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1

Dolan, Mackenzie A., Chelsea P. Renfro, Stefanie P. Ferreri, Betsy B. Shilliday, Timothy J. Ives, and Jamie J. Cavanaugh. "Community Pharmacist Preferences in Transition of Care Communications." Journal of Pharmacy Practice 32, no. 5 (April 17, 2018): 524–28. http://dx.doi.org/10.1177/0897190018770551.

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Objective: To determine community pharmacist preferences in transition of care (TOC) communications. Methods: In this cross-sectional study, data were gathered via electronic survey of community pharmacists regarding their preferences for TOC communications. The survey was distributed via email by the North Carolina Board of Pharmacy. Results were analyzed using descriptive statistics. Results: Survey responses were received from 343 community pharmacists (response rate = 6.1%). Responders most commonly worked in an independent, single store (29.2%, n = 100) or national chain (29.2%, n = 100) pharmacy setting. Preferred method for a TOC communication was via electronic health record (63.0%, n = 184). Preferred TOC communication content are mentioned as follows: active (93.2%, n = 274) and discontinued (86.4%, n = 254) medications and reason for hospitalization (85.0%, n = 250). The top 3 self-identified barriers to utilizing a TOC communication: lack of care coordination with community pharmacy (35.0%, n = 14), lack of support from other health-care providers (22.5%, n = 9), and absence of compensation for providing the service (17.5%, n = 7). When asked if TOC communications were available, 97.5% (n = 278) indicated it would be useful. Conclusion: Community pharmacists acknowledged a need for TOC communications and shared their preferences in the content and method of communication. Future research is warranted to implement TOC communications between a health system and community pharmacy.
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El-Sakran, Tharwat M., and Sawsan T. M. El-Sakran. "Pharmacy Students’ Attitudes Towards Learning Communication Skills: The Case Of The United Arab Emirates." American Journal of Health Sciences (AJHS) 6, no. 1 (June 1, 2015): 17–22. http://dx.doi.org/10.19030/ajhs.v6i1.9266.

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Effective communication amongst pharmacists, especially clinical pharmacists, physicians, nurses, patients, patients’ families and relatives and health care personnel is essential. Poor communication does not only lead to frustration and lack of respect among professions but also may compromise patient care if important information is misunderstood, ineffectively conveyed, or left out. This research explores clinical pharmacy students’ and clinical pharmacy graduates’ attitudes towards the relevance and importance of learning communication skills in their pharmacy careers in the United Arab Emirates. For the purposes of this study, Rees, Sheard, and Davies’ (2002) Communication Skills Attitudes Scale (CSAS) is used to measure pharmacy students’ and pharmacy graduates’ attitudes towards communication skills learning. Although this measure was originally designed to measure medical students’ attitudes towards communication skills learning in a European country, the results obtained from our study are not dissimilar to those reported by Rees et al. (2002) in their study. The paper concludes with some practical suggestions for pharmacy experts in charge of pharmacy communication courses.
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Gray, Alistair. "Refer-To-Pharmacy: Pharmacy for the Next Generation Now! A Short Communication for Pharmacy." Pharmacy 3, no. 4 (December 11, 2015): 364–71. http://dx.doi.org/10.3390/pharmacy3040364.

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Yao, Dongning, Liang Jiang, Yuankai Huang, Lei Chen, Yitao Wang, and Xiaoyu Xi. "Assessment of Factors Influencing Communication in Clinical Pharmacy." Evaluation & the Health Professions 42, no. 4 (February 20, 2018): 422–49. http://dx.doi.org/10.1177/0163278717751028.

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This study aimed to identify and assess the factors that influence communication quality between clinical pharmacists and patients using a structural equation model based on the predisposing, reinforcing, and enabling constructs in educational/environmental diagnosis and evaluation–policy, regulatory, and organizational constructs in educational and ecological development model to identify the most effective path to increase their communication quality. A survey was conducted at 253 Class-A tertiary hospitals in China from March to December 2016. During on-site observations, verbal communications between clinical pharmacists ( n = 752) and patients were audio recorded, and communication quality was rated by an expert panel on an 8-item Quality of Communication Rating Scale. Clinical pharmacists completed questionnaires that examined the predisposing, enabling, and reinforcing factors that influenced communication quality. Finally, AMOS was employed to examine the relationships between the three factors and communication quality. The results indicated that all three factors positively affected communication quality, with correlation coefficients of .26, .13, and .17, respectively. The most influential predisposing factor was attitude (.77), the most influential enabling factors were self-efficacy (.71) and confidence (.72), and the most influential reinforcing factor was rewards (.74). The findings suggest that pharmacists’ attitudes toward, perceived knowledge of, and skill and confidence in communication, and the rewards offered by pharmacy management are the most influential factors that influence communication quality.
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Szeinbach, Sheryl L. "Teaching Communication Skills to Pharmacy Students." Journal of Pharmacy Teaching 2, no. 3 (1991): 49–61. http://dx.doi.org/10.1300/j060v02n03_04.

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Kälvemark Sporrong, Sofia, and Susanne Kaae. "Trends in Pharmacy Practice Communication Research." Pharmacy 6, no. 4 (December 5, 2018): 127. http://dx.doi.org/10.3390/pharmacy6040127.

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Latif, David A. "Using Supportive Communication to Foster the Pharmacy Director-Clinical Pharmacist Relationship." Journal of Pharmacy Practice 17, no. 4 (August 2004): 270–74. http://dx.doi.org/10.1177/0897190004268651.

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The quality of the pharmacy director-clinical pharmacist relationship is critical not only to the professional development success of the clinical pharmacist and the intrinsic satisfaction of the pharmacy director but also to the likelihood of the clinical pharmacist’s staying at the institution. This article advocates the incorporation of supportive communication principles into a regularly scheduled personal management interview program between pharmacy directors and their clinical pharmacists. A detailed discussion of how pharmacy directors might implement a personal management interview program that incorporates 8 principles of supportive communication is provided.
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Abermann, Dra, and Andrs Zelena. "Information and communication gaps in the pharmacy." Applied Medical Research 5, no. 1 (2018): 9. http://dx.doi.org/10.5455/amr.20180927083126.

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Mazánková, Dana, Filip Kňažek, and Jana Mečiaková. "Principles of effective communication in the pharmacy." Praktické lékárenství 18, no. 2 (June 22, 2022): E11—E17. http://dx.doi.org/10.36290/lek.2022.026.

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Fejzic, Jasmina, Michelle Barker, Ruth Hills, and Alannah Priddle. "Communication Capacity Building through Pharmacy Practice Simulation." American Journal of Pharmaceutical Education 80, no. 2 (March 25, 2016): 28. http://dx.doi.org/10.5688/ajpe80228.

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Murawski, Matthew M., Patrick Miederhoff, and Warren Rule. "Birth Order and Communication Skills of Pharmacy Students." Perceptual and Motor Skills 80, no. 3 (June 1995): 891–95. http://dx.doi.org/10.2466/pms.1995.80.3.891.

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Pharmacy educators are training graduates in a concept of practice called pharmaceutical care. The movement towards patient care requires consideration of the personal and social qualities of trainees. All individuals attracted to pharmacy may not desire involvement in patient care. This preliminary study of pharmacy students of the relationships among birth order, empathy, and assertiveness behaviors using the Interpersonal Communication Inventory showed the incidence of firstborn students in this sample was not significantly higher than in the general population but the incidence of those born second was significantly lower. Regression analysis of individual items gave significant correlations between birth order and three items on the inventory. While few conclusions can be drawn, a clear direction for further research is indicated.
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Jalal, Zahraa, Anthony Cox, Neera Goel, Nikita Vaitha, Kathryn King, and Jon Ward. "Communications Skills in the Pharmacy Profession: A Cross Sectional Survey of UK Registered Pharmacists and Pharmacy Educators." Pharmacy 6, no. 4 (December 12, 2018): 132. http://dx.doi.org/10.3390/pharmacy6040132.

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Objectives: To determine UK pharmacists’ experiences of their current communication skills and undergraduate training and to identify communication skills training and teaching at UK schools of pharmacy. Methods: Two surveys were developed. The first survey was sent to UK practicing pharmacists examining their current communication skills and interest in behavioural counselling techniques such as Motivational Interviewing (MI). A second survey was sent to all UK Schools of Pharmacy investigating communication skills training and teaching. Results: In the first survey pharmacists reported low satisfaction with their undergraduate communication skills training. A convenience sample of 109 UK pharmacists responded to the first survey. Forty-four per cent (n = 48) of the respondents stated that they continued their professional development in communication skills after an undergraduate degree. Seventy (65.4%) were not familiar with behavioural counselling techniques such as MI. The most common patient consultation delivered by pharmacists was around adherence to medicine 22.4% (n = 50). Pharmacists expressed a need for further training in clinical areas such as mental health 25.7% (n = 80). Results from the second survey to pharmacy schools showed that Schools of Pharmacy response rate was 60% (18/30). All 18 schools stated that they teach health behaviour change consultation skills and this is mostly delivered by a clinical pharmacist. Teaching communication skills was mostly delivered as role play with peers (n = 17). Conclusion: This first national survey of communication skills training in Schools of Pharmacy shows that newer graduates have received more communication training compared to older graduates, however pharmacists’ respondents still felt that they were under prepared for behaviour change patient consultations. MI training would be welcomed by those. Practice Implications: Structured courses in communication skills, including behavioural change techniques, are needed for practicing UK pharmacists.
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Farahani, Imaneh, Samieh Farahani, Maira A. Deters, Holger Schwender, and Stephanie Laeer. "Efficacy of an Objective Structured Clinical Examination Training Approach for Training Pharmacy Students in Diabetes Mellitus Counseling: A Randomized Controlled Trial." Pharmacy 8, no. 4 (November 26, 2020): 229. http://dx.doi.org/10.3390/pharmacy8040229.

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Pharmacists’ tasks are multifaceted and include, for example, vital counseling and communication skills. Objective Structured Clinical Examinations (OSCEs) could be used to train pharmacy students in these skills. Our study sought to determine the efficacy of our OSCE training approach for training pharmacy students’ counseling and communication skills on diabetes mellitus compared to a control group. This randomized controlled study was conducted with pharmacy students using a pre-post-design. The intervention group completed diabetes OSCE training, while the control group solved diabetes patient cases using subjective, objective, assessment, and plan notes. Before and after the respective training, both groups completed OSCEs evaluating counseling and communication skills. Before each OSCE encounter, the participants completed a self-assessment questionnaire and, upon completion of the seminar, filled out a satisfaction survey. The OSCE-trained group demonstrated a significantly greater increase in counseling and communication skills and self-confidence than the control group. Both groups were generally satisfied with the seminar. These results demonstrate that our OSCE training approach allows for the effective training of pharmacy students’ diabetes counseling and communication skills and suggests the inclusion of such a skill-based approach more widely in pharmacy students’ education.
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Ferguson, McKenzie C., and Leah Shan. "Survey Evaluation of Pharmacy Practice Involving Deaf Patients." Journal of Pharmacy Practice 29, no. 5 (July 9, 2016): 461–66. http://dx.doi.org/10.1177/0897190014568379.

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Introduction: For a patient who is deaf, providing patient care can be more difficult due to communication barriers. This study was conducted in order to better understand pharmacists’ current means of communicating with deaf patients as well as investigating pharmacists’ knowledge of their legal responsibility to these patients. Methods: Surveys were used to gather information from pharmacists and were distributed in areas with a large population of deaf patients. Results: Of the 73 pharmacists who completed surveys, 50 (68.5%) of them interact with at least 1 to 5 deaf patients monthly. Pharmacists responded that accessibility of interpreters is the most significant barrier to communication and providing written material is the method most used to communicate with deaf patients. None of the 73 pharmacists who completed the survey felt that they have a legal obligation to provide and pay for an interpreter. Conclusion: When interacting with a deaf patient, pharmacists may experience communication barriers. Pharmacists should strive to appropriately communicate with the deaf as well as familiarize themselves with legal obligations to this patient population.
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Naunton, Mark. "Communication troubles us." Journal of Pharmacy Practice and Research 48, no. 4 (August 2018): 302–3. http://dx.doi.org/10.1002/jppr.1481.

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Wolters, Majanne, Jacqueline G. van Paassen, Lenneke Minjon, Mirjam Hempenius, Marie-Rose Blokzijl, and Lyda Blom. "Design of a Pharmacy Curriculum on Patient Centered Communication Skills." Pharmacy 9, no. 1 (January 15, 2021): 22. http://dx.doi.org/10.3390/pharmacy9010022.

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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.
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DelNero, Tracey, and Deepti Vyas. "Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication." Pharmacy 9, no. 2 (June 15, 2021): 111. http://dx.doi.org/10.3390/pharmacy9020111.

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Early provision of interprofessional education (IPE) is imperative to ensure effective communication between healthcare professionals. However, there are several barriers to offering adequate IPE, including space restrictions and lack of human resources, prompting exploration of alternative modalities. In 2019, an IPE activity was offered in person with 213 pharmacy and 45 physician assistant (PA) students participating in one-on-one team huddles focusing on managing an acutely ill patient. In 2020, the same IPE activity, including 194 pharmacy and 45 PA students, was offered virtually. Peer evaluations, an attitudes survey, and confidence surveys were administered to evaluate the impact of the IPE activity. A student t-test and descriptive statistics were utilized to analyze the data. On average, PA students in the virtual group rated their peers higher than PA students in the in-person group, with little difference in the pharmacy peer evaluation of their PA partner. Ninety percent of pharmacy students and 91% of PA students in the virtual group felt that “they learned something new regarding therapeutic management” from their partner versus 84% of pharmacy and 81% of PA students in the in-person group. In conclusion, using a virtual modality for a communications-focused IPE was not detrimental to student attitudes and did not adversely affect peer perceptions.
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Gillette, Chris, Michael Rudolph, Nicole Rockich-Winston, Robert Stanton, and H. Glenn Anderson. "Improving Pharmacy Student Communication Outcomes Using Standardized Patients." American Journal of Pharmaceutical Education 81, no. 6 (August 2017): 110. http://dx.doi.org/10.5688/ajpe816110.

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Rickles, Nathaniel M., Carey M. Noland, Anthony Tramontozzi, and Michele A. Vinci. "Pharmacy Student Knowledge and Communication of Medication Errors." American Journal of Pharmaceutical Education 74, no. 4 (September 2010): 60. http://dx.doi.org/10.5688/aj740460.

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Svensberg, Karin, Ingunn Björnsdottir, Andy Wallman, and Sofia Kälvemark Sporrong. "Nordic Pharmacy Schools’ Experience in Communication Skills Training." American Journal of Pharmaceutical Education 81, no. 9 (November 2017): 6005. http://dx.doi.org/10.5688/ajpe6005.

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Chen, Aleda M. H., Mary E. Kiersma, Carrie N. Keib, and Stephanie Cailor. "Fostering Interdisciplinary Communication between Pharmacy and Nursing Students." American Journal of Pharmaceutical Education 79, no. 6 (August 25, 2015): 83. http://dx.doi.org/10.5688/ajpe79683.

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Chen, A. M. H., M. E. Kiersma, C. N. Keib, and S. Cailor. "Fostering Interprofessional Communication with Pharmacy and Nursing Students." Research in Social and Administrative Pharmacy 10, no. 5 (September 2014): e25. http://dx.doi.org/10.1016/j.sapharm.2014.07.068.

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Oehlmann, R., and A. Czirfusz. "Pharmacy Vaccinations." Clinical Social Work and Health Intervention 12, no. 2 (June 30, 2021): 12–16. http://dx.doi.org/10.22359/cswhi_12_2_02.

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The vaccination rate is on the decline as parents avoid making frequent visits to healthcare facilities to visit doctors. The high cost of healthcare access in Germany, the United States, and other parts of the world has resulted in many people remaining under vaccinated or unvaccinated. The rate of pandemic outbreaks in Europe has highlighted the significance of improved communication and education about the safety and the efficacy of vaccinations alongside effective strategies of reducing the rate of disease transmission1 . Pandemics have unprecedented impacts on the families’ health and pressure on healthcare systems in Europe. During pandemics, there is widespread fear in families concerning how the pandemics will affect families and communities more especially to the compromised people in society, such as pregnant women and people with chronic illnesses. Although pharmaceutical practices are under intensive scrutiny, pharmacies' vaccinations comprise an important element in the healthcare system for pandemic diseases.
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Donovan, Erin E., Laura E. Brown, Sharon K. Rush, Mackenzie R. Greenwell, Billy Table, Yaguang Zhu, and Kyle D. Kearns. "An Applied Improvisational Pharmacy Communication Workshop Implemented During Orientation for First-Year Pharmacy Students." American Journal of Pharmaceutical Education 84, no. 1 (December 12, 2019): 7250. http://dx.doi.org/10.5688/ajpe7250.

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Stevenson, Fiona, Grant McNulty, and Miranda Leontowitsch. "Negotiating roles in pharmacy practice: Interactions across linguistic and cultural barriers." Communication and Medicine 9, no. 1 (February 19, 2013): 83–94. http://dx.doi.org/10.1558/cam.v9i1.83.

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There has been relatively little discussion of the effects of cultural and linguistic differences on communication in consultations. Moreover, communication in community pharmacy is largely under-researched. This study explores interactions between pharmacists, pharmacy assistants and patients conducted across cultural and linguistic barriers. We drew on a data set collected in a pharmacy in London. The data consisted of 12 video recorded consultations in which patients spoke in Sylheti (a dialect of Bengali), the pharmacists spoke in English and pharmacy assistants used both languages. These data were supplemented with focus groups. Despite the fact that the pharmacy assistant was the only person able to follow all the interactions, pharmacists worked to fulfil their legal and professional duties. It could be argued that the very existence of cultural and linguistic barriers prompted the pharmacists to engage to ensure that the patient understood how to use their medicine. There was no acknowledgement that the pharmacy assistants were fulfilling an additional role. It is likely that explicit negotiation of a flexible and adaptive communicative model would lead to a more satisfying encounter for all participants.
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Boyle, Todd A., Bobbi Morrison, and Thomas Mahaffey. "Media Generation and Pharmacy Regulatory Authority Awareness." Journal of Pharmacy Technology 38, no. 1 (January 10, 2022): 39–45. http://dx.doi.org/10.1177/87551225211051593.

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Background: Professional regulatory authorities play a critical role in protecting public interest. Yet, there is a growing view that trust in regulatory authorities may be on the decline. Objective: Awareness has been identified as important for maintaining trust. However, research that examines public awareness and trust in pharmacy regulatory authorities (PRAs) is lacking. This research explores public awareness and trust of PRAs and presents recommendations to enhance PRA communication strategies. Methods: An online survey was conducted with the Nova Scotia (Canada) public in 2020. Adopting classifications from the Communications literature, 3 media generations were explored: newspaper, television, and the Internet. The χ2 test of independence and Kruskal-Wallis H test were adopted to explore differences between the generations. Results: Six hundred sixty-two usable surveys were obtained. Over 80% of those surveyed were aware of the existence of the PRA. Those who had heard of the PRA were most aware of its operational responsibilities and less aware of its governance. The Internet Generation was more aware that the PRA includes members of the public in its decision making than expected and showed increased trust toward the PRA versus the other media generations. Conclusion: The findings should help inform PRA communication plans and set baselines to assess whether such plans enhance awareness. Future studies should explore additional aspects of PRA awareness and trust, perform comparisons across pharmacy jurisdictions, and develop and test models of the relationship between PRA awareness and various dimensions of institutional trust.
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O’Brien, Catherine E., Schwanda K. Flowers, and Cindy D. Stowe. "Desirable Skills in New Pharmacists." Journal of Pharmacy Practice 30, no. 1 (July 9, 2016): 94–98. http://dx.doi.org/10.1177/0897190015621804.

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Objective: To compare survey responses between licensed pharmacists who work with or employ new graduates and graduating senior pharmacy students at a college of pharmacy. Design: This was a retrospective analysis of surveys given to 2 groups of pharmacists and students. Responses to items regarding importance of desirable qualities in new pharmacists and level of preparation of new graduates were analyzed. Qualities included drug information, pharmacology, therapeutics, communication with patients/customers or health care professionals, professionalism, ethics, management, and conflict resolution. Results: There was consensus between pharmacists and students regarding the importance of all items ( P > .05 for all comparisons). However, the percentage of pharmacists versus students who agreed that new graduates communicate effectively differed (86.7% vs 100%, respectively, P < .05). Of pharmacists surveyed at a career fair, 64.1% chose communication as the 1 skill that would distinguish an applicant, and retail and hospital pharmacists displayed a statistically significant ( P < .05) difference in the audience (patients/customers vs other health care professionals). Conclusion: Pharmacists and students agree on the knowledge and skills essential for pharmacy practice but disagree on the level of preparation for effective communication. These results support ongoing efforts to improve the development of communication skills in the professional pharmacy curriculum.
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Svendsen, Karianne, David R. Jacobs, Lisa T. Mørch-Reiersen, Kjersti W. Garstad, Hege Berg Henriksen, Vibeke H. Telle-Hansen, and Kjetil Retterstøl. "Evaluating the use of the heart age tool in community pharmacies: a 4-week cluster-randomized controlled trial." European Journal of Public Health 30, no. 6 (March 24, 2020): 1139–45. http://dx.doi.org/10.1093/eurpub/ckaa048.

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Abstract Background Joint British Societies have developed a tool that utilizes information on cardiovascular disease (CVD) risk factors to estimate an individual’s ‘heart age’. We studied if using heart age as an add-on to conventional risk communication could enhance the motivation for adapting to a healthier lifestyle resulting in improved whole-blood cholesterol and omega-3 status after 4 weeks. Methods A total of 48 community pharmacies were cluster-randomized to use heart age+conventional risk communication (intervention) or only conventional risk communication (control) in 378 subjects after CVD risk-factor assessment. Dried blood spots were obtained with a 4-week interval to assay whole-blood cholesterol and omega-3 fatty acids. We also explored pharmacy-staff’s (n=27) perceived utility of the heart age tool. Results Subjects in the intervention pharmacies (n=137) had mean heart age 64 years and chorological age 60 years. In these, cholesterol decreased by median (interquartile range) −0.10 (−0.40, 0.35) mmol/l. Cholesterol decreased by −0.20 (−0.70, 0.30) mmol/l (P difference =0.24) in subjects in the control pharmacies (n=120) with mean chronological age 60 years. We observed increased concentrations of omega-3 fatty acids after 4 weeks, non-differentially between groups. Pharmacy-staff (n=27) agreed that heart age was a good way to communicate CVD risk, and most (n=25) agreed that it appeared to motivate individuals to reduce elevated CVD risk factors. Conclusions The heart age tool was considered a convenient and motivating communication tool by pharmacy-staff. Nevertheless, communicating CVD risk as heart age was not more effective than conventional risk communication alone in reducing whole-blood cholesterol levels and improving omega-3 status.
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Sumaida, Dalia. "Pharmacy inventory control ordering web application." Journal of Clinical Oncology 30, no. 34_suppl (December 1, 2012): 330. http://dx.doi.org/10.1200/jco.2012.30.34_suppl.330.

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330 Background: Many departments within the hospital system were complaining of errors in the carousel system and the quantity of drugs ordered vs. received. Methods: Development of a communication tool between purchasing, inventory control, materials management, finance and accounts payable to streamline the process of ordering and receiving throughout the hospital system. Results: Communication between the departments in ordering and receiving. Reduction in errors of drug quantities ordered vs drug quantity received. Automating the receiving log system and the packing slip process. The web app cut down the time to process a drug by 50%. Conclusions: The use of IT to reduce waste, increase productivity, and improve quality of the system.
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Guthrie, Kendall D., Steven C. Stoner, D. Matthew Hartwig, Justin R. May, Sara E. Nicolaus, Andrew M. Schramm, and Kristen L. DiDonato. "Physicians’ Preferences for Communication of Pharmacist-Provided Medication Therapy Management in Community Pharmacy." Journal of Pharmacy Practice 30, no. 1 (July 10, 2016): 17–24. http://dx.doi.org/10.1177/0897190015585764.

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Objectives: (1) To identify physicians’ preferences in regard to pharmacist-provided medication therapy management (MTM) communication in the community pharmacy setting; (2) to identify physicians’ perceived barriers to communicating with a pharmacist regarding MTM; and (3) to determine whether Missouri physicians feel MTM is beneficial for their patients. Methods: A cross-sectional prospective survey study of 2021 family and general practice physicians registered with MO HealthNet, Missouri’s Medicaid program. Results: The majority (52.8%) of physicians preferred MTM data to be communicated via fax. Most physicians who provided care to patients in long-term care (LTC) facilities (81.0%) preferred to be contacted at their practice location as opposed to the LTC facility. The greatest barriers to communication were lack of time and inefficient communication practices. Improved/enhanced communication was the most common suggestion for improvement in the MTM process. Approximately 67% of respondents reported MTM as beneficial or somewhat beneficial for their patients. Conclusions: Survey respondents saw value in the MTM services offered by pharmacists. However, pharmacists should use the identified preferences and barriers to improve their currently utilized communication practices in hopes of increasing acceptance of recommendations. Ultimately, this may assist MTM providers in working collaboratively with patients’ physicians.
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Hosseini, M., and M. Luliak. "Use of Apps in Pharmacy as a Communication tool." Clinical Social Work and Health Intervention 12, no. 2 (June 30, 2021): 49–52. http://dx.doi.org/10.22359/cswhi_12_2_09.

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In Germany, around 58 million people currently use a smartphone. 1 Not to use this communicative access to potential customers on the part of the health market would not only be negligent, but also unrealistic. Digitalization in the health sector has developed strongly in many areas in recent years and is described with different terms. These include 'e-health', 'digital health' or 'health 2.0'. However, all these terms mean the same thing: techniques and digital applications for preventing, improving and maintaining the health of the population. The tools of this technology are websites, portals, forums and, above all, apps. They are all intended to support people in actively shaping their health. 2
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McDonough, Randy P., and Marialice S. Bennett. "Improving Communication Skills of Pharmacy Students Through Effective Precepting." American Journal of Pharmaceutical Education 70, no. 3 (September 2006): 58. http://dx.doi.org/10.5688/aj700358.

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Hasan, Sanah. "A Tool to Teach Communication Skills to Pharmacy Students." American Journal of Pharmaceutical Education 72, no. 3 (September 2008): 67. http://dx.doi.org/10.5688/aj720367.

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Boesen, Kevin P., Richard N. Herrier, David A. Apgar, and Rebekah M. Jackowski. "Improvisational Exercises to Improve Pharmacy Students' Professional Communication Skills." American Journal of Pharmaceutical Education 73, no. 2 (September 2009): 35. http://dx.doi.org/10.5688/aj730235.

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Myers, CE. "Pharmacy implications of the revised OSHA Hazard Communication Standard." American Journal of Health-System Pharmacy 46, no. 5 (May 1, 1989): 990–91. http://dx.doi.org/10.1093/ajhp/46.5.990.

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Pabst, Damon, and Richard K. Ogden. "Tiered communication system for a health-system pharmacy department." American Journal of Health-System Pharmacy 76, no. 10 (March 19, 2019): 637–38. http://dx.doi.org/10.1093/ajhp/zxz041.

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Susanne, Kaae, Nørgaard Lotte Stig, Sofia Kälvemark Sporrong, and Almarsdottir Anna Birna. "Workshop – How to characterize communication at the pharmacy counter." Research in Social and Administrative Pharmacy 13, no. 3 (May 2017): e13-e14. http://dx.doi.org/10.1016/j.sapharm.2017.02.097.

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Hsu, Shih-Ying H., Monica J. Hwang, and Jeanine K. Mount. "Team Communication on Tasks Performed in Blood Pressure Clinics in Community Pharmacies." Journal of Pharmacy Technology 36, no. 1 (September 13, 2019): 10–15. http://dx.doi.org/10.1177/8755122519872697.

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Background: To successfully deliver pharmacy services, pharmacists and technicians need to work as a team and have effective communication. Objectives: To measure the amount of communication between community pharmacists and their technicians during monthly blood pressure (BP) clinics. Methods: Cross-sectional survey method was used to assess the amount of communication pharmacists and technicians had on each task. Study participants were pharmacist-technician pairs (teams) from 10 intervention community pharmacies in the Team Education and Adherence Monitoring (TEAM) trial. Each team provided services designed to improve BP among hypertensive African American patients. Thirteen specific tasks were identified as essential in providing monthly BP clinics, and they were being performed by either the pharmacist or technician. At the end of the trial, each pharmacist and technician were asked to report his/her perception of discussion levels that occurred for each task. The level of team communication was summarized for each task (task-specific) and for each team (team-specific). Results: For task-specific communication, 3 teams had communication regarding pharmacist tasks and 5 teams engaged in communication for technician tasks. More communication was reported for newly developed technician tasks in the BP clinic. For team-specific communication, 2 teams reported no communication on any task, and another 2 teams reported having communication on all the tasks. Overall, pharmacy teams showed different levels of communication in this study. Conclusion: The amounts of communication between pharmacists and technicians were found to vary for different tasks and teams. This suggests that the nature of tasks and the unique dynamics existing in each pharmacy team could influence pharmacist-technician communication.
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Zuckerman, Autumn D., Pratish C. Patel, Mark Sullivan, Amy Potts, Molly Knostman, Elizabeth Humphreys, Michael O’Neal, et al. "From natural disaster to pandemic: A health-system pharmacy rises to the challenge." American Journal of Health-System Pharmacy 77, no. 23 (May 16, 2020): 1986–93. http://dx.doi.org/10.1093/ajhp/zxaa180.

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Abstract Purpose This report describes a health-system pharmacy’s response to a natural disaster while staff members simultaneously prepared for the coronavirus disease 2019 (COVID-19) pandemic. By detailing our experience, we hope to help other institutions that are current facing or could encounter similar crises. Summary In early March 2020, a tornado destroyed the health system’s warehouse for storage of most clinical supplies, including personal protective equipment and fluids. The pharmacy purchasing team collaborated with suppliers and manufacturers to recover losses and establish alternative storage areas. Days later, the pharmacy department was forced to address the impending COVID-19 pandemic. Key elements of the COVID-19 response included reducing the potential for virus exposure for patients and staff; overcoming challenges in sourcing of staff, personal protective equipment, and medications; and changing care delivery practices to maintain high-quality patient care while maximizing social distancing. The pharmacy department also created distance learning opportunities for 70 pharmacy students on rotations. After an initial plan, ongoing needs include adjustment in patient care activities if significant staff losses occur, when and how to resume clinical activities, and how to best utilize the resources accumulated. Elements of practice changes implemented to reduce COVID-19 threats to patients and pharmacy personnel have proven beneficial and will be further evaluated for potential continuation. Conclusion The pharmacy department’s efforts to respond to a natural disaster and unprecedented pandemic have proven successful to this point and have illuminated several lessons, including the necessity of cohesive department communication, staff flexibility, prioritization of teamwork, and external collaboration.
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Teo, Jia Min, Leroy Koh, and Yap Kai Zhen. "A systematic review of reflective writing in the pharmacy curriculum: Impact on patient-centred communication skills or cultural competence." Pharmacy Education 22, no. 1 (May 28, 2022): 287–300. http://dx.doi.org/10.46542/pe.2022.221.287300.

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Background: This review aims to identify and evaluate the impact of reflective writing in pharmacy curriculum on student’s patient-centred communication (PCC) skills or cultural competence. Methods: Electronic databases of PubMed, Embase, Scopus, ERIC, CINAHL and PsychInfo were systematically searched without restricting study designs. Results: Six articles were included in this review. For PCC skills, reflective writing improves pharmacy students’ motivational interviewing and shared decision-making skills, in managing patients’ treatment plans. However, reflective writing only improves pharmacy students’ ability to build rapport but not to recognise and respond to their patients’ emotions, in reassuring their patients. Lastly, conflicting results are seen for its effects on cultural competence, due to differences in the measurement instruments and cultural academic assignments complementary to reflective writing. Conclusion: Reflective writing positively impacted pharmacy students’ PCC skills in managing treatment plans but had limited impact on reassurance. Furthermore, the impact of reflective writing on pharmacy students’ cultural competence is inconclusive.
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Barbour, Emma. "P010 Influencing change: impactful communication – paediatric diabetes prescriptions." Archives of Disease in Childhood 104, no. 7 (June 19, 2019): e2.13-e2. http://dx.doi.org/10.1136/archdischild-2019-nppc.20.

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AimThe paediatric wards in two hospital sites within one Trust deal with the supply of newly diagnosed diabetic prescriptions differently and the aim of this project was to have uniformity throughout the Trust with regards the supply of these discharge items, with both hospital pharmacy sites supplying the discharge items. Having completed the Pharmacy Management Clinical Leadership in Pharmacy (CLIP) program I wanted to use new skills learned throughout CLIP to be able to lead on influencing a change of practice on one hospital site and have uniformity across the Trust. I wanted to be able to persuade one site to change their practice of over 20 years and start getting the items dispensed through the hospital pharmacy.MethodsUsing the GROW model I ensured I was clear on what my plan was and that my goals were SMARTER. I had to deal with a number of different professionals and was prepared for some conflict as was expecting resistance to change. I met with the key stakeholders with regards the change. I communicated with medical staff, nursing staff and dispensary manager in the relevant hospital, and used the Colours Model1 to help me with this. The Colours Model is a simple and effective way to analyse our own communication preference and also to understand the preference of others. Knowing this I was then able to flex my communication style accordingly to engage with all parties more effectively. I identified what ‘colour’ I classed each group as and used different styles of communication for each. I also reviewed the records of newly diagnosed diabetic patients discharged from the paediatric ward over a period of one year to determine what discharge letter was given to the patient, and what detail was on it.ResultsOf the patients discharged in 2017, only 44% had a discharge on the relevant electronic system with pharmacy items on it, with just one having all required items. I communicated the following way with the different staff, once I had identified their ‘colour’. Medical staff (GREEN - Amiables, who are task focused and have indirect style). I focused on whole team and explained the benefit for change across interface. Nursing staff (RED - Drivers, who are task focused and have a direct style). I got straight to the point, explained reasons and results. Dispensary manager (BLUE - Analyticals, who are task focused and have an indirect style). I emailed in advance. Got to the point and gave exact details.ConclusionAll Staff agreed to the change in process in the paediatric ward. All discharges for newly diagnosed diabetic children on both sites will be electronically written and dispensed within the hospital pharmacy. The outcome for patient care is a more seamless transition of care between interface. By undertaking the CLIP programme I acquired a number of important skills to enable me to successfully lead this change. I made my voice heard and led with impactful communication.ReferenceCLIP workbook Leading with Impactful Communication Chapter 5 The Colours ModelJanuary 2018.
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Møllebæk, Mathias, Susanne Kaae, Marie Louise De Bruin, Torbjörn Callréus, Sukhwinder Jossan, and Christine E. Hallgreen. "The effectiveness of direct to healthcare professional communication – A systematic review of communication factor studies." Research in Social and Administrative Pharmacy 15, no. 5 (May 2019): 475–82. http://dx.doi.org/10.1016/j.sapharm.2018.06.015.

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Kelsch, Michael P., Rebecca Brynjulson, Allison Hursman, Amy Werremeyer, and Heidi N. Eukel. "Impact of an Emergency Department Simulation on Pharmacy Students’ Interprofessional Team Skills and Attitudes." INNOVATIONS in pharmacy 13, no. 4 (November 9, 2022): 1. http://dx.doi.org/10.24926/iip.v13i4.4650.

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Objective: To evaluate the impact of an emergency department simulation on pharmacy students’ interprofessional team skills and attitudes as measured by a novel mixed methods approach. Methods: A simulated emergency department encounter was executed by interprofessional teams consisting of pharmacy and medical students. Two rounds of the same encounter were separated by a short debriefing session facilitated by pharmacy and medical faculty. A full, comprehensive debriefing session occurred after conclusion of the second round. Pharmacy faculty evaluated pharmacy students using a competency-based checklist after each round of the simulation. Pharmacy students completed a baseline self-assessment of their interprofessional skills and attitudes pre-simulation, and again post-simulation. Results: Pharmacy students demonstrated significant improvement in providing clear and concise verbal interprofessional communication and using shared decision making to develop a collaborative plan of care, based upon student self-assessment and faculty observational ratings. Student self-assessments also showed significant perceived growth in contributing to the team’s plan of care, and demonstrating active listening skills within the interprofessional team. Through qualitative analysis, pharmacy students noted perceived self-improvement in a variety of team-based skills and attitudes including confidence, critical thinking, role identification, communication, and self-awareness. Conclusion: This simulation provided a learning opportunity for pharmacy students to improve their skills related to teamwork and interprofessional collaboration. Based upon a novel a mixed methods assessment, both student self-assessment and faculty observational ratings were associated with significant growth in interprofessional skills and attitudes. This simulation provides a template experience for colleges/schools to meet, at least in part, ACPE Standards related to interprofessional education in collaboration with medical students.
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Pruskowski, Jennifer, Heather Sakely, and Steven Handler. "Development of a required longitudinal residency experience focused on deprescribing." American Journal of Health-System Pharmacy 76, no. 4 (January 21, 2019): 236–41. http://dx.doi.org/10.1093/ajhp/zxy029.

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Abstract Purpose In this article we describe a novel required longitudinal experience focused on deprescribing designed for postgraduate year 2 (PGY2) geriatric pharmacy residents. This experience was embedded within a clinical pharmacist–driven deprescribing service. Insights on challenges faced and benefits gained during the first offering are also highlighted. Summary Through collaboration with the University of Pittsburgh School of Pharmacy (UPMC) Palliative and Supportive Institute and the UPMC St. Margaret PGY2 geriatric pharmacy residency program, a year-long required deprescribing-focused experience was developed and executed. The experience was aligned with the American Society of Health-System Pharmacists’ standard goals and objectives and was designed to focus and evaluate 3 skills necessary for all pharmacy practitioners: empathy, critical thinking, and communication. There is a need for proactive deprescribing initiatives to reduce the unnecessary burden and cost associated with potentially inappropriate medications for older patients. Focused deprescribing experiences can better equip pharmacist learners with the ability to lead these initiatives. Conclusion A required longitudinal deprescribing-focused experience can provide PGY2 geriatric pharmacy residents with opportunities to practice empathy, critical thinking, and communication beyond those typically offered in a residency program.
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Abraham, Olufunmilola, Joanne Peters, and Kourtney A. Peterson. "Characterizing Pharmacist Perspectives on Utilizing a Personalized Family Medication Safety Plan for Opioid Education with Adolescents and Parents." Pharmacy 11, no. 1 (January 24, 2023): 22. http://dx.doi.org/10.3390/pharmacy11010022.

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Background: Exposure to prescription opioids during adolescence is associated with an increased risk of future opioid misuse. The pervasive and growing impact of the opioid epidemic requires evidence-based, co-designed interventions targeted at adolescents. MedSMA℞T Families is an intervention tailored to educate adolescents and their families about opioid misuse prevention and consists of two parts: the MedSMA℞T: Adventures in PharmaCity videogame and the family medication safety plan (FMSP). Objective: This study sought to explore pharmacists’ perceptions of using the family medication safety plan to facilitate opioid education among parents and their adolescents. The purpose of this project was to also gather information for iterative adaptations to improve implementation and dissemination of the FMSP in pharmacy settings. Methods: Pharmacists were recruited from Pharmacy Practice Enhancement and Action Research Link (PearlRx) and the Pharmacy Society of Wisconsin (PSW). Twenty-one pharmacist interviews were conducted between September 2021 and March 2022. Consenting pharmacists reviewed the FMSP. Then, semi-structured interviews were conducted, recorded, and transcribed. Inductive thematic analyses were performed using NVivo software. Results: Four prevalent themes emerged: (1) the purpose of FMSP as a communication tool, (2) instructions to clarify how to use FMSP, (3) barriers to using FMSP, and (4) suggestions to improve FMSP format. Most pharmacists described the FMSP as a tool to encourage interactive opioid conversations between adolescents, families, and pharmacists. Pharmacists suggested creating multiple customizable formats and incorporating instructions on how to use the FMSP. Conclusions: Pharmacists noted that the FMSP was an interactive and engaging communication tool to tailor opioid consultations with adolescents and their families. Patients might use the FMSP as a visual cue to help think of what question(s) they should ask pharmacists. Pharmacists stated that the FMSP could facilitate tailored opioid safety communication and medication consultations. Insights will inform future medication misuse prevention interventions as well as adaptation.
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Buhl, Caroline, Nadia Lund Olsen, Lotte Stig Nørgaard, Linda Aagaard Thomsen, and Ramune Jacobsen. "Community Pharmacy Staff’s Knowledge, Educational Needs, and Barriers Related to Counseling Cancer Patients and Cancer Survivors in Denmark." International Journal of Environmental Research and Public Health 20, no. 3 (January 27, 2023): 2287. http://dx.doi.org/10.3390/ijerph20032287.

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Objective: The study aimed to determine Danish community pharmacy staff’s knowledge, educational needs, and barriers when communicating with cancer patients/survivors. Furthermore, the study investigated whether pharmacy staff was interested in participating in education about cancer. Methods: A cross-sectional questionnaire survey was conducted among community pharmacy staff (pharmacists and pharmaconomists) in Denmark. Descriptive and bivariate (t-test and chi-square) statistics were used to analyze the data. Results: In total, 134 staff members responded to the questionnaire. Their self-reported knowledge of cancer-related topics was between ‘very little knowledge’ and ‘some knowledge’. The most well-known topics concerned risk factors for cancer and side effects from cancer treatments. The importance of learning more about the same topics was rated between ‘important’ and ‘very important’. The largest barriers identified in counseling cancer patients/survivors were a lack of knowledge about cancer, a focus on healthcare problems other than cancer, and a traditional view of community pharmacies as a place to pick up medication. Pharmacy staff expressed interest in participating in educational programs about cancer treatment (91.0%), communication with cancer patients (88.1%), and late effects of cancer (93.3%). Conclusion: Community pharmacy staff show interest in participating in education regarding cancer, but need more knowledge to properly counsel cancer patients and survivors at the community pharmacies. This important barrier should be addressed in future educational programs for community pharmacy staff.
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Thawani, Vijay, Kiran Chaudhari, Rajendra Diwe, Kunda Gharpure, Smita Sontakke, and Mangesh Bankar. "Effect of information, education and communication intervention on awareness about rational pharmacy practice in pharmacy students." Indian Journal of Pharmacology 43, no. 4 (2011): 381. http://dx.doi.org/10.4103/0253-7613.83105.

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Svensberg, Karin, Ragnhild Eek Brandlistuen, Ingunn Björnsdottir, and Sofia Kälvemark Sporrong. "Factors associated with pharmacy students' attitudes towards learning communication skills – A study among Nordic pharmacy students." Research in Social and Administrative Pharmacy 14, no. 3 (March 2018): 279–89. http://dx.doi.org/10.1016/j.sapharm.2017.03.055.

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Fejzic, Jasmina, and Michelle Barker. "Dual perspectives on professional communication competencies: Australian Pharmacy students' considerations of Pharmacy educator-nominated scenario topics." Research in Social and Administrative Pharmacy 14, no. 8 (August 2018): e24. http://dx.doi.org/10.1016/j.sapharm.2018.05.019.

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Ardava, Elita, Nelda Gustiņa, Renāte Šukele, and Oskars Onževs. "PHARMACEUTICAL CARE AND EFFECTIVE COMMUNICATION WITH CUSTOMERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 28, 2021): 294–306. http://dx.doi.org/10.17770/sie2021vol4.6394.

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Nowadays, the provision of pharmaceutical care and effective communication with customers are being discussed more often. A pharmacist is a specialist in his field with specific knowledge in the field of pharmacy. Therefore, the trust from the customer’s side and a kind, informative, and professional approach from the pharmacist’s side are very important in this case. Objective: To clarify what knowledge do the pharmacy customers have about pharmaceutical care and how satisfied they are with the pharmaceutical care services. The research was conducted using a quantitative survey, the statistical analysis of the obtained data was carried out using data processing software Microsoft Office Excel 2010, 267 respondents from various regions of Latvia were surveyed. Only 37% of respondents understand meaning of pharmaceutical care. This means that most of the customers are unaware of the duties and responsibilities of a pharmacist. Most of the respondents associate pharmaceutical care with medication dispense, consultation and good customer service. It would be necessary to inform society about pharmaceutical care and its importance in healthcare. Conclusions: The hypothesis put forward in the thesis confirms that society needs to be informed about pharmaceutical care, and pharmacist duties and responsibilities.
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