ArticleInternational journal of clinical pharmacy2023
Co-designing psychosis simulated patient scenarios with mental health stakeholders for pharmacy curricula.
Article in International journal of clinical pharmacy, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Equity, Diversity, Inclusion and Accessibility in Pharmacy Education: A Scoping Review.Pharmacy (Basel, Switzerland) · 2026Review
- Virtual reality for experiential learning: enhancing agitation management skills, confidence, and empathy in healthcare students.Medical education online · 2025Article
- A systematic review of co-production approaches that involve family members, loved ones, or carers in the development of mental health or substance use resources/interventions.Research involvement and engagement · 2025Review
- Co-design and content validation of psychosis care assessment material for medical, pharmacy, nursing, and occupational therapy curricula.BMC medical education · 2025Article
- Simulated psychosis care role-plays for pharmacy curricula: a qualitative exploration of student experiences.Social psychiatry and psychiatric epidemiology · 2024Article
- Overview of this issue: "clinical pharmacy impacting mental health delivery and outcomes".International journal of clinical pharmacy · 2023Article
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPharmacists need knowledge and confidence to support people living with mental illness. Evidence-based educational materials for pharmacy students to provide psychosis care is limited.
aimTo co-design, content validate and pilot-test, with mental health stakeholders, simulated patient scenarios to educate and assess students in providing psychosis care.
methodMental health consumers were invited to co-design three simulated patient scenarios (first-episode psychosis, carer of someone living with schizophrenia, non-adherence to antipsychotics), guided by published and psychometrically-tested materials. A panel of mental health stakeholders participated in two rounds of content validation (RAND/UCLA appropriateness model). Round 1 involved individual survey completion to calculate item content validity index (I-CVI) for relevance/clarity, content validity ratio for essentiality and overall scale content validity index (S-CVI/Ave and S-CVI/UA) scores for each scenario. Scores analyses and feedback comments informed revisions. Round 2 involved a panel meeting to discuss revisions and finalise content. The scenarios were then pilot-tested with pharmacy students.
resultsTwo consumers participated in co-design, nine stakeholders in content validation. All items showed excellent content validity for relevance/clarity. Eleven items were revised for essentiality, discussed, then re-rated at the panel meeting for consensus. The scenarios were pilot-tested with pharmacy students (n = 15) and reported to be realistic and relevant to future practice, contributing to students' confidence in supporting people experiencing mental health symptoms or crises.
conclusionPartnering with mental health stakeholders has enabled co-design of authentic, content valid educational materials for pharmacy students to provide psychosis care, in preparation for future provision of mental health support.
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