Preceptor-assessed Progression of Student Self-care Counseling Skills After Integrated Learning of Content
American Journal of Pharmaceutical Education
Objectives: To assess the progression of student self-care counseling skills during a semester-long community pharmacy introductory pharmacy practice experience (IPPE).
Method: During their P1 year, self-care counseling is integrated, as students learn a self-care topic, practice counseling in pharmacy practice lab with formative feedback, and then practice again in their weekly IPPE. A rubric was created for quick assessment of student patient interaction and self-care counseling skills (10 items, 4-point LIkert type, 1=Unsatisfactory, 4=Commendable, Cronbach’s alpha=0.853). After IRB approval, preceptors evaluated 3 self-care topics (cough/cold, heartburn, wound care) at the beginning, middle, and end of the IPPE. Data were analyzed for changes using a Wilcoxon signed-rank test in SPSS v.23. Results: Student mean scores were high (35.88±3.89, maximum possible score=40) in the first encounter and remained similarly high. Individual items received an average of a “satisfactory” score or higher on all assessments, with no significant changes in any of the items except for a significant improvement in the word use (Week 1 vs. 2, p=0.029) and use of the teach-back method (Week 1 vs. 3, p=0.001).
Implications: Integrating content and allowing multiple opportunities for practice resulted in satisfactory skills during self-care counseling encounters. While preceptors did receive directions on how to complete the assessments, further training may be needed to ensure accurate assessment of student skills.
Pharmacy preceptor, self-care counseling, integrated learning
Chen, Aleda M.H.; Thornton, Phillip L.; Cailor, Stephanie M.; Franz, Thaddeus T.; and Ballentine, Jeb, "Preceptor-assessed Progression of Student Self-care Counseling Skills After Integrated Learning of Content" (2016). Pharmacy Practice Faculty Publications. 317.