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Setchoduk K, Pichayapinyo P, Lapvongwatana P, Chansatitporn N. The effectiveness of tobacco cessation programs for university students: A systematic review and meta-analysis. Tob Induc Dis 2023; 21:73. [PMID: 37275243 PMCID: PMC10236936 DOI: 10.18332/tid/162001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2022] [Revised: 03/01/2023] [Accepted: 03/08/2023] [Indexed: 06/07/2023] Open
Abstract
INTRODUCTION This systematic review and meta-analysis aimed to explore the existing tobacco interventions and synthesize whether those interventions affected tobacco use among university students. METHODS We searched and found 1799 studies in PubMed, ClinicalKey for Nursing, Embase, and SCOPUS between 2009 and 2022. The risk of bias was assessed using similar criteria for RCT and non-randomized studies guided by the Cochrane Handbook for Systematic Reviews. The heterogeneity of studies was evaluated using Cochran's Q and I2 index. The GRADE system was used to distinguish the quality of evidence, and Egger's linear regression test was performed to assess publication bias. RESULTS Eighteen studies used data extraction and analyses, and only eleven were meta-analyzed, which found that the estimate obtained via the fixed-effects model was statistically significant. Technology-based and motivational interview interventions found pooled ORs of statical significance, while reinforcer interventions showed the smallest effect size. The level of heterogeneity was considered substantial. The assessment for quality of evidence showed low overall certainty of evidence due to imprecision of outcome and suspicion of publication bias. Egger's test showed no publication bias among included studies (p=0.38). CONCLUSIONS There were numerous tobacco cessation interventions for university students, but the most effective intervention to change tobacco consumption behavior was still inconclusive and uncertain. TRIAL REGISTRATION This systematic review was registered with PROSPERO. The registration number is CRD42019142491.
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Affiliation(s)
- Kanyaphat Setchoduk
- Department of Public Health Nursing, Faculty of Public Health, Mahidol University, Bangkok, Thailand
| | - Panan Pichayapinyo
- Department of Public Health Nursing, Faculty of Public Health, Mahidol University, Bangkok, Thailand
| | - Punyarat Lapvongwatana
- Department of Public Health Nursing, Faculty of Public Health, Mahidol University, Bangkok, Thailand
| | - Natkamol Chansatitporn
- Department of Biostatistics, Faculty of Public Health, Mahidol University, Bangkok, Thailand
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Olson PS, Srimongkon P, Tan BK, Nacabu-An SMJ, Sibounheuang P, Setiawan CH, Van Hung N, Leelathanalerk A, Potisarach P, Sungthong B, Ploylearmsang C, Seesin T, Chanasopon S, Kanjanasilp J, Manwiwattanakun G, Jungnickel PW. Pharmacy students' preparation to provide pharmaceutical care for patients with non-communicable diseases in six ASEAN countries: A qualitative study. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:1353-1364. [PMID: 36127275 DOI: 10.1016/j.cptl.2022.09.027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2022] [Revised: 08/09/2022] [Accepted: 09/07/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Pharmacy education programs prepare graduates to promote health for patients with noncommunicable disease (NCDs), but there is limited information concerning Association of South East Asia Nations (ASEAN) countries. The study aim was to synthesize academic staff's, alumni's, and alumni supervisors' perspectives on preparation for students to provide pharmaceutical care in NCDs. METHODS A qualitative research design was used. In-depth interviews with structured questions following the Context, Input, Process, and Product/Outcomes model framework were conducted with four academic staff, three alumni, and three alumni supervisors from six study sites in six countries. Interview questions were constructed in Thai and translated to English by using forward and backward translation. Verbatim transcriptions were used to perform thematic analysis with investigator triangulation. RESULTS Sixty participants were included. The context showed three main themes related to Burden of NCDs, Pharmacist Roles in NCDs, and Goals. The input showed three main themes of Teaching Methods, Development Plans for Academic Staff, and Budgets and Infrastructure. The process showed one main theme of Struggles in Teaching Methods. The outcomes/outputs showed three main themes of Individual, Organizational, and Professional Levels. Schools need curricula that focus on NCDs, pharmacist competency and skills, and academic preparation of students for practice. Gaps limiting achievement of goals included lack of well-trained academic staff, limited learning facilities, self-learning opportunities, acceptance from other health professionals, and career ladders. CONCLUSIONS The preparation of pharmacy students varied in six ASEAN countries. Pharmacy education programs must address existing gaps that limit achievement of goals related to NCDs.
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Affiliation(s)
- Phayom Sookaneknun Olson
- International Primary Care Practice Research Unit, Faculty of Pharmacy, Mahasarakham University, 41/20 Khamriang Sub-District, Kantarawichai District, Maha Sarakham 44150, Thailand.
| | - Pornchanok Srimongkon
- Clinical Pharmacy Research Unit, Faculty of Pharmacy, Mahasarakham University, 41/20 Khamriang Sub-District, Kantarawichai District, Maha Sarakham 44150, Thailand.
| | - Bee Kim Tan
- School of Pharmacy, Faculty of Health and Medical Sciences, Taylor's University, No. 1 Jalan Taylor's, 47500 Subang Jaya, Selangor Darul Ehsan, Malaysia.
| | - Shiela May J Nacabu-An
- Department of Pharmacy, College of Pharmacy, University of the Philippines Manila, Taft Ave., Manila 1000, Philippines.
| | - Phoutsathaphone Sibounheuang
- Faculty of Pharmacy, University of Health Sciences, Samsenthai Road, Kao ngot Villagem, Sisattanak District Vientiane Capital, P.O. Box 7444, Laos
| | | | - Nguyen Van Hung
- School of Pharmacy, Hai Phong University of Medicine and Pharmacy, No. 72A Nguyen Binh Khiem, Ngo Quyen, Hai Phong, Viet Nam.
| | - Areerut Leelathanalerk
- Clinical Pharmacy Research Unit, Faculty of Pharmacy, Mahasarakham University, 41/20 Khamriang Sub-District, Kantarawichai District, Maha Sarakham 44150, Thailand.
| | - Pemmarin Potisarach
- International Primary Care Practice Research Unit, Faculty of Pharmacy, Mahasarakham University, 41/20 Khamriang Sub-District, Kantarawichai District, Maha Sarakham 44150, Thailand.
| | - Bunleu Sungthong
- Faculty of Pharmacy, Mahasarakham University, 41/20 Khamriang Sub-District, Kantarawichai District, Maha Sarakham 44150, Thailand.
| | - Chanuttha Ploylearmsang
- International Primary Care Practice Research Unit, Faculty of Pharmacy, Mahasarakham University, 41/20 Khamriang Sub-District, Kantarawichai District, Maha Sarakham 44150, Thailand.
| | - Theerapong Seesin
- International Primary Care Practice Research Unit, Faculty of Pharmacy, Mahasarakham University, 41/20 Khamriang Sub-District, Kantarawichai District, Maha Sarakham 44150, Thailand.
| | - Suratchada Chanasopon
- Social Pharmacy Research Unit, Faculty of Pharmacy, Mahasarakham University, 41/20 Khamriang Sub-District, Kantarawichai District, Maha Sarakham 44150, Thailand.
| | - Juntip Kanjanasilp
- Clinical Pharmacy Research Unit, Faculty of Pharmacy, Mahasarakham University, 41/20 Khamriang Sub-District, Kantarawichai District, Maha Sarakham 44150, Thailand.
| | - Greepol Manwiwattanakun
- Faculty of Pharmacy, Mahasarakham University, 41/20 Khamriang Sub-District, Kantarawichai District, Maha Sarakham 44150, Thailand.
| | - Paul W Jungnickel
- Faculty of Pharmacy, Mahasarakham University, 41/20 Khamriang Sub-District, Kantarawichai District, Maha Sarakham 44150, Thailand; Auburn University Harrison College of Pharmacy, Auburn University Alabama, 2316 Walker Building, 36849, USA.
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Alshogran OY, Al-Hamdan Z, El-Awaisi A, Alkhalidy H, Saadeh N, Alsqaier H. Development and implementation of interprofessional education activity among health professions students in Jordan: A pilot investigation. J Interprof Care 2022; 37:588-594. [PMID: 36264068 DOI: 10.1080/13561820.2022.2128727] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Implementing interprofessional education (IPE) in health professions curricula requires considerations of students' attitudes and readiness. Interventional studies that assess students' perceptions about IPE are needed. As IPE is an emerging concept in Jordan, our study aimed at exploring the attitudes of health profession students about IPE and collaborative practice before and after implementing an IPE activity. Students completed the validated Interprofessional Attitudes Scale (IPAS) before and after completing a 3-hour interprofessional activity. Students' attitudes toward IPE were compared using the subscales and total IPAS scores. A total of 41 health profession students attending the professional health programs of Doctor of Pharmacy, Medicine, Nursing, Nutrition, or Pharmacy completed IPAS before and after conducting the interprofessional activity. Students reported positive attitudes toward IPE prior to the activity. Significant increases were observed in IPAS scores from pre- (median [interquartile range: IQR] score = 4.19 [0.61]) to post-activity (median [IQR] = 4.48 [0.65]), and in its subscales (teamwork, roles and responsibilities, diversity and ethics, and community-centeredness). Students' experience with the IPE activity was positive and optimistic. The findings revealed for the first time the perception and readiness of health profession students toward IPE and collaborative practice in Jordan. This readiness can help draw a path for strategic integration of IPE in health profession curricula.
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Affiliation(s)
- Osama Y Alshogran
- Department of Clinical Pharmacy, Faculty of Pharmacy, Jordan University of Science and Technology, Irbid, Jordan
| | - Zaid Al-Hamdan
- Department of Community and Mental Health Nursing, Faculty of Nursing, Jordan University of Science and Technology, Irbid, Jordan
| | - Alla El-Awaisi
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Hana Alkhalidy
- Department of Nutrition and Food Technology, Faculty of Agriculture, Jordan University of Science and Technology, Irbid, Jordan
| | - Nesreen Saadeh
- Department of Internal Medicine, Faculty of Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | - Hadeel Alsqaier
- Department of Clinical Pharmacy, Faculty of Pharmacy, Jordan University of Science and Technology, Irbid, Jordan
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Sakr CJ, Fakih L, Dejong J, Yazbick-Dumit N, Soueidan H, Haidar W, Boufarhat E, Akl IB. Can interprofessional education change students' attitudes? A case study from Lebanon. BMC MEDICAL EDUCATION 2022; 22:570. [PMID: 35871066 PMCID: PMC9308921 DOI: 10.1186/s12909-022-03608-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2021] [Accepted: 07/08/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Interprofessional collaboration is key to improving the health of individuals and communities. It is supported by provision of Interprofessional education (IPE) which has recently emerged in the Middle East region. This study investigated changes in healthcare students' attitudes towards interprofessional collaboration after undertaking the Interprofessional Education and Collaboration (IPEC) course. METHODS A paper-based anonymous survey using the Interprofessional Attitude Scale (IPAS) was administered to a sample of 346 health students (nursing, medicine, and public health) pre/post undertaking the IPEC course. Less than half of the students provided a post response, with pre/post survey results of 111 pairs subsequently matched and analyzed. RESULTS Results showed elevated pre-course scores, an improvement in students' attitudes towards the interprofessional biases domain of the IPAS, and a slight decline in their scores in the remaining 4 domains (team roles and responsibilities, patient centeredness, community centeredness, and diversity and ethics). These changes were not statistically significant, except for the patient centeredness domain (p = 0.003**). CONCLUSIONS The study provided important results about attitudes towards interprofessional collaboration. These findings are essential because our institution is one of few in Lebanon that provides this mandatory course to a large group of health professionals. Future studies should investigate these changes in attitude scores in a larger sample size, and how these attitudes would influence collaboration post-graduation.
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Affiliation(s)
- Carine J Sakr
- Employee Health Unit, Department of Family Medicine, Faculty of Medicine, American University of Beirut Medical Center, 1107 2020, Beirut, Lebanon
| | - Lina Fakih
- Employee Health Unit, Department of Family Medicine, Faculty of Medicine, American University of Beirut Medical Center, 1107 2020, Beirut, Lebanon
| | - Jocelyn Dejong
- Faculty of Health Sciences, American University of Beirut, Riad El Solh, PO Box 11-0236, 1107 2020, Beirut, Lebanon
| | - Nuhad Yazbick-Dumit
- Hariri School of Nursing, American University of Beirut, 1107 2020, Beirut, Lebanon
| | | | - Wiam Haidar
- American University of Beirut, 1107 2020, Beirut, Lebanon
| | | | - Imad Bou Akl
- Department of Internal Medicine, Division of Pulmonary and Critical Care Medicine, American University of Beirut Medical Center, Beirut, Lebanon.
- Department of Internal Medicine, AUBMC, 1107 2020, Beirut, Lebanon.
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Bejarano G, Csiernik B, Young JJ, Stuber K, Zadro JR. Healthcare students' attitudes towards patient centred care: a systematic review with meta-analysis. BMC MEDICAL EDUCATION 2022; 22:324. [PMID: 35477455 PMCID: PMC9047330 DOI: 10.1186/s12909-022-03371-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Accepted: 04/11/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Patient centred care is commonly recommended in clinical practice guidelines to improve patient outcomes and reduce healthcare costs. Identifying measurement tools used to assess healthcare students' attitudes towards patient centered care and determining their attitudes is the first step to ensuring patient centred care is provided in the future. The primary aim of this review was to describe the measurement tools used to assess healthcare students' attitudes towards patient centred care. The secondary aim was to quantify healthcare students' attitudes towards patient centred care. METHODS An electronic database search was conducted in MEDLINE, EMBASE, CINAHL from inception until March 1, 2021, with combined terms relating to 'patient centred care', 'attitudes', and 'healthcare students'. Studies that quantitatively assessed healthcare students' attitudes towards patient centred care were included. Measurement tools used in the included studies were qualitatively described. Meta-analysis was conducted to quantify healthcare students' attitudes towards patient centred care and assess the respective influence of gender, profession, and study geographical location on healthcare students' attitudes towards patient centred care. RESULTS The electronic search identified 3948 total studies. One hundred twenty-nine full texts were screened, and 49 studies were included. There were 16 measurement tools used to assess healthcare students' attitudes towards patient centered care. Most studies (53%, n = 26) used the Patient-Practitioner Orientation Scale (PPOS) to assess patient centered care. Meta-analyses of 20 studies with 26 total groups resulted in a pooled mean PPOS score of 4.16 on a 0-6 scale (95% Confidence Interval [CI]: 3.95, 4.37), indicating low attitudes towards patient centered care. Additional analyses found that women have significantly higher attitudes towards patients centred care than men (pooled effect 0.14 [95% CI: 0.05, 0.23], n = 8 studies) and mean PPOS scores appear similar among sub-groups of only medical students (pooled mean 4.13, 95% CI: 3.85, 4.42, n = 13 studies) and only American healthcare students (pooled mean 4.49, 95% CI: 4.35, 4.64, n = 5 studies). CONCLUSIONS Several different measurement tools have been used to assess healthcare students' attitudes towards patient centred care, but the most commonly used is the PPOS. Our results indicate that healthcare students have low attitudes towards patient centred care. Future studies should evaluate if attitudes towards patient centred care can be improved during healthcare education.
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Affiliation(s)
- Geronimo Bejarano
- Michael & Susan Dell Center for Healthy Living, The University of Texas Health Science Center at Houston (UTHealth), 1616 Guadalupe Street, Austin, TX, 78702, USA.
| | - Ben Csiernik
- Canadian Memorial Chiropractic College, Toronto, Canada
| | - James J Young
- Canadian Memorial Chiropractic College, Toronto, Canada
- Center for Muscle and Joint Health, University of Southern Denmark, Odense, Denmark
| | - Kent Stuber
- Canadian Memorial Chiropractic College, Toronto, Canada
| | - Joshua R Zadro
- Sydney School of Public Health, Faculty of Medicine and Health, Institute for Musculoskeletal Health, The University of Sydney and Sydney Local Health District, New South Wales, Australia
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Al-Jayyousi GF, Abdul Rahim H, Alsayed Hassan D, Awada SM. Following Interprofessional Education: Health Education Students' Experience in a Primary Interprofessional Care Setting. J Multidiscip Healthc 2021; 14:3253-3265. [PMID: 34853515 PMCID: PMC8628122 DOI: 10.2147/jmdh.s318110] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Accepted: 06/25/2021] [Indexed: 11/23/2022] Open
Abstract
Background There is an accelerating need for interprofessional education (IPE) in the Public Health field, as healthcare providers become diverse and multi-disciplinary. Public Health students with health education concentration at Qatar University are required to join training sessions in IPE before the start of their field experience, where students are placed in a variety of community-based and clinical settings including, but not limited to, primary healthcare. Purpose The goal of this qualitative research study is to understand health education students' experience in interprofessional care during their field experience in a primary healthcare setting and to highlight the successes and challenges. Patients and Methods Participants were third-year health education students (N = 22) enrolled in the Public Health program at Qatar University who obtained their experiential learning in three different primary health care centers. Students' weekly reports reflecting on primary interprofessional care were included in the analysis for the purpose of this study. Following constant comparative techniques, thematic analysis was conducted on health education students' reports. Results Interprofessional care was witnessed and practiced by students in teamwork and collaboration for the benefit of the patient, communication among health care professionals and referral process and patient flow. Health education students understood their role in interprofessional care in the fields of behavior change, and patient education and empowerment. However, professionals and patients were not recognizing health educators' role and were not familiar with their contributions to interprofessional care in primary healthcare. Students suggested delivering interprofessional education for health care providers to enhance collaborative teamwork and promote knowledge about the evolving health education field among healthcare providers in Qatar. In addition, they recommended orienting their training supervisors about the goal of IPE-based practice in a primary healthcare setting. Conclusion Interprofessional care was observed and practiced by health education students through collaborative teamwork, communication among health care professionals and management of patient flow. However, they faced challenges during their practice-based IPE. The findings can be tailored towards planning for interprofessional education workshops to boost collaboration progress among health care providers including health educators and supporting professionals interested to implement practice-based IPE in their placement curriculums.
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Affiliation(s)
| | - Hanan Abdul Rahim
- Department of Public Health, College of Health Sciences, QU Health, Qatar University, Doha, Qatar
| | - Diana Alsayed Hassan
- Department of Public Health, College of Health Sciences, QU Health, Qatar University, Doha, Qatar
| | - Sawsan Mohammed Awada
- Department of Public Health, College of Health Sciences, QU Health, Qatar University, Doha, Qatar
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Alturki K, Hamza A, Walton P. Islam and Motivation to Quit Smoking: Public Health Policy Implications. JOURNAL OF RELIGION AND HEALTH 2020; 59:1175-1188. [PMID: 29948792 DOI: 10.1007/s10943-018-0649-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
In the WHO Eastern Mediterranean Regional Office some 14 years ago, a 'religiously inspired approach' was proposed to combat tobacco use. This promoted a useful debate in the region. The purpose of this paper is to argue the need to identify the role which Islamic beliefs and teachings play (1) in influencing individual motivation to quit smoking and (2) in gaining support for public policies to reduce smoking. Ramadan and Hajj are taken as key points. These, it is argued, are times when Muslim religious motivation to abstain from smoking is strongest. This paper concludes that there is an insufficient evidence base on which to adopt a religiously inspired approach. All of civil society, including religious Muslim authorities, should rather supplement the efforts of health professionals to encourage smoking cessation.
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Affiliation(s)
- Khaled Alturki
- Medical Services Department (MSD), PO Box 395839, Riyadh, 11375, Saudi Arabia
| | - Ahmed Hamza
- Princess Nora Bint Abdul Rahman University, PO Box 844228, Riyadh, 11671, Saudi Arabia
| | - Peter Walton
- Edificio Itamaraty, Rua Luis Pasteur, Monte Castelo, Sao Jose dos Campos, Brazil.
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Fernández-García D, Ordás B, Fernández-Peña R, Bárcena-Calvo C, Ordoñez C, Amo-Setién FJ, Gómez-Salgado J, Martínez-Isasi S. Smoking in nursing students: A prevalence multicenter study. Medicine (Baltimore) 2020; 99:e19414. [PMID: 32243361 PMCID: PMC7220658 DOI: 10.1097/md.0000000000019414] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
The role of nursing students as future health promoters of healthy behaviors is influenced by their attitude towards smoking. A cross-sectional study using a self-administered survey was performed to analyze smoking prevalence among undergraduate the nursing students who attend nursing faculties in 2 European countries (Spain and Portugal) during academic period 2015 to 2016. A total of 1469 subjects were surveyed (response rate of 79.8%). An 80% of the students were female with a mean age of 21.9 (4.8) years. The overall prevalence of tobacco use was 18.9%, with an average percentage of 16.2% in Portugal and 18.3% in Spain. Statistical significance was observed in relation to smoke and previous studies (16.4% vs 27.1%; P < .001). Only 1.1% of the students reported using electronic cigarette. 15.8% of smokers started smoking while at university with statistical gender and previous studies differences (P < .001). Fagerström and Richmond test showed low nicotine dependence (2.8 ± 2) and moderate motivation to stop smoking (4.9 ± 3), respectively. Smoking prevalence among nursing students was slightly higher than the general European population. For that reason, measures to reduce tobacco use have to be focused on students and university policies on tobacco control should be a challenge in the future.
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Affiliation(s)
| | - Beatriz Ordás
- Division of Nursing, University Hospital of Leon, León
| | - Rosario Fernández-Peña
- Department of Nursing, University of Cantabria, SALBIS Research Group, Nursing Research Group IDIVAL, Santander
| | | | - César Ordoñez
- Department of Biomedical Science, Area of Toxicology, University of Leon, León
| | - Francisco José Amo-Setién
- Department of Nursing, University of Cantabria, SALBIS Research Group, Nursing Research Group IDIVAL, Santander
| | - Juan Gómez-Salgado
- Department of Sociology, Social Work and Public Health, University of Huelva, Huelva
- Safety and Health Posgrade Program, Espíritu Santo University, Samborondón, Guayaquil, Ecuador
| | - Santiago Martínez-Isasi
- CLINURSID Research Group, Nursing Department, University of Santiago de Compostela, Santiago de Compostela, Galicia
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Muzyk A, Smothers ZPW, Andolsek KM, Bradner M, Bratberg JP, Clark SA, Collins K, Greskovic GA, Gruppen L, MacEachern M, Ramsey SE, Ruiz Veve J, Tetrault JM. Interprofessional Substance Use Disorder Education in Health Professions Education Programs: A Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:470-480. [PMID: 31651435 DOI: 10.1097/acm.0000000000003053] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
PURPOSE The authors conducted this scoping review to (1) provide a comprehensive evaluation and summation of published literature reporting on interprofessional substance use disorder (SUD) education for students in health professions education programs and (2) appraise the research quality and outcomes of interprofessional SUD education studies. Their goals were to inform health professions educators of interventions that may be useful to consider as they create their own interprofessional SUD courses and to identify areas of improvement for education and research. METHOD The authors searched 3 Ovid MEDLINE databases (MEDLINE, In-Process & Other Non-Indexed Citations, and Epub Ahead of Print), Embase.com, ERIC via FirstSearch, and Clarivate Analytics Web of Science from inception through December 7, 2018. The authors used the Medical Education Research Study Quality Instrument (MERSQI) to assess included studies' quality. RESULTS The authors screened 1,402 unique articles, and 14 met inclusion criteria. Publications dated from 2014 to 2018. Ten (71%) included students from at least 3 health professions education programs. The mean MERSQI score was 10.64 (SD = 1.73) (range, 7.5-15). Interventions varied by study, and topics included general substance use (n = 4, 29%), tobacco (n = 4, 29%), alcohol (n = 3, 21%), and opioids (n = 3, 21%). Two studies (14%) used a nonrandomized 2-group design. Four (29%) included patients in a clinical setting or panel discussion. Ten (72%) used an assessment tool with validity evidence. Studies reported interventions improved students' educational outcomes related to SUDs and/or interprofessionalism. CONCLUSIONS Interprofessional SUD educational interventions improved health professions students' knowledge, skills, and attitudes toward SUDs and interprofessional collaboration. Future SUD curriculum design should emphasize assessment and measure changes in students' behaviors and patient or health care outcomes. Interprofessional SUD education can be instrumental in preparing the future workforce to manage this pressing and complex public health threat.
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Affiliation(s)
- Andrew Muzyk
- A. Muzyk is associate professor, Department of Pharmacy Practice, Campbell University College of Pharmacy and Health Sciences, Buies Creek, North Carolina, and associate professor of the practice of medical education, Duke University School of Medicine, Durham, North Carolina; ORCID: http://orcid.org/0000-0002-6904-2466. Z.P.W. Smothers is a third-year medical student, Doctor of Medicine Program, Duke University School of Medicine, Durham, North Carolina. K.M. Andolsek is professor, Department of Family Medicine and Community Health, Duke University School of Medicine, Durham, North Carolina. M. Bradner is associate professor, Department of Family Medicine and Population Health, Virginia Commonwealth University, Richmond Virginia. J.P. Bratberg is clinical professor, Department of Pharmacy Practice, University of Rhode Island College of Pharmacy, Kingston, Rhode Island. S.A. Clark is a Brown University Addiction Medicine Fellow, Department of Internal Medicine, Rhode Island Hospital, Providence, Rhode Island. K. Collins is a third-year pharmacy student, Doctor of Pharmacy Program, Campbell University College of Pharmacy and Health Sciences, Buies Creek, North Carolina. G.A. Greskovic is system director, Ambulatory Disease Management Programs, Geisinger Health System, Danville, Pennsylvania. L. Gruppen is professor, Department of Learning Sciences, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: http://orcid.org/0000-0002-2107-0126. M. MacEachern is an informationist, Taubman Health Sciences Library, University of Michigan, Ann Arbor, Michigan; ORCID: http://orcid.org/0000-0002-8872-1181. S.E. Ramsey is associate professor (research), Departments of Psychiatry and Human Behavior and Medicine, Warren Alpert Medical School of Brown University and Rhode Island Hospital, Providence, Rhode Island; ORCID: https://orcid.org/0000-0001-7169-727X. J. Ruiz Veve is a fourth-year pharmacy student, Doctor of Pharmacy Program, Campbell University College of Pharmacy and Health Sciences, Buies Creek, North Carolina. J.M. Tetrault is associate professor, Department of Internal Medicine, Yale School of Medicine, New Haven, Connecticut
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Ascione FJ. Preparing Pharmacists for Collaborative/Integrated Health Settings. PHARMACY 2019; 7:pharmacy7020047. [PMID: 31137532 PMCID: PMC6630742 DOI: 10.3390/pharmacy7020047] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2019] [Revised: 05/14/2019] [Accepted: 05/16/2019] [Indexed: 11/24/2022] Open
Abstract
Pharmacy practice is changing to accommodate the need for pharmacists to be better team members in newly emerging collaborative care and integrated health systems. Pharmacy schools could lead this change by educating students to be effective participants in these relatively new models of care. Schools are encouraged to follow the approach outlined in the recent guidance published by the Health Professions Accreditors Collaborative (HPAC) for interprofessional practice and education (“the new IPE”). This approach includes articulating an IPE plan, establishing goals, assessing student achievement of the necessary IPE competencies, developing educational plans that are multi-faceted and longitudinal, and modifying the existing assessment/evaluation process to ensure the quality of the IPE effort. These curricular decisions should be based on existing and new research on the effectiveness of IPE on student’s attitudes, knowledge, skills, and behavior. A key decision is how to create effective interactions between pharmacy students and those of other professions. Educational emphasis should be directed toward team building skills, not just individual competencies. The pharmacy faculty probably need to enhance their teaching abilities to accommodate this change, such as learning new technology (e.g., simulations, managing online exchanges) and demonstrating a willingness to teach students from other professions.
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Affiliation(s)
- Frank J Ascione
- UM Center for Interprofessional Education, University of Michigan College of Pharmacy, Ann Arbor, MI 48109, USA.
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El-Awaisi A, Awaisu A, Jaam M, Saffouh El Hajj M, Verjee MA. Does the delivery of interprofessional education have an effect on stereotypical views of healthcare students in Qatar? J Interprof Care 2019; 34:44-49. [PMID: 31064272 DOI: 10.1080/13561820.2019.1612863] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Interprofessional education (IPE) is an evolving educational approach for preparing healthcare professional students to provide patient care in a collaborative team atmosphere. One of the important outcomes to be achieved is understanding the stereotypical views of health professionals held by themselves and by others to eventually reduce negative and harmful stereotypes and to foster an environment of mutual respect and trust amongst healthcare professionals. The primary aim of this study was to investigate whether there is a change in healthcare students' stereotypical belief about the characteristics of healthcare professionals before and after an IPE activity focused on smoking cessation. The Student Stereotype Rating Questionnaire (SSRQ) was used to assess the students' stereotype ratings of their professions and other healthcare professions before and after the IPE activity. The ratings were made in relation to nine attributes. Sixty-eight students from five different majors (Medicine, Nursing, Pharmacy, Public Health, and Respiratory Therapy) participated in the IPE activity. All the students involved in the activity responded to both the pre and post surveys (response rate, 100%). The participating students' combined ratings revealed a significant change in the perspectives of medical, pharmacy, and respiratory therapy students in all of the nine attributes. While for public health students, differences were significant in two aspects: professional competence and practical skills. Three central themes emerged after the IPE session from the open-ended questions: roles and responsibilities, patient-centered care, and integrated healthcare team. Overall, the findings from this study suggest that stereotyping exists among different healthcare profession student groups in Qatar and that IPE can impact both hetero-stereotypes and auto-stereotypes. The positive change in perception following the IPE activity indicates the effectiveness and the value of these short duration IPE activities in negating stereotypical views.
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Affiliation(s)
- Alla El-Awaisi
- Clinical Pharmacy & Practice Section, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Ahmed Awaisu
- Clinical Pharmacy & Practice Section, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Myriam Jaam
- Clinical Pharmacy & Practice Section, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Maguy Saffouh El Hajj
- Clinical Pharmacy & Practice Section, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
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Al-Ghananeem AM, Malcom DR, Shammas S, Aburjai T. A Call to Action to Transform Pharmacy Education and Practice in the Arab World. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:7014. [PMID: 30559504 PMCID: PMC6291664 DOI: 10.5688/ajpe7014] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2018] [Accepted: 04/22/2018] [Indexed: 05/05/2023]
Abstract
Globally, pharmacy education is evolving to reflect a more patient-centered, interprofessional approach to clinical practice. In the 22 countries of the Arab world, advancements in regulatory support for pharmacy practice and changes to the health care system have been slower than in Europe, Asia, and the Americas. Significant cultural, logistical, and legal barriers exist in many countries, and a consensus approach to accreditation, educational outcomes, and curricula design is lacking. This commentary briefly examines the current state of both pharmacy education and practice in the Arab world, and it highlights recent reports of curricular reform and innovation. Additionally, it provides potential strategies for improving the quality of education and for expanding pharmacy practice to ensure graduates and practitioners have adequate experiential opportunities and institutional support.
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Affiliation(s)
| | - Daniel R. Malcom
- Sullivan University College of Pharmacy, Louisville, Kentucky
- Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Samira Shammas
- Jordan Pharmacists Association, Good Pharmacy Practice Committee, Amman, Jordan
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El-Awaisi A, Saffouh El Hajj M, Joseph S, Diack L. Perspectives of pharmacy students in Qatar toward interprofessional education and collaborative practice: a mixed methods study. J Interprof Care 2018; 32:674-688. [PMID: 30052106 DOI: 10.1080/13561820.2018.1498466] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
In an IPE environment, students are expected to have better understanding of the roles, responsibilities, and contribution of other health care professions to enhance interprofessional working and collaboration with an end result of improving patient-centred and team-based care. Although many studies have investigated students' attitudes, very few employ a mixed methods design and hardly are from Middle Eastern countries. A two-staged sequential explanatory mixed method design was used to comprehensively capture the perspectives of pharmacy students toward IPE and collaborative practice. A quantitative survey was conducted as the first stage of the study, followed by an in-depth discussion of these perspectives through a qualitative phase by conducting two focus groups. For the quantitative surveys, the overall response rate was 102/132 (77%) for pharmacy students in Qatar. This was followed by two focus groups with a total of 27 participants from senior and junior students. In exploring the qualitative data, three main themes were identified in relation to the pharmacy students' perspectives. These were on the pharmacy students' perception on the enablers (professional related benefits, patient-related benefits and current positive influences), barriers (previous IPE experiences, educational related issues and current working practices and processes), and recommendations to implementing IPE and collaborative practice (future IPE and pharmacy profession).Overall, the results demonstrate a strong readiness and positive perception by pharmacy students toward IPE and collaborative practice. This study has highlighted different dimensions in pharmacy students' perceptions. It also provided a useful insight into the readiness of pharmacy students in a Middle Eastern university. Students are seeking more IPE experiences formally incorporated into their curriculum and hence educators should capitalise on these positive and enthusiastic attitudes to identify the most effective means for delivering IPE and inform curricula planning. Collaborative practice-ready graduates will produce better-educated professionals delivering higher quality care.
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Affiliation(s)
- Alla El-Awaisi
- College of Pharmacy, Qatar University, Doha, Qatar.,School of Nursing & Midwifery, Faculty of Health and Social Care, The Robert Gordon University, Scotland, UK
| | | | - Sundari Joseph
- School of Nursing & Midwifery, Faculty of Health and Social Care, The Robert Gordon University, Scotland, UK
| | - Lesley Diack
- School of Pharmacy and Life Sciences, Faculty of Health and Social Care, The Robert Gordon University, Scotland, UK
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