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      Exploring learning needs for general practice based pharmacist: Are behavioural and influencing skills needed?

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          Abstract

          Background:

          Embedding pharmacists in general practice has been shown to create cost efficiencies, improve patient care and free general practitioner capacity. Consequently, there is a drive to recruit additional pharmacists to work within general practices. However, equipping pharmacists with behaviour and influencing skills may further optimise their impact. Key elements which may enhance behaviour and influencing skills include self-efficacy and resilience.

          Objective:

          This study aimed to: 1) Assess general practice pharmacists’ self-efficacy and resilience. 2) Explore differences primarily between pharmacists reporting lower and higher self-efficacy, secondarily for those reporting lower and higher scores for resilience.

          Methods:

          All 159 NHS Greater Glasgow and Clyde general practice pharmacists were invited to complete an online survey in May 2019. The survey captured anonymised data covering: demographics; professional experience; qualifications, prescribing status and preferred learning styles. Unconscious learning needs for behavioural and influencing skills were assessed using validated tools: the new general self-efficacy scale (GSES) and short general resilience scale (GRIT). Participants’ responses were differentiated by the lowest quartile and higher quartiles of GSES and GRIT scores, and analysed to identify differences.

          Results:

          The survey was completed by 57% (91/159) of eligible pharmacists; mean age 38 (range 24-60) years; 91% were of white ethnicity and 89% female. The median time qualified was 14 (1-38) years and 3 (1-22) years working in general practices. Overall pharmacists scored well on the GSES, mean 25 (SD 3; 95%CI 24.4-25.6), and GRIT, mean 30 (SD 4; 95%CI 29.6-30.4), out of a maximum 32 and 40 respectively. A significant positive correlation between GSES and GRIT scores was found (Pearson’s r=0.284, p=0.006). However, no significant differences were identified between pharmacists scoring in the lower and upper quartiles by GSES or GRIT. Overall respondents reported their preferred learning styles were activists (46%) or pragmatists (29%). The majority (91%) preferred blended learning methods as opposed to 38% or less for a range of online methods.

          Conclusions:

          General practice pharmacists on average scored highly for self-efficacy and resilience. Higher scores did not appear to be associated with demographic, years of practice, professional or educational experience. Prospective interventions to support those with lower scores may enhance and optimise pharmacists’ effectiveness in general practice.

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          Most cited references29

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          Development and validation of the short grit scale (grit-s).

          In this article, we introduce brief self-report and informant-report versions of the Grit Scale, which measures trait-level perseverance and passion for long-term goals. The Short Grit Scale (Grit-S) retains the 2-factor structure of the original Grit Scale (Duckworth, Peterson, Matthews, & Kelly, 2007) with 4 fewer items and improved psychometric properties. We present evidence for the Grit-S's internal consistency, test-retest stability, consensual validity with informant-report versions, and predictive validity. Among adults, the Grit-S was associated with educational attainment and fewer career changes. Among adolescents, the Grit-S longitudinally predicted GPA and, inversely, hours watching television. Among cadets at the United States Military Academy, West Point, the Grit-S predicted retention. Among Scripps National Spelling Bee competitors, the Grit-S predicted final round attained, a relationship mediated by lifetime spelling practice.
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            Student barriers to online learning: A factor analytic study

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              Towards an understanding of resilience and its relevance to medical training.

              This article explores the concept of resilience and its potential relevance to medicine. It also looks at the dimensions of resilience and its ethical importance for effective professional practice, and considers whether a focus on resilience might be useful in medical training. An applied literature search was conducted across the domains of education, ethics, psychology and sociology to answer the research question: 'What is resilience and what might it mean for professional development in medical education?' This article predominantly considers the findings in relation to training in undergraduate and postgraduate settings, although the literature is wide-ranging and findings may be applicable elsewhere.   Resilience is a dynamic capability which can allow people to thrive on challenges given appropriate social and personal contexts. The dimensions of resilience (which include self-efficacy, self-control, ability to engage support and help, learning from difficulties, and persistence despite blocks to progress) are all recognised as qualities that are important in clinical leaders. Much of what is deemed good practice in modern pedagogical approaches to medical training may support the development of resilience in adulthood, but this concept has rarely been used as a goal of professional development. More research is needed on the ways in which resilience can be recognised, developed and supported during and after clinical training.   Resilience is a useful and interesting construct which should be further explored in medical education practice and research. © Blackwell Publishing Ltd 2012.
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                Author and article information

                Contributors
                Journal
                Pharm Pract (Granada)
                Pharm Pract (Granada)
                Pharmacy Practice
                Centro de Investigaciones y Publicaciones Farmaceuticas
                1885-642X
                1886-3655
                Apr-Jun 2020
                04 May 2020
                : 18
                : 2
                : 1814
                Affiliations
                MRes, MSc, BSc (Hons), PGCert Psych Pharm. Specialist Mental Health and Advanced Prescribing Support Pharmacist Primary Care . Pharmacy Services, NHS Greater Glasgow and Clyde, Clarkston Court. Glasgow (United Kingdom). c.johnson2@ 123456nhs.net
                CPsychol, PhD, MSc, MSc, BSc (Hons), PGCert. Researcher and Chartered Health Psychologist . Pharmacy Services, NHS Greater Glasgow and Clyde, Clarkston Court. Glasgow (United Kingdom). Jan.Smith@ 123456ggc.scot.nhs.uk
                MPC, BSc (Hons), PGDip. Senior Prescribing Advisor. Pharmacy Services, NHS Greater Glasgow and Clyde , Clarkston Court. Glasgow (United Kingdom). Heather.Harrison@ 123456ggc.scot.nhs.uk
                BA (Hons). Senior Information & Prescribing Analyst. Pharmacy Services, NHS Greater Glasgow and Clyde , Clarkston Court. Glasgow (United Kingdom). richard.hassett@ 123456nhs.net
                Author information
                https://orcid.org/0000-0002-6006-6605
                https://orcid.org/0000-0002-5039-7929
                https://orcid.org/0000-0001-5561-4753
                Article
                pharmpract-18-1814
                10.18549/PharmPract.2020.2.1814
                7243743
                4c8b6c4e-f74d-4082-85bb-1596b621684e
                Copyright: © Pharmacy Practice

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                : 21 January 2020
                : 26 April 2020
                Categories
                Original Research

                pharmacists,general practitioners,patient care,delivery of health care,integrated,family practice,adaptation,psychological,resilience,surveys and questionnaires,united kingdom

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