National survey of schools of pharmacy on prevalence and description of wellness initiatives.

INTRODUCTION: Although the importance of student wellness has been emphasized across health professions including pharmacy, there is a lack of information on the prevalence of such wellness programs in pharmacy schools. The objectives of this study were to determine the prevalence of student wellness programs in United States (US) schools of pharmacy and to describe their basic structure. METHODS: Deans from the 143 US schools of pharmacy were asked to participate in this study by completing an electronic survey. Institutions with wellness programs were prompted to answer questions related to their program, including who initiated the program, who participated, where wellness principles were taught and incorporated, and what dimensions of wellness were promoted. RESULTS: Forty-six responses were collected for a response rate of 32.2%. Thirty-four (73.9%) of respondents answered that they had a school wellness program. Similar numbers of private and public schools completed the survey at 24 (52.3%) and 22 (47.8%), respectively. The majority of programs targeted students (97.1%), faculty (79.4%), and staff (76.5%), were initiated by either the office of the dean (73.5%) and/or faculty (58.8%), and were comprised of faculty (88.2%), staff (82.4%), and office of the dean (67.6%). Wellness principles were most often taught and practiced during extracurricular events and didactic courses. CONCLUSIONS: This descriptive, survey-based study provides a snapshot on the current incorporation of wellness initiatives across US schools of pharmacy. Further studies are needed to elucidate best wellness practices within pharmacy academia.

Implementation of an Opioid Overdose and Naloxone Distribution Training in a Pharmacist Laboratory Course.

Objective. To describe the instructional design, implementation, and evaluation of an opioid overdose response program (ORP) and opioid overdose education and naloxone distribution (OEND) training program to third-year pharmacy (P3) students. Methods. Using the 5-E learning cycle during a three-hour laboratory session, the authors developed an OEND training program. The training began with an engagement exercise encompassing validated pre-Opioid Overdose Knowledge Scale (OOKS) and pre-Opioid Overdose Attitudes Scale (OOAS) assessments. Directly after, students moved to the exploration phase of the program, which consisted of two stations with placebo naloxone products. There, instructors explained key content related to OEND. Students applied what was learned during the elaboration by completing two cases: using group-based point-by-point counseling as well as a scenario with a simulation patient manikin. The class ended with an evaluation exercise that involved completing post-OOKS and post-OOAS. Results. Fifty-six students participated in the ORP certification and OEND training. Significant increases in total scores were seen on the pre- and post-assessment. Additionally, significant increases in student confidence in providing overdose response counseling and dispensing naloxone were observed. Students rated all the learning activities as very effective. Conclusion. Use of the 5-E learning cycle as an educational design method to structure active-learning activities was effective in increasing students' knowledge and improving their attitudes toward and confidence in providing overdose response.