Mark L Yorra1. 1. School of Pharmacy, Northeastern University, Boston, Massachusetts.
Abstract
OBJECTIVE: To identify the experiential and demographic factors affecting the self-efficacy and self-esteem of third-year pharmacy (P3) students. METHODS: A 25-item survey that included the Rosenberg Self-Esteem Scale and the General Self-Efficacy Scale, as well as types and length of pharmacy practice experiences and demographic information was administered to doctor of pharmacy (PharmD) students from 5 schools of pharmacy in New England at the completion of their P3 year. RESULTS: The survey response rate was approximately 50% of the total target population (399/820). Students with a grade point average (GPA)≥3.0 demonstrated a higher significant effect from unpaid introductory pharmacy practice experiences (IPPEs) on their self-efficacy scores (p<0.05) compared to students with lower GPAs. Students who had completed more than the required amount of pharmacy experiences had higher levels of self-efficacy and self-esteem (p<0.05). Ethnicity also was related to students' levels of self-efficacy and self-esteem. CONCLUSION: Self-efficacy and self-esteem are two important factors in pharmacy practice. Colleges and schools of pharmacy should ensure that students complete enough practice experiences, beyond the minimum of 300 IPPE hours, as one way to improve their self-efficacy and self-esteem.
OBJECTIVE: To identify the experiential and demographic factors affecting the self-efficacy and self-esteem of third-year pharmacy (P3) students. METHODS: A 25-item survey that included the Rosenberg Self-Esteem Scale and the General Self-Efficacy Scale, as well as types and length of pharmacy practice experiences and demographic information was administered to doctor of pharmacy (PharmD) students from 5 schools of pharmacy in New England at the completion of their P3 year. RESULTS: The survey response rate was approximately 50% of the total target population (399/820). Students with a grade point average (GPA)≥3.0 demonstrated a higher significant effect from unpaid introductory pharmacy practice experiences (IPPEs) on their self-efficacy scores (p<0.05) compared to students with lower GPAs. Students who had completed more than the required amount of pharmacy experiences had higher levels of self-efficacy and self-esteem (p<0.05). Ethnicity also was related to students' levels of self-efficacy and self-esteem. CONCLUSION: Self-efficacy and self-esteem are two important factors in pharmacy practice. Colleges and schools of pharmacy should ensure that students complete enough practice experiences, beyond the minimum of 300 IPPE hours, as one way to improve their self-efficacy and self-esteem.
Keywords:
experiential learning; introductory pharmacy practice experience; self-efficacy; self-esteem
Authors: Jacqueline E McLaughlin; Lindsey B Amerine; Sheh-Li Chen; David N Luter; Justin Arnall; Shayna Smith; Mary T Roth; Philip T Rodgers; Dennis M Williams; Nicole R Pinelli Journal: Am J Pharm Educ Date: 2015-11-25 Impact factor: 2.047
Authors: Beata Plewka; Magdalena Waszyk-Nowaczyk; Magdalena Cerbin-Koczorowska; Michał Michalak; Aleksandra Sajko; Monika Bańdurska; Tomasz Osmałek Journal: Int J Environ Res Public Health Date: 2022-06-15 Impact factor: 4.614