Hohmeier Kenneth C, Spivey Christina A, Chisholm-Burns Marie
Residency Program Director of PGY1 Community Pharmacy Residency Program, 193 Polk Ave., Suite 2D, Nashville, TN 37210, United States.
University of Tennessee Health Science Center, College of Pharmacy, 881 Madison Ave., Suite 258, Memphis, TN 38163, United States.
Curr Pharm Teach Learn. 2017 May;9(3):473-478. doi: 10.1016/j.cptl.2017.02.004. Epub 2017 Apr 14.
To explore students' perceptions (self-assessment) of their preparedness to develop collaborative practice agreements (CPAs) before and after delivery of one CPA-focused classroom lectures and 2) a CPA development student project in partnership with a local community-based pharmacy.
A CPA-focused didactic lecture and subsequent project were given to second-year (P2) pharmacy students enrolled in a community pharmacy elective course at the University of Tennessee College of Pharmacy. Pre- and post-surveys were administered using an online survey platform to assess student perceptions. Responses for each survey question were summarized using frequencies, and chi-square analysis was conducted to assess the association between pre- and post-scores on each question.
Students were significantly more likely to rate themselves as prepared or completely prepared to develop a CPA in a community pharmacy setting (χ=61.21, p<0.01) after the course and project. Students also noted that they felt they were prepared or very prepared to work within a team to develop and implement a CPA in a community pharmacy setting (χ=37.60, p<0.01).
This study demonstrated that a didactic classroom lecture series followed by a student project partnered with a local community pharmacy improved perceived knowledge, preparedness, and ability to implement CPAs in a community pharmacy. Through intentional exposure of students to scope-of-practice expanding opportunities like CPAs, pharmacy educators can potentially accelerate the evolution of community pharmacy practice.
探讨学生在以一份协作实践协议（CPA）为重点的课堂讲座授课前后，以及2）与当地社区药房合作开展的CPA制定学生项目前后，对自身制定CPA的准备情况的认知（自我评估）。
田纳西大学药学院社区药房选修课程的二年级（P2）药学专业学生参加了以CPA为重点的理论讲座及后续项目。使用在线调查平台进行课前和课后调查，以评估学生的认知。每个调查问题的回答用频率进行汇总，并进行卡方分析，以评估每个问题课前和课后得分之间的关联。
课程和项目结束后，学生更有可能认为自己有准备或完全有准备在社区药房环境中制定CPA（χ=61.21，p<0.01）。学生还指出，他们觉得自己有准备或非常有准备在团队中工作，以在社区药房环境中制定和实施CPA（χ=37.60，p<0.01）。
本研究表明，以理论讲座系列为先导，随后与当地社区药房合作开展学生项目，可提高学生对在社区药房实施CPA的认知、准备情况和能力。通过让学生有意接触像CPA这样的扩大执业范围的机会，药学教育工作者有可能加速社区药房实践的发展。
