Geriatric care as an introductory pharmacy practice experience

Abstract

Objective: To describe the design, delivery, and impact of a geriatric introductory pharmacy practice experience (IPPE) to develop students' skills related to consultant pharmacists' roles and patient care responsibilities.

Design: A required 2-unit geriatric IPPE, involving 40 hours in a geriatric-care facility, 5 reflection hours, and 12 classroom-discussion hours, was developed for first- and second-year pharmacy students. Students interviewed patients and caregivers, reviewed patient charts, triaged patient needs, prepared care plans, and performed quality-assurance functions.

Assessment: After completing the IPPE, students' geriatric- and patient-care abilities were enhanced, based on review of their interactions, care plans, reflections, and examinations, and they demonstrated cognitive, affective, and psychomotor-domain learning skills. Students' care plans and quality assurance activities revealed positive patient outcomes, opportunities for measurable patient health improvement, and a positive impact on quality assurance activities. Student evaluations and feedback from health workers at the facilities also were positive.

Conclusions: This geriatric IPPE in which students cared for a specific patient and interacted with other health care providers is an innovative approach to enhancing students' abilities to serve the growing geriatric population.

Keywords: active learning; geriatrics; introductory pharmacy practice experience; patient care; pharmaceutical care.