Evaluation of pharmacy students' self-efficacy and performance in applying components of the Pharmacists' Patient Care Process within a capstone course and during advanced pharmacy practice experiences

Abstract

IntroductionCapstone courses are ideal for reinforcing and assessing the Pharmacists' Patient Care Process (PPCP). The purpose of this study was to assess pharmacy students' (1) self-efficacy in applying PPCP components before and after a capstone course, (2) performance in applying PPCP components in several assignments, and (3) self-efficacy in applying the PPCP during advanced pharmacy practice experiences (APPEs). MethodsStudent evaluation included: (1) electronic surveys to assess students' self-efficacy in applying three components of the PPCP (Collect, Assess, and Plan) via a pre−/retrospective pre−/post-survey design, (2) course evaluations, and (3) an electronic survey to assess students' self-efficacy in applying the PPCP after completing five APPEs. Faculty evaluation included rubrics assessing performance in applying the PPCP model given patient cases. Descriptive statistics, paired t-tests, and mixed-effects linear modeling were conducted. ResultsSixty-four students participated in the course during spring 2018. The sum mean self-efficacy scores for the PPCP components significantly improved between the beginning and end of the course (P < .05). There was a significant increase in evaluators' ratings of students' ability to apply the PPCP (P < .05). The sum mean self-efficacy scores for the PPCP components did not change significantly between the end of the course and after completion of five APPEs, except for a few specific items. ConclusionsA capstone course integrating the PPCP in patient case assignments resulted in improved student performance and self-efficacy in applying three PPCP components (Collect, Assess, and Plan). Students' self-efficacy remained consistent after the course concluded and during APPEs.