Student-Directed Learning in a Community Geriatrics Advanced Pharmacy Practice Experience

Abstract

Objectives. To assess a community geriatrics advanced pharmacy practice experience (APPE) that aimed to improve students' attitudes towards older adults and provide a student-directed learning experience. Design. Students provided blood pressure monitoring and medication counseling to older adults living in a low-income residential facility as part of a required 6-week ambulatory care service-learning APPE. Pre-experience and post-experience essays on students' perceptions of the elderly and their intended and actual learning were retrospectively reviewed using a qualitative process to determine whether the course objectives were met. Assessment. Many students initially described older adults in factual terms or using negative descriptors. Most expressed a desire to increase their knowledge of diseases commonly occurring in and drugs commonly prescribed for the elderly or to improve specific skills. Many students initially had difficulty articulating clear and measurable learning objectives and appropriate assessment metrics, which are important components of self-directed learning. The final essays revealed many students learned more about the humanistic aspects of care than they had anticipated. Conclusion. This community-based geriatrics experience improved students' attitudes towards working with older adults and provided practice in developing and assessing their personal learning objectives.

Validation of an Empathy Scale in Pharmacy and Nursing Students

“…[6][7][8] Healthcare professionals demonstrated more empathy regarding older adults' abilities, the aging process, and older adults in general, perhaps because of the incorporation of geriatric-specific education into the health professions curricula. [9][10][11][12][13][14][15][16][17] However, empathy declined among health professions students by the end of the first year in their program. 18 In pharmacy education, the Accreditation Council for Pharmacy Education (ACPE) revised standards and the American Association of Colleges of Pharmacy (AACP) outcomes recognize the importance of displaying empathy during all healthcare interactions.…”

“…23 Therefore, integrating activities within the curriculum, such as interprofessional experiences, experiential education, geriatric electives, and simulation games that improve health professions students' empathy toward different patient populations is needed to promote patient-centered care. 4,7,9,13,16,[24][25][26][27][28][29][30][31] For several years, the College of Pharmacy and the School of Nursing at Purdue University incorporated educational activities to address ACPE and AACN standards. 19,23 A need existed to assess whether these activities resulted in changes in student empathy toward a specific patient group or population.…”

Impact of an Aging Simulation Game on Pharmacy Students’ Empathy for Older Adults

“…Clinical practice experience and active learning exercises are effective in improving attitudes. [8][9][10][11] Simulation games are also effective for teaching students about caring for others because students have an opportunity to actively learn in a simulated experience. 5,12,13 Little is known about the impact of simulation games on pharmacy students' empathy toward older adults specifically.…”

Impact of the Geriatric Medication Game on Pharmacy Students’ Attitudes Toward Older Adults

“…This can be accomplished using several means, such as clinical experiences, interprofessional practice experiences, introductory and advanced pharmacy practice experiences (IPPEs and APPEs), and geriatric elective courses. 4,8,12,15,20 Simulation games also are a useful method for teaching concepts to students because they actively involve students in the learning process 4,6,21 and allow them to experience and respond to situations in a safe learning environment without real consequences. 6,21 Several games have been developed to simulate the aging process and improve student healthcare professional attitudes and knowledge, 6,11,13,14,23-25 but few focus on medication-related problems.…”

“…[8][9][10] These improvements in attitudes may be attributable to curricular changes, as many universities and colleges educating healthcare professionals have incorporated geriatric-specific education into the required and elective curriculum. 8,9,[11][12][13][14][15][16] The importance of displaying professional attitudes and values during all health care interactions is recognized by the Accreditation Council for Pharmacy Education (ACPE) in their revised standards for pharmacy education as well as the American Association of Colleges of Pharmacy (AACP) in their outcomes for pharmacy education. [17][18][19] Therefore, activities that improve student understanding and attitudes toward different patient populations should be integrated within the curriculum to promote patient-centered care.…”