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Pharmacy
Special Issues
Optimising Cultural Capabilities in Pharmacy Practice and Education
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Special Issue "Optimising Cultural Capabilities in Pharmacy Practice and Education"

A special issue of Pharmacy (ISSN 2226-4787). This special issue belongs to the section "Pharmacy Education and Student/Practitioner Training".

Deadline for manuscript submissions: closed (31 May 2018) | Viewed by 9502

Special Issue Editor

Dr. Jasmina Fejzić

E-Mail Website
Guest Editor
School of Pharmacy, University of Queensland, Woolloongabba, QLD 4102, Australia
Interests: social pharmacy; culture; translatability of research; pharmacy education

Special Issue Information

Dear Colleagues,

Pharmacy has the privilege and responsibility to ensure its vital role in the hyper-connected 21st century global healthcare remains fulfilled and acknowledged. This Special Issue of Pharmacy aims to explore our common assumption that contemporary Pharmacy Practice and Education are meeting the opportunities and challenges of our shared humanity. Pharmacy profession has the obligation to provide culturally safe, appropriate, and competent care in a manner that acknowledges culture and cultural differences. Cultural competence relates to the set of behaviours, attitudes, and policies that come together to enable a system, agency, or professionals to work effectively in cross-cultural situations. Developing and embedding cultural competence in healthcare requires a sustained focus on knowledge, awareness, behaviour, skills and attitudes at the operational or administrative level, health practitioner level, practitioner-patient level, and student-training level. To optimise our cultural capabilities, and meet our professional obligation of inclusive and multicultural healthcare, it is necessary to pause, reflect and review our relationship with ‘culture’. If you have researched any aspects of ‘culture’ in the areas of Pharmacy Practice or Pharmacy Education—we would like to hear from you.

Dr. Jasmina Fejzić
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Pharmacy is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • culture
  • culturally safe and appropriate pharmacy practice
  • cultural competence in pharmacy education and practice
  • cultural capability
  • inclusive and multicultural healthcare

Published Papers (2 papers)

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Research

11 pages, 212 KiB  
Article
Using a Model to Design Activity-Based Educational Experiences to Improve Cultural Competency among Graduate Students
by
Kathleen Bauer
and
Yeon Bai
Pharmacy 2018, 6(2), 48; https://doi.org/10.3390/pharmacy6020048 - 01 Jun 2018
Cited by 9 | Viewed by 4412
Abstract
To improve the cultural competency of 34 students participating in graduate nutrition counseling classes, the Campinha-Bacote Model of Cultural Competence in the Delivery of Health Care Services was used to design, implement, and evaluate counseling classes. Each assignment and activity addressed one or [...] Read more.
To improve the cultural competency of 34 students participating in graduate nutrition counseling classes, the Campinha-Bacote Model of Cultural Competence in the Delivery of Health Care Services was used to design, implement, and evaluate counseling classes. Each assignment and activity addressed one or more of the five constructs of the model, i.e., knowledge, skill, desire, encounters, and awareness. A repeated measure ANOVA evaluated pre- and post-test cultural competence scores (Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals). The overall cultural competence score significantly improved (p < 0.001) from “culturally aware” (68.7 at pre-test) to “culturally competent” (78.7 at post-test). Students significantly improved (p < 0.001) in four constructs of the model including awareness, knowledge, skill, and encounter. Factor analysis indicated that course activities accounted for 83.2% and course assignments accounted for 74.6% of the total variance of cultural competence. An activity-based counseling course encouraging self-evaluation and reflection and addressing Model constructs significantly improved the cultural competence of students. As class activities and assignments aligned well with the Campinha-Bacote Model constructs, the findings of this study can help guide health educators to design effective cultural competence training and education programs. Full article
(This article belongs to the Special Issue Optimising Cultural Capabilities in Pharmacy Practice and Education)
8 pages, 229 KiB  
Article
Dental Students’ Knowledge and Attitudes towards Antibiotic Prescribing Guidelines in Riyadh, Saudi Arabia
by
Abdulrahman AboAlSamh
,
Abdulmalik Alhussain
,
Nawaf Alanazi
,
Rakan Alahmari
,
Naila Shaheen
and
Abdallah Adlan
Pharmacy 2018, 6(2), 42; https://doi.org/10.3390/pharmacy6020042 - 07 May 2018
Cited by 13 | Viewed by 4759
Abstract
Background: The use of antibiotics prophylactically and therapeutically in dentistry has become common practice. Inappropriate prescription may lead to adverse side effects and bacterial resistance. During clinical training, dental students in Saudi Arabia are authorized to prescribe antibiotics. Aim: To evaluate dental students’ [...] Read more.
Background: The use of antibiotics prophylactically and therapeutically in dentistry has become common practice. Inappropriate prescription may lead to adverse side effects and bacterial resistance. During clinical training, dental students in Saudi Arabia are authorized to prescribe antibiotics. Aim: To evaluate dental students’ knowledge and attitudes regarding antibiotic prescription in Riyadh, Saudi Arabia. Methods: A cross-sectional study based on a validated questionnaire consisting of 34 questions focusing on antibiotic indications in dentistry, antibiotic regimens, and knowledge regarding resistance was distributed amongst dental students in five leading dental colleges in Riyadh. Results: A large proportion of students (71.7%) were familiar with the concept of antibiotic resistance. When comparing junior and senior dental students’ knowledge with regards to indications of antibiotic use in commonly encountered conditions, it was found that there was no significant difference in antibiotic prescription frequency between these groups. Most dental students choose to prescribe amoxicillin as their first-choice of antibiotic (88.4%), and most also chose to use it for a duration of 3–5 days (69.2%). Conclusions: This study concludes that dental students may prescribe antibiotics inappropriately to manage various conditions when not indicated. This may indicate a defect in education of students with regards to current antibiotic guidelines. Full article
(This article belongs to the Special Issue Optimising Cultural Capabilities in Pharmacy Practice and Education)
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