E-Learning for Continuing Pharmacy Education in the United States: A Phenomenological Qualitative Study of Pharmacists' Perceptions

Autor/in	Robertson, Tonya Terry
Titel	E-Learning for Continuing Pharmacy Education in the United States: A Phenomenological Qualitative Study of Pharmacists' Perceptions
Quelle	(2019), (238 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-5008-5
Schlagwörter	Hochschulschrift; Dissertation; Electronic Learning; Health Personnel; Usability; Educational Benefits; Error Patterns; Professional Continuing Education; Death; Older Adults; Patients; Prevention; Safety; Burnout; Fatigue (Biology); Pharmacy; Attitudes; Pharmaceutical Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Medizinisches Personal; Bildungsertrag; Fehlertyp; Berufsfeldbezogener Unterricht; Weiterbildung; Sterbefall; Tod; Todesfall; Älterer Erwachsener; Patient; Prävention; Vorbeugung; Sicherheit; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Fatigue; Ermüdung; Apotheke; Attitude; Einstellung; Verhalten
Abstract	Over 3.5 million medication errors occur annually and medication errors by pharmacists cause adverse drug reactions and potentially death, particularly in elderly patients. The purpose of this qualitative, phenomenological study was to explore pharmacists' perceptions of the ease of use and usefulness of using e-learning for continuing education activities to receive instruction about medication errors that cause adverse drug reactions and potentially death, particularly in elderly patients. The study population consisted of 9,000 pharmacists within the United States. The purposive sample of eight pharmacists were recruited via the distribution of a recruitment flyer on Facebook, Instagram, and LinkedIn. The sample of eight pharmacists actively practiced in a retail and or hospital establishment. After informed consent was received, data were collected using open ended questions with semi-structured interviews until data saturation was reached. To enhance credibility prolonged engagement was used and raw data and interpretations were cross-examined. Four themes were identified as a result of this study: influencers of engagement with continuing education, circumstances surrounding medication errors, and medication error prevention strategies. Documented implications were that learning scenarios must accurately reflect the high volume of work with which pharmacists contend if they are required to engage with medication safety continuing education e-learnings; pharmacists' workload must be modified to prevent burnout and exhaustion if they are to be responsible for providing error-free patient care; and allowing pharmacists to complete all of their continuing education requirements via e-learning will add convenience to their cumbersome workload which could reduce medication errors. Key recommendations include understanding if unrealistic content within continuing education e-learning scenarios on the topic of medication safety influences medication errors by pharmacists and that medication safety continuing education be required by all state boards of pharmacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01