Table 2.
Educational standards students self-selected for inclusion in Health and Wellness Projects.
| Educational Outcome * | N | Illustrative Students’ Description of How Standard Was Met |
|---|---|---|
| Advocacy | 81 | Students provided patients with a deeper understanding of the importance of medication adherence and disease prevention with the aim of empowering patients to self-advocate for their own health concerns. |
| Cultural Sensitivity | 19 | Students interacted with patients from varying cultures and socioeconomic backgrounds and diminished disparities/inequities in access to quality care by providing options for patients to access free services when applicable. |
| Health Literacy | 60 | Students’ HWPs utilized image-based, simplified, and/or patient-friendly language to impart relevant information to facilitate patient understanding. |
| Patient Individualization | 35 | Students adapted and personalized information for patients through written materials (e.g., for health literacy, visual acuity in seniors, and terminology) and through verbal interactions (e.g., for health literacy, plans to quit smoking, prior knowledge, and patient preferences, such as cost/generic prescriptions, dosage forms, or desire for over-the-counter self-care). |
| Educator/Educational Strategies | 68 | Students selected appropriate educational strategies, such as poster presentations to encourage questions from patients, take-home handouts to serve as reminders, large fonts for emphasis in written materials, or visual images accompanied by hand gestures during discussions. Students identified opportunities to improve the HWP intervention, such as workflow, physical space, or process improvements. |
| Communication Strategies | 0 ** | Students practiced verbal, non-verbal, and empathic communication skills through patient interactions. Students employed written visual aids (posters/pamphlets) to initiate patient interaction and prompt patients to request more education. |
| Technology | 0 ** | Students educated patients on the use of smartphone apps (e.g., for smoking cessation) and how to research different Medicare plans and enroll online. Student pharmacists sifted through myriad sources available on the internet, dispelling myths and providing quality, up-to-date information to patients. |
* Students were to select at least 3 standards per project. ** While no student indicated that they included/met this standard in their HWP, their summaries did include references to these two standards and are included as information for the reader. HWP = Health and Wellness Project.