Tackes, Courtney Publications
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Item Pharmacy Intern Involvement in COVID-19 Immunization Practices in New York State.(Journal of Pharmacy Practice, 2024-06) Shtaynberg, Jane; Gim, Suzanna; Cope, Rebecca; Maddox, Katherine; DelMonte, Keith; Tackes, Courtney C; O'Brocta, Richard FBackground: Pharmacists and pharmacy interns were instrumental in vaccination efforts during the COVID-19 pandemic. Objectives: To identify pharmacy intern involvement in COVID-19 immunization practices in New York State (NYS) and explore interns' perceptions of experiences. Methods: A 34-item survey was developed and administered at 5 pharmacy programs in NYS. Data collected included: perceptions of immunization readiness, participation in immunizations, description of experiences, and perceptions on the role of pharmacists. Respondents also reported on their preparedness to participate in the immunization process and the types of questions received from patients. Data were analyzed using descriptive statistics and thematic analysis. Questions regarding student experiences before and after participating in immunization efforts were analyzed using a two-sample t test. Results: A total of 460 interns participated in the survey with 398 (87%) reporting participation in COVID-19 immunizations. Of those, 231 (58%) participated at work, 146 (36.7) during experiential rotations, and 98 (24.6%) during volunteer experiences. Respondents participated in various components of vaccine delivery including administration (n = 246, 61.8%). Respondents administered an estimated 57,100 COVID-19 vaccines from December 2020 to April 2021 resulting in significantly higher mean scores for comfort level (5-point Likert scale) administering vaccines after participation (mean score 4.08 ± 1.31) compared to before (mean score 3.61 ± 1.42) (p < .0001). Themes which emerged regarding student perceptions of their experience are described. Conclusion: Pharmacy intern involvement in NYS COVID-19 immunization practices contributed to public health vaccination efforts. Additionally, interns improved comfort levels with immunization administration and recognized pharmacists' emerging roles within the U.S. healthcare system.Item Health and Wellness Projects Created by Student Pharmacists during Advanced Pharmacy Practice Experiences: Exploring the Impact on Professional Development.(Pharmacy : a journal of pharmacy education and practice, 12/28/2023) Briceland, Laurie L; Veselov, Megan; Tackes, Courtney Caimano; Cerulli, JenniferA curricular expectation of pharmacy educators is to equip students with strategies for the promotion of health and wellness. The impact on student professional development with involvement in such health promotions has been sparsely documented. The specific aim of this project was to explore the impact on student learning and professional development when they create, implement, and reflect upon a Health and Wellness Project (HWP). In 2022-2023, each student completing a Community Advanced Pharmacy Practice Experience created and implemented an HWP with the goal of serving as a "health promoter" (205 projects). A multi-method design of quantitative and qualitative assessment techniques was used to analyze the impact of creating/implementing the HWP on students' learning, with a self-determination theory (SDT) framework utilized to evaluate professional development. Upon review, all projects met the acceptability criteria. Qualitative data analysis from a subset of 48 students identified themes of impact on learning, which included knowledge acquisition, enhancement of communication skills, opportunity for patient-centered interaction, selection of targeted educational strategies, and immersion into the role of health promoter. All three components of SDT were found to support professional development: competence in the field; relatedness to patients and the profession; and autonomy in creating the HWP. Student quotations demonstrated strong professional identity formation as students began to think, act, and feel like pharmacists.Item A structured self-reflection approach to improve reflection quality and assessment of advanced pharmacy practice experience professionalization(Journal of the American College of Clinical Pharmacy, 2022-05) Briceland, Laurie L; Veselov, Megan; Caimano Tackes, CourtneyIntroduction Advanced Pharmacy Practice Experiences (APPEs) provide ample opportunity for students to acclimate into pharmacy roles and experience professionalization through authentic practice. A structured APPE self-reflection process improvement was implemented to assist students in writing higher quality reflections, and to better capture themes of student professionalization. Objectives The purpose of this paper was to describe experience with the structured self-reflection format and (a) determine the most impactful APPE professionalization themes derived from student self-categorization; and (b) analyze self-reflections for inclusion of actionable professional development plans. Methods A four-step structured APPE self-reflection format, abbreviated IDEA (Identify, Describe, Evaluate, and Actionable Plan), was created to standardize the reflection process. For each APPE, students (N = 211) completed the IDEA by selecting a theme of professionalization impact (from 15 predetermined choices) and crafting a self-reflection. For the APPE annual cycle, themes of professionalization impact were compiled and grouped into overarching categories spanning development in practice or communication skills, student professional development, and collaborative teamwork. A rubric was developed for faculty to evaluate levels of reflection with a goal of critical reflection (evidence of transformative behavior or perspectives) described in actionable professional development plans. Results Two hundred eleven students completed 1473 IDEA self-reflections (6.9 per student). All 15 themes of impact were selected for self-reflection, with “practice skills development/experiencing new curricular discipline” being most prevalent. Critical reflection was attained in 968 (65.7%) of reflections. A decline in criticality over time was noted, with the first six APPE modules averaging 73% and dropping to 54% and 34% in the final two modules, respectively. Conclusion The IDEA structured APPE self-reflection enables students to readily identify professionalization themes and reflect upon their impact. Two-thirds of reflections indicated actionable professional development plans, indicative of professionalization and transformative learning.Item Exploring the impact of engaging student pharmacists in developing individualized experiential success plans(Journal of the American College of Clinical Pharmacy, 2021-02) Briceland, Laurie L; Caimano, Courtney R.; Rosa, Sandra W.; Veselov, Megan; Jablanski, CindyIntroduction Establishing remediation policies in experiential settings poses many challenges. We endeavored to create a customizable Advanced Pharmacy Practice Experiences (APPE) Experiential Success Plan (ESP) initiative in which students engage in self-assessment of preceptor-identified performance deficiencies, develop actionable improvement plans, and apply critical reflection. This approach incorporates a self-directed learning process pedagogy and provides APPE students valuable experience in developing essential self-awareness skills upon which to scaffold. Objectives The purpose of this evaluation was to describe the outcomes of our ESP initiative and to determine if student-created ESPs were successful in reducing the need for future ESPs, as compared with a Pre-ESP cohort. Methods An ESP policy was created in which preceptors identified performance deficiencies at final APPE evaluation, and students became eligible for an ESP if they received at least two “needs improvement” or at least one “significant deficiency” competency ratings. Pre-ESP and With ESP data were compared to determine if ESP reduced the need for repeat ESPs. Outcome data was collected to describe APPE rotation classifications, competency domains of identified deficiencies, and grades of students on an ESP. Reflections were rubric assessed for criticality. Results Preceptors identified 5.4 performance deficiencies per APPE from all rotation types (most commonly inpatient), and over half derived from the Pharmacists' Patient Care Process competency domain. Of students eligible for ESP, 78% required just the one ESP to self-correct their deficiencies. Students eligible for multiple ESPs declined from 26% Pre-ESP to 22% With ESP. Conclusions The ESP initiative enabled students to address preceptor-identified APPE performance deficiencies derived from all rotation types and competency domains. By requiring student self-engagement in creating ESPs, students gained self-awareness and self-directed lifelong learning skills. A majority of students (78%) can self-correct APPE performance deficiencies with one ESP. For those that required multiple ESPs, further remedial strategies are necessary to adequately address noted deficiencies.