University of Minnesota College of Pharmacy, Minneapolis, Minnesota.
University of Minnesota College of Pharmacy, Duluth, Minnesota.
Am J Pharm Educ. 2020 Apr;84(4):7704. doi: 10.5688/ajpe7704.
For both education and practice, the dissemination of the Joint Commission of Pharmacy Practitioner's Patient Care Process for Pharmacists has heightened attention to the need for a defined care process for pharmacists. Yet, when one compares this framework with those described in other disciplines, what makes it specific to pharmacy? Graduates must establish their unique role in patient care management among the health care team. Therefore, it is essential that pharmacy educators prepare students to contribute uniquely and communicate articulately about those contributions. This involves intentionally teaching an explicit clinical assessment process and a recognized taxonomy for communicating medication-related needs. In addition, educators must: ensure integration of patient care frameworks unique to pharmacists in curricula, commit to critical evaluation of care process instruction, and partner with external stakeholders to establish the distinct contributions of pharmacists to team-based care.
对于教育和实践而言，药剂师患者护理流程联合委员会的传播引起了人们对药剂师护理流程定义的关注。然而，当将这个框架与其他学科中描述的框架进行比较时，是什么使它对药学具有独特性？毕业生必须在医疗保健团队中确定自己在患者护理管理中的独特角色。因此，药学教育者必须使学生做好准备，以便能够独特地做出贡献，并清楚地表达这些贡献。这涉及到有针对性地教授明确的临床评估过程和用于传达与药物相关需求的公认分类法。此外，教育者还必须：确保在课程中整合药剂师特有的患者护理框架，致力于对护理流程教学进行批判性评估，并与外部利益相关者合作，确立药剂师对团队为基础的护理的独特贡献。
