- Title
- Simulated learning: integrating clinical knowledge into the dispensing process
- Creator
- Klitsie, Monique
- Subject
- Medicine -- Study and teaching -- Simulation methods
- Subject
- Pharmacy -- Study and teaching Hospital pharmacies -- South Africa Pharmacy management -- South Africa
- Date Issued
- 2019
- Date
- 2019
- Type
- Thesis
- Type
- Masters
- Type
- MPharm
- Identifier
- http://hdl.handle.net/10948/42239
- Identifier
- vital:36638
- Description
- Pharmacy education has experienced a continual shift in the emphasis of the practice of pharmacy, requiring pharmacists to practice high levels of competence in performing the dispensing process while incorporating clinical knowledge using complex levels of cognitive skill. This highlights the need for opportunities within the learning environment which both require and facilitate the integration of clinical knowledge-based cognitive skills into the dispensing process. Simulation-based education has been demonstrated to assist in gradually increasing the level of complexity of tasks requiring performance by students in clinical settings. This study explored ways in which a computer-based dispensing program, MyDispense, could be used to facilitate the integration of clinical knowledge-based cognitive skills into the dispensing process. In the study, simulated patient scenarios for MyDispense were developed, which required the integration of a hierarchy of cognitive skills into the dispensing process. These were evaluated in order to assess the level of cognitive skills required to complete the clinical scenarios created. The developed MyDispense-based clinical scenarios were then piloted with a group of pharmacy students, after which a focus group was used to explore the students’ experience of the ability of MyDispense to integrate clinical knowledge into the dispensing process. This qualitative study adopted an exploratory approach in order to understand the potential benefit of computer-based simulated learning as a means of integrating clinical knowledge-based cognitive skills into the dispensing process. Purposive and convenience sampling was used in this study and data collection was through the completion of purpose-designed assessment forms by pharmacy lecturers and focus groups with student participants. Data from the assessment forms was used as feedback to further refine the clinical scenarios, and the focus group recording was transcribed and analysed using a thematic analysis approach. The scenarios assessed by the pharmacy lecturers were shown to require high levels of cognitive skills as described by Bloom’s Revised Taxonomy (Anderson & Krathwohl, 2001) and necessitated that the students plan, construct, design, and generate information to complete the scenarios. The pharmacy students successfully practiced the MyDispense scenarios as an adjunct to a clinical module and reported that the scenarios had assisted them in learning for the clinical module. The students acknowledged that they were required to apply their clinical knowledge and make clinical decisions while completing the scenarios. This study demonstrates that simulation-based education can be used as a beneficial educational tool for teaching the application of complex clinical knowledge-based cognitive skills to the dispensing process. It provides a valuable means of preparing students for professional work-based pharmacy practice.
- Format
- xii, 173 leaves
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Health Sciences
- Language
- English
- Rights
- Nelson Mandela University
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NMU School of Medicinal Sciences
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Final Version Dissertation 05112019_.pdf | 3 MB | Adobe Acrobat PDF | View Details Download |