Development and implementation of a long-term care-based introductory pharmacy practice experience course

Abstract

ObjectiveTo implement and assess a long-term care-based Introductory Pharmacy Practice Experience (IPPE) course entitled Early Pharmacy Practice Experience (EPPE 2) to teach pharmacy students about geriatric care. DesignThe IPPE course consisted of a didactic and experiential education component. Students were each assigned to a nursing facility resident whom they were expected to visit for a minimum of one hour per week over 24 weeks. During these visits, students undertook a series of assessments and specific long-term care-related assignments. Students met biweekly for group discussion with their team consisting of faculty mentors and other students. Students’ attitudes toward their nursing facility experience and the course were evaluated through a self-administered 26-item attitude survey. Students’ learning outcomes were assessed through content analysis of their reflective essays. AssessmentA total of 141 second-year students took the EPPE 2 course in 2010–2012. Students performed well during the EPPE 2 course (e.g., 87.2% obtained A’s in the spring semester). Most students had positive attitudes toward their nursing facility experience and the EPPE 2 course. For example, most students agreed that they learned first-hand about patient care, “real patient care,” building relationships with patients, common disease states and drugs, and many life lessons among other things. ConclusionsThrough a combination of experiential and didactic learning, EPPE 2 was a useful learning experience about geriatric pharmacy care for the students. The course enhanced students’ knowledge and comfort levels with nursing facility residents most of whom are elderly. Most students rated their nursing facility experience and the course positively.