Tamsulosin for prevention of postoperative urinary retention: A systematic review and meta-analysis.

PURPOSE: To determine if administration of tamsulosin before and/or after surgery is safe and effective in preventing postoperative urinary retention (POUR). METHODS: A systematic review and meta-analysis comparing tamsulosin to control in patients undergoing surgery was conducted. The primary outcome was the incidence of POUR. Secondary outcomes included maximum urinary flow rate, surgery duration, International Prostate Symptom Score (IPSS), quality of life (QOL) score, and incidence of urinary tract infection (UTI). RESULTS: Twenty-three randomized controlled trials (N = 3,555) met inclusion criteria. All were qualitatively analyzed, but one was excluded from quantitative analysis due to lack of statistical data. The risk of POUR was significantly lower with tamsulosin compared with control (relative risk, 0.50; 95% CI, 0.38-0.67; P < 0.001). A significant increase in maximum urinary flow rate with use of tamsulosin versus control was also observed across 4 studies (difference in means, 2.76 mL/sec; 95% CI, 1.21-4.30; P < 0.001). No significant differences between tamsulosin and control were observed amongst the studies that reported mean duration of surgery (P = 0.932), IPSS (P = 0.133), QOL score (P = 0.166), and UTI incidence (P = 0.624). CONCLUSION: Administration of tamsulosin before and/or after surgery significantly reduced the risk of POUR and improved maximum urinary flow rate compared to control; however, it had no significant impact on mean duration of surgery, IPSS, QOL score, or UTI incidence. Nonetheless, it may be reasonable for providers to consider administering tamsulosin before and/or after surgery to prevent POUR.

Impact of Interprofessional Telehealth Case Activities on Students' Perceptions of Their Collaborative Care Abilities.

Objective. To describe the development, implementation, and assessment of simulated interprofessional education (IPE) telehealth case activities. Methods. Faculty from pharmacy and physician assistant schools developed interprofessional cases covering topics addressed in both curricula and designed for specific levels of learners. Using a telehealth format, pharmacy students were paired with physician assistant students and met at specified times in a virtual room. Faculty representing both professions assessed students as they discussed a patient case, determined a diagnosis, and collaborated to develop appropriate treatment options. Pre-experience and post-experience data and student reflections were collected. Results. Pharmacy students' responses to items on the Team Skills Scale (TSS) completed after participating in four IPE telehealth case activities indicated positive changes. Mean total TSS scores significantly improved from pre-experience 62.3 (SD 8.4) to post-experience 72.6 (SD 5.7). Quantitative evaluation of student teams' participation in an interprofessional activity was assessed using the Creighton Interprofessional Collaborative Evaluation (C-ICE) instrument and the average score was 90%. Theme analysis was performed on student reflections and the most prominent themes identified were satisfaction from interacting with other health care professionals, increased confidence in clinical decision-making ability, and affirmation that IPE telehealth cases should be included in each year of the curriculum. Conclusion. Implementation of interprofessional cases using telehealth technology is an effective way for pharmacy schools to incorporate IPE into their curriculum. Students reported improved self-perception of interprofessional competence and attitudes toward interprofessional collaboration after participating in IPE telehealth cases.

A Pharmacist's Role in a Dental Clinic: Establishing a Collaborative and Interprofessional Education Site.

BACKGROUND: Dental patients often have comorbidities and take multiple medications, some of which could impact their dental health and treatment. A pharmacist in a dental clinic can assist with the gathering, documentation and evaluation of a dental patient's medication history as it pertains to their dental visit and overall health. PURPOSE: To develop and implement a collaborative and interprofessional education program with a pharmacist providing services in a dental school clinic. SUMMARY: Creighton University School of Dentistry, a student-operated dental clinic located in Omaha, Nebraska, provides dental care by student dentists, faculty and staff to the surrounding community in a learning-focused environment. A pharmacist was incorporated into the dental clinic to create and establish an interprofessional relationship with both dental students and faculty beginning August 2014. Pharmacy students on an ambulatory care advanced pharmacy practice experience rotation were eventually added to the team. The pharmacy team provided medication therapy management services including disease state and medication counseling, medication reconciliation, identifying drug-related problems and dental implications of medications, and recommendations for prescribed medications. CONCLUSION: The pharmacy team's presence was largely accepted by dental faculty, staff, dental students, and patients. Pharmacists can play an important role in a dental clinic by performing thorough health and medication histories and communicating with dental and medical providers involved in a patient's care.

Role of pharmacists in the treatment of excessive daytime sleepiness.

The focus of this case is a 78-year-old female who is being referred to an assisted living community following several episodes of excessive daytime sleepiness (EDS). EDS in the geriatric patient is widespread and is often underdiagnosed and inadequately treated. It can affect an older patient?s quality of life, as well as increasing physical, psychological, cognitive, and mortality risks. There are many different etiologies for EDS including coexisting medical conditions, circadian misalignment, medications affecting the sleep/wake cycle, and psychiatric or psychosocial circumstances. This case illustrates how the pharmacist can help patients with EDS by recognizing symptoms; performing a targeted medical history, sleep history, and medication review; and offering screening with validated tools to refer patients to sleep specialists. There are both pharmacological and nonpharmacological treatment options. The consultant pharmacist is a vital member of the interprofessional health care team and can play a major role in the education, monitoring, and management of EDS.

Sodium oxybate: a primer for pharmacists in the treatment of narcolepsy.

OBJECTIVE: The purpose of this report is to describe a 57-year-old man who was admitted to a nursing facility for physical therapy. His home medication list included sodium oxybate. This article will provide the pharmacist with a therapeutic overview of sodium oxybate as well as review the unique processes involved with drug acquisition, dosing, patient education, and monitoring. SETTING: Community pharmacy, nursing facility pharmacy, consultant pharmacy practice. PRACTICE CONSIDERATIONS: Sodium oxybate is the only medication in the United States that has approval for both treatment of cataplexy in narcolepsy and treatment of excessive daytime sleepiness in narcolepsy. Sodium oxybate has many unique properties that cause it to differ from past therapies for cataplexy and excessive daytime sleepiness associated with narcolepsy. CONCLUSION: It is important for pharmacists to understand the therapeutic uses of sodium oxybate and to review the processes for acquisition, dosing, and administration to better assist physicians and patients and improve therapeutic outcomes.

"Brown bag" simulations to teach drug utilization review.

OBJECTIVE: To teach drug utilization review (DUR) skills to pharmacy students and assess their abilities and confidence before and after training. DESIGN: Profile reviews and online and live drug-utilization-review activities of increasing difficulty were incorporated into the first (P1), second (P2), and third (P3) years of the Pharmacy Skills Training Laboratory sequence in a doctor of pharmacy (PharmD) curriculum. ASSESSMENT: An online survey instrument was administered to gauge how comfortable students were with specific DUR skills before and after the activities. Students' confidence in performing specific DUR skills improved after completing the activities. CONCLUSION: Profile reviews, as well as online and live medication reviews, gave students numerous opportunities to practice drug utilization review skills throughout the first 3 years of the pharmacy curriculum. Students' confidence in performing specific drug utilization review skills improved after the activities. Students' ability to perform the skills also improved as measured with the developed checklist in section V and VI of the Pharmacy Skills Laboratory sequence.