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Lowry MF, Lockman K, Herndon C, Atayee RS, Juba KM, Pawasauskas J, Phantumvanit V, Ray JB, Pruskowski J. Development and validation of a performance-based palliative care assessment tool for student pharmacists. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:39-48. [PMID: 38158329 DOI: 10.1016/j.cptl.2023.12.003] [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: 05/12/2023] [Revised: 09/28/2023] [Accepted: 12/17/2023] [Indexed: 01/03/2024]
Abstract
INTRODUCTION Integration of hospice and palliative care principles within pharmacy curricula is essential to fill the need of pharmacist training in this growing specialty. A formalized assessment tool to evaluate skill development does not exist for student pharmacists specific to palliative care. The objective of this study was to develop a valid and reliable, palliative care-focused, performance-based assessment tool for student pharmacists. METHODS Eight academic palliative care (PC) pharmacists were recruited for the workgroup to perform domain development, validation, tool creation, and reliability testing for this performance-based assessment tool. Hospice and palliative care clinical pharmacist entrustable professional activities (EPAs) served as the framework. Content validity testing utilized content validity index and scale universal agreement (S-CVI/UA) to determine level of agreement for activities included in the tool. Student volunteers completed a standardized patient case and workgroup members served as raters during the reliability testing phase. Interrater reliability was measured through calculation of Fleiss Kappa scores for each activity. RESULTS Out of 14 EPAs, nine were deemed "essential" to include in the tool. Thirty-four supporting activities for the nine essential EPAs were drafted. Two rounds of content validity testing were necessary to achieve S-CVI/UA of 0.9593. Consensus was reached from workgroup members for activities deemed necessary to include in the tool after questionnaire distribution utilizing a Fleiss Kappa cutoff >0.6. CONCLUSIONS This validated tool will afford colleges and schools of pharmacy with PC curricula an opportunity to assess student achievement of PC-specific skills and evaluate curricular effectiveness.
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Affiliation(s)
- Maria Felton Lowry
- University of Pittsburgh School of Pharmacy, Department of Pharmacy and Therapeutics, 3501 Terrace Street, Pittsburgh, PA 15213, United States; UPMC Palliative and Supportive Institute, Iroquois Building, Suite 308.15, 3600 Forbes Avenue at Meyran Ave, Pittsburgh, PA 15213, United States.
| | - Kashelle Lockman
- University of Iowa College of Pharmacy, 180 S Grand Ave, 336 CPB, Iowa City, IA 52242, United States.
| | - Christopher Herndon
- Southern Illinois University Edwardsville, 200 University Park Drive, Edwardsville, IL 62026, United States
| | - Rabia S Atayee
- University of California, San Diego Skaggs School of Pharmacy and Pharmaceutical Sciences, San Diego Health, Palliative Care Program, 9255 Pharmacy Lane, MC 0657, La Jolla, CA 92093, United States.
| | - Katherine M Juba
- St. John Fisher University, Wegmans School of Pharmacy, 3690 East Ave., Rochester, NY 15618, United States.
| | - Jayne Pawasauskas
- University of Rhode Island College of Pharmacy, 7 Greenhouse Rd, 295A Avedisian Hall, Kingston, RI 02881, United States.
| | - Victor Phantumvanit
- Clinical Pharmacy Specialist, Palliative Care, Dana-Faber Cancer Institute, 450 Brookline Ave, Boston, MA 02215, United States.
| | - James B Ray
- University of Iowa College of Pharmacy, 180 S Grand Ave, 336 CPB, Iowa City, IA 52242, United States.
| | - Jennifer Pruskowski
- University of Pittsburgh School of Pharmacy, Department of Pharmacy and Therapeutics, 3501 Terrace Street, Pittsburgh, PA 15213, United States; Pittsburgh Geriatric Research Education and Clinical Center (GRECC), Pittsburgh Veterans Affairs, Healthcare System, Pittsburgh, PA, United States; University of Pittsburgh School of Medicine, Division of Geriatric Medicine, Kaufmann Medical Building, Suite 500, 3471 Fifth Avenue, Pittsburgh, PA 15213, United States.
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Ong JA, Rego J, Ung T, Kumar S, Ash K, Saini B, Yates P. Palliative care education in an Australian undergraduate pharmacy curriculum: an exploratory descriptive study. INTERNATIONAL JOURNAL OF PHARMACY PRACTICE 2022; 31:218-224. [PMID: 36541698 DOI: 10.1093/ijpp/riac093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2022] [Accepted: 11/07/2022] [Indexed: 12/24/2022]
Abstract
Abstract
Objectives
To examine the self-perceived knowledge, confidence and preparedness of undergraduate pharmacy students to provide palliative care.
Methods
A descriptive exploratory analysis was conducted in 2021 at an Australian university involving final-year pharmacy students (n = 200) who were provided with the opportunity to complete a survey on self-perceived knowledge, confidence and preparedness overall and with respect to a range of graduate capabilities which are essential to provide care in palliative care settings. Key capability areas include: communication, showing empathy, making clinical judgements and self-reflection. This was measured using the Palliative Care Curriculum for Undergraduates Questionnaire which was distributed electronically. Descriptive statistics were undertaken and Mann–Whitney U tests were used to explore any differences in outcomes with respect to factors related to demographics, personal experience and education. Thematic analysis was utilised for qualitative data.
Key findings
Forty-five percent of the student cohort (n = 89) responded, 70% of whom were female, and the median age for students was 22 years. Median scores (interquartile range) were modest for overall self-perceived knowledge: 5.0 (3.0–5.0), confidence: 4.0 (3.0–5.0) and preparedness: 4.0 (2.5–5.0). Students who had participated in learning about palliative care through clinical placements (n = 25, 28%), self-directed learning activities (n = 18, 20%) or case-/problem-based learning (n = 14, 16%) demonstrated a statistically significant increase in overall preparedness (P = 0.017), confidence with specific capabilities including evidence-based practice (P = 0.013), responding to medication queries (P < 0.05) and managing symptoms other than pain (P = 0.018).
Conclusions
Findings suggest students were confident to manage symptoms and medication-related issues but less confident to address distress or discuss sensitive matters with patients and their families. There may be a need for greater exposure and practical experience in palliative care settings.
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Affiliation(s)
- Jennifer A Ong
- University of Sydney School of Pharmacy , New South Wales , Australia
| | - Joanna Rego
- Queensland University of Technology School of Nursing , Brisbane , Australia
| | - Tina Ung
- University of Sydney School of Pharmacy , New South Wales , Australia
| | - Shweta Kumar
- University of Sydney School of Pharmacy , New South Wales , Australia
| | - Kylie Ash
- Queensland University of Technology School of Nursing , Brisbane , Australia
| | - Bandana Saini
- University of Sydney School of Pharmacy , New South Wales , Australia
| | - Patsy Yates
- Queensland University of Technology School of Nursing , Brisbane , Australia
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