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Introduction <p>Given that medication is often utilised to treat mental health conditions, pharmacists across sectors are well placed to provide enhanced care to patients beyond their knowledge of medicines. However, this requires pharmacists to be appropriately educated about mental health. This study explores the priorities of pharmacy students for learning about mental health.</p> Aim <p>This study aimed to explore the ideas and priorities of fourth year pharmacy students for mental health education under the following categories: (1) Content to be included. (2) What knowledge, skills and attitudes students wish to develop. (3) The teaching and learning approaches associated with developing these knowledge, skills and attitudes.</p> Method <p>An exploratory case study design was conducted in 2024 within an elective ‘Education and Training’ module for undergraduate pharmacy students in Ireland. Eighteen students participated in the study and engaged in three different focus groups. The study was designed with student partners who supported the facilitation of focus groups and analysis of the data. Data analysis was conducted using thematic analysis on Nvivo software with a student partner. Final themes were agreed with the wider research team.</p> Results <p>Four main themes emerged from thematic analysis of focus group transcripts: (1) the pharmacist and pharmacy as a safe space, (2) adaptable communication skills, (3) integration of physical and mental health challenges across curricula, and (4) seeking authenticity in teaching and learning approaches. Students also gave insights into what makes a contact-based learning experience worthwhile for them, and expressed a desire for integration of patient and public involvement into education in order to create a more authentic learning experience.</p> Conclusion <p>Pharmacy students find value in authentic learning methods, and appreciate when patients and patient groups are involved in education. Additionally, they see each other as an important learning resource and value small group work. These learning methods have been integrated into our mental health module in the form of patient speakers, simulation practice, and small group work activities.</p>

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Co-creating mental health education with students: a qualitative case study in pharmacy

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月20日

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  • Zoe McCormack,
  • Enya O’Sullivan,
  • Sahana Rajesh,
  • Fabian F. Sweeney,
  • Dolores Keating,
  • Judith Strawbridge

摘要

Introduction

Given that medication is often utilised to treat mental health conditions, pharmacists across sectors are well placed to provide enhanced care to patients beyond their knowledge of medicines. However, this requires pharmacists to be appropriately educated about mental health. This study explores the priorities of pharmacy students for learning about mental health.

Aim

This study aimed to explore the ideas and priorities of fourth year pharmacy students for mental health education under the following categories: (1) Content to be included. (2) What knowledge, skills and attitudes students wish to develop. (3) The teaching and learning approaches associated with developing these knowledge, skills and attitudes.

Method

An exploratory case study design was conducted in 2024 within an elective ‘Education and Training’ module for undergraduate pharmacy students in Ireland. Eighteen students participated in the study and engaged in three different focus groups. The study was designed with student partners who supported the facilitation of focus groups and analysis of the data. Data analysis was conducted using thematic analysis on Nvivo software with a student partner. Final themes were agreed with the wider research team.

Results

Four main themes emerged from thematic analysis of focus group transcripts: (1) the pharmacist and pharmacy as a safe space, (2) adaptable communication skills, (3) integration of physical and mental health challenges across curricula, and (4) seeking authenticity in teaching and learning approaches. Students also gave insights into what makes a contact-based learning experience worthwhile for them, and expressed a desire for integration of patient and public involvement into education in order to create a more authentic learning experience.

Conclusion

Pharmacy students find value in authentic learning methods, and appreciate when patients and patient groups are involved in education. Additionally, they see each other as an important learning resource and value small group work. These learning methods have been integrated into our mental health module in the form of patient speakers, simulation practice, and small group work activities.