Evolution of Self-care Education
Evolution of Self-care Education
During the past 15 years, the curriculum content for nonprescription medication and self-care therapeutics has expanded significantly. Self-care courses ranging from stand-alone, required courses to therapeutic content and skills laboratories, have evolved in colleges and schools of pharmacy to accommodate rapid changes related to nonprescription medications and to meet the needs of students. The design of and content delivery methods used in self-care courses vary among institutions. Teaching innovations such as team-based learning, role playing/vignettes, videos, and social media, as well as interdisciplinary learning have enhanced delivery of this content. Given that faculty members train future pharmacists, they should be familiar with the new paradigms of Nonprescription Safe Use Regulatory Expansion (NSURE) Initiative, nonprescription medications for chronic diseases, and the growing trends of health and wellness in advancing patient-care initiatives. This paper reviews the significant changes that may be impacting self-care curriculums in the United States.
In 2012, the Nonprescription Medicines Academy (NMA) and the Self-Care Institute (SCI) celebrated their 15 and 10 year anniversaries, respectively. These anniversaries have encouraged reflection on the vast changes in self-care education, the growing role of nonprescription medicine in health care, and the value of faculty development programming to support faculty members who teach self-care in the pharmacy curriculum. During the past 15 years, the curriculum content for nonprescription medication and self-care therapeutics has expanded significantly. New nonprescription products, formulation modifications, safety concerns, and regulatory changes are impacting the evolving responsibilities of the pharmacist in self-care. With these changes, self-care courses also transform to include innovative teaching strategies as pharmacy students needs in this area become greater. This paper reviews the significant changes that may be impacting self-care curriculums in the United States.
Abstract and Introduction
Abstract
During the past 15 years, the curriculum content for nonprescription medication and self-care therapeutics has expanded significantly. Self-care courses ranging from stand-alone, required courses to therapeutic content and skills laboratories, have evolved in colleges and schools of pharmacy to accommodate rapid changes related to nonprescription medications and to meet the needs of students. The design of and content delivery methods used in self-care courses vary among institutions. Teaching innovations such as team-based learning, role playing/vignettes, videos, and social media, as well as interdisciplinary learning have enhanced delivery of this content. Given that faculty members train future pharmacists, they should be familiar with the new paradigms of Nonprescription Safe Use Regulatory Expansion (NSURE) Initiative, nonprescription medications for chronic diseases, and the growing trends of health and wellness in advancing patient-care initiatives. This paper reviews the significant changes that may be impacting self-care curriculums in the United States.
Introduction
In 2012, the Nonprescription Medicines Academy (NMA) and the Self-Care Institute (SCI) celebrated their 15 and 10 year anniversaries, respectively. These anniversaries have encouraged reflection on the vast changes in self-care education, the growing role of nonprescription medicine in health care, and the value of faculty development programming to support faculty members who teach self-care in the pharmacy curriculum. During the past 15 years, the curriculum content for nonprescription medication and self-care therapeutics has expanded significantly. New nonprescription products, formulation modifications, safety concerns, and regulatory changes are impacting the evolving responsibilities of the pharmacist in self-care. With these changes, self-care courses also transform to include innovative teaching strategies as pharmacy students needs in this area become greater. This paper reviews the significant changes that may be impacting self-care curriculums in the United States.
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