Can targeted public health e-learning packages make a difference to a

pharmacy professionals’ self-efficacy within the public health agenda?

Debra Roberts, WCPPEJoanne Kember, Community

Pharmacist

WCPPE-who are we?

The Wales Centre for Pharmacy ProfessionalEducation (WCPPE) works:

"To motivate and support the pharmacy team, through the provision of learning and development opportunities, to enhance their competence to deliver high quality patient services in Wales."

Wales- where’s that???

BackgroundIn 2011, Welsh Government emphasised need for pharmacy to proactively engage in the public health agenda •Provide opportunistic advice on lifestyle and public health issues •Proactively take part in local and national public health campaigns

Background

Key messages on:•Disease symptoms•Transmission / incubation•Treatment & referral•Management to minimise

spread•Role of pharmacy professional

• Due to sporadic cases of measles in Wales in 2011• Collaboration with Public Health Wales• Short e-learning package

Background

Background

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4681

AimTo explore pharmacy professionals’ perceptions of any changes in their abilities to provide public health related messages to patients following completion of these public health e-learning packages.

Objectives • Determine whether a change in knowledge had

occurred• Explore impact on the pharmacy professionals’

confidence to deal with public health related queries• Explore the impact on the pharmacy professionals’

practice• Investigate the impact on their awareness of the

public health agenda• Explore views on acceptability of the delivery format

Literature Review• Flexibility, design and presentation of e-learning was important

to address learning needs of health professionals

• To be able to access learning on medium of choice

• E-learning had been shown to improve skills

• Lack of previous studies looking at effectiveness of e-learning packages in improving long term knowledge in pharmacy

Methods Semi-structured telephone interviews to inform questionnaire designSemi-structured telephone interviews to inform questionnaire design

Short structured questionnaire developed using the Likert scale and open comments boxes (16 questions)

Short structured questionnaire developed using the Likert scale and open comments boxes (16 questions)

Electronic questionnaire piloted (n=10), before being sent to a sample of 709 recipients, with a accompanying letter

(1 month reply date)

Electronic questionnaire piloted (n=10), before being sent to a sample of 709 recipients, with a accompanying letter

(1 month reply date)

Two follow-up emails were sent after 2 and 3 weeks Two follow-up emails were sent after 2 and 3 weeks

Questionnaire closed and data analysedCompleted questionnaires = 129/709 (18% response rate).

Questionnaire closed and data analysedCompleted questionnaires = 129/709 (18% response rate).

Results97% felt that their knowledge had increased

98% felt more confident to answer queries / offer advice

52

45

3

%%

45

2

Results Over half the respondents (54%) reported that they had used the knowledge learnt to make an intervention

“I was able to signpost people and answer questions on vaccination programme when I would not have had the knowledge to do so previously”

“ Have advised several patients to have shingles vaccines”

“Correctly identified a child with scarlet fever and referred to GP for treatment”

“Informally I was able to refer family and friends to appropriate vaccination programmes”

ResultsAwareness of the public health agenda amongst the respondents had also increased (79%).

“Have used the information on measles to reassure patients during the measles outbreak...’

‘I was able to confidently answer questions about measles when asked of me by the public during the Swansea Measles outbreak’

‘Was able to advise a customer on rotavirus as they were concerned about a current outbreak’

Prompted health boards antimicrobial team to consider adding treatment of scarlet fever to guidelines.’

ResultsMajority of the respondents (96%) found the method of delivery acceptable and 99% stated they would access this type of e-learning package again.

“easy to access and use, very professional look”

“Accessible on range of devices”

“When accessed I do find them nice and concise”

“Very useful and informative content”

ConclusionsPharmacy professional’s self – efficacy in public health increased following completion of these e-learning modules

However due to the low response rate to questionnaire these results are likely to be biased

Further studies required

Future

• Conduct a research project looking specifically at scarlet fever, due to recent outbreaks in parts of Wales

• Contact details: robertsD@cardiff.ac.uk

Thank you for listening