Musco Shaina, Kicklighter Jackson, Arnett Addison
Department of Clinical Sciences, High Point University Fred Wilson School of Pharmacy, One University Parkway, High Point, NC 27268, United States.
High Point University Fred Wilson School of Pharmacy, One University Parkway, High Point, NC 27268, United States.
Curr Pharm Teach Learn. 2022 Mar;14(3):310-317. doi: 10.1016/j.cptl.2022.01.008. Epub 2022 Feb 16.
Pharmacists are well-positioned to provide patients with access to the opioid-induced breathing emergency reversal agent naloxone, but many do not feel they have received adequate training to do so. The purpose of this project was to develop, implement, and evaluate an enhanced teaching approach to naloxone education in the doctor of pharmacy (PharmD) curriculum.
The educational intervention incorporated active learning, technology, and interprofessional education components. Surveys were developed and administered pre-intervention and at one-week, six-month, and one-year post-intervention to evaluate changes in knowledge, perceptions, and confidence in clinical skills related to opioid-induced breathing emergencies and naloxone.
After participating, students' confidence (rated 0 to 5) in their ability to administer both intranasal (2.54 vs. 4.37, P < .001) and intramuscular (IM) (2.8 vs. 4.02, P < .001) naloxone increased, which was reflected in their improved performance on an opioid-induced breathing emergency simulation activity. Students ≤25 years old and females experienced significantly greater increases in their confidence to administer IM naloxone than those >25 years old and male. Most of these effects persisted at six months and one-year post-intervention.
The educational intervention increased pharmacy students' skills and confidence related to opioid-induced breathing emergency and naloxone. Improvements observed were in line with results of similar pedagogical studies. Age and gender differences in self-reported confidence levels also reflected previously reported findings. Materials and methods have been made available for other PharmD programs to utilize in expanding their curricula in these areas.
药剂师具备为患者提供阿片类药物所致呼吸紧急情况逆转剂纳洛酮的条件，但许多人认为自己未接受过足够的相关培训。本项目的目的是在药学博士（PharmD）课程中开发、实施并评估一种强化的纳洛酮教育教学方法。
教育干预纳入了主动学习、技术和跨专业教育元素。在干预前以及干预后一周、六个月和一年时开展并实施了调查，以评估与阿片类药物所致呼吸紧急情况和纳洛酮相关的知识、认知及临床技能信心方面的变化。
参与后，学生在给予鼻内（2.54对4.37，P<0.001）和肌肉注射（IM）（2.8对4.02，P<0.001）纳洛酮能力方面的信心（0至5级评分）有所提高，这反映在他们在阿片类药物所致呼吸紧急情况模拟活动中的表现有所改善。年龄≤25岁的学生和女性在给予IM纳洛酮的信心方面的提升显著大于年龄>25岁的学生和男性。这些影响大多在干预后六个月和一年时持续存在。
教育干预提高了药学专业学生与阿片类药物所致呼吸紧急情况和纳洛酮相关的技能和信心。观察到的改善与类似教学研究的结果一致。自我报告的信心水平方面的年龄和性别差异也反映了先前报告的结果。已提供材料和方法供其他药学博士项目在扩展这些领域的课程时使用。
