Student to Practitioner by Defining Threshold Concepts for the Pharmacists’ Patient Care Process

Kolar

Janke

2019

American Journal of Pharmaceutical Education

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“…Several papers have described methods schools are using to incorporate the PPCP within their curricula. [13][14][15][16][17] However, it is unclear to what degree schools have addressed the teaching and assessed competency with IESA and the MTPF, which are the unique elements of the pharmacists' patient care process.…”

Section: Committing To Honesty While Reflecting On Curricular and Insmentioning

confidence: 99%

A Dentist, Pilot, and Pastry Chef Walk into a Bar…Why Teaching PPCP is Not Enough

Sorensen

Hager

Schlichte

et al. 2020

American Journal of Pharmaceutical Education

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For both education and practice, the dissemination of the Joint Commission of Pharmacy Practitioner's Patient Care Process for Pharmacists has heightened attention to the need for a defined care process for pharmacists. Yet, when one compares this framework with those described in other disciplines, what makes it specific to pharmacy? Graduates must establish their unique role in patient care management among the health care team. Therefore, it is essential that pharmacy educators prepare students to contribute uniquely and communicate articulately about those contributions. This involves intentionally teaching an explicit clinical assessment process and a recognized taxonomy for communicating medication-related needs. In addition, educators must: ensure integration of patient care frameworks unique to pharmacists in curricula, commit to critical evaluation of care process instruction, and partner with external stakeholders to establish the distinct contributions of pharmacists to team-based care.

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“…These clinical services are the operationalization of the main principles of pharmaceutical care practice, which has been accepted as a new mission and model for professional pharmacy practice [ 4 , 9 , 10 ]. For pharmacists, this implies building therapeutic ties and developing a patient-centered practice [ 11 ]. This also means taking responsibility for the drug therapy-related needs of individuals and applying the pharmacotherapy workup throughout the whole care process [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Competencies for the provision of comprehensive medication management services in an experiential learning project

2017

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ObjectiveTo understand students’ and tutors’ perceptions of the development of clinical competencies for the delivery of comprehensive medication management services in an experiential learning project linked to a Brazilian school of pharmacy.MethodsAn autoethnographic qualitative study was carried out based on participant observation, focus groups and individual interviews with students and tutors involved in an experiential learning project.ResultsThe study revealed the development of competencies related to the philosophy of practice, the pharmacotherapy workup of drug therapy and interprofessional relationships.ConclusionsThe experiential learning project contributed to the professional development of pharmacy students in pharmaceutical care practice, pointing to its potential benefits for incorporation into professional pharmacy curricula.

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Beyond the Pharmacists’ Patient Care Process: Cultivating Patient Care Practitioners by Utilizing the Pharmaceutical Care Framework

Abstract: The adoption of a standard pharmacists' patient care process (PPCP)

Cited by 12 publications

References 13 publications

Aiding Transformation from Student to Practitioner by Defining Threshold Concepts for the Pharmacists’ Patient Care Process

Aiding Transformation from Student to Practitioner by Defining Threshold Concepts for the Pharmacists’ Patient Care Process

A Dentist, Pilot, and Pastry Chef Walk into a Bar…Why Teaching PPCP is Not Enough

Competencies for the provision of comprehensive medication management services in an experiential learning project

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