This study aimed to evaluate the impact of a training program on community pharmacists' and pharmacy staff's perceived knowledge and attitudes regarding depression, as well as community pharmacists' confidence and acceptability, regarding late-life depression (LLD) screening.

A training program was developed and delivered to participants in the EMPATHISE pilot study, whereby pharmacists delivered LLD screening and provided referrals when warranted. The study took place in community pharmacies across New South Wales, Australia. Training consisted of Mental Health First Aid training, and training on the identification of LLD. A 68-item survey was developed using validated questionnaires exploring participants' stigma, attitudes, knowledge and acceptability of such services. Participants were invited to complete the survey at baseline (T1), immediately post-training (T2), and 3-months post-training (T3). Changes in responses were analysed descriptively and using the Friedman test.

Twenty-seven of the 78 participants at baseline completed the survey across all timepoints, including 21 community pharmacists (78 %). Across the three timepoints, some improvements in participants' attitudes towards depression were observed. From T1-T2 and T1-T3, participants demonstrated some improvements in their acceptability and confidence regarding LLD screening, and increased knowledge regarding use of the Geriatric Depression Scale-15.

This training program improved aspects of participants' knowledge and attitudes towards LLD, as well as their confidence and acceptability regarding LLD screening, suggesting a need for training prior to pharmacist-delivered LLD screening. This training program may be incorporated into future studies focusing on service delivery models to help support pharmacists' early identification of LLD.

Given the prevalence of mental health concerns, dentists have an opportunity to provide mental health screenings to enhance overall patient care. The purpose of this study is to summarize and discuss the characteristics of mental health curricula related to patient care in accredited dental schools.

We identified accredited predoctoral dental programs incorporating mental health training related to patient care into their curriculum. We summarized course characteristics and thematically analyzed course descriptions using headings from the National Library of Medicine.

From our review of curricula from 80 dental programs, 27 included a mental health component, and these were found in both didactic and clinical courses. Behavioral science and building clinical competence were the most common themes.

While mental health is an important component in overall patient care, a minority of accredited dental programs' curricula address it. Further, the manner and extent of inclusion varies. Including mental health training into dental curricula will better prepare dentists for their patients' comprehensive health needs.

Although psychotropic medications (PMs) have enormous adverse events and may cause serious harm if administered inappropriately, there is a scarcity of research concerning the patterns and appropriateness of prescribing these medications in primary care in Jordan. This study aimed to investigate the patterns and appropriateness of PM prescription in primary care, as well as the types and frequency of pharmacist interventions in community pharmacies.

A prospective observational study was conducted in 16 community pharmacies across Jordan. A data reporting sheet was developed, validated, piloted to ensure its applicability, and filled out over 12 weeks (April to June 2023), covering three regions in Jordan.

Overall, 426 patients with 469 prescriptions containing 919 PM orders were observed. Among the PMs prescribed, 19.4% were prescribed inappropriately. Among the PMs, 78.7% were dispensed by pharmacists. The inappropriate prescription categories (n = 178) were overprescribing (45, 25.3%), underprescribing (19, 10.7%), inappropriate medication choice (39, 21.9%), inappropriate duration of medication therapy (64, 36.0%), and inappropriate medication dosage (11, 6.2%). The top therapeutic category requested was anti-epileptics (23.9%).

This study evaluated the prescribing patterns and appropriateness of PMs in Jordan, revealing notable instances of inappropriate PM prescriptions alongside varied and extensive pharmacist interventions.

Training can significantly improve the knowledge and skills of pharmacists. Previous study showed that there is a large gap in the training of pharmacists across countries. Primary healthcare workers did not have enough opportunities to trainings in China. This study aimed to explore the current status of training content, training approaches and unmet training needs from the perspective of primary care pharmacists.

A multi-stage sampling method was used to conduct a questionnaire survey to collect the basic characteristics of primary medical institutions and pharmacists, the current status of primary care pharmacists' training content and training approaches, and the unmet training needs. Descriptive statistics was used to report characteristics of the sample and paired chi-square test was used to test whether the training contents and training approaches meeting the needs of primary care pharmacists.

Most of primary care pharmacists enter the field of pharmacy by receiving pharmaceutical education in colleges and universities, and have obtained professional title qualification and licensed pharmacist qualification certificate. The annual income and proportion of the pharmacists of bachelor degree or above in eastern and western parts are higher than the central region, and the difference was statistically significant. About 67.9% of the surveyed pharmacists received training less than once a year. There was statistically difference between current and expected training content and approach of primary pharmacists, showing that the group is still obviously has unmet training demands. The training contents of "clinical pharmacy knowledge, ability to deal with and analyze problems, and skills to provide pharmaceutical services" and the training mode of "further education in school" are the direction of development of the future training of primary care pharmacists.

The education and training of primary care pharmaceutical professionals in China have achieved initial success. This study identified the basic parts and future direction of development of training content and training form for primary care pharmaceutical professionals. The results of this study can be used as a basis for further development and research into the requirements of on-the-job training and continuing education for pharmacists.

To summarize the effect of mental health first aid (MHFA) on paramedics and medical nursing students and provide direction to future training and research.

Seven databases, including Web of Science, PubMed, Embase, Cochrane, China Knowledge, Wanfang, and China Biomedical Literature Database, were searched for relevant studies from database establishment up to January 31, 2023. The Cochrane risk of bias tool was used to assess the quality of randomized controlled trials, qualitative studies, and single-armed trials on the basis of the literature evaluation criteria developed by the JBI Center for Evidence-Based Healthcare in Australia. Mixed-sex studies were assessed by using the mixed-methods assessment tool (MMAT 2018).

The review identified 11 studies that met the criteria, most of which reported on the effects of MHFA training in terms of mental health literacy (referred to as MHL), MHFA intentions and confidence, stigma, and changes in social distance. A few studies analyzed the strengths and weaknesses of MHFA training courses, motivation to complete MHFA, barriers and facilitators to MHFA training, and participants' perceptions of implementing MHFA training.

The MHFA curriculum is practical for healthcare workers and medical nursing students. In the future, a standardized training program based on the population characteristics of healthcare workers and medical nursing students must be developed to standardize the measurement of outcome indicators to reflect the effectiveness of implementing the MHFA training curriculum. Our study has been registered to PROSPERO under registration number CRD42024519793.

Domestic violence (DV) is a pervasive issue with significant implications for public health, yet it remains under-addressed in healthcare systems. Pharmacists, as accessible healthcare providers, are in a unique position to identify and support individuals affected by DV, but training in this area is often lacking in pharmacy education. This study explores the challenges of and opportunities for integrating DV education into the pharmacy curriculum by interviewing twelve pharmacy educators from Monash University. Using semi-structured interviews, data were analyzed thematically to identify key barriers and facilitators. The findings highlight several benefits of integrating DV education, including pharmacists' accessibility to patients and their ability to play a vital role in recognizing and responding to DV. However, challenges such as time constraints, lack of confidence, insufficient training, and perceived limitations on pharmacists' scope of practice were noted. Ethical and legal concerns regarding pharmacists' roles in DV cases were also identified. This study concludes that integrating DV education into pharmacy curricula is essential; however, it requires significant barriers to be overcome, including the need for specialised training and collaboration with DV experts. This study recommends interdisciplinary workshops and greater faculty support to equip future pharmacists with the necessary skills to address DV effectively.

Screen-based simulation is an effective educational strategy that can enhance health care students' engagement with content and critical thinking across various topics, including mental health. To create relevant and realistic simulations, best-practice guidelines recommend the involvement of experts in the development process. We collaborated with persons with lived experience and community partners to cocreate a mental health-focused screen-based simulation. Cocreating meant establishing a nonhierarchical partnership, with shared decision-making from start to finish.In this article, we present 8 principles developed to guide our cocreation with persons with lived experience: person-centeredness, trauma-informed approaches and ethical guidance, supportive environment, two-way partnership, mutual respect, choice and flexibility, open communication, and room to grow. These principles provide practical guidance for educators seeking to engage the expertise of persons who have been historically disadvantaged in society. By sharing these principles, we strive to contribute to a more equitable process in simulation development and promote meaningful, respectful, and safer collaborations.

This study explored the impact of Mental Health First Aid (MHFA) training and simulated psychosis care role-plays on pharmacy students' stigma, confidence, and behaviors when supporting people experiencing mental health symptoms or crises.

MHFA training was delivered to final year pharmacy students. Post-MHFA training, students were invited to participate in simulated psychosis care role-plays (co-designed and content validated with mental health stakeholders) with trained actors. Role-plays were observed by peers, tutors, and mental health consumer educators (MHCEs). Students immediately engaged in self-assessment, feedback, and debrief discussions with peers, tutors, and MHCEs. Quantitative analyses (ANOVA and chi-square tests) were conducted on scores awarded by each rater (self, tutor, MHCE) and for each scenario (n = 3). Students completed a 15-item survey exploring mental health stigma and mental health confidence, at 3 timepoints (pre-MHFA training, post-MHFA training, and post-role-plays). Survey scores were analyzed using paired t tests.

Of 209 MHFA-trained students, 86 participated in role-play. The self-assessment mean score was the lowest and the MHCEs' mean score highest. Post-MHFA training, 14 survey item scores significantly improved, implying reduced stigma and increased confidence in providing psychosis care. Post-role-play scores suggested improvements in 12 survey items.

Psychosis care role-plays are associated with short-term improvements in pharmacy students' stigma and mental health confidence post-MHFA training; students' self-assessment scores are lower than tutors and MHCEs. It is recommended that future studies further integrate observed behaviors with self-reported data and use simulated patients in clinical practice to evaluate MHFA outcomes longitudinally.

Background Individuals with mental illness are frequently subjected to discriminatory and stigmatising behaviour in society. Promoting positive attitudes and improving awareness regarding mental illness among health professionals in training are important steps in mitigating stigma towards mental illness. There is a dearth of Indian studies which have looked into these aspects. The observations of the study aimed to assess whether stereotyped views on mental illness pertain among pharmacy students at a tertiary teaching institution in South India. Objective The study evaluates three key aspects related to pharmacy students and mental illness: 1) the attitude of pharmacy students towards individuals with mental illness, 2) their knowledge about mental illness and 3) their behavioural response towards mental illness. Materials and methods A cross-sectional study was conducted among the students enrolled in Doctor of Pharmacy (PharmD), Bachelor of Pharmacy (BPharm) and Master of Pharmacy (MPharm) programs in a teaching hospital in south India. Three hundred one completed responses were obtained. The study tools included a socio-demographic proforma, Mental Illness: Clinicians' Attitude Scale (MICA-4), Mental Health Knowledge Schedule (MAKS) and Reported and Intended Behaviour Scale (RIBS). Results The mean scores obtained on MICA-4, MAKS and RIBS were 44.52 ± 7.662, 45.3156 ± 7.601 and 13.18 ± 4.884, respectively; 59.8% of the participants considered psychiatric patients as dangerous, and 70.1% of the respondents reported that they were capable of guiding a friend with a mental illness in accessing professional help. Female students had significantly lower MICA-4 scores than males (p = 0.001). First-year students had significantly lower RIBS scores as compared to the students in the second to the sixth years of study (p = 0.004). Conclusion Negative attitudes, stigmatising beliefs and behaviour towards mental illness are prevalent among future pharmacists. It is the need of the hour to ensure that mental health-related content and contact-based education aimed at reducing stigma and discrimination receive due emphasis as part of the pharmacy curriculum in the country.

Utilizing Healthcare Simulation Standards of Best Practice™, a virtual reality (VR) platform was created to meet American Association of Colleges of Nursing Essential and Quad Council Public Health competencies. The scenario, involving major depressive disorder with suicidal ideation and alcohol dependency, engages learners in assessing suicide risk, recognizing symptoms, and recommending treatment. Eighty-four prelicensure nursing students have taken part in this mental health VR simulation since spring 2023. Although no significant difference was observed between pre-post knowledge, learners appreciated the VR experience. Student ratings were lowest for how physically demanding the task was and highest for their focus and interest in successfully doing the simulation.

Although confidence does not automatically imply competence, it does provide pharmacy students with a sense of empowerment to manage a pharmacotherapeutic problem independently. Among the methods used in higher education, there is growing interest in simulation.

To evaluate the impact of simulation on pharmacy students' confidence in performing clinical pharmacy activities.

Articles that reported the use of simulation among pharmacy students with fully described outcomes about confidence were included. Studies for which it was impossible to extract data specific to pharmacy students or simulation were excluded. The search was carried out in Medline, Embase, Lissa and PsycInfo from inception to August the 31th, 2022. The results were synthesized into 4 parts: confidence in collecting information, being an expert in a procedure/pathology, counselling and communicating, and other results. The quality assessment of included studies was conducted using the Mixed Methods Appraisal Tool "MMAT" tool.

Among the 39 included articles, the majority were published in the last 5 years and conducted in the United States. The majority included pharmacy students in years 1 through 3 (69.2%). The most common study design was the pre-post uncontrolled design (66.7%). Studies measuring the effects of human and/or virtual simulation were mainly focused on confidence to counsel and/or communicate with patients and colleagues (n = 20). Evaluations of the effects of these types of simulation on confidence in information gathering by health professionals were also well represented (n = 16).

Simulation-based training generally yielded positive impact on improving pharmacy students' confidence in performing clinical pharmacy activities. Rigorous assessment methods and validated confidence questionnaires should be developed for future studies.

This research aims to explore roles and challenges faced by Indonesian community pharmacists in mental healthcare management. A sequential mixed method study was conducted. This study found that drug counselling as a pharmaceutical care service that is often given to patients with mental disorder. Nonetheless, inadequate training and concern of psychotropic drug abused were identified as a major barrier hindering effective service delivery. These finding suggests that there is a need for pharmacists to gain additional education and training in mental health, as well as implement a system that integrates patient medical records across all healthcare settings.

Healthcare students are a population more at risk for mental health issues, especially anxiety, depression, and suicidal thoughts. The health faculty of Université Paris Cité in France, Paris has implemented a Mental Health First Aid (MHFA) course aiming to improve students' mental health literacy, self-care and peer-support and to decrease stigma about mental illness. We conducted a qualitative study exploring the lived experience of this MHFA training course among healthcare students so to better assess its implementation within this specific context and population.

This qualitative study used the five-stage inductive process to analyze the structure of lived experience (IPSE) approach. All the healthcare students that had completed the 2-day MHFA training were approached to participate. Data was collected through individual semi-structured interviews and inclusion continued until data saturation was reached. Data analysis was based on an inductive, descriptive, and structuring procedure to determine the structure of lived experience characterized by the central axes of experience.

Twenty students were included. Data analysis produced a common structure of lived experience based on three central axes of experience, (1) a personal experience, (2) a student experience and (3) a professional experience. The participants all experienced this course intertwined within these 3 axes. Their motivation to take the course was personal -being of feeling concerned by the topic-, was study-oriented - to learn and revise psychiatry- and was professional - so to develop both practical and soft skills. In their personal experience, participants reported a transformative experience and some interventions with friends and family, while both in their student and professional experience, they felt frustrated with both the content and the form of the course.

The results reported similar outcomes reported in the literature about skills, knowledge, and awareness; but mostly produce original avenues about how to better adapt such course to this specific population so to better address students' expectations and mental health issues. This MHFA course -with an adapted content addressing eating disorders, self-mutilations and sexual and gender-based violence - could be part of the early curriculum of healthcare students. The latter could then benefit from a level 2/advanced MHFA course years later specifically tailored for healthcare professionals.

The objective of this review is to determine the extent of the literature on the use of virtual clinical simulation to teach health professional students about mental health.

Graduates of health professional programs need to be prepared to provide safe and effective care for persons with a mental illness in every practice context. Clinical placements in specialty areas are difficult to obtain and cannot ensure students will have opportunities to practice specific skills. Virtual simulation is a flexible and innovative tool that can be used in pre-registration health care education to effectively develop cognitive, communication, and psychomotor skills. Given the recent focus on virtual simulation usage, the literature will be mapped to determine what evidence exists regarding virtual clinical simulation to teach mental health concepts.

We will include reports that focus on pre-registration health professional students and use virtual simulation to teach mental health concepts. Reports that focus on health care workers, graduate students, patient viewpoints, or other uses will be excluded.

Four databases will be searched including MEDLINE, CINAHL, PsycINFO, and Web of Science. Reports with a focus on mental health virtual clinical simulation for health professional students will be mapped. Independent reviewers will screen titles and abstracts, then review the full texts of articles. Data from studies meeting the inclusion criteria will be presented in figures and tables, and described narratively.

Open Science Framework https://osf.io/r8tqh.

Community pharmacists are accessible primary care providers and therefore in a good position to detect unmet psychosocial needs of their patients and pharmacy visitors.

A collaboration between pharmacists and psychosocial work was set up in Flanders, Belgium. Community pharmacists were trained to discuss psychosocial needs, to inform patients about possible help and refer them to a Center for General Wellbeing if needed. During the pilot of the project between October 2021 and January 2022, the feasibility and potential of this collaboration were examined.

A total of 79 patient contacts about psychosocial wellbeing were reported using an online registration form, the majority of which concerned women. Family problems and mental health problems were most often reported. Focus group discussions with 28 participating pharmacists showed that they experience their role in psychosocial care as fulfilling and of valuable. Patient satisfaction was mentioned to be a major motivating factor, while time and privacy are barriers. Adequate training in psychosocial wellbeing and care was considered crucial.

Pharmacists can be valuable partners in the recognition and referral of patients with unmet psychosocial needs. Structural collaborations between community pharmacy and psychosocial care should be further supported.

The role of community pharmacists has evolved in recent years with expansion in pharmacy services offered. The extent to which patients utilise such services in community pharmacies in Ireland is unclear.

To assess pharmacy services use among adults aged ≥56 years in Ireland, and determine the demographic and clinical factors associated with pharmacy services use.

This cross-sectional study included community-dwelling participants in wave 4 of The Irish Longitudinal Study on Ageing (TILDA), aged ≥56 years who were self-respondents. TILDA is a nationally representative cohort study, with wave 4 data collected during 2016. TILDA collects participant demographics and health data, in addition to information on the use of several services when visiting the pharmacy in the last 12 months. Characteristics and pharmacy services use were summarised. Multivariate logistic regression was used to examine the association of demographic and health factors with reporting (i) any pharmacy service use and (ii) requesting medicines advice.

Among 5782 participants (55.5% female, mean age 68 years), 96.6% (5587) reported visiting a pharmacy in the previous 12 months, and almost one fifth of these (1094) utilised at least one non-dispensing pharmacy service. The most common non-dispensing services reported were requesting advice about medications (786, 13.6%), blood pressure monitoring (184, 3.2%), and vaccination (166, 2.9%). Controlling for other factors, female sex (odds ratio (OR) 1.32, 95% CI 1.14-1.52), third-level education (OR 1.85, 95% CI 1.51-2.27), higher rates of GP visits, private health insurance (OR 1.29, 95% CI 1.07-1.56), higher number of medications, loneliness, and respiratory condition diagnosis (OR 1.42, 95% CI 1.14-1.74) were associated with higher likelihood of utilising pharmacy services. The relationship between these factors and requesting medicines advice was similar.

A high proportion of middle-aged and older adults visit community pharmacy and a fifth utilise specified pharmacy services. Despite advances in the services offered in pharmacies, medicines advice remains at the core of pharmacists' practice.

Long-acting injectable antipsychotics (LAIAs) have demonstrated positive outcomes for people with serious mental illnesses. They are underused, and access to LAIAs can be challenging. Pharmacies could serve as suitable environments for LAIA injection by pharmacists. To map and characterize the literature regarding the administration of LAIAs by pharmacists, a scoping review was conducted. Electronic-database searches (e.g., PsycINFO, Ovid Medline, Scopus, and Embase) and others including ProQuest Dissertations & Theses Global and Google, were conducted. Citation lists and cited-reference searches were completed. Zotero was used as the reference-management database. Covidence was used for overall review management. Two authors independently screened articles and performed full-text abstractions. From all sources, 292 studies were imported, and 124 duplicates were removed. After screening, 13 studies were included for abstraction. Most articles were published in the US since 2010. Seven studies used database and survey methods, with adherence and patient satisfaction as the main patient-outcomes assessed. Reporting of pharmacists' and patients' perspectives surrounding LAIA administration was minimal and largely anecdotal. Financial analyses for services were also limited. The published literature surrounding pharmacist administration of LAIAs is limited, providing little-to-no guidance for the development and implementation of this service by others.

With appropriate training, community pharmacists can support people living with severe and persistent mental illness (SPMI) by identifying and managing medication-related issues and physical health concerns. The Bridging the Gap between Physical and Mental Illness in Community Pharmacy (PharMIbridge) randomized controlled trial (RCT) tested the impact of an individualized, pharmacist-led support service for people living with SPMI.

To evaluate the impact of the PharMIbridge training program on pharmacy participants' knowledge and confidence, as well as stigma and attitudes, in relation to supporting, and providing services to, people living with SPMI; compared to Mental Health First Aid (MHFA) training alone.

Pharmacy staff (n = 140) from 55 community pharmacies across four RCT regions attended face-to-face training. Both intervention group (IG) and comparator group (CG) participants received MHFA training while IG participants received additional PharMIbridge training, involving role-plays and mental health consumer educators (MHCEs). A questionnaire including validated instruments was administered at baseline, after training and after 12 months. Comparative analyses included paired t tests and mixed between/within analysis of variance (ANOVA).

Pre and post-training surveys were completed by 136 participants, most of which were pharmacists. Both IG and CG participants had significant reductions in stigma (P < 0.001) post-training. IG participants' confidence and knowledge regarding metabolic monitoring significantly improved compared to CG (P < 0.001). IG participants were significantly more confident and comfortable in providing medication counseling, compared to CG participants (P < 0.05).

MHFA training reduced participants' stigma toward mental health. However, the purpose-designed PharMIbridge training program provided pharmacists with additional knowledge and skills to confidently support the physical health care needs of people living with SPMI. The inclusion of role-plays and MHCEs allowed pharmacists to self-reflect and practice skills in safe, supportive environments. Future studies should continue to involve MHCEs in pharmacy training and explore whether these improvements are sustainable.

The article analyzes and systematizes international documents and research results, which reveal the experience of implementing the best practices in mental health into the educational process of training pharmacists at various levels of education. Available foreign educational programs were analyzed in terms of their form and content. According to the results of the research, it was found out that the practice of professional training of pharmacists on mental health issues is quite widespread at the world level and is presented in various scientific publications. The results of their analysis also indicate different forms of training process organization.

Formerly, the community pharmacists' work was mainly focused on drug supply. However, during the COVID-19 epidemic outbreak, community pharmacists in Wuhan played an important role in control and prevention of SARS-CoV-2 and in providing pharmaceutical care. Due to a lack of adequate knowledge and skills, many community pharmacists were not able to cope with healthcare work timely and efficiently. To improve community pharmacists' specialized knowledge and enhance their professional competence through systemic training in the post-COVID-19 era.

Based on the O-AMAS (Objective, Activation, Multi-learning, Assessment and Summary) teaching model and flipped classroom, an online continuing training program containing four sections was developed. It was a semi-experimental study with no control group. Quantitative tests before and after training as well as questionnaire were used to evaluate the outcome of this training program for community pharmacists.

A total of twenty-six community pharmacists were invited to participate in continuing education, and twenty-five trainees finished this training program with a completion rate of 96.2 %. Quantitative tests before and after training and anonymous questionnaires were carried out to comprehensively evaluate the outcomes of this training program. Compared with the test scores before training (61.6 ± 6.6), the score after training was statistically higher, reaching 80.9 ± 7.5 (P < 0.001). Twenty-three questionnaires were received (returns ratio, 92.0%). Notably, most of the pharmacists were satisfied with the training program. The percentage of positive responses for each item in this anonymous questionnaire was more than 85 %.

It was suggested that the O-AMAS model and the flipped classroom-based continuing educational program achieved the expected training effects. It is a promising on-the-job training approach for pharmacy continuing education. Moreover, our study also demonstrated that online learning had advantages of no geographic constraints, flexible learning beyond time and easy interaction, over traditional face-to-face training style, especially in the post-pandemic era.