American Journal of Pharmaceutical Education最新文献

{"title":"The Mediating Role of Self-Efficacy Between Solution-Focused Thinking Skills and Psychological Resilience Among Pharmacy Students in Turkey","authors":"Elif Ulutas Deniz ,&nbsp;Adnan Tasgin","doi":"10.1016/j.ajpe.2024.101306","DOIUrl":"10.1016/j.ajpe.2024.101306","url":null,"abstract":"<div><h3>Objective</h3><div>The objective of this study was to examine the relationships between solution-focused thinking, self-efficacy, and psychological resilience in pharmacy students and to investigate the mediating role of self-efficacy in the relationship between solution-focused thinking and psychological resilience.</div></div><div><h3>Methods</h3><div>To achieve the objective of this study, a cross-sectional, descriptive, correlational study was conducted.</div></div><div><h3>Results</h3><div>A total of 884 pharmacy students participated in the study. A total of 877 student’s questionnaires were found to be valid for analysis. This study, which, to the best of our knowledge, is the first to examine the relationship between psychological resilience, solution-focused thinking, and self-efficacy levels in pharmacy students, found that students demonstrated above-average levels of psychological resilience, solution-focused thinking, and self-efficacy. Based on the research, it was determined that self-efficacy played a mediating role in the connection between solution-focused thinking and psychological resilience among pharmacy students.</div></div><div><h3>Conclusion</h3><div>Strategies that promote psychological resilience and self-efficacy, such as solution-focused approaches to learning, self-reflection, positive refraction, and skills practice, need to be integrated at all stages of the school curriculum and their efficacy assessed. Furthermore, teachers can use solution-focused approaches to develop the students’ skills and competencies in coping with challenges. To meet the increasingly complex demands of health care systems, pharmacy students need to acquire high levels of competence and self-efficacy, and the pharmacy curriculum should be designed to aid them in achieving this.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101306"},"PeriodicalIF":3.8,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142481673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Pharmacists’ Reflections on Personal and Professional Development Following a Series of Longitudinal Faith-Based Courses","authors":"Mohammed A. Islam,&nbsp;Afroza Hossain,&nbsp;Arjun Dutta,&nbsp;Marilyn Uvero","doi":"10.1016/j.ajpe.2024.101305","DOIUrl":"10.1016/j.ajpe.2024.101305","url":null,"abstract":"<div><h3>Objective</h3><div>This study aims to explore how integrating Judeo-Christian religious education into the pharmacy curriculum influences students’ spiritual and moral development, professional values, and mindset, preparing them for future holistic health care practice.</div></div><div><h3>Methods</h3><div>A series of Judeo-Christian faith-based courses were integrated into the required Doctor of Pharmacy curriculum with the aim of developing student pharmacists’ moral foundation for future health care roles. Student reflections from these courses were compiled and analyzed using WordStat, combining natural language processing and statistical analysis. Content analysis included word cloud visualization, word co-occurrence, phrase extraction, and topic modeling. Thematic analysis with a deductive coding approach was applied. Descriptive statistics were used to analyze coding frequencies.</div></div><div><h3>Results</h3><div>Word cluster analysis revealed frequently cited and co-occurring words, including <em>God</em>, <em>patient</em>, <em>care</em>, <em>life</em>, <em>love</em>, <em>ethics</em>, <em>personal</em>, <em>professional</em>, <em>health</em>, and <em>people</em>. The frequently occurring phrases included <em>patient care</em>, <em>professional ethics</em>, <em>personal ethics</em>, and <em>professional developments</em>. The topics with high coherence values included love and compassion, empathetic care, caring health professionals, patient care, and leadership based on biblical principles. The major themes that emerged included spiritual growth and connection with God, the cultivation of virtues and ethical principles in personal development, and integration of faith into professional commitments for these aspiring professionals.</div></div><div><h3>Conclusion</h3><div>The findings suggest that integrating spiritual and religious education into the pharmacy curriculum helps students develop a strong moral foundation, guiding their future practice with compassion and integrity.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101305"},"PeriodicalIF":3.8,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142407243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pharmacy Students’ Self-Reported Cultural Competence in a Pharmacy Curriculum by Academic Year","authors":"Nardine Karam,&nbsp;Michelle A. Amankwah,&nbsp;Suzanna Gim,&nbsp;Rebecca Cope","doi":"10.1016/j.ajpe.2024.101304","DOIUrl":"10.1016/j.ajpe.2024.101304","url":null,"abstract":"<div><h3>Objective</h3><div>This study aims to explore the results of a Cultural Competency Assessment of Pharmacy Students (CCAPS) survey to identify areas where cultural competence content in one college of pharmacy curriculum can be improved.</div></div><div><h3>Methods</h3><div>The 39-item CCAPS survey was developed and administered to Doctor of Pharmacy (PharmD) students from July 2022 (after the end of the didactic curriculum and at the beginning of experiential rotations for fourth-year students) to October 2022 (at the beginning of the fall semester for first-year, second-year, and third-year students). Self-perception of cultural competency items were selected from the Cultural Competence Assessment Instrument and the Clinical Cultural Competency Questionnaire items. Responses were collected anonymously and analyzed in the aggregate by academic year using SPSS.</div></div><div><h3>Results</h3><div>A total of 541 students participated, with ethnicities including White/European American (26.6%), East/South/Southeast Asian (17%, 18.5%, 5.4%), Arab/Middle Eastern (17.9%), African American/Black (6.7%), and Hispanic (6.1%). Two-thirds of respondents identified as “very or extremely” culturally competent, and 78% reported comfort interacting with culturally diverse patients. Students scored lower on questions that assessed their comfort interacting with patients who have limited English proficiency or who refuse medications due to cultural reasons. Students in the fourth year reported more difficulty practicing skills related to cultural competency in their daily lives compared with students in other years.</div></div><div><h3>Conclusion</h3><div>Using the CCAPS survey annually could help evaluate the cultural competency of pharmacy students across different academic years and identify gaps in the curriculum related to cultural competency.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101304"},"PeriodicalIF":3.8,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Politeness Theory to Deconstruct How Preregistrant Pharmacists Approach Disagreement in the Workplace","authors":"Yannee Liu ,&nbsp;Averil Grieve ,&nbsp;Steven Walker ,&nbsp;Harjit Khera ,&nbsp;Mahbub Sarkar ,&nbsp;Eugene Ong ,&nbsp;Angelina S. Lim","doi":"10.1016/j.ajpe.2024.101303","DOIUrl":"10.1016/j.ajpe.2024.101303","url":null,"abstract":"<div><h3>Objective</h3><div>Using politeness theory, this study investigates how preregistrant pharmacists engage in workplace disputes.</div></div><div><h3>Methods</h3><div>Overall, 56 students participated in 2 mock job judgment scenarios. In scenario A (<em>n</em> = 25), the conflict was with a colleague of lower hierarchical status, while in scenario B (<em>n</em> = 32), the conflict was with a colleague of equal hierarchical status. Using politeness theory, responses were coded into 3 tiers: (1) engagement in the face-threatening act (FTA); (2) use of on/off-record approaches; and (3) communicative strategies. For tier 1, reasons for engaging in the FTA were also coded.</div></div><div><h3>Results</h3><div>89% of the participants indicated they would unequivocally engage in the FTA. For scenario A, the pharmacist’s roles and responsibilities (40%) and for scenario B, situational urgency/safety (65%) were the key drivers. Scenario A participants were more likely to use an on-record approach (80%) than those in scenario B (68%). Empathetic approaches (56%) were more common in scenario A, while explanatory approaches (64%) were more frequent in scenario B.</div></div><div><h3>Conclusion</h3><div>This study shows that preregistrant pharmacists are aware of the principles of face-work. While the study only reflects what participants believe they would do, not their actual ability in professional disputes, it supports current research that students need simulated low-stakes opportunities to practice communication skills before entering the workplace, especially where situational urgency is present. Integration of politeness theory in workshop and feedback design could help students to link awareness to actual interaction, although the theory should be expanded to integrate urgency as a factor impacting all levels of interactional decision-making.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101303"},"PeriodicalIF":3.8,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142382560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tools for Success in Experiential Education for PharmD Students With Trauma and Adverse Childhood Events (ACEs)","authors":"K. Ashley Garling","doi":"10.1016/j.ajpe.2024.101302","DOIUrl":"10.1016/j.ajpe.2024.101302","url":null,"abstract":"<div><div>In the past 5 years, new priorities for student wellness, burnout prevention, and improved mental health have become top priorities for experiential learning. Individual students' academic resilience is a critical aspect of these student factors. Self-regulatory skills like emotion regulation and executive functioning are vital underlying resilience processes. Preceptors, faculty, and administration should assess threats to academic resilience, such as adverse childhood experiences (ACEs) and trauma, to ensure students' optimal outcomes in experiential learning. This article uses the recognizing, responding, and preventing re-traumatization principles from the Substance Abuse and Mental Health Services Administration (SAMHSA) concept of a trauma-informed approach to provide tools for success for pharmacy students living with trauma and ACEs. Preceptor tools for students living with trauma and ACEs are designed to proactively recognize trauma responses, whether they occur in isolated incidences or of a chronic nature. Screening and assessment can identify students preemptively who may need extra support, resources, and tools for academic resilience. Responding to a student's disclosure with a disclosure plan will lay the groundwork for a safe and productive encounter. During the encounter, prevent re-traumatization by being up to date on sensitive and appropriate language while providing daily logistical tools for success in an experiential practice rotation. Little is known about the specific effects of ACEs on self-regulation, resilience, and executive function in Doctor of Pharmacy students. However, preceptors can provide tools to develop students' academic resilience and improve their educational outcomes in experiential learning.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101302"},"PeriodicalIF":3.8,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142376381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leading Across Health Professions: Reflections on Opportunities and Challenges","authors":"Anastasia Rivkin ,&nbsp;Margarita V. DiVall","doi":"10.1016/j.ajpe.2024.101300","DOIUrl":"10.1016/j.ajpe.2024.101300","url":null,"abstract":"<div><div>Pharmacy leaders are well equipped to serve as academic leaders overseeing additional health profession programs and/or faculty. Organizing multiple health professions programs under one umbrella offers a number of opportunities, such as efficiencies in financial and human resources, expanded and more diverse leadership talent which offers advantages in succession planning, organizational effectiveness in its operations, expanded opportunities for interprofessional education and collaborations in research and scholarship, greater visibility as a partner for establishing pipeline agreements and clinical partners affiliations, and personal professional development and growth for those in senior leadership positions. However, pharmacy academic leaders with oversight over multiple health professions programs and faculty also face challenges in understanding the professional identities and culture of their faculty, complexities of equity of workload across numerous departments, mistrust from departments other than pharmacy, and their own increased workload and possible burnout. The American Association of Colleges of Pharmacy has recently established a new Multi-Professional Health Care Administrative Leaders Connect Community, which should be further promoted to increase membership. Programming to allow additional networking, sharing of best practices, mentorship and professional development of leaders who oversee, or aspire to oversee, multiple health professions programs can be beneficial. Further research can describe different models of organizing multiple health professions programs and identify best practices for successful organizational and operational structures.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101300"},"PeriodicalIF":3.8,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142376380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Address of the President-Elect at the 2024 AACP Annual Meeting: Reach Out, Engage, and Elevate Through Interconnectedness","authors":"Anandi V. Law ,&nbsp;Elizabeth Alida Stern ,&nbsp;Gayle A. Brazeau","doi":"10.1016/j.ajpe.2024.101295","DOIUrl":"10.1016/j.ajpe.2024.101295","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101295"},"PeriodicalIF":3.8,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142373639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender Equity Perceptions Among Social and Administrative Sciences Pharmacy Faculty: An AACP-APhA Task Force Report","authors":"Lourdes G. Planas ,&nbsp;Elizabeth J. Unni ,&nbsp;Jamie C. Barner ,&nbsp;Tyan F. Thomas ,&nbsp;Radhika Devraj ,&nbsp;Ana C. Quiñones-Boex ,&nbsp;Michelle L. Blakely ,&nbsp;Michelle A. Clark ,&nbsp;Adriane N. Irwin ,&nbsp;Terri S. Moore ,&nbsp;Karen Nagel-Edwards ,&nbsp;Katie J. Suda ,&nbsp;David Zgarrick ,&nbsp;Henry N. Young ,&nbsp;David P. Nau ,&nbsp;Terri L. Warholak","doi":"10.1016/j.ajpe.2024.101301","DOIUrl":"10.1016/j.ajpe.2024.101301","url":null,"abstract":"<div><h3>Objective</h3><div>The American Association of Colleges of Pharmacy’s Social and Administrative Sciences Section and the American Pharmacists Association-Academy of Pharmaceutical Research and Science’s Economic, Social and Administrative Sciences Section formed a Gender Equity Task Force to determine if there is evidence to suggest that there is gender disparity in pay; responsibilities; treatment by peers/colleagues, students, and administration; leadership opportunities; and rank, tenure status, and career advancement for Section members; and to develop recommendations to address existing disparities.</div></div><div><h3>Methods</h3><div>A Qualtrics survey was emailed in December 2020 to all American Association of Colleges of Pharmacy’s Social and Administrative Sciences and American Pharmacists Association-Academy of Pharmaceutical Research and Science’s Economic, Social and Administrative Sciences Section members. The questionnaire included items regarding favorability toward men or women in various academic domains (research, teaching, service, recruitment, mentoring, and advancement). Participants were asked if they had experienced gender inequity, and if so, at what type of institution and academic rank. The χ² tests of independence and post hoc comparisons were used to assess item responses according to gender.</div></div><div><h3>Results</h3><div>Of the respondents, 72% indicated that they had experienced gender inequity. Women and persons of color were more likely to do so. Women commonly reported that men received more favorable treatment in nearly all academic domains, whereas men reported that women and men were treated equally.</div></div><div><h3>Conclusion</h3><div>Pharmacy faculty specializing in social and administrative sciences reported experiences of gender inequity and perceptions of gender inequity. Perception gaps existed between male and female faculty in numerous academic domains. Colleges and schools of pharmacy should increase awareness of, and strive to self-assess, gender inequity in their institutions.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101301"},"PeriodicalIF":3.8,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142376379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Minutes of the 2024 House of Delegates Sessions","authors":"","doi":"10.1016/j.ajpe.2024.101285","DOIUrl":"10.1016/j.ajpe.2024.101285","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 10","pages":"Article 101285"},"PeriodicalIF":3.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142121239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AACP Argus Commission Forecast 2024","authors":"","doi":"10.1016/j.ajpe.2024.100763","DOIUrl":"10.1016/j.ajpe.2024.100763","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 10","pages":"Article 100763"},"PeriodicalIF":3.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}