Report of the 2010-2011 Professional Affairs Committee: Effective Partnerships to Implement Pharmacists’ Services in Team-Based, Patient-Centered Healthcare

Bittner, Magaly Rodríguez de; Adams, Alex J.; Burns, Anne; Ha, Carolyn; Hilaire, Michelle L.; Letendre, Donald E.; Scheckelhoff, Douglas J.; Schwinghammer, Terry L.; Traynor, Andrew P.; Zgarrick, David P.; Bradley-Baker, Lynette R.

doi:10.5688/ajpe7510s11

Cited by 13 publications

(7 citation statements)

References 26 publications

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“…17 This allows for innovations in pharmacy practice, advancement of interprofessional education and practice, improved outcomes for health system partner organizations, and advancement of the mission and learning opportunities for the academic partner. [17][18][19] However, there is a dearth of literature examining the impact of these partnerships from multiple stakeholder perspectives. The purpose of this study was to evaluate an interprofessional academic-practice partnership in end of life care that examined both student learning and the value-added contributions of student pharmacists and pharmacy preceptors.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of an Interprofessional Academic-Practice Partnership in End of Life Care

2021

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Introduction: The purpose of this mixed-methods study was to evaluate an interprofessional academic-practice partnership in end of life care by examining patient medication outcomes, the contributions of student pharmacists and a pharmacy preceptor to care teams, and student learning experiences. Methods: Retrospective chart review assessed polypharmacy differences in hospice patients with a primary terminal diagnosis of non-Alzheimer’s dementia between two patient groups; Group 1 managed on interprofessional care teams within the pharmacy partnership, and Group 2, managed on teams without a pharmacist. Team members who interacted with student pharmacists and the pharmacy preceptor participated in semi-structured key informant interviews to document perceptions of pharmacy contributions to care teams and the organization. At the end of their APPE, students completed reflective writings regarding their learning. Results: Patients in Group 1 were on statistically significant fewer medications than Group 2 at both week 4 and weeks 7-12 following admission. Five conceptual themes emerged from interviews: pharmacists as team medication experts, improved patient outcomes, interprofessional collaboration, patient/caregiver trust in medication regimens, and desire for sustainability. Student reflections included the following learning themes: teamwork, respect, value, and patient-centered care. Conclusions: The addition of a pharmacist on interprofessional care teams decreased the average number of medications in the non-Alzheimer’s end of life patient population. Team members identified value-added contributions of student pharmacists and the pharmacy preceptor that enhanced team efficiency and patient care. Student pharmacists recognized these contributions and the experience served as an exemplar of interprofessional practice.

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Section: Introductionmentioning

confidence: 99%

Evaluation of an Interprofessional Academic-Practice Partnership in End of Life Care

2021

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“…9,10 In addition, schools have focused on integrating pharmacists as contributing members of interprofessional teams, preparing students for advancements in digital technology, and creating resourceful consumers of evidence-based knowledge amid increasing amounts and types of data. 3,10 Similarly, there are various accrediting bodies, professional organizations, and consumer advocacy groups that have made recommendations regarding curricular change. 11 As pharmacy schools work to ensure their curricula remain fit for purpose, educators must identify emerging areas of practice and new methods of training.…”

Section: Introductionmentioning

confidence: 99%

Emerging Innovations and Professional Skills Needed Within Pharmacy Curricula

Olsen

Minshew

Morbitzer

et al. 2020

Journal of Medical Education and Curricular Development

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To ensure students are prepared for the rapidly evolving world of health care, curricula must be aligned with emerging innovations, as well as professional skills likely to influence students’ abilities to be successful. At the 2019 annual meeting of PharmAlliance institutions, we asked experts to identify innovations and professional skills necessary for the future of pharmacy practice. Experts identified a wide range of topics, including personalized and precision medicine, digital health, interprofessional collaboration, clinical decision making, and overcoming complexity and ambiguity. While these findings are useful for informing curriculum content, we must also commit to ensuring our pharmacy curricula are emerging, forward thinking, and effective at preparing students for the challenges in health care.

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“…44 Previous AACP Professional Affairs Committee reports have discussed CPD for preceptors and faculty members 45,46,47 as well as collaborations between academic pharmacy and the broader pharmacy practice community. 48,49 The PAC believes that faculty and preceptors' wellbeing and resilience is a significant factor influencing the transformation of pharmacy practice and the enhancement of patient care services. In 2017, the National Academy of Medicine (NAM) initiated the Action Collaborative on Clinician Well-Being and Resilience to raise the visibility of clinical anxiety, burnout, depression, stress, and suicide; to improve baseline understanding of challenges to clinician well-being; and to advance evidence-based, multidisciplinary solutions to improve patient care by caring for the caregiver.…”

Section: Introductionmentioning

confidence: 99%

The Report of the 2018-2019 Professional Affairs Standing Committee: The Role of Educators in Pharmacy Practice Transformation

Hall

Fish

McBane

et al. 2019

American Journal of Pharmaceutical Education

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The 2018-2019 Professional Affairs Committee examined the potential roles and needs of clinical educators (faculty and preceptors) in leading transformation in pharmacy practice. The committee was charged to (1) discuss the potential roles and responsibilities of faculty and preceptors leading transformation and enhanced patient care services in pharmacy practice; (2) describe factors, including clinician well-being and resilience, which may influence faculty and preceptor involvement in practice transformation and the enhancement of patient care services; and (3) recommend how the efforts and successes of faculty and preceptors involved in pharmacy practice transformation can be replicated and recognized as well as identify the types of continuing professional development (CPD) that should be available to enable the influence and implementation of patient care services. This report provides a framework for addressing the committee charges by examining the roles of advocacy, collaboration, continuing professional development, and clinician resilience and well-being. The committee provides a revision to a current AACP policy regarding continuing professional development as well as several recommendations to AACP and suggestions to colleges and schools of pharmacy pertaining to the committee charges.

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Report of the 2010-2011 Professional Affairs Committee: Effective Partnerships to Implement Pharmacists’ Services in Team-Based, Patient-Centered Healthcare

Cited by 13 publications

References 26 publications

Evaluation of an Interprofessional Academic-Practice Partnership in End of Life Care

Evaluation of an Interprofessional Academic-Practice Partnership in End of Life Care

Emerging Innovations and Professional Skills Needed Within Pharmacy Curricula

The Report of the 2018-2019 Professional Affairs Standing Committee: The Role of Educators in Pharmacy Practice Transformation

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