The Philosophy of Practice for Comprehensive Medication Management: Evaluating Its Meaning and Application by Practitioners

Pestka, Deborah L.; Sorge, Lindsay A.; McClurg, Mary Roth; Sorensen, Todd D.

doi:10.1002/phar.2062

Cited by 38 publications

(47 citation statements)

References 22 publications

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“…In the meantime, we advocate for teaching the Cipolle, et al definition that was expanded upon by Pestka and colleagues and includes: 1) meeting a societal need, 2) assuming responsibility for optimizing medication use, 3) embracing a patient-centered approach, 4) caring through an ongoing patient-pharmacist relationship, and 5) working as a collaborative member of the health care team. 2,3 We would welcome the opportunity to work with others toward adopting a universal pharmacy practice philosophy across the profession, and to explore the most effective ways to teach the philosophy of practice to our students.…”

Section: Innovations In Pharmacymentioning

confidence: 99%

Teaching the Philosophy of Practice as a Key Component of Pharmaceutical Care Practice

Hager

Kolar

Losinski³

2018

Innov Pharm

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We would like to thank Dr. Rivkin for taking the time to explore the connection between the philosophy of practice and pharmaceutical care practice itself.1 Specifically, we would like to continue the dialogue as to how pharmaceutical care practice and the philosophy of practice are connected, and the need for further adoption of a philosophy of practice across our profession.Neither the philosophy of practice, nor the patient care process, is separate from pharmaceutical care practice.2 If you are teaching pharmaceutical care as a practice 2 , you are teaching the philosophy of practice, the pharmacists' patient care process, and practice management systems. In addition, teaching the three components is not intended to be linear, but rather an iterative process where all three components are introduced early and revisited often across the curriculum as students' knowledge and experience deepens. We did not find evidence in the literature, however, that this is the way pharmaceutical care practice is currently being taught throughout pharmacy school curricula in the U.S.We concur with Dr. Rivkin that "...the profession needs to agree on what our practice philosophy is." We would add that the lack of a consensus should not impede teaching philosophy of practice as one of the three core components of pharmaceutical care. The philosophy of practice is the "why" of what we do in pharmacy practice, and adopting a philosophy of practice is a critical component of developing a professional identity -a process that begins upon entering the Pharm.D. professional program.We look forward to engaging with this discussion of the philosophy of practice across the profession. In the meantime, we advocate for teaching the Cipolle, et al. definition that was expanded upon by Pestka and colleagues and includes: 1) meeting a societal need, 2) assuming responsibility for optimizing medication use, 3) embracing a patient-centered approach, 4) caring through an ongoing patient-pharmacist relationship, and 5) working as a collaborative member of the health care team. 2,3We would welcome the opportunity to work with others toward adopting a universal pharmacy practice philosophy across the profession, and to explore the most effective ways to teach the philosophy of practice to our students.

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Section: Innovations In Pharmacymentioning

confidence: 99%

Teaching the Philosophy of Practice as a Key Component of Pharmaceutical Care Practice

Hager

Kolar

Losinski³

2018

Innov Pharm

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“…Conversations about the need for more opportunities for students to learn how to provide CMM helped spark efforts to incorporate this practice within the Phillips Neighborhood Clinic, a health professions student‐run free clinic in Minneapolis . The most recent Lyceum inspired lively discussion about the need for pharmacy practice to adopt and embrace a common philosophy of practice …”

Section: Action Stimulated By Previous Eventsmentioning

confidence: 99%

Lyceum as a strategy to instill practitioner resilience in a pharmacist community of practice

Hager

Ekstrand

Pestka

et al. 2018

J Am Coll Clin Pharm

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Communities of practice are a common mechanism to support individuals who share a passion for a common area of interest, including implementation of comprehensive medication management services. In addition to supporting the exchange of ideas and experiences, a community of practice can be the convening point for resources that instill a sense of renewal and rejuvenation which can build resilience among practitioners participating in the community. This paper describes the Pharmaceutical Care Lyceum, a retreat‐style strategy designed to accomplish this outcome, which has become a critical component of the community of practice serving ambulatory care practitioners in Minnesota. Key elements that have led to the Lyceum's success include an “all teach, all learn” environment, an emphasis on group dialogue, a remote meeting location that encourages one to “disconnect” from daily activities, on‐site shared accommodations, and recreation and social activities interspersed between interactive learning sessions. Evaluations from participants are highly positive and frequently comment on the role of the Lyceum in creating enthusiasm and determination for the daily work of clinical practice. This paper explains the history, design, and impact of the event to encourage replication by other communities of practice focused on practitioners engaged in comprehensive medication management practice.

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“…The practice of CMM is comprised of three primary components: (a) a philosophy of practice, (b) a patient care process, and (c) a practice management system . A previous study described the philosophy of practice articulated by pharmacists delivering CMM and provided five core tenets to serve as the basis of the philosophy of practice of CMM . In addition, significant attention has been given to defining the patient care process of CMM .…”

Section: Introductionmentioning

confidence: 99%

“…7 A previous study described the philosophy of practice articulated by pharmacists delivering CMM and provided five core tenets to serve as the basis of the philosophy of practice of CMM. 8 In addition, significant attention has been given to defining the patient care process of CMM. 6,7,[9][10][11] However, more information is needed on the practice management of CMM, which we define for the purpose of this study as all of the necessary resources and support to provide CMM in an efficient and productive manner.…”

Section: Introductionmentioning

confidence: 99%

Development of the comprehensive medication management practice management assessment tool: A resource to assess and prioritize areas for practice improvement

Pestka

Frail

Sorge

et al. 2019

J Am Coll Clin Pharm

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Background Significant attention has been given to developing a consistent patient care process for providing comprehensive medication management (CMM). However, little research exists that examines the structures required to effectively manage a CMM practice to achieve quality, consistency and sustainability. Objective The objective of this research was to create a CMM practice management assessment tool to identify and prioritize areas of CMM practice improvement. Methods Thirty‐four pharmacists providing CMM from 35 primary care clinics across five states were divided into three cohorts. Semi‐structured interviews were conducted with pharmacists from Cohort 1. Participants were asked to describe the essential components of CMM practice management and to detail the characteristics of these components in their practice. Themes were identified by two investigators and a descriptive practice assessment tool was developed from emergent themes. Using cognitive interviewing, participants in Cohorts 2 and 3 completed sections of the tool while verbalizing their thought process and providing feedback. This process led to simultaneous development and refinement of the tool, as well as developing evidence of content validity. Throughout tool development, a series of four focus groups with managers overseeing pharmacists providing CMM occurred to obtain their perspectives and feedback on the tool. Results A tool with five domains was developed. Each domain consists of two to three essential components of CMM practice management for a total of 13 components. Each component contains several questions which collectively form a 78‐item descriptive practice management assessment tool. Conclusion A descriptive practice management assessment tool was developed that can be used to aid in CMM practice advancement. This tool can provide direction for quality improvement work as pharmacists and managers seek to make their practices more efficient and sustainable.

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The Philosophy of Practice for Comprehensive Medication Management: Evaluating Its Meaning and Application by Practitioners

Cited by 38 publications

References 22 publications

Teaching the Philosophy of Practice as a Key Component of Pharmaceutical Care Practice

Teaching the Philosophy of Practice as a Key Component of Pharmaceutical Care Practice

Lyceum as a strategy to instill practitioner resilience in a pharmacist community of practice

Development of the comprehensive medication management practice management assessment tool: A resource to assess and prioritize areas for practice improvement

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