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首页> 美国卫生研究院文献>American Journal of Pharmaceutical Education >Pharmacy Students’ Reflections on an Experiential Learning Visit to a Psychiatric Hospital
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Pharmacy Students’ Reflections on an Experiential Learning Visit to a Psychiatric Hospital

机译：药房学生对精神病院进行体验式学习的思考

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>Objective. To create a brief, experiential educational intervention for undergraduate pharmacy students aimed at developing appropriate attitudes, knowledge, and skills for the delivery of recovery-focused pharmacy services to people with mental illness, and to elicit student perceptions of the value and impact of the intervention.>Methods. A brief intervention was developed in which a cohort of 44 fourth-year pharmacy students attended a psychiatric teaching hospital in groups of 10 to12. The intervention was integrated into the therapeutics module, and was based on Fink’s taxonomy of learning. Delivery of the intervention included input from a multidisciplinary team of mental health professionals and the use of active-learning strategies to give students an insight into the holistic approach to care and the patient journey. Students participated in an exercise in reflective practice following the visit. Content analysis was performed on the reflective writings of consenting students to identify themes and insights gained.>Results. Thirty-eight of the 44 students gave their consent for their reflective writings to be analyzed for the purpose of this research. Students expressed some apprehension before their visit to the hospital, but later gained an appreciation of the patient experience of care in the psychiatric setting. Students also described having a greater appreciation of the role of the pharmacist in caring for psychiatric patients as well as an insight into the role of other health care professionals and interventions supporting recovery.>Conclusion. A brief experiential intervention helped students integrate their learning and appreciate the value of their expertise in supporting those experiencing mental illness.
机译：>目标。为本科药学专业学生提供简短的体验式教育干预措施，旨在培养适当的态度，知识和技能，为精神病患者提供以康复为重点的药学服务，并吸引学生>方法。我们开发了一种简短的干预措施，其中一组44名四年制药学专业的学生以10至12人为一组参加了精神病学教学医院。干预措施已整合到治疗模块中，并且基于芬克的学习分类法。干预措施的提供包括来自精神卫生专业人员的多学科团队的投入，以及主动学习策略的使用，以使学生深入了解整体护理方法和患者旅程。参观后，学生参加了反思练习。对同意的学生的反思性写作进行内容分析，以识别所获得的主题和见解。>结果。在这44名学生中，有38名同意他们的反思性写作进行分析，以进行本研究。 。学生在去医院之前表达了一些担忧，但后来对患者在精神病院中的护理经历有了一定的了解。学生们还描述了对药剂师在照料精神病患者方面的作用以及对其他医护人员的作用以及支持康复的干预措施的认识。>结论。简短的体验式干预有助于学生整合了他们的学习知识，并欣赏了他们的专业知识在支持精神疾病患者中的价值。

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