Pharmacy, Health Sciences & Exercise Science
Event Title
Aseptic Technique Validation Among Pharmacy Students: a Multi-Center Evaluation
Document Type
Oral Presentation
Location
Indianapolis, IN
Subject Area
Pharmacy, Health Sciences & Exercise Science
Start Date
11-4-2014 8:30 AM
End Date
11-4-2014 10:00 AM
Sponsor
Angela Ockerman (Butler University)
Description
Background: It's been 10 years since the United States Pharmacopeia issued the first FDA enforceable rules for the compounding of sterile preparations. With incidents such as last year's deadly meningitis outbreak which was directly related to compounded sterile products and affected 751 patients in 20 US states leading to 64 deaths, there is increasing emphasis on proper instruction of aseptic technique in schools of pharmacy to ensure competent practitioners. However, there is no one universal standard established in USP <797> or any other pharmacy practice guideline as to how to validate aseptic technique in an academic setting. The primary objective of this study is to identify the most appropriate method for validating aseptic technique among pharmacy students. For the purposes of this study, appropriateness was defined as the method most likely to detect poor technique as evidenced by visible microbial growth in tryptic soy media. Secondary objectives include evaluating the educational value of such validation when completed in the academic setting by measuring the relationship between student confidence level before and after validation and then correlating that to performance.
Methods: Students were randomized to perform one of three aseptic technique validation processes, each consisting of a different order of similar manipulations. While performing these manipulations, student performance was evaluated using a standardized rubric. After an incubation period as described in the United States Pharmacopeia, bacterial growth rates between the different groups were compared to determine if any one process produced significantly more bacterial growth. Prior to and immediately following the completion of their aseptic technique evaluations, a survey was distributed using the Survey Monkey® tool to determine the students' level of confidence and attitudes toward sterile compounding.
Results: Preliminary data has been collected and is currently being analyzed. In-depth statistical analyses relating to our study objectives will be presented at the Undergraduate Research Conference.
Conclusion: The most appropriate method for the validation of student aseptic technique is dependent upon multiple factors, including cost of materials, feasibility of scheduling validation within the curriculum, and practicality in regards to number of manipulations. Once results are analyzed, we hope to show from a process standpoint, what has the greatest impact on validation of a student's aseptic technique; the accuracy of the simulation to professional practice or the number of manipulations. We also hope to demonstrate the educational value of each in both student preparation for professional practice and student confidence.
Aseptic Technique Validation Among Pharmacy Students: a Multi-Center Evaluation
Indianapolis, IN
Background: It's been 10 years since the United States Pharmacopeia issued the first FDA enforceable rules for the compounding of sterile preparations. With incidents such as last year's deadly meningitis outbreak which was directly related to compounded sterile products and affected 751 patients in 20 US states leading to 64 deaths, there is increasing emphasis on proper instruction of aseptic technique in schools of pharmacy to ensure competent practitioners. However, there is no one universal standard established in USP <797> or any other pharmacy practice guideline as to how to validate aseptic technique in an academic setting. The primary objective of this study is to identify the most appropriate method for validating aseptic technique among pharmacy students. For the purposes of this study, appropriateness was defined as the method most likely to detect poor technique as evidenced by visible microbial growth in tryptic soy media. Secondary objectives include evaluating the educational value of such validation when completed in the academic setting by measuring the relationship between student confidence level before and after validation and then correlating that to performance.
Methods: Students were randomized to perform one of three aseptic technique validation processes, each consisting of a different order of similar manipulations. While performing these manipulations, student performance was evaluated using a standardized rubric. After an incubation period as described in the United States Pharmacopeia, bacterial growth rates between the different groups were compared to determine if any one process produced significantly more bacterial growth. Prior to and immediately following the completion of their aseptic technique evaluations, a survey was distributed using the Survey Monkey® tool to determine the students' level of confidence and attitudes toward sterile compounding.
Results: Preliminary data has been collected and is currently being analyzed. In-depth statistical analyses relating to our study objectives will be presented at the Undergraduate Research Conference.
Conclusion: The most appropriate method for the validation of student aseptic technique is dependent upon multiple factors, including cost of materials, feasibility of scheduling validation within the curriculum, and practicality in regards to number of manipulations. Once results are analyzed, we hope to show from a process standpoint, what has the greatest impact on validation of a student's aseptic technique; the accuracy of the simulation to professional practice or the number of manipulations. We also hope to demonstrate the educational value of each in both student preparation for professional practice and student confidence.