PATIENTS AND CARERS’ EVALUATION OF MEMORY CLINIC FOLLOW-UP APPOINTMENTS
Pdf
European Statement
Clinical Pharmacy Services
Author(s)
Amparo Valls-Lattur
Supervisor: Agostina Secchi
Why was it done?
Background
Introducing a pharmacist prescriber (PP) in the Community mental health services for older people (CMHSOP) to support with follow-up appointments for memory patients as a new strategy as part of the community mental health transformation (1). The aim of this Service Evaluation was to evaluate the views of patients with dementia (and/or their carers) on a pharmacist prescribing led clinic.
What was done?
After diagnosis of Alzheimer’s Dementia some patients will be started on medication to treat the disease symptoms in an effort to reduce the rate at which their cognitive abilities will deteriorate. This medication will need titrating and monitoring for compliance and side effects (2).
This new service will allow consultants to focus on diagnosis of dementia while improving waiting times for community mental health services for older people (3).
How was it done?
Methodology
The data was collected from a memory clinic within a community mental health team for older adults. Data was collected from patients’ and/or their carers’ feedback in the form of a survey. The purpose of the survey was explained to the patients and/or their carers and those who took part placed the questionnaire anonymously in a box at reception. The survey responses were collected on a weekly basis from the box, allowing patients and/or their carers to complete the survey in their own time.
What has been achieved?
Results
During the period of the survey (February until May 2024), 27 questionnaires were received. The majority (21) were completed by carer/family member, and 6 were completed by the person being treated (patient). Patients and/or their carers had to answer 10 questions using a 5-point likert scale: from strongly agree, to strongly disagree.
The majority of participants strongly agreed that the service provided was of high standard. For example:
• the majority agreed that the prescribing pharmacist was polite and considerate
• patients and their carers felt listened to and allowed them to ask questions
• their questions were answered
• everything was explained in a lay language
• they were provided with enough information about their medication
• patients and their carers or families felt involved in their care and treatment
• the majority of patients had confidence in the prescribing pharmacist
• they were given information on who to contact if they had any problems.
What next?
Conclusions
This project showed a positive impact of a new service introduced in the CMHSOP. The pharmacist prescribing role in mental health is a new service and has shown that both patients and their carers have all expressed a positive view of this new clinic. Both patients and carers found the pharmacist caring, professional and attentive to address their concerns.
Future work will look at quantifying how this new service has reduced the waiting time for these patients to be seen or followed up.
INVOLVING PATIENTS IN A WORKSHOP FOCUSED ON COMMUNICATION SKILLS: A PROOF OF CONCEPT OF EXPERIENTIAL TRAINING FOR RESIDENTS IN HOSPITAL PHARMACY
Pdf
European Statement
Education and Research
Author(s)
Caroline Hache, Stéphane Honoré, Guillaume Hache
Why was it done?
The development of clinical pharmacy allows pharmacists to take patient-centered roles and responsibilities. However, patient-centered care requires a specific set of skills and training, such as patient-focused communication and conducting structured interviews. Thus, improvement of pharmacist-patient communication may lead to better clinical outcomes.
What was done?
We developed a workshop involving patients within the training programme of residents in hospital pharmacy. The workshop focused on communication skills needed to improve the quality and effectiveness of a pharmaceutical interview.
How was it done?
The workshop was developed jointly by two senior clinical pharmacists and a lecturer in education and communication science. The learning process integrated: working on participants’ perception of pharmacists-patient communication, didactic learning, training activities and evaluation. The assessment of the learning effect was performed by self-, peers-, and patient-scored charts. Patients’ feedback during the training activities and assessments was highlighted as the cornerstone of the learning process.
What has been achieved?
First, we built a competency chart on communication skills needed to perform a structured pharmaceutical interview. This tool has been validated by the patients and well accepted by the learners. It was used to assess the learning effect of the workshop, and may serve as a guide for the continuous development of junior practitioners. Secondly, the workshop has actually been implemented, with both the learners and patients expressing a high general acceptance and satisfaction. Finally, preliminary results show a learning effect assessed by both peers and patients.
What next?
The involvement of patients needs to be further expanded to the training programmes of undergraduate students, residents and clinical pharmacists. A future action planned is to develop a model with the French Society of Clinical Pharmacy (SFPC) for a national systematic training module: “Improving pharmaceutical interviews’ performance through effective communication”, involving patients.