Self Care Counseling in Pharmacy

Developed by

Dr. Michelle Fravel, College of Pharmacy
Michelle Fravel
Clinical Assistant Professor
michelle-fravel@uiowa.edu
(319) 384-2973

Self Care Counseling in Pharmacy

Learning Objective: 

By the end of this module the student should be able to use a structured approach to assist a patient with their self care needs.

Assessment: 

Handout the assessment forms that will be used to grade the students in their future OTC counseling simulations in the class. Take 5 minutes to walk through and explain the form. Play a 3 minute video of a pharmacist-patient interaction where the pharmacist does not appropriately ask the questions or counsel. Have the students grade the pharmacist individually as it is played. Have the groups then discuss their grades and come to consensus. Have them write their final score on the white board, noting what was missed. Come to a consensus as a whole class. Play a video where those mistakes were corrected and demonstrate the major impact of the mistake would have had on patients health (ex. Missing a serious drug interaction by not asking for a medication list)

Logistics: 

 

Students will work in their groups (of three); each group will have a box a Tagamet and Prilosec as props for the activity

Begin class by asking groups of three to work together to brainstorm responses to the following: How would you respond to a person who came up to the pharmacy counter and asked the following question: “Which is better for heartburn, this Tagamet or Prilosec?” Provide 5 minutes for this activity. Have them write a list on the white board.

Highlight different responses, ending with a group who chose to ask questions. Ask that group why the felt it was important to start by asking questions.

Have the groups work together to come up with a comprehensive list of questions they would want to ask the patient before providing an answer. Also have them discuss why each of the questions is essential. Provide 10 minutes for this activity. Have them write the list on the white board.

Show quick video of a pharmacist-patient interaction which demonstrates a pharmacist doing a good job of asking pertinent questions in this scenario.

Have the groups work to edit their list as needed after watching this video. Have the groups then categorize the questions into general descriptors that could be applied to any OTC counseling interaction – outside of just heartburn. Provide 10 minutes for this activity. Have them write the list on the white board.

Go around he room and have each group share their list. Compile a comprehensive list for the class.

Provide 10 minute lecture on the questioning portion of QuEST Scholar self care counseling approach.

Have groups discuss what specific components should be included when instructing a patient on a medication recommendation (in general – do not limit to the heartburn situation, as they do not have this knowledge yet). Provide 10 minutes for this activity. Have the students write this list on the white board.

Show a video of a pharmacist-patient interaction where the pharmacist does a good job counseling on an OTC medication recommendation.

Give the student groups 3 minutes to adjust their lists.

Go around the room and have each group present their lists. Compile the list.

Provide a 10 minutes lecture on the counseling portion of the QuEST Scholar process.

Show a video where the same patient with heartburn answers very severe and over-the-top answers to all the questions where it is obvious that the patient should be referred to the physician.

Give the student groups 3 minutes to list how they would respond to this patient. Have them make a general list on the white board of how they would respond to patients like this wishing to utilize self-treatment.

Show a video of a pharmacist appropriately handling the situation.

Give the groups 3 minutes to edit their list.

Go around the room and compile a list.

Lecture for 5 minutes regarding referral.