Evaluation of an introductory pharmacy practice experience to reinforce student learning and increase student confidence immediately prior to advanced pharmacy practice experiences Amid a COVID-19 pandemic

ABSTRACT

Introduction: Preparing pharmacy students with practice skills necessary for entry into Advanced Pharmacy Practice Experiences (APPEs) is essential. Responding to an internal survey indicating 85% of thirdyear students did not feel prepared for APPEs, an Introductory Pharmacy Practice Experience (IPPE IV) was designed to provide 16-hours of clinical case-based on-site or virtual experiences with clinical faculty immediately prior to APPEs. The IPPE IV occurred April-May 2020 during the COVID-19 pandemic. Research Question or Hypothesis: Will the IPPE IV increase thirdyear pharmacy students' confidence in APPE preparedness? Study Design: Pre-test/post-test. Methods: Students were administered a pre-post survey in Qualtrics around the IPPE IV. Surveys consisted of items assessing confidence and perceived ability in the Pharmacists' Patient Care Process, patient case presentations, professionalism, communication and electronic medical record (EMR) use. A Wilcoxon signed-rank test was used to examine differences pre- and post-IPPE IV. Results: A total of 122 students completed the surveys. Post IPPE IV, students were significantly more confident in their ability to collect information to identify patient's health-related problems (P = .013), analyze information to identify medication-related problems (P < .001), analyze information to prioritize patient's health-related needs (P < .001), create an evidence-based patient care plan (P < .001), create a cost-effective patient care plan (P < .001), create a patient care plan in collaboration with the patient, caregiver(s), and/or other health professionals (P = .007), and follow-up/monitor a patient care plan (P = .015). Students were significantly more confident in their ability to work up a patient (P = .006) and in presenting patient cases (P = .005). Additionally, students were significantly more confident in demonstrating self-awareness (P = .041), effectively communicating with patients and/or caregivers (P = .016) and health care providers (P = .010) and using an EMR to detect medication-related problems (P = .010). Conclusion: An IPPE IV immediately prior to APPEs had a positive impact on students' confidence in areas important for APPE success. Future research should examine how these improvements in confidence manifest in actual APPE performance.