| Literature DB >> 33725997 |
André Said1, Leonard Freudewald1, Natalie Parrau1, Matthias Ganso1, Martin Schulz1,2.
Abstract
ABSTRACT: Educational material (EM) addresses particular safety information of medicinal products to healthcare professionals and patients. Since 2016, German national competent authorities label approved EM with a Blue Hand symbol. However, data is scarce regarding its usability as a safety communication tool in pharmacies to improve patient safety. The purpose of this study is to investigate for the first time pharmacists' awareness and perception of EM in the setting of community and hospital pharmacies in Germany.The Drug Commission of German Pharmacists surveyed its nationwide network of 677 community and 51 hospital reference pharmacies, to investigate their awareness and perception of EM. The survey was conducted between January 16 and February 10, 2020 using SurveyMonkey. Data were analyzed using Microsoft Excel.A total of 373 community and 32 hospital pharmacists participated; response rates were 55.1% and 62.8%, respectively. Overall, 320 (85.8%) community and all hospital pharmacists confirmed awareness of EM. Community and hospital pharmacists fully (n = 172, 46.9% and n = 9, 28.1%) or rather (n = 109, 29.7% and n = 10, 31.3%) agreed that EM for healthcare professionals is suitable to reduce risks of medicinal products. Moreover, 237 (64.7%) community and 17 (53.1%) hospital pharmacists confirmed to inform patients or care facilities about EM. Asking pharmacists on their personal perception of EM, the refinement of readability and accessibility was indicated.Pharmacists confirm awareness of EM and its suitability as a safety communication tool. However, from a pharmacists' perspective, the applicability and readability of EM still needs further adjustment to improve patient safety.Entities:
Mesh:
Year: 2021 PMID: 33725997 PMCID: PMC7982216 DOI: 10.1097/MD.0000000000025144
Source DB: PubMed Journal: Medicine (Baltimore) ISSN: 0025-7974 Impact factor: 1.817
A – C Educational material (EM) in pharmacy practice.
| A) Awareness of educational material | ||
| Respondents [n (%)] | ||
| Community pharmacists (n = 373) | Hospital pharmacists (n = 32) | |
| Yes | 320 (85.8) | 32 (100) |
| No | 50 (13.4) | 0 |
| Not reported | 3 (0.8) | 0 |
Statement of community and hospital pharmacists regarding (A) their awareness of EM, (B) the receipt of EM, and (C) the use of information platforms for EM. For (B) and (C), multiple answers were allowed. The narration of individual free text answer is not depicted.
Pharmacists distribute educational material (EM) to other healthcare professionals.
| Forwarding educational material to other healthcare professionals | ||
| Respondents [n (%)] | ||
| Community pharmacists (n = 366) | Hospital pharmacists (n = 32) | |
| Pharmaceutical staff (also in subsidiaries) | 269 (73.5) | 15 (46.9) |
| Physicians or hospital wards | 23 (6.3) | 28 (87.5) |
| Members of the hospital's drug commission/committee | 6 (1.6) | 19 (59.4) |
| Resident physicians in private practice | 95 (26.0) | 1 (3.1) |
| (Long-term) care facilities | 68 (18.6) | 3 (9.4) |
| Others | 14 (3.8) | 3 (9.4) |
| Educational material is generally not forwarded | 53 (14.5) | 2 (6.3) |
Community and hospital pharmacists report their EM distribution practice. Multiple answers were allowed. The narration of individual free text answer is not depicted.
Figure 1A-B Perceptions of educational material (EM) for healthcare professionals. Consent of (A) community and (B) hospital pharmacists was rated [on a 5-point Likert-type scale from 1 “strongly disagree” to 5 “fully agree”] to the following statements: a) “EM is suitable to reduce risks of medicinal products.”; b) “EM focusses on concrete safety concerns.”; c) “EM contains clear information as well as precise measures for risk minimization.”; d) “EM is understandable and measures are doable within an appropriate time.”; e) “EM is identifiable.”; f) “EM is not combined with advertising.” and g) “EM is easy to find.”. Pharmacists selecting “prefer not to say” are not depicted. Box plots represent the median (horizontal line) and interquartile range (box) and whiskers extend to the minimum and maximum values. Number of respondents vary for community (n = 357–367) and hospital pharmacists (n = 31–32).
A – C Pharmacists’ view on educational material for patients.
| A) Counselling patients about educational material | ||
| Respondents [n (%)] | ||
| Community pharmacists (n = 366) | Hospital pharmacists (n = 32) | |
| Yes | 237 (64.7) | 17 (53.1) |
| No | 87 (23.8) | 12 (37.5) |
| Not reported | 42 (11.5) | 3 (9.4) |
Statement of community and hospital pharmacists whether (A) they counsel patients about EM and (B) patients present EM during consultation. (C) Frequency of patients actively requesting EM from pharmacists. Data is shown in relation to given rates within the past three months (never, once, 2–5 times, 6–10 times, > 10 times).
Difficulties in handling educational material (EM).
| Problems/Obstacles in the use of educational material in everyday pharmacy practice | |
| Response; Respondents (n) | |
| Educational material for healthcare professionals | |
| Community pharmacists (n = 251) | • No current problems/obstacles (87) • Generally high effort regarding time, personnel and bureaucracy (44) • Inconvenient/complicated access to and/or availability of EM (35) • Difficult handling of EM (especially in hard copy) (21) • Stressful to adequately consider EM in (daily) information flood (15) |
| Hospital pharmacists (n = 24) | • No current problems/obstacles (8) • Inconvenient/complicated access to and/or availability of EM (6) • Stressful to adequately consider EM in (daily) information flood (4) • Generally high effort regarding time, personnel and bureaucracy (3) • Readability: Information too long and/or hard to understand (3) |
| Educational material for patients | |
| Community pharmacists (n = 249) | • No current problems/obstacles (78) • Readability: Information too long and/or difficult to understand (35) • Difficult handling of EM, especially in print/hard copy (27) • Generally high effort regarding time, personnel and bureaucracy (23) • Patients are still unfamiliar with EM (21) |
| Hospital pharmacists (n = 24) | • No current problems/obstacles (7) • No/too little contact between hospital pharmacy staff and patients (5) • Inconvenient/complicated access to and/or availability of EM (5) • Readability: Information too long and/or difficult to understand (1) |
Community and hospital pharmacists comment on respective problems/obstacles in the use of EM for healthcare professionals and for patients, respectively. The four to five most common answers are outlined.
Improving the handling of educational material (EM).
| Suggestions how to improve current use or handling of educational material | |
| Response; Respondents (n) | |
| Educational material for healthcare professionals | |
| Community pharmacists (n = 185) | • Implement EM in pharmacy software / notifications via software (39) • No suggestions can be made (35) • Limit the amount of information and depict content concisely (24) • Reduction of bureaucratic burden in everyday practice and/or remuneration for (additional) effort (22) • Establish |
| Hospital pharmacists (n = 18) | • Direct notification for (new) EM, e.g. via email (5) • Establish |
| Educational material for patients | |
| Community pharmacists (n = 184) | • Implement EM in pharmacy software / notifications via software (36) • No suggestions can be made (34) • Use of understandable (layman) and multilingual texts; pictures (25) • Reduction of bureaucratic burden in everyday practice and/or remuneration for (additional) effort (20) • Provide symbol (Blue Hand) or QR-code (link) on packages (18) |
| Hospital pharmacists (n = 18) | • Establish ward-based pharmacists (3) • Provide symbol (Blue Hand) or QR-code (link) on packages (3) • Direct notification for (new) EM, e.g. via email (3) • No suggestions can be made (3) |
Community and hospital pharmacists propose potential options to improve the usage of EM for healthcare professionals and for patients, respectively. The four to five most common answers are outlined.