Avaliação de competências necessárias para a prática da atenção farmacêutica

Detalhes bibliográficos
Autor(a) principal: Souza, Werlissandra Moreira de
Data de Publicação: 2015
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da UFS
Texto Completo: https://ri.ufs.br/handle/riufs/3629
Resumo: Objective: To evaluate the necessary skills for the practice of pharmaceutical care. Methods: Focus groups were developed to analyze the perceptions of pharmacy students about their training, focusing on the adequacy for professional practice and to obtain contributions from the experts about the recommended content and skills for the suitable training to the practice of pharmaceutical care. A systematic literature review was conducted to identify studies on the teaching and assessment of pharmaceutical care. The analysis of skills was done using a model known as Objective Structured Clinical Examination (OSCE), consisting of three stations before (OSCE BC) and after (OSCE AC) the students attended to the pharmaceutical care course. Each station involved: simulated patients, examiners and pharmaceuticals (played by students). Students were asked to perform a procedure, such as (1) patient education regarding medication administration technique, (2) the measurement of clinical parameters, and (3) invitation of patients to participate in a pharmaceutical care service. Using a standard checklist, the examiners evaluated the students. Results: The pharmacy students do not feel prepared to make decisions, to solve problems and to deal with the unpredictable behavior of patients. The absence of a Pharmacy School, underutilization of the University Hospital and the lack of contact with real patients were the major causes for disability in their professional training in terms of practical knowledge and skills. Excess of theoretical concepts and the didactic and pedagogical shortcomings of teachers also contributed to hide the practical side of the course. In the systematic review it were identified 25 studies with a predominant focus on the development, review and/or revision of pharmaceutical care courses. Many different teaching methods were described, however, in most of them evaluation methods were not in accordance with the new teaching methods described. The very common methods of assessment were written questionnaires and tests. According to the group of experts, it is necessary that students acquire: knowledge on specific diseases and use of drugs, detection and resolution of drug related problems, assistance documentation and monitoring of patient therapy over time, as well as skills to take responsibility for patient education, communication with other health professionals, all important issues in the clinical practice of pharmacy. The group stressed the need to adopt new teaching methods and evaluation to enable effective learning of students in pharmaceutical care and to determine if the desired learning objectives are met. The most of students obtained low scores in all tasks at OSCE BC stations, revealing their lack of preparation to perform them. The overall performance of students at OSCE AC significantly improved in the most of aspects studied after they attended the Pharmaceutical Care course, except for the invitation to join in a pharmaceutical care service task. Students attained the highest overall scores at the measurement of clinical parameter task. Conclusion: The study revealed that there was an increase of the skills of students to the practice of pharmaceutical care after specific course administered directed to the topic under study.
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spelling Souza, Werlissandra Moreira dehttp://lattes.cnpq.br/5200992527769641Antoniolli, Ângelo Robertohttp://lattes.cnpq.br/10760411442345552017-09-26T12:07:34Z2017-09-26T12:07:34Z2015-02-25SOUZA, Werlissandra Moreira de. Assessment of required competencies for the practice of pharmaceutical care. 2015. 196 f. Tese (Doutorado em Ciências da Saúde) - Universidade Federal de Sergipe, São Cristóvão, 2015.https://ri.ufs.br/handle/riufs/3629Objective: To evaluate the necessary skills for the practice of pharmaceutical care. Methods: Focus groups were developed to analyze the perceptions of pharmacy students about their training, focusing on the adequacy for professional practice and to obtain contributions from the experts about the recommended content and skills for the suitable training to the practice of pharmaceutical care. A systematic literature review was conducted to identify studies on the teaching and assessment of pharmaceutical care. The analysis of skills was done using a model known as Objective Structured Clinical Examination (OSCE), consisting of three stations before (OSCE BC) and after (OSCE AC) the students attended to the pharmaceutical care course. Each station involved: simulated patients, examiners and pharmaceuticals (played by students). Students were asked to perform a procedure, such as (1) patient education regarding medication administration technique, (2) the measurement of clinical parameters, and (3) invitation of patients to participate in a pharmaceutical care service. Using a standard checklist, the examiners evaluated the students. Results: The pharmacy students do not feel prepared to make decisions, to solve problems and to deal with the unpredictable behavior of patients. The absence of a Pharmacy School, underutilization of the University Hospital and the lack of contact with real patients were the major causes for disability in their professional training in terms of practical knowledge and skills. Excess of theoretical concepts and the didactic and pedagogical shortcomings of teachers also contributed to hide the practical side of the course. In the systematic review it were identified 25 studies with a predominant focus on the development, review and/or revision of pharmaceutical care courses. Many different teaching methods were described, however, in most of them evaluation methods were not in accordance with the new teaching methods described. The very common methods of assessment were written questionnaires and tests. According to the group of experts, it is necessary that students acquire: knowledge on specific diseases and use of drugs, detection and resolution of drug related problems, assistance documentation and monitoring of patient therapy over time, as well as skills to take responsibility for patient education, communication with other health professionals, all important issues in the clinical practice of pharmacy. The group stressed the need to adopt new teaching methods and evaluation to enable effective learning of students in pharmaceutical care and to determine if the desired learning objectives are met. The most of students obtained low scores in all tasks at OSCE BC stations, revealing their lack of preparation to perform them. The overall performance of students at OSCE AC significantly improved in the most of aspects studied after they attended the Pharmaceutical Care course, except for the invitation to join in a pharmaceutical care service task. Students attained the highest overall scores at the measurement of clinical parameter task. Conclusion: The study revealed that there was an increase of the skills of students to the practice of pharmaceutical care after specific course administered directed to the topic under study.Objetivo: avaliar as competências necessárias para a prática da atenção farmacêutica. Métodos: Grupos focais foram desenvolvidos para: analisar a percepção dos estudantes de Farmácia sobre a sua formação, visando o nível de adequação para a prática profissional e, para obter, junto aos especialistas, conteúdos e habilidades recomendáveis para a formação adequada à prática da atenção farmacêutica. Uma revisão sistemática da literatura foi efetuada para identificar estudos sobre o ensino e avaliação da atenção farmacêutica. A análise das competências ocorreu por meio de um modelo conhecido como Exame Clínico Objetivo Estruturado (OSCE), composto por três estações, antes (OSCE BC) e após (OSCE AC) a disciplina de atenção farmacêutica. Cada estação envolveu: pacientes simulados, examinadores e farmacêuticos (interpretado pelos estudantes). Os estudantes foram convidados a realizar um procedimento, como (1) educação do paciente em relação à técnica de administração de medicamentos, (2) a aferição de parâmetros clínicos, e (3) convite dos pacientes para participar de um serviço de atenção farmacêutica. Examinadores usando um checklist padrão avaliaram os estudantes. Resultados: Os estudantes de farmácia não se sentem preparados para tomar decisões, resolver problemas e lidar com o comportamento imprevisível dos pacientes. A inexistência de uma farmácia escola, a subutilização do Hospital Universitário e a falta de contato com pacientes reais foram as principais causas apontadas para a deficiência na sua formação profissional em termos de conhecimentos práticos e habilidades. O excesso de conceitos teóricos das disciplinas e as deficiências didáticas e pedagógicas dos professores também contribuem para obscurecer o lado prático do curso. Na revisão sistemática foram identificados 25 estudos com foco predominante no desenvolvimento, avaliação e/ou revisão de cursos de atenção farmacêutica. Muitos métodos de ensino diferentes foram descritos, no entanto, na maioria destes os métodos de avaliação não estavam de acordo com os métodos de ensino descritos. Os métodos de avaliação mais comuns foram provas escritas e questionários. Segundo o grupo de especialistas é necessário que os estudantes obtenham: conhecimentos sobre doenças específicas e uso de medicamentos, detecção e resolução de problemas relacionados com medicamentos, documentação das intervenções e monitoramento da terapêutica do paciente ao longo do tempo; além de habilidades para assumir responsabilidades na orientação ao paciente, na comunicação com outros profissionais de saúde; todos importantes para a prática clínica da farmácia. O grupo ressaltou a necessidade de adotar outros métodos de ensino e de avaliação para permitir o aprendizado efetivo dos estudantes em atenção farmacêutica e determinar se os objetivos de aprendizagem desejados foram atendidos. A maioria dos estudantes obtiveram notas baixas em todas as tarefas na OSCE antes da disciplina de atenção farmacêutica, revelando falta de preparo para realizá-las. O desempenho global dos estudantes na OSCE melhorou significativamente na maioria dos aspectos estudados depois de terem frequentado a disciplina de atenção farmacêutica, exceto para o convite do paciente para participar do serviço de atenção farmacêutica. Os estudantes alcançaram os maiores pontuações gerais com a tarefa de aferição de parâmetro clínico. Conclusão: A pesquisa revelou que houve um incremento das competências dos estudantes para a prática da atenção farmacêutica após a disciplina específica administrada voltada ao tema em estudo.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de SergipePós-Graduação em Ciências da SaúdeUFSBRCompetênciasAtenção farmacêuticaEducação farmacêuticaFarmacologiaAvaliaçãoCompetenciesPharmaceutical carePharmaceutical educationEvaluationCNPQ::CIENCIAS DA SAUDEAvaliação de competências necessárias para a prática da atenção farmacêuticaAssessment of required competencies for the practice of pharmaceutical careinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSTEXTWERLISSANDRA_MOREIRA_SOUZA.pdf.txtWERLISSANDRA_MOREIRA_SOUZA.pdf.txtExtracted texttext/plain358245https://ri.ufs.br/jspui/bitstream/riufs/3629/2/WERLISSANDRA_MOREIRA_SOUZA.pdf.txt4844c9a0c277f9a31a5a4db8c112b73eMD52THUMBNAILWERLISSANDRA_MOREIRA_SOUZA.pdf.jpgWERLISSANDRA_MOREIRA_SOUZA.pdf.jpgGenerated Thumbnailimage/jpeg1292https://ri.ufs.br/jspui/bitstream/riufs/3629/3/WERLISSANDRA_MOREIRA_SOUZA.pdf.jpg16af4053b40878c31f2d6b631319e3f1MD53ORIGINALWERLISSANDRA_MOREIRA_SOUZA.pdfapplication/pdf2059711https://ri.ufs.br/jspui/bitstream/riufs/3629/1/WERLISSANDRA_MOREIRA_SOUZA.pdffa957734291d616aad49bf05d15d2a27MD51riufs/36292017-11-28 16:11:58.879oai:ufs.br:riufs/3629Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2017-11-28T19:11:58Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false
dc.title.por.fl_str_mv Avaliação de competências necessárias para a prática da atenção farmacêutica
dc.title.alternative.eng.fl_str_mv Assessment of required competencies for the practice of pharmaceutical care
title Avaliação de competências necessárias para a prática da atenção farmacêutica
spellingShingle Avaliação de competências necessárias para a prática da atenção farmacêutica
Souza, Werlissandra Moreira de
Competências
Atenção farmacêutica
Educação farmacêutica
Farmacologia
Avaliação
Competencies
Pharmaceutical care
Pharmaceutical education
Evaluation
CNPQ::CIENCIAS DA SAUDE
title_short Avaliação de competências necessárias para a prática da atenção farmacêutica
title_full Avaliação de competências necessárias para a prática da atenção farmacêutica
title_fullStr Avaliação de competências necessárias para a prática da atenção farmacêutica
title_full_unstemmed Avaliação de competências necessárias para a prática da atenção farmacêutica
title_sort Avaliação de competências necessárias para a prática da atenção farmacêutica
author Souza, Werlissandra Moreira de
author_facet Souza, Werlissandra Moreira de
author_role author
dc.contributor.author.fl_str_mv Souza, Werlissandra Moreira de
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/5200992527769641
dc.contributor.advisor1.fl_str_mv Antoniolli, Ângelo Roberto
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/1076041144234555
contributor_str_mv Antoniolli, Ângelo Roberto
dc.subject.por.fl_str_mv Competências
Atenção farmacêutica
Educação farmacêutica
Farmacologia
Avaliação
topic Competências
Atenção farmacêutica
Educação farmacêutica
Farmacologia
Avaliação
Competencies
Pharmaceutical care
Pharmaceutical education
Evaluation
CNPQ::CIENCIAS DA SAUDE
dc.subject.eng.fl_str_mv Competencies
Pharmaceutical care
Pharmaceutical education
Evaluation
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS DA SAUDE
description Objective: To evaluate the necessary skills for the practice of pharmaceutical care. Methods: Focus groups were developed to analyze the perceptions of pharmacy students about their training, focusing on the adequacy for professional practice and to obtain contributions from the experts about the recommended content and skills for the suitable training to the practice of pharmaceutical care. A systematic literature review was conducted to identify studies on the teaching and assessment of pharmaceutical care. The analysis of skills was done using a model known as Objective Structured Clinical Examination (OSCE), consisting of three stations before (OSCE BC) and after (OSCE AC) the students attended to the pharmaceutical care course. Each station involved: simulated patients, examiners and pharmaceuticals (played by students). Students were asked to perform a procedure, such as (1) patient education regarding medication administration technique, (2) the measurement of clinical parameters, and (3) invitation of patients to participate in a pharmaceutical care service. Using a standard checklist, the examiners evaluated the students. Results: The pharmacy students do not feel prepared to make decisions, to solve problems and to deal with the unpredictable behavior of patients. The absence of a Pharmacy School, underutilization of the University Hospital and the lack of contact with real patients were the major causes for disability in their professional training in terms of practical knowledge and skills. Excess of theoretical concepts and the didactic and pedagogical shortcomings of teachers also contributed to hide the practical side of the course. In the systematic review it were identified 25 studies with a predominant focus on the development, review and/or revision of pharmaceutical care courses. Many different teaching methods were described, however, in most of them evaluation methods were not in accordance with the new teaching methods described. The very common methods of assessment were written questionnaires and tests. According to the group of experts, it is necessary that students acquire: knowledge on specific diseases and use of drugs, detection and resolution of drug related problems, assistance documentation and monitoring of patient therapy over time, as well as skills to take responsibility for patient education, communication with other health professionals, all important issues in the clinical practice of pharmacy. The group stressed the need to adopt new teaching methods and evaluation to enable effective learning of students in pharmaceutical care and to determine if the desired learning objectives are met. The most of students obtained low scores in all tasks at OSCE BC stations, revealing their lack of preparation to perform them. The overall performance of students at OSCE AC significantly improved in the most of aspects studied after they attended the Pharmaceutical Care course, except for the invitation to join in a pharmaceutical care service task. Students attained the highest overall scores at the measurement of clinical parameter task. Conclusion: The study revealed that there was an increase of the skills of students to the practice of pharmaceutical care after specific course administered directed to the topic under study.
publishDate 2015
dc.date.issued.fl_str_mv 2015-02-25
dc.date.accessioned.fl_str_mv 2017-09-26T12:07:34Z
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