PubMed · 988839
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R G Leonard, C A Walton. Basic pharmaceutics: who needs it in clinical practice?. https://pubmed.ncbi.nlm.nih.gov/988839/
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INTRODUCTION/OBJECTIVES: Competency-Based Pharmacy Education (CBPE) is a strategic priority for preparing graduates to meet evolving healthcare needs. However, efforts to implement CBPE can stall due to behavioral challenges among faculty, administrators, preceptors, and learners. This study aimed to apply Stage 1 of the Behavior Change Wheel (BCW) to identify stakeholder-specific behaviors and associated determinants needed to implement the five core components of CBPE. METHODS: A multi-method approach grounded in the BCW, the Capability, Opportunity, Motivation - Behavior (COM-B) model, and the Theoretical Domains Framework (TDF) was used. Data were gathered through (1) targeted literature review; (2) structured focus groups with competency-based education experts and pharmacy education stakeholders; and (3) an iterative consensus process. Behaviors were mapped to the five CBPE components: (1) defined competencies, (2) developmental progression, (3) tailored instruction, (4) authentic experiential learning, and (5) programmatic assessment, and then mapped to COM-B and TDF constructs. RESULTS: Over fifty stakeholder-specific behaviors were identified and specified across the CBPE framework. This revealed shared barriers such as limited instructional design knowledge (psychological capability), insufficient assessment of infrastructure (physical opportunity), and misaligned professional identity (reflective motivation). Key TDF domains included knowledge, environmental context, beliefs about capabilities, and professional roles. The behavioral problem statements, specifications, and determinants were identified to support future intervention planning. CONCLUSION: This Stage 1 analysis provides a behaviorally grounded foundation for CBPE implementation by identifying stakeholder behaviors and conditions that enable change. These findings will inform the development of readiness-to-change assessments and targeted interventions (BCW Stages 2 and 3), supporting scalable and sustainable CBPE transformation in pharmacy education.
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A pharmacy internship that offers graduated levels of hospital experience, with an emphasis on nursing assistant and medication administration programs, is described. Students work full time in the summer and part time during the academic year in the three-year program. The progression of duties is as follows: nursing assistant; inpatient drug distribution and control; sterile and nonsterile product production; patient education, monitoring and medication history-taking activities; drug information services; and medication administration. Interns are selected by the pharmacy department and trained and supervised by the nursing staff in nursing assistant and medication aide roles. The program provides the pharmacy department with a highly trained corps of interns who understand and appreciate the full range of systems required to deliver patient care and provides interns with patient-oriented work experiences valuable in their future roles as pharmacists.