Facilitating pharmacy staff's conversations about non-medical medication switches: Development and testing of a communication training.

BACKGROUND: Non-medical medication switches, a change to another medicine or medication label not motivated by medical reasons, occur frequently. Switches often lead to negative patient emotions, such as confusion and anger. Pharmacy staff's communication, i.e. delivering the message and addressing patients' emotions is crucial, but experienced as difficult. OBJECTIVE: To develop and test a communication training for the pharmacy team to facilitate medication switch conversations. METHODS: A communication training was developed based on the 'breaking bad news model' and 'positive message framing' strategies, and incorporating needs and preferences from practice. The training consisted of an e-learning with theory and reflective exercises, a half-day live training session, and an online reflection session. The Kirkpatrick training evaluation model (levels one 'reaction' and two 'learning') was used to evaluate the training. Quantitative data were analyzed using descriptive statistics and interview data was transcribed verbatim and analyzed thematically. RESULTS: Twelve pharmacists and 27 pharmacy technicians from 15 Dutch pharmacies participated in the training. According to Kirkpatrick's model level one, the major learning outcome was to give space to patients to express their emotions and/or concerns (e.g. more silences in the conversations). For level two, most participants valued practicing the conversations, role-playing, and receiving feedback. The majority of the participants indicated that they had sufficient tools and practice during the live training to apply the strategies in daily practice. A few participants still needed time and practice, or missed examples to apply the strategies. CONCLUSION: The communication training based on the two strategies was well-received and participants felt well-equipped post-training. The take-away for participants was to give space to patients to express their emotions. Using these strategies and skills, pharmacy teams can tailor their medication counseling to patients' emotions and concerns during non-medical medication switches to better support patients in proper medication use.

Design of a Pharmacy Curriculum on Patient Centered Communication Skills.

For delivering high quality pharmaceutical care pharmacy students need to develop the competences for patient centered communication. The aim of the article is to describe how a curriculum on patient centered communication can be designed for a pharmacy program. General educational principles for curriculum design are based on the theories of constructive alignment, self-directed learning and the self-determination theory. Other principles are paying systematic and explicit attention to skills development, learning skills in the context of the pharmacy practice and using a well-balanced system for the assessment of students' performance. Effective educational methods for teaching communication skills are small group training sessions preferably with (simulation) patients, preceded by lectures or e-learning modules. For (formative or summative) assessment different methods can be used. The Objective Structured Clinical Exam (OSCE) is preferred for summative assessment of communication competence. The principles and educational methods are illustrated with examples from the curriculum of the master Pharmacy program of Utrecht University (The Netherlands). The topics 'pharmaceutical consultations on prescription medicine,' 'pharmaceutical consultations on self-care medication' and 'clinical medication reviews' are described in detail. Finally, lessons learned are shared.

Exploring the concept of patient centred communication for the pharmacy practice.

Background Patient centred communication can improve pharmaceutical care, but is not well described for pharmacists. Aim of the review To provide a comprehensive and accessible overview of the concept of patient centred communication for the pharmacy practice. Method A scoping review and thematic analysis was undertaken to synthesize the extracted data and present it in a model. Results Literature search and selection resulted in eighteen articles. Thematic analysis of the extracted data led to five categories regarding patient centred communication. Two categories refer to phases of a pharmaceutical consultation: (1) shared problem defining and (2) shared decision making; three refer to underlying concepts and assumptions about patient centredness regarding (3) the patient, (4) the pharmacist and (5) the therapeutic relation. The categories were modelled in the so called Utrecht's Model for Patient centred communication in the Pharmacy. Conclusion Although there might be barriers to implement patient centred communication in the pharmacy, the concept of patient centred communication as described in the literature is relevant for the pharmacy practice.

Communication with patients who are dispensed a first prescription of chronic medication in the community pharmacy.

OBJECTIVE: To analyze information and communication in the community pharmacy when patients collect a first dispensing for chronic medication. METHODS: In 3 pharmacies in the South-West of the Netherlands, counter-based communication with patients receiving a first dispensing for chronic medication was observed and audiotaped. Each contact was analyzed by two observers using an observation checklist. An 11-item questionnaire was given to the patients. RESULTS: 72 Patients were included. Only pharmacy technicians provided information. Average contact lasted approximately 2min. A computer checklist to support information giving was closely followed. Interactions were structured with introduction and closure. Mostly, information was given without exploring needs of the patient. Questioning showed open-ended questions (26%); check-questions and questions asking feedback (57%). A mean general score given was 5.8 (range 1-9). Of 46 responders who filled in a questionnaire, the majority felt that information was useful, clear and understandable. CONCLUSION: Our results show a concise and efficient way of information giving, closely related to a computer checklist. Technicians dominate the interaction. They ask few questions. Patients are satisfied about provided information and the contact. PRACTICE IMPLICATIONS: We suggest a more patient-centered way of communication to increase patients' participation and to meet patients' needs for information.

Pharmaceutical education in patient counseling: 20h spread over 6 years?

OBJECTIVE: To share our experiences with an educational program to increase pharmacy students' patient counseling competency. METHODS: A description is given of the various steps taken to develop an educational program about patient counseling: RESULTS: The Health Belief Model has been chosen as the theoretical model to make students understand patients' drug use behavior. A stepwise development of students' communication skills is combined with assessments in which relatively high norms are applied. Actors act as patients in standardized role plays. In total the basic education consists of 20h of training. CONCLUSION: With a rather small educational investment, 50% of our students achieve the required level of patient counseling. The remaining students succeed to pass the assessments, after having received additional education. PRACTICE IMPLICATIONS: Pharmacy students differ in their needs for educational support in developing their patient counseling competency. These differences are to be taken into account in educational programs addressed to student's patient counseling competency.