(161) Improving Student Confidence in the Pharmacists’ Patient Care Process: A Defined Instructional Approach

Objective : Determine whether a defined instructional approach improves student confidence in their ability to perform the Pharmacists’ Patient Care Process (PPCP).

Methods: A module was developed describing essential metacognitive steps to perform the PPCP which includes key elements of clinical reasoning. The instructor utilized the approach in the module to facilitate each of 3 patient cases. Students enrolled in the P3 spring skills lab series were given a pre-survey prior to the initial case to rate their confidence level in their ability to evaluate and manage a patient’s drug therapy problems. This was compared to a post-survey given after the completion of the 3 patient cases. Survey items included: collect patient data; identify medical problems; identify drug therapy problems and goals by assessing appropriateness, adequacy, safety and adherence of drugs; resolve drug therapy problems; incorporate monitoring parameters and timeline for follow-up; and citing appropriate sources. Student perception data completed in lab were analyzed. A sign test was used to compare pre and post responses.

Results: 114 of the 153 students enrolled in the course completed both the pre-survey and post-survey. All survey items showed students had a statistically significant higher confidence level with p<.05 after completing the 3 cases. 141 students completed the post-survey which included an item to assess the overall helpfulness of the teaching method and tools; 93.6% indicated this approach was helpful.

Conclusions: Students in the P3 spring skill lab series found a defined instructional approach and tools to be beneficial in their ability to perform the PPCP. The method and tools have been incorporated into integrated case sessions throughout the curriculum.