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Collaborative pharmacy practice rules went into effect on February 20, 2017. With these rules come new opportunities for pharmacists to work with prescribers to improve patient outcomes and increase access to pharmacist-provided care. This one-hour webinar, presented live by the Tennessee Pharmacists Association on March 9, 2017, provides information about how to properly implement collaborative pharmacy practice in pharmacy settings.

Suicide is the 10th leading cause of death in the U.S. and has increased in prevalence during the past 15 years. Patients who attempt suicide are more likely to have contact with their primary care provider than a mental health provider in the month before attempting suicide, highlighting the need for competency in suicide ideation (SI) assessment. The Communications Skills for Health Professionals is an interprofessional course involving first-year medical, nursing, and pharmacy students. Specific instruction regarding assessment of SI was delivered through an online module and later practiced by students with standardized patients (SP). A final Objective Structured Clinical Examination featured an SP with depression, but without SI, though an assessment of SI was indicated. Three hundred fifty six interviews were reviewed and 55.1% (196/356) of students assessed for SI. Across professions, 65.5% (93/142) of medical students, 52.5% (32/61) of nursing students, and 46.4% (71/153) of pharmacy students performed an assessment. Medical students’ SI assessment was highest across the groups (p = 0.001), while pharmacy students’ SI assessment was lowest (p = 0.004). Results suggest that additional educational strategies should be developed and implemented to increase SI assessment performance in all professions, but especially in pharmacy students.

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Abstract available thorugh the American Journal of Pharmaceutical Education.

Objective. To assess and characterize Doctor of Pharmacy (PharmD) students’ well-being across the first professional year (P1) and determine the relationship between the number of examinations taken, student grade point average, and well-being scores. Methods. All P1 students (N=76) enrolled at one college of pharmacy self-reported their career, community, financial, physical, social, and overall well-being on a weekly basis during the fall and spring semesters. Parametric statistical tests were used to examine the extent to which students’ well-being scores varied throughout the academic year, the extent to which their domain-specific well-being scores predicted overall well-being scores, and the association between their well-being scores and the number of examinations they had taken in a week and their grade point average. Results. Overall and domain-specific well-being scores significantly decreased from the beginning to the end of fall semester. Students’ overall well-being across the academic year was most frequently predicted by their career well-being, physical well-being, and social well-being scores. Career, com-munity, physical, and overall well-being scores were significantly negatively associated with the number of examinations the students completed during the week. Students’ self-reported overall well-being during the fall semester was positively associated with their fall semester GPA. Conclusion. Significant variation was found in students’ domain-specific and overall well-being across the P1 year. These findings can guide both the development and timing of school interventions to promote student well-being.