支持新入学学生过渡到药学院的干预措施。

IF 3.8 4区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

American Journal of Pharmaceutical Education Pub Date : 2024-10-24 DOI:10.1016/j.ajpe.2024.101316

C. Lea Bonner-Winkles, Candace Barnett, Jordana Berry, Tennesha Frierson-Ali, Reid Proctor

{"title":"支持新入学学生过渡到药学院的干预措施。","authors":"C. Lea Bonner-Winkles, Candace Barnett, Jordana Berry, Tennesha Frierson-Ali, Reid Proctor","doi":"10.1016/j.ajpe.2024.101316","DOIUrl":null,"url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to provide prematriculation intervention addressing basic needs for newly admitted Doctor of Pharmacy students, and to assess postintervention changes made by students in the transition areas.</div></div><div><h3>Methods</h3><div>Six transition areas were identified as basic needs that should be addressed by students before matriculation to enhance their potential for academic success. These areas included housing, commute, nonschool responsibilities and commitments (eg, childcare, excessive extracurricular activities), work, finances, and study approach. A prematriculation survey was administered to 24 students enrolling in January 2024. On the basis of the survey responses, members of the college’s transition team contacted students to intervene in 1 or more of the 6 transition areas when plans had not been made or were deemed as a potential barrier to academic success. A postmatriculation survey was administered during new student orientation to assess the changes that students made following the interventions.</div></div><div><h3>Results</h3><div>A total of 24 students (100%) completed the presurveys and postsurveys. On the basis of presurvey data, 14 students were contacted (7 video conferences, 7 email exchanges). The interventions addressed work (36.8%), study approach (31.6%), finances (15.8%), non–school-related responsibilities (10.5%), and housing (5.3%). Students made a total of 54 changes in the transition areas. Thirty-three (61.1%) of the changes were made by students who received intervention, and 21 (38.9%) were made by students who had not been contacted for intervention.</div></div><div><h3>Conclusion</h3><div>Prematriculation intervention addressing basic needs assists students in the transition to pharmacy school and proactively supports academic success.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101316"},"PeriodicalIF":3.8000,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"An Intervention to Support Newly Admitted Students’ Transition to Pharmacy School\",\"authors\":\"C. Lea Bonner-Winkles, Candace Barnett, Jordana Berry, Tennesha Frierson-Ali, Reid Proctor\",\"doi\":\"10.1016/j.ajpe.2024.101316\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Objective</h3><div>This study aimed to provide prematriculation intervention addressing basic needs for newly admitted Doctor of Pharmacy students, and to assess postintervention changes made by students in the transition areas.</div></div><div><h3>Methods</h3><div>Six transition areas were identified as basic needs that should be addressed by students before matriculation to enhance their potential for academic success. These areas included housing, commute, nonschool responsibilities and commitments (eg, childcare, excessive extracurricular activities), work, finances, and study approach. A prematriculation survey was administered to 24 students enrolling in January 2024. On the basis of the survey responses, members of the college’s transition team contacted students to intervene in 1 or more of the 6 transition areas when plans had not been made or were deemed as a potential barrier to academic success. A postmatriculation survey was administered during new student orientation to assess the changes that students made following the interventions.</div></div><div><h3>Results</h3><div>A total of 24 students (100%) completed the presurveys and postsurveys. On the basis of presurvey data, 14 students were contacted (7 video conferences, 7 email exchanges). The interventions addressed work (36.8%), study approach (31.6%), finances (15.8%), non–school-related responsibilities (10.5%), and housing (5.3%). Students made a total of 54 changes in the transition areas. Thirty-three (61.1%) of the changes were made by students who received intervention, and 21 (38.9%) were made by students who had not been contacted for intervention.</div></div><div><h3>Conclusion</h3><div>Prematriculation intervention addressing basic needs assists students in the transition to pharmacy school and proactively supports academic success.</div></div>\",\"PeriodicalId\":55530,\"journal\":{\"name\":\"American Journal of Pharmaceutical Education\",\"volume\":\"88 12\",\"pages\":\"Article 101316\"},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2024-10-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"American Journal of Pharmaceutical Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0002945924110352\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Pharmaceutical Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0002945924110352","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}

引用次数: 0

摘要

目的为新入学的药学博士生提供基本需求领域的入学前干预，并确定干预后学生在过渡领域的变化：方法：将六个过渡领域确定为学生在入学前应解决的基本需求，这些需求与他们取得学术成功的潜力有关。这些领域包括：住房、通勤、非学校责任和承诺（如托儿、过多的课外活动）、工作、财务和学习方法。对 2024 年 1 月入学的 24 名学生进行了入学前调查。根据调查回复，学院过渡团队的成员与学生取得联系，在未制定计划或计划被视为学业成功的潜在障碍时，对六个过渡领域中的一个或多个领域进行干预。在新生入学指导期间进行了入学后调查，以确定学生根据干预措施做出的改变：24 名学生（100%）完成了入学前和入学后调查。根据调查前的数据，与 14 名学生进行了联系（7 次视频会议，7 次电子邮件交流）。采取的干预措施包括：工作（36.8%）、学习方法（31.6%）、财务（15.8%）、与学校无关的责任（10.5%）和住房（5.3%）。学生在过渡领域总共做出了 54 项改变。其中 33 项（61.1%）由接受过干预的学生做出，21 项（38.9%）由未接触过干预的学生做出：对学生基本需求方面的入学前干预是帮助他们过渡到药学院并积极解决学业成功问题的一种方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

An Intervention to Support Newly Admitted Students’ Transition to Pharmacy School

Objective

This study aimed to provide prematriculation intervention addressing basic needs for newly admitted Doctor of Pharmacy students, and to assess postintervention changes made by students in the transition areas.

Methods

Six transition areas were identified as basic needs that should be addressed by students before matriculation to enhance their potential for academic success. These areas included housing, commute, nonschool responsibilities and commitments (eg, childcare, excessive extracurricular activities), work, finances, and study approach. A prematriculation survey was administered to 24 students enrolling in January 2024. On the basis of the survey responses, members of the college’s transition team contacted students to intervene in 1 or more of the 6 transition areas when plans had not been made or were deemed as a potential barrier to academic success. A postmatriculation survey was administered during new student orientation to assess the changes that students made following the interventions.

Results

A total of 24 students (100%) completed the presurveys and postsurveys. On the basis of presurvey data, 14 students were contacted (7 video conferences, 7 email exchanges). The interventions addressed work (36.8%), study approach (31.6%), finances (15.8%), non–school-related responsibilities (10.5%), and housing (5.3%). Students made a total of 54 changes in the transition areas. Thirty-three (61.1%) of the changes were made by students who received intervention, and 21 (38.9%) were made by students who had not been contacted for intervention.

Conclusion

Prematriculation intervention addressing basic needs assists students in the transition to pharmacy school and proactively supports academic success.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

American Journal of Pharmaceutical Education 医学-学科教育

CiteScore

4.30

自引率

15.20%

发文量

114

期刊介绍： The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors. After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.