Yorra Mark L
School of Pharmacy, Northeastern University, Boston, Massachusetts.
Am J Pharm Educ. 2014 Sep 15;78(7):134. doi: 10.5688/ajpe787134.
To identify the experiential and demographic factors affecting the self-efficacy and self-esteem of third-year pharmacy (P3) students.
A 25-item survey that included the Rosenberg Self-Esteem Scale and the General Self-Efficacy Scale, as well as types and length of pharmacy practice experiences and demographic information was administered to doctor of pharmacy (PharmD) students from 5 schools of pharmacy in New England at the completion of their P3 year.
The survey response rate was approximately 50% of the total target population (399/820). Students with a grade point average (GPA)≥3.0 demonstrated a higher significant effect from unpaid introductory pharmacy practice experiences (IPPEs) on their self-efficacy scores (p<0.05) compared to students with lower GPAs. Students who had completed more than the required amount of pharmacy experiences had higher levels of self-efficacy and self-esteem (p<0.05). Ethnicity also was related to students' levels of self-efficacy and self-esteem.
Self-efficacy and self-esteem are two important factors in pharmacy practice. Colleges and schools of pharmacy should ensure that students complete enough practice experiences, beyond the minimum of 300 IPPE hours, as one way to improve their self-efficacy and self-esteem.
确定影响药学专业三年级（P3）学生自我效能感和自尊的经验及人口统计学因素。
在新英格兰5所药学院的药学博士（PharmD）学生完成P3学年时，进行了一项包含25个条目的调查，其中包括罗森伯格自尊量表和一般自我效能感量表，以及药学实践经验的类型和时长及人口统计学信息。
调查回复率约为总目标人群的50%（399/820）。与平均绩点（GPA）较低的学生相比，GPA≥3.0的学生在自我效能感得分上，无薪入门药学实践经验（IPPEs）显示出更高的显著影响（p<0.05）。完成的药学经验超过要求量的学生，自我效能感和自尊水平更高（p<0.05）。种族也与学生的自我效能感和自尊水平相关。
自我效能感和自尊是药学实践中的两个重要因素。药学院校应确保学生完成足够的实践经验，超过最少300小时的IPPE时长，作为提高其自我效能感和自尊的一种方式。
