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Thesis (Ph.D.)--University of Florida, 2004. / Typescript. Title from title page of source document. Document formatted into pages; contains 173 pages. Includes Vita. Includes bibliographical references.

Pharmacists rely on pharmacy technicians to assist with accurately dispensing prescriptions and providing information to clients. Texas does not have regulations for the education or training of pharmacy technicians, which may result in mistakes when dispensing prescriptions, causing significant harm to customers. The purpose of this qualitative phenomenological study was assessing formally and informally trained pharmacy technicians' job performance as perceived by licensed pharmacists/managers. Data were collected via face to face interviews with 9 pharmacy managers in Texas to gain insight into their lived experiences of supervising not formally and formally trained technicians. Audio recorded interview data were transcribed and organized using the NVivo software. The job performance theory was used to help understand and interpret the data. Pharmacists/managers indicated that pharmacy technicians who receive formal training, when compared to those who have been informally trained on-the-job, have more knowledge, better job performance, less need for training and supervision, and greater salary and other job related opportunities. All 9 of the respondents indicated that the State of Texas should develop a formal set of professional standards for pharmacy technicians and require a formal certification training program. The potential positive social change of this study is a better understanding of the job training and performance of pharmacy technicians that can improve services to communities.

Objective To describe common facilitators, challenges, and lessons learned in 5 schools and colleges of pharmacy in establishing community pharmacy research fellowships. Setting: Five schools and colleges of pharmacy in the United States. Practice description: Schools and colleges of pharmacy with existing community partnerships identified a need and ability to develop opportunities for pharmacists to engage in advanced research training. Practice innovation: Community pharmacy fellowships, each structured as 2 years long and in combination with graduate coursework, have been established at the University of Pittsburgh, Purdue University, East Tennessee State University, University of North Carolina at Chapel Hill, and The Ohio State University. Evaluation: Program directors from each of the 5 community pharmacy research fellowships identified common themes pertaining to program structure, outcomes, and lessons learned to assist others planning similar programs. Results: Common characteristics across the programs include length of training, prerequisites, graduate coursework, mentoring structure, and immersion into a pharmacist patient care practice. Common facilitators have been the existence of strong community pharmacy partnerships, creating a fellowship advisory team, and networking. A common challenge has been recruitment, with many programs experiencing at least one year without filling the fellowship position. All program graduates (n = 4) have been successful in securing pharmacy faculty positions. Conclusion: Five schools and colleges of pharmacy share similar experiences in implementing community pharmacy research fellowships. Early outcomes show promise for this training pathway in growing future pharmacist-scientists focused on community pharmacy practice.

Book Summary: The Handbook of Nonprescription Drugs: An Interactive Approach to Self-Care contains the most authoritative information on nonprescription drug pharmacotherapy, nutritional supplements, medical foods, nondrug and preventive measures, and complementary therapies. The 18th edition shows students and practitioners how to assess and triage a patient's medical complaints. And it provides FDA-approved dosing information for nonprescription medications along with evidence-based research on the efficacy and safety of over-the-counter, herbal, and homeopathic medications.

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Zugl.: Diss. jur. Fak. Univ. Bern, 1952.

Informed by a sociological approach, this thesis provides an account of the theoretical and empirical context of pharmacy students' undergraduate careers, beginning with the decision to enter higher education and ending with the final undergraduate year of a pharmacy student's education. The main aim of the published work and of the academic field that it contributes to is to advance understanding of why young people choose to study pharmacy (and thus choose pharmacy as a career), and career aspirations and influences over the course of their pharmacy school career. By establishing what influences and shapes pharmacy students' choices this thesis also provides an account of the degree to which career preferences are limited initially by awareness of opportunities, by socialisation and habitus, and how these are related to undergraduate career success.The thesis reports findings from studies using a range of methods including focus groups, surveys, and secondary analysis of pharmacy student data from a number of sources. Subjects investigated by the work are British undergraduate MPharm students and graduates. Numbers applying to study pharmacy, numbers accepted, and numbers entering the MPharm are compared and the relative risk of attrition from the MPharm, are also examined. Findings reported here are relevant to undergraduate pharmacy education policy-makers, heads of pharmacy schools, pharmacist employers, the General Pharmaceutical Council (GPhC) and to those responsible for pharmacy workforce planning.While the primary aim of the thesis is to improve understanding of (undergraduate) pharmacy careers through the application of a number of sociological theories and perspectives, the thesis also considers the ways that findings can usefully inform pharmacy education and policy agendas.

<p>The opioid epidemic is an ongoing public health crisis in the United States (US). Although many treatment options exist for opioid use disorder (OUD), including evidence-based counseling, medications, rehabilitation programs, and support groups, access to care is a significant barrier. Pharmacists can play an important role in increasing patient access to OUD care; however, insufficient training is a well-documented barrier. Integrating comprehensive training into Doctor of Pharmacy coursework is a practical approach to preparing pharmacists to provide appropriate OUD care in a variety of practice settings. A shared OUD curriculum is one strategy to facilitate the integration of comprehensive training into Doctor of Pharmacy coursework.</p> <p><br></p> <p>My current research aimed to collect data from four key stakeholder groups – Doctor of Pharmacy program faculty, community pharmacists, multidisciplinary professionals, and patients experiencing OUD – to inform a shared OUD curriculum through a convergent, parallel, mixed methods study design. Specifically comprising this thesis are the quantitative findings from telephone surveys with Doctor of Pharmacy program faculty (“Study One”) and community pharmacists (“Study Two”); qualitative findings from multidisciplinary professional focus groups and patient interviews, as well as synthesized findings across quantitative and qualitative data sources, will be reported in future publications. Collectively, the results presented in this thesis provide a “snapshot” of the current pharmacy landscape with respect to the OUD education delivered to student pharmacists and opioid-related practices in community pharmacies.</p> <p><br></p> <p>The findings from Study One and Study Two indicate that OUD education in Doctor of Pharmacy programs and pharmacist-provided opioid interventions are inconsistent at best. The three main areas identified as needing future emphasis were: (1) the disease model of addiction and accompanying stigma of OUD; (2) harm reduction-, prescription-, screening-, and resource referral-related opioid interventions; and (3) skills-based, experiential education (vs. didactic education) for opioid intervention delivery and communication techniques. A shared OUD curriculum was of interest to faculty and is a viable solution to addressing OUD education gaps in Doctor of Pharmacy programs. Once qualitative data analyses are completed and findings from all four stakeholder groups are synthesized, development of the proposed shared OUD curriculum will commence.</p>