Kiles Tyler M, Patel Komal, Aghagoli Amir, Spivey Christina A, Chisholm-Burns Marie, Hohmeier Kenneth C
University of Tennessee Health Science Center (UTHSC), College of Pharmacy, 881 Madison Ave., Suite 581, Memphis, TN 38163, United States.
UTHSC, College of Pharmacy, 881 Madison Ave., Suite 258, Memphis, TN 38163, United States.
Curr Pharm Teach Learn. 2021 Nov;13(11):1522-1528. doi: 10.1016/j.cptl.2021.09.012. Epub 2021 Sep 25.
The objective of this study is to explore the impact of an educational intervention including (1) collaborative practice agreement (CPA)-focused lecture and (2) a student project in partnership with a community-based pharmacy on dissemination and implementation of CPAs in community pharmacy practice.
A CPA-focused classroom lecture and related project were given to five sequential years of second-year pharmacy students enrolled in a community pharmacy elective course. Community pharmacist feedback provided at the completion of the project was compared to present-day data collected via telephone survey. Responses for each survey question were summarized using frequencies, and chi-square analysis was conducted to assess the association between pharmacist perceptions at the time of the project vs. the present day.
Forty-seven projects representing 47 unique CPAs were completed over five sequential years of the course. The most commonly targeted disease states by CPAs were influenza/streptococcus pharyngitis (25.5%), therapeutic interchange (6.4%), oral contraceptives (6.4%), and tobacco cessation (6.4%). Pharmacists noted that students facilitated their progress toward CPA implementation by serving as a means for CPA law education (23.4%) and by saving time in CPA development (12.8%).
This study demonstrated that a student project partnering with a local community pharmacy improved knowledge dissemination but did not have any direct impact on implementation of CPAs in a community pharmacy. However, students may have a role in dissemination and implementation of evidence-based practices, such as CPAs, when appropriately matched to setting-specific implementation barriers.
本研究的目的是探讨一种教育干预措施的影响，该措施包括（1）以协作实践协议（CPA）为重点的讲座，以及（2）与社区药房合作开展的学生项目，以促进CPA在社区药房实践中的传播与实施。
对连续五年参加社区药房选修课程的二年级药学专业学生进行了一次以CPA为重点的课堂讲座及相关项目。将项目结束时收集的社区药剂师反馈与通过电话调查收集的当前数据进行比较。每个调查问题的回答通过频率进行汇总，并进行卡方分析，以评估项目实施时与当前药剂师认知之间的关联。
在该课程连续五年中，共完成了47个代表47项独特CPA的项目。CPA最常针对的疾病状态是流感/链球菌性咽炎（25.5%）、治疗性换药（6.4%）、口服避孕药（6.4%）和戒烟（6.4%）。药剂师指出，学生通过作为CPA法律教育的一种方式（23.4%）以及节省CPA制定时间（12.8%），促进了他们在CPA实施方面的进展。
本研究表明，与当地社区药房合作的学生项目改善了知识传播，但对社区药房中CPA的实施没有任何直接影响。然而，当与特定环境下的实施障碍相匹配时，学生在传播和实施循证实践（如CPA）方面可能发挥作用。
