Patient perceptions of a student‐led remote hypertension education program

Abstract

Introduction:The COVID-19 pandemic has drastically changed healthcare, promoting a shift to remote services. Managing long-term therapy conditions, like hypertension, became increasingly difficult due to limited access to care. During these unprecedented times, two community pharmacies collaborated with a school of pharmacy to develop a new remote program to encourage patient centered disease state management.Objectives: The primary objective was to describe patient perceptions of participating in a student-led, remote hypertension education program. The secondary objective was to gain insight on perceptions of the program's impact on current lifestyle.Methods: Second-and third-year pharmacy students worked with faculty preceptors to develop and remotely deliver an 8-week curriculum. During each call, students educated on a topic and set S.M.A.R.T. (Specific, Measurable, Achievable, Realistic, and Timely) goals. After completing the program, participants were interviewed regarding their experience.This study was a qualitative design using semi-structured interviews. Participants in the program were interviewed by trained investigators. All interviews were recorded, transcribed, and thematically coded to address study outcomes.Results: A total of 12 participant interviews were conducted with all participants 50 years of age or older and a majority having a diagnosis of hypertension for greater than 20 years. From the interviews, six dominant themes were identified. Themes were: (a) students were knowledgeable, professional, and engaged; (b) participants felt comfortable communicating with the students and developed a positive relationship; (c) participants expressed having a positive impact on the students' education;(d) the program was organized; (e) participants reported positive lifestyle changes or reinforced habits that they plan to continue, and (f) the remote nature of the program was convenient, but face-to-face interaction was missed. Conclusion:Participants had an overwhelmingly positive experience completing the program. Utilizing students for development and implementation allowed the