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Compounding: Go Hog Wild: Creative (and Informed) Veterinary Compounding – RECORDED WEBINAR

The Arthur E. Schwarting Symposium is an educational conference focused on pharmacy practice for pharmacists in many settings.

This year's sympoisum had an overall topic of Veterinary Medicines.

Learning Objectives

  • Examine veterinary pharmacy challenges, including species-specific pharmacokinetics, patient adherence, drug availability, and contraindications

 

  • Discuss key compounding principles, including the benefits and risks of different routes of administration, excipients, and flavoring agents.
  • List labeling requirements for veterinary compounds

Activity Release Dates

Released:  April 25, 2024
Expires:  April 25, 2027

Course Fee

$17 Pharmacist

ACPE UAN Codes

 0009-0000-24-019-H07-P

Session Code

24RS19-CBA96

Accreditation Hours

1.0 hours of CE

Accreditation Statement

The University of Connecticut School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.

Pharmacists and Pharmacy Technicians are eligible to participate in this application-based activity and will receive 1.0 CE Hour  for completing the activity  (ACPE UAN 0009-0000-24-019-H07-P), passing the quiz with a grade of 70% or better, and completing an online evaluation. Statements of credit are available via the CPE Monitor online system and your participation will be recorded with CPE Monitor within 72 hours of submission.

Grant Funding

There is no grant funding for this activity.

Faculty

Laura Nolan, CPhT, CSPT
Pharmacy Lab Coordinator
University of Connecticut School of Pharmacy
Storrs, CT     

Faculty Disclosure

  • Laura Nolan doesn't have any relationships with ineligible companies.

 

Disclaimer

The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

Content

Post Test Pharmacist

    1. Farmer Brown's large Maine Coon cat needs fluoxetine. Considering size, anatomy, and skin absorption, which animal would require a similar dose of fluoxetine transdermal gel?
    A . A small terrier dog
    B. A medium sized sphinx (hairless) cat
    C. A large barn owl

    2. Meow-Meow is a domestic American cat. She weighs 6.3 pounds, although she needs to gain at least 3 pounds. She needs medication for her heart condition, and the veterinarian wants to prescribe lisinopril 0.25 mg/kg once daily. YIKES! You calculate that Meow-Meow weighs 2.9 kg and needs a dose of 0.725 mg of lisinopril. Can you compound this dose?
    A. No, the veterinarian needs to find a different medication
    B. Yes, but it would be easier to give 1.5 mg every other day
    C. Yes, because a commercial product is unavailable in this strength

    3. Your 30-pound hound, Bosco, is begging to eat the food you left on your plate after dinner. In keeping with your house rule never to feed the dog from the table, you take your plate to the sink and get Bosco’s bowl. Which of the following things should you throw in the trash rather than feed to Bosco?
    A. The piece of grilled, boned ribeye steak
    B. The grapes and raisins on the salad
    C. The plain baked potato with yogurt

    4. Your client, Venice Marriot, needs to have a medication compounded for her teacup chihuahua Tokyo. She indicates that she and Tokyo prefer medications that are pink. After discussing the pros and cons of compounding with color, which food coloring should you use to make a pink oral solution?
    A. Natural beet extract
    B. FD&C Red No. 3
    C. Neither

    5. Which of these basic oral paste formulas would be best to use for Farmer Brown’s cat?
    Ingredient Formula 1 Formula 2 Formula 3
    Polyethylene glycol 300 65 grams 25 grams
    Polyethylene glycol 3350 35 grams 25 grams 25 grams
    Propylene glycol 50 grams 25 grams
    Molasses (for horses) 50 grams

    A. Formula 1
    B. Formula 2
    C. Formula 3

    6. Which flavoring would be best suited for a picky Emperor penguin at Mystic Aquarium?
    A. Orange or mango flavoring
    B. Sardine or tuna flavors
    C. Beef or liver flavoring

    7. What Is the BEST way to improve pharmacy personnel’s knowledge of veterinary medications?
    A. Pharmacies can be sure to have a veterinary drug handbook at the pharmacy and that the computer system flags veterinary precautions.
    B. Pharmacists can complete a continuing education activity on veterinary pharmacy and require all other staff members to take it also.
    C. Pharmacy owners and systems can take out extra liability insurance and pray that nothing happens to any animal that receives a prescription from their pharmacies.

    Law: People are not Cows and Off-label Prescribing is Utterly Different – RECORDED WEBINAR

    The Arthur E. Schwarting Symposium is an educational conference focused on pharmacy practice for pharmacists in many settings.

    This year's sympoisum had an overall topic of Veterinary Medicines.

    Learning Objectives

    The activity met the following learning objectives for Pharmacists:
    • Discuss the characteristics and trends in off label prescribing.
    • Distinguish between off label prescribing for people and animals.
    • Describe the FDA’s authority to regulate off label prescribing

    Activity Release Dates

    Released:  April 25, 2024
    Expires:  April 25, 2027

    Course Fee

    $17 Pharmacist

    ACPE UAN Codes

     0009-0000-24-018-H03-P

    Session Code

    24RS18-ABC28

    Accreditation Hours

    1.0 hours of CE

    Accreditation Statement

    The University of Connecticut School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.

    Pharmacists and Pharmacy Technicians are eligible to participate in this application-based activity and will receive 1.0 CE Hour  for completing the activity  (ACPE UAN 0009-0000-24-018-H03-P), passing the quiz with a grade of 70% or better, and completing an online evaluation. Statements of credit are available via the CPE Monitor online system and your participation will be recorded with CPE Monitor within 72 hours of submission.

    Grant Funding

    There is no grant funding for this activity.

    Faculty

    Gerald Gianutsos, PhD, JD
    Professor Emeritus
    University of Connecticut School of Pharmacy
    Storrs, CT             

    Faculty Disclosure

    • Gerry Gianutsos doesn't have any relationships with ineligible companies.

     

    Disclaimer

    The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

    Content

    Post Test Pharmacist

    1. Off label drug uses generally do not become on-label uses. What is a primary reason for this?
    A. There is a financial disincentive to manufacturers.
    B. The FDA has no easy mechanism to accomplish this.
    C. Manufacturers want to emphasize their drug’s primary.

    2. You have a sick cow. Which of the following is correct about the type of drug that can be used for treatment?
    A. Any drug approved by the FDA for human use.
    B. A drug approved for use in chickens if there is no comparable drug approved for cows.
    C. A drug that can be compounded by a pharmacist and added to the cow's feed.

    3. What category of drugs has the highest rate of off-label use? (Prior to the pandemic.)
    A. Anti-seizure drugs
    B. Anti-depressants
    C. Antibiotics
    4. Why does the FDA take a hands-off approach to off-label use?
    A. The FDA is not permitted to prevent manufacturers from touting an unapproved use once a drug has been approved.
    B. The FDA does not regulate the practice of medicine.
    C. The FDA can only act after it receives information of unintended consequences from off-label use.

    5. When may a pharmacist recommend an OTC human drug for an animal?
    A. Under any circumstances so long as it is not a food animal.
    B. When there is no comparable veterinary product available.
    C. A pharmacist may not recommend a human OTC drug for use in an animal.

    6. Which of the following is a notable risk associated with illicit use of xylazine?
    A. Naloxone-resistant overdose
    B. Whole body rash and desquamation
    C. Respiratory depression

    7. The FDA was sued for publishing a warning about the off-label use of ivermectin for COVID. What was the basis of the lawsuit?
    A. The FDA cannot prevent physicians from prescribing a drug off-label and need not issue warnings.
    B. The FDA's warning on ivermectin was erroneous and used misplaced humor to try to sway opinions.
    C. In publishing warning overstepped the FDA’s authority and interfered with the doctor-patient relationship.

    Animal Models of Disease: Barking up the Right Tree – RECORDED WEBINAR

    The Arthur E. Schwarting Symposium is an educational conference focused on pharmacy practice for pharmacists in many settings.

    This year's sympoisum had an overall topic of Veterinary Medicines.

    Learning Objectives

    • Discuss current legal and ethical positions on the use of animals in research
    • List the pros and cons of various animal models
    • Recall advantages and disadvantages for each animal model

    Activity Release Dates

    Released:  April 25, 2024
    Expires:  April 25, 2027

    Course Fee

    $17 Pharmacist

    ACPE UAN Codes

     0009-0000-24-022-H01-P

    Session Code

    24RS22-KVX29

    Accreditation Hours

    1.0 hours of CE

    Accreditation Statement

    The University of Connecticut School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.

    Pharmacists and Pharmacy Technicians are eligible to participate in this application-based activity and will receive 1.0 CE Hour  for completing the activity  (ACPE UAN 0009-0000-24-022-H01-P), passing the quiz with a grade of 70% or better, and completing an online evaluation. Statements of credit are available via the CPE Monitor online system and your participation will be recorded with CPE Monitor within 72 hours of submission.

    Grant Funding

    There is no grant funding for this activity.

    Faculty

    Jeannette Y. Wick, RPh, MBA
    Director OPPD
    UConn School of Pharmacy
    Storrs, CT

    Faculty Disclosure

    • Jeannette Wick doesn't have any relationships with ineligible companies.

     

    Disclaimer

    The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

    Content

    Post Test Pharmacist

    Patient Safety: Teaching Old Dogs New Tricks: Dispensing for Companion Animals in Community Pharmacy – RECORDED WEBINAR

    The Arthur E. Schwarting Symposium is an educational conference focused on pharmacy practice for pharmacists in many settings.

    This year's sympoisum had an overall topic of Veterinary Medicines.

    Learning Objectives

    • Describe the types of animals and health problems most likely to be encountered in community pharmacies
    • List the most common prescriptions for companion animals and key dispensing considerations
    • Identify reliable resources when filling prescriptions for animals

    Activity Release Dates

    Released:  April 25, 2024
    Expires:  April 25, 2027

    Course Fee

    $17 Pharmacist

    ACPE UAN Codes

     0009-0000-24-020-H05-P

    Session Code

    24RS20-TXJ88

    Accreditation Hours

    1.0 hours of CE

    Accreditation Statement

    The University of Connecticut School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.

    Pharmacists and Pharmacy Technicians are eligible to participate in this application-based activity and will receive 1.0 CE Hour  for completing the activity  (ACPE UAN 0009-0000-24-020-H05-P), passing the quiz with a grade of 70% or better, and completing an online evaluation. Statements of credit are available via the CPE Monitor online system and your participation will be recorded with CPE Monitor within 72 hours of submission.

    Grant Funding

    There is no grant funding for this activity.

    Faculty

    Isabella Bean, PharmD, FSVHP
    Staff Pharmacist
    Encompass Health Rehab Center
    Sioux Falls, SD

    Faculty Disclosure

    • Isabella Bean doesn't have any relationships with ineligible companies.

     

    Disclaimer

    The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

    Content

    Post Test Pharmacist

    The Human-Animal Bond: How Close Is Too Close? – RECORDED WEBINAR

    The Arthur E. Schwarting Symposium is an educational conference focused on pharmacy practice for pharmacists in many settings.

    This year's sympoisum had an overall topic of Veterinary Medicines.

    Learning Objectives

    • Recognize and describe different zoonotic diseases: Rabies, Lyme Disease, Ringworm (Dermatophytosis), Leptospirosis, Giardia, and Toxoplasmosis

     

    • Describe method of transmission of each disease
    • List the treatment of each disease (if possible)
    • Indicate the species of animal that can harbor the disease
    • Describe how to prevent the disease

    Activity Release Dates

    Released:  April 25, 2024
    Expires:  April 25, 2027

    Course Fee

    $17 Pharmacist

    ACPE UAN Codes

     0009-0000-24-021-H01-P

    Session Code

    24RS21-VXK92

    Accreditation Hours

    1.0 hours of CE

    Accreditation Statement

    The University of Connecticut School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.

    Pharmacists and Pharmacy Technicians are eligible to participate in this application-based activity and will receive 1.0 CE Hour  for completing the activity  (ACPE UAN 0009-0000-24-021-H01-P), passing the quiz with a grade of 70% or better, and completing an online evaluation. Statements of credit are available via the CPE Monitor online system and your participation will be recorded with CPE Monitor within 72 hours of submission.

    Grant Funding

    There is no grant funding for this activity.

    Faculty

    Sarah Plante, DVM
    Associate Veterinarian
    Fenton River Veterinary Hospital
    Tolland, CT

    Faculty Disclosure

    • Sarah Plante doesn't have any relationships with ineligible companies.

     

    Disclaimer

    The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

    Content

    Post Test Pharmacist

    The Human-Animal Bond: How Close is Too Close? 

     

    • Recognize and describe different zoonotic diseases: Rabies, Lyme Disease, Ringworm (Dermatophytosis), Leptospirosis, Giardia, and Toxoplasmosis
    • Describe method of transmission of each disease
    • List the treatment of each disease (if possible)
    • Indicate the species of animal that can harbor the disease
    • Describe how to prevent the disease

     

       
      1. At what age is the earliest a dog or cat can receive the rabies vaccination?
      A. 8 weeks
      B. 6 months
      C. 12 weeks

      2. What is the symptom of Lyme Disease in dogs that owners tend to notice first?
      A. Shifting lameness
      B. Vomiting
      C. Increased thirst and urination (PUPD)

      3. What is the best way to prevent most zoonotic infections?
      A. Avoid wildlife
      B. Use essential oils
      C. Wash your hands

      4. What antibiotic do veterinarians use most often to treat Spirochete bacterial infections?
      A. Doxycycline
      B. Clindamycin
      C. Amoxicillin-clavulanic Acid

      5. How are most zoonotic intestinal parasites are spread?
      A. Aerosolized
      B. Infection through break in the skin
      C. Fecal-oral

      6. What zoonotic disease causes an itchy, circular red lesion on the skin?
      A. Lyme disease
      B. Ringworm
      C. Leptospirosis

      7. What species most commonly carries toxoplasma?
      A . Cats
      B. Dogs
      C. Ferrets

      Acne Vulgaris Pathogenesis and Treatment

      Learning Objectives

       

      After completing this application-based continuing education activity, pharmacists and technicians will be able to

      DESCRIBE the pathogenesis of acne, including the potential role of diet
      OUTLINE topical and systemic pharmacologic therapies used to treat acne
      IDENTIFY physical modalities with utility in treating acne
      REVIEW available evidence supporting complementary and alternative medicine use for acne

        Teenage girl with prominent acne covering her entire face.

         

        Release Date: June 15, 2024

        Expiration Date: June 15, 2027

        Course Fee

        Pharmacists $7
        Technician $4

        There is no funding for this CE.

        ACPE UANs

        Pharmacist: 0009-0000-24-029-H01-P

        Pharmacy Technician:  0009-0000-24-029-H01-T

        Session Codes

        Pharmacist:  24YC29-ABC33

        Pharmacy Technician:  24YC29-CBA48

        Accreditation Hours

        2.0 hours of CE

        Accreditation Statements

        The University of Connecticut School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.  Statements of credit for the online activity ACPE UAN 0009-0000-24-029-H01-P/T will be awarded when the post test and evaluation have been completed and passed with a 70% or better. Your CE credits will be uploaded to your CPE monitor profile within 2 weeks of completion of the program.

         

        Disclosure of Discussions of Off-label and Investigational Drug Use

        The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

        Faculty

        Sabina Alikhanov Palmieri, PharmD
        Clinical Pharmacy Specialist
        Community Health Network Connecticut
        Wallingford, CT

        Faculty Disclosure

        In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.

        Dr. Palmieri does not have any relationships with ineligible companies.

         

        ABSTRACT

        Acne vulgaris is common. It presents with inflammatory and non-inflammatory lesions primarily on the face and trunk. While acne vulgaris is not associated with mortality, it causes a great deal of physical and psychologic sequelae such as permanent scarring, poor self-image, depression, and anxiety due to the lesions’ prominence and appearance. Its direct costs including lost productivity exceed $3 billion annually in the United States. Patients may treat minor cases of acne vulgaris with topical therapies. The most used topical acne medications include retinoids, benzoyl peroxide, topical antibiotics, or a combination of two or all three of these drugs. Moderate to severe acne vulgaris often necessitates the addition of systemic therapies as an adjunct to existing topical regimens. Prescribers use oral antibiotics or hormonal medications to treat moderate to severe acne in conjunction with topical therapies, as tolerated. Isotretinoin is an oral systemic drug used for severe recalcitrant nodular acne. Isotretinoin is given as monotherapy and has a corresponding Risk Evaluation and Mitigation Strategy (REMS) program with which patients must comply due to the drug’s teratogenicity. Several other physical modalities and alternative medicines may be used for acne; however, the data is not robust enough to prioritize their use.

        CONTENT

        Content

        INTRODUCTION

        Acne vulgaris is a chronic skin condition characterized by open or closed comedones (bumps) and the development of inflammatory papules, pustules, or nodules.1 Papules are small, raised bumps; pustules are small, pus-filled bumps; and nodules are larger, solid lesions that extend into the deeper layers of the skin. Acne is among one of the most common skin disorders, frequently affecting adolescents and young adults. In the 2013 Global Burden of Disease study, acne vulgaris ranked second most burdensome skin disease among all skin diseases as measured by disability-adjusted life years.2 Experts estimate acne’s prevalence in young adults to be between 35% to more than 90%, with males affected more often than females in this age category.3 Acne’s incidence generally declines with increasing age, and tends to exhibit a female predominance following adolescence, affecting up to 15% of women.4

         

        While acne is not associated with mortality, several complications may arise such as hyperpigmentation, scarring, and negative psychosocial effects.3 A variety of treatment options are available for acne vulgaris, both over-the-counter (OTC) and prescription; product selection depends on lesion severity and patient-specific factors. Topical therapies are for milder cases, while systemic therapies are employed in more severe cases, typically in conjunction with topical treatments.

         

        Pathogenesis of Acne

        Acne vulgaris is a complex inflammatory disorder affecting the pilosebaceous unit of the skin, which is composed of the hair follicle and sebaceous gland (glands that secrete sebum, an oily substance that keeps skin from drying out).3 Acne’s pathogenesis involves several different host factors that lead to lesion formation. The four main contributing factors associated with acne development include hyperkeratinization of follicles, increased sebum production, Cutibacterium acnes bacteria, and inflammation.3

         

        Increased sebum secretion from sebaceous glands, often stimulated by androgens, serves as a growth medium for C. acnes bacteria. This bacterium has the propensity to activate an immune response that subsequently triggers an inflammatory response. The inflammatory response results in the formation of inflammatory papules and pustules.

         

        Acne vulgaris may have other etiologies aside from the four main biologic factors. Cutaneous lesions can occur by way of mechanical injury or skin trauma because of scrubbing, squeezing, or friction, referred to as acne mechanica.5 Additionally, an association exists between psychologic stress and increased acne severity. Genetics is another factor that may contribute to the development of acne. Studies have shown that individuals with close family members who have acne are at increased risk of developing the condition.3

         

        Insulin resistance is also implicated in the formation of acne as it can stimulate androgen production and lead to increased serum levels of insulin-like growth factor-1 (IGF-1). Increased IGF-1 levels are linked to increased facial sebum excretion, which ultimately facilitates acne formation. Androgens contribute significantly in the development of acne as they stimulate the growth and secretory function of sebaceous glands, further increasing sebum production.3

         

        Several dietary elements have been associated with acne, although the evidence is not robust. A reduced glycemic index or a glycemic load diet (i.e., a low carbohydrate diet with reduced intake of processed meats, added sugar, and refined grains) may reduce the quantity and severity of acne lesions by reducing free androgens and IGF-1 levels.6 Additionally, omega-3 fatty acids can decrease IGF-1 and inhibit pro-inflammatory leukotriene B4, which potentially lessens the number of lesions. Conversely, milk and dairy products have been associated with an increase in acne lesions, likely due to their opposite effects on IGF-1 levels.3

         

        In addition to dietary intake, the gut microbiome can impact acne development.6 A randomized, placebo-controlled double-blind study of 20 adult patients with acne showed promising results in acne improvements with probiotic supplementation over a 12-week period.7 While this preliminary data supports the use of probiotics for acne, more robust data is needed to confirm these findings.

         

        Despite these dietary correlations, the relationship between acne and weight or body mass index (BMI) is uncertain. A large population-based study of about 600,000 adolescents in Israel found that obesity was inversely related to the development of acne.8 Conversely, a smaller scale case-control study of adolescents with moderate to severe acne found a correlation between lower BMI and lower incidence of acne.9 As studies have yielded mixed results, a connection is unclear at this time.

         

        Pretreatment Assessment

        Prior to establishing a treatment plan, thorough assessment of the types of acne lesions and severity of those lesions is essential. Additionally, clinicians should consider potential contributing factors such as comedogenic skincare products (i.e., products that have a high likelihood of clogging pores), medications, or endocrine disorders. They should also consider the presence of complications such as scarring, hyperpigmentation, or presence and extent of psychologic distress when establishing treatment regimens and setting treatment goals.10 Anatomic location of the lesions is important to note as well.1

         

        Acne vulgaris lesions are either comedonal or papulopustular3:

        • Comedonal lesions are milder in severity and characterized by closed comedones, also known as “whiteheads,” or open comedones, also known as “blackheads.” Comedonal lesions are non-inflammatory and typically smaller than 5 mm in size, or smaller than the size of a pencil top eraser.
        • Papulopustular acne has a more inflamed presentation with relatively superficial papules or pustules, although still typically smaller than 5 mm in size.
        • Nodular acne is a more severe variation of papulopustular acne with deep-seated, inflamed and often tender, large papules or nodules.

         

        While no universally accepted method of assessing acne grade or severity exists, several characteristics may differentiate between mild acne and more severe variants. Mild acne typically has limited skin involvement with scattered, small (less than 5 mm in size) comedonal lesions or inflamed papules. Mild acne also has an absence of near confluent skin involvement (defined as lesions that flow together) and no scarring or large nodules. Many visually prominent comedonal or inflammatory papulopustular lesions are characteristic of moderate to severe acne. Other features indicative of moderate to severe acne include the presence of large nodules, scarring, and involvement of multiple body areas.10

         

        PAUSE AND PONDER: Since several treatments for acne are available over-the-counter (OTC), what is a reasonable regimen for mild acne using only OTC drugs?

         

        Treatment for Mild Acne

        The American Academy of Dermatology published guidelines for the management of acne vulgaris in 2016, and on January 30, 2024, the academy published an update to these guidelines in the form of a systematic review.1,11 The updated guidelines offer evidence-based recommendations and several good practice statements for the management of acne vulgaris. The guidelines classify recommendations as strong, where the benefits clearly outweigh the risks, or conditional, where the benefits are closely balanced with risks and burden. Conditional recommendations apply to most patients, but the most appropriate action may differ depending on patient or other stakeholder values.11

         

        Topical medications—as monotherapy or in combination—are typically the initial treatment of choice for mild acne.11 For mild comedonal acne without inflammatory lesions, treatment with a topical retinoid is an appropriate choice.1 Mild papulopustular and mixed acne may benefit from either a combination of a topical retinoid and topical antimicrobial or benzoyl peroxide and a topical antibiotic. Combining topical antibiotic treatment with benzoyl peroxide decreases the development of antibiotic resistance to C. acnes and improves treatment outcomes.10 The 2024 guidelines strongly recommend the following topical therapies for patients with acne based on moderate evidence: benzoyl peroxide, topical retinoids, and topical antibiotics (although not as monotherapy).11

         

        Topical Retinoids

        Topical retinoids are routinely the initial treatment choice for mild comedonal acne. As vitamin A (retinol) derivatives, retinoids are important regulators of cell reproduction, proliferation (self-multiplication), and differentiation (specialization into specific cell types).12 In comedonal acne, retinoids normalize follicular hyperkeratosis (excessive development of keratin in hair follicles which result in papules) and prevent formation of the microcomedo, the primary lesion of acne.10 Table 1 lists the four currently available topical retinoid therapies for acne vulgaris: adapalene, tazarotene, tretinoin, and trifarotene.

         

        Table 1. Topical Retinoids for Acne Vulgaris10,13

        Medication Usual Dosage Available Dosage Forms Common Adverse Effects
        Adapalene Apply to acne lesions once daily in the evening or before bedtime Cream: 0.1%

        Gel: 0.1% (OTC), 0.3%

        Lotion: 0.1%

        Local skin irritation: erythema (redness), skin scaling, xerosis (dryness), burning, and pruritus (itching); photosensitivity (light sensitivity)
        Tazarotene Cream: 0.05%, 0.1%

        Gel: 0.05%, 0.1%

        Foam: 0.1%

        Lotion: 0.045%

        Local skin irritation: burning and stinging, contact dermatitis, erythema, pruritus, skin discoloration, skin inflammation, application site pain, and xerosis; photosensitivity
        Tretinoin Cream: 0.025% to 0.1%

        Gel: 0.01% to 0.05%

        Lotion: 0.05%

        Microsphere gel: 0.04% to 0.1%

        Local skin irritation: peeling, xerosis, burning, stinging, erythema, and pruritus; photosensitivity
        Trifarotene Cream: 0.005% Application site pruritus, skin irritation, and photosensitivity

        OTC, over the counter.

         

        Tretinoin, when used topically, reduces the likelihood of follicular epithelial cells from sticking together, and decreases microcomedone formation. Additionally, it can increase turnover of follicular epithelial cells and stimulates mitotic activity or cell division thereby causing expulsion of comedones.14 Tretinoin is available in various dosage forms including creams, gels, and lotions. Newer formulations of tretinoin such as microsphere gels release the medication more slowly and are generally less irritating.10

         

        Patients should apply tretinoin to the affected area once daily at bedtime, 20 minutes following washing and drying of the face. Newer formulations are more stable, allowing patients to use them immediately following cleansing.14 Adverse effects of topical tretinoin, listed in Table 1, are typically most pronounced in the first month of therapy. Pharmacy teams should instruct patients to apply sunscreen in the morning to minimize photosensitivity (sensitivity to light), and guidelines recommend using sunscreen throughout the course of treatment with topical retinoids.1

         

        Adapalene is a retinoid-like drug that functions as a modulator of cell differentiation, keratinization (i.e., when the epithelial cells develop a hardened horn-like character), and inflammatory processes.15 Adapalene is available as a cream, gel, and lotion applied topically at bedtime after cleansing. It is the only retinoid available without a prescription. Adapalene has demonstrated similar efficacy and superior tolerability compared to other retinoids.16

         

        Tazarotene is a retinoid prodrug (i.e., inactive compound that turns into an active drug once metabolized) that reduces the number of inflammatory and non-inflammatory lesions in acne vulgaris.17 Patients apply tazarotene (a cream, gel, foam, or lotion) to the affected area once daily at bedtime after cleansing. The adverse effect profile is similar to that of other retinoids. While topical retinoid therapy is generally not recommended in pregnancy, this topical acne medication is contraindicated in pregnancy.

         

        Trifarotene is a retinoic acid receptor (RAR) agonist with specific activity at the gamma subtype of RAR. RAR activation causes transcription of several genes that are responsible for cell differentiation and mediation of inflammation.18 It is the first topical retinoid specifically studied in both facial and truncal acne, yielding favorable safety, tolerability, and efficacy data in patients with moderate acne.19 Trifarotene is available as a cream applied once daily in the evening or before bedtime.

         

        Benzoyl Peroxide

        Benzoyl peroxide is a topical oxidizing drug which kills the bacteria on the skin, halts the production of sebum, and breaks down the outermost layer of the skin. It has potential to improve both inflammatory and non-inflammatory acne lesions.20 Benzoyl peroxide is available in a variety of dosage forms including creams, gels, washes, and foams and in several concentrations ranging from 2.5% to 10%, most of which are available OTC. Concentration-dependent irritation, staining, and bleaching of fabric and hair is a limiting factor in treatment with benzoyl peroxide. Pharmacists and technicians should inform patients that staining of towels and pillowcases is common when using this medication.

         

        Irritation from benzoyl peroxide manifests as erythema, scaling, xerosis, or stinging, tightening, or burning sensations.10 Generally, lower concentrations (i.e., 2.5% to 5%), water-based, and wash-off products have better tolerability, particularly in patients with sensitive skin.1 Presently, C. acnes shows no resistance to benzoyl peroxide, so addition of this medication to other regimens may further minimize development of antibiotic resistance.

         

        Benzoyl peroxide is optimal for mild papulopustular acne with or without comedonal lesions. Patients may use benzoyl peroxide in conjunction with a retinoid or topical antibiotic, and several combination products are available by prescription only (described in Table 2). If using benzoyl peroxide in combination with tretinoin, patients should apply the medications at different times of the day to avoid oxidation or degradation of the tretinoin product (i.e., use benzoyl peroxide in the morning and tretinoin in the evening). Benzoyl peroxide application timing does not matter when co-administered with the tretinoin microsphere formulation or other retinoids.1 The guidelines recommend using benzoyl peroxide one to three times daily, however, an increase in adverse effects such as dryness can occur with increased frequency of use. Usually, visible improvement occurs after about three weeks of benzoyl peroxide use, and maximal improvement is apparent after eight to 12 weeks.10

         

        Table 2. Topical Combination Medications for Acne Vulgaris 10,13

        Category Medication Usual Dosage
        Benzoyl Peroxide and Topical Antibiotic Benzoyl peroxide 5% / clindamycin 1% gel Apply twice daily
        Benzoyl peroxide 5% / clindamycin 1.2% gel Apply once daily in the evening
        Benzoyl peroxide 2.5% / clindamycin 1.2% gel Apply once daily in the evening
        Benzoyl peroxide 3.75% / clindamycin 1.2% gel Apply once daily in the evening
        Benzoyl peroxide 5% / erythromycin 3% gel Apply twice daily
        Antimicrobial and Retinoid Clindamycin 1.2% / tretinoin 0.025% gel Apply once daily in the evening
        Benzoyl peroxide 2.5% / adapalene 0.1% gel Apply once daily in the evening
        Benzoyl peroxide 2.5% / adapalene 0.3% gel Apply once daily in the evening
        Benzoyl peroxide 3% / tretinoin 0.1% cream Apply once daily in the evening
        Antimicrobial, Antibiotic and Retinoid Benzoyl peroxide 3.1% / clindamycin 1.2% / adapalene 0.15% gel Apply once daily

         

        Topical Clindamycin

        Clindamycin is an antibiotic used topically for acne vulgaris, most often in combination with benzoyl peroxide. The guidelines discourage monotherapy with topical antibiotics due to concerns for antibiotic resistance.11 Clindamycin is available in numerous topical dosage forms including gels, solutions, lotions, foam, and pledgets (small cotton rounds with medication embedded) and comes co-formulated with several retinoid medications.

         

        A meta-analysis comparing different topical treatments for acne demonstrated that gels containing benzoyl peroxide and clindamycin in combination were modestly more effective than benzoyl peroxide alone for the treatment of inflammatory acne lesions, superior to clindamycin alone, and resulted in faster improvement.21 Clindamycin is generally well tolerated when used topically, but irritation may occur as with any topical acne medication. Patients apply clindamycin to the affected area twice daily. Topical erythromycin is an alternative to clindamycin; however, reduced efficacy due to antibiotic resistance has limited its use.1

         

        Salicylic Acid and Azelaic Acid

        Several alternative topical medications are available for patients with acne who are unable to tolerate retinoid therapy. Topical salicylic acid is a comedolytic medication (product which resolves papules and prevents formation of new ones) with mild anti-inflammatory properties that works by causing desquamation (shedding) of the horny layer of skin.22 It is available OTC in a variety of different gels, washes, pads, masks, lotions, and solutions. The guidelines conditionally recommend salicylic acid for patients with acne based on low certainty of evidence.11 Salicylic acid is typically dosed once daily, however patients may increase to two or three times daily if needed, as tolerated. Skin dryness and peeling may occur from using this medication, especially when used in excess.23 For patients seeking an OTC resolution for acne, pharmacists can suggest salicylic acid in combination with benzoyl peroxide.

         

        Azelaic acid is an effective treatment for acne due to its antimicrobial and antikeratinizing effects on the follicular epidermis and carries a conditional recommendation based on the guidelines.24,11 Azelaic acid possesses mild anti-inflammatory properties and can improve acne-induced, post-inflammatory hyperpigmentation.10 Patients apply this medication to the affected area twice daily, and it comes formulated as a cream, gel, and foam. Studies have shown that azelaic acid’s efficacy is comparable to other topical acne treatments, and it is generally well tolerated. Azelaic acid’s most common adverse effect, as with other topical acne medications, is local skin irritation.25,26

         

        Alternative Therapies for Resistant Disease

        In patients who report insufficient improvement with first line treatments, providers may consider several additional topical options before starting systemic therapy. For comedonal acne, providers may try an alternative concentration of the retinoid therapy if there is room to increase, or switch to another retinoid drug if the current medication is already maximally dosed. For papulopustular acne, providers may change the retinoid medication or add concomitant benzoyl peroxide and/or a topical antibiotic, if desired. Alternative approaches to managing papulopustular acne involve the addition of topical dapsone, clascoterone, or topical minocycline.10 Table 3 lists antimicrobial therapies and additional alternative topical medications available for the treatment of acne vulgaris.

         

        Table 3. Antimicrobial Therapies and Alternative Topical Medications used for Acne Vulgaris 10,13

        Category Medication Usual Dosage Available Dosage Forms Common Adverse Effects
        Antimicrobial Benzoyl Peroxide Apply one to three times daily 2.5 to 10% gels, lotions, creams, pads, masks, cleansers, foam (most are OTC) Local skin irritation
        Clindamycin Apply twice daily 1% gel, lotion, pledget, solution, foam Generally well tolerated, skin irritation may occur
        Dapsone Apply once daily Gel: 5%, 7,5% Application site dryness and pruritus
        Erythromycin Apply twice daily 2% gel, solution, pledget Generally well tolerated, skin irritation may occur
        Minocycline Apply once daily 1 hour prior to bed Foam: 4% Headache
        Topical Androgen Receptor Inhibitor Clascoterone Apply twice daily Cream: 1% Scaling, dryness, edema, or irritation of skin; HPA axis suppression
        Other Azelaic acid Apply twice daily Cream: 20% Local skin irritation
        Gel: 15%
        Foam: 15%
        Salicylic acid Apply one to three times daily 0.5 to 2% creams, gels, pads, cleansers, solutions, soaps, pledget, foam (most are OTC) Local skin irritation including transient stinging, burning, or pruritus; potential for salicylate absorption

        HPA, hypothalamic-pituitary-adrenal; OTC, over the counter.

         

        PAUSE AND PONDER: What factors could contribute to the higher prevalence of acne in males during adolescence?

         

        Topical dapsone is an antimicrobial agent that shows modest to moderate efficacy, particularly in the reduction of inflammatory acne lesions in clinical trials.27,28 While dapsone’s mechanism of action is poorly understood, it is thought to possess both anti-inflammatory and antimicrobial properties. Additionally, dapsone has demonstrated superior efficacy in females as opposed to males.29 Dapsone may be used in combination with benzoyl peroxide, however due to the potential for oxidation, patients must apply the medications at different times. Temporary yellow or orange discoloration of the skin and hair may occur if patients apply dapsone and benzoyl peroxide simultaneously. Patients apply dapsone to the affected area once daily and generally tolerate it well. Unlike with oral dapsone therapy, testing for glucose-6-phosphate dehydrogenase is unnecessary.1

         

        Clascoterone is a first-in-class topical androgen receptor inhibitor indicated for the treatment of acne vulgaris in individuals aged 12 years and older.30 This medication competes with dihydrotestosterone (DHT) for androgen receptors to block DHT from binding to these receptors. This in turn reduces the transcription of androgen-responsive genes that modulate inflammation and sebum production.30 Two phase 3 randomized clinical trials demonstrated that clascoterone has a similar safety profile to placebo without any downstream systemic androgenic effects.31 Patients apply clascoterone to the affected area twice daily. Clascoterone’s most common adverse effects include scaling, dryness, edema, or irritation of skin. Another, more serious potential adverse effect is hypothalamic-pituitary-adrenal axis suppression (i.e., inadequate cortisol production leading to impaired stress response).10 Currently, clascoterone carries a conditional recommendation for the treatment of acne; this is based on a high certainty of evidence, however, also considers cost and access to treatment.11

         

        Treatment for Moderate to Severe Acne

        Patients with moderate to severe acne may benefit from topical therapy, but this disease severity often necessitates the addition of systemic medications to achieve optimal outcomes. The guidelines recommend several different oral medications for acne vulgaris including antibiotics, isotretinoin, and hormonal medications, listed in Table 4.1 Prescribers usually employ systemic therapy in combination with topical medications, but they use oral isotretinoin as monotherapy. Drug selection is based on lesion severity and consideration of patient-specific factors.

         

        Table 4. Systemic Therapies for Acne Vulgaris10,13

        Category Medication Usual Dosage Common Adverse Effects
        Tetracycline Antibiotics Doxycycline Immediate Release: 50 to 100 mg twice daily or 100 mg once daily

        Delayed Release: 100 mg every 12 hours for 1 day, then 100 mg once daily

        Sub-antimicrobial dosing:

        Immediate Release: 20 mg twice daily

        Delayed Release: 40 mg once daily

        Photosensitivity, GI distress, pseudotumor cerebri; contraindicated in pregnancy and children < 8 years of age
        Minocycline Immediate Release: 50 or 100 mg daily or twice daily

        Extended Release: 1 mg/kg/day (round to nearest available strength)

        Dizziness, vertigo, serum sickness, drug-induced lupus, skin discoloration, pseudotumor cerebri; contraindicated in pregnancy and children <8 years of age
        Sarecycline 33 to 54 kg: 60 mg once daily

        55 to 84 kg: 100 mg once daily

        85 to 136 kg: 150 mg once daily

        Photosensitivity, GI distress; contraindicated in pregnancy and children <8 years of age
        Macrolide Antibiotics Azithromycin Pulse dosing due to long drug half-life; 500 mg 1–3 times per week or 4 times monthly was studied, optimal regimen unknown GI distress
        Erythromycin 250 to 500 mg twice daily initially, then decrease to once daily
        Aldosterone Receptor Antagonists Spironolactone 50 to 100 mg/day in 1 or 2 equally divided doses Menstrual irregularity, breast tenderness, minor GI symptoms, orthostatic hypotension, hyperkalemia, dizziness, headaches, fatigue; contraindicated in pregnancy
        Oral Retinoids Isotretinoin 0.5 mg/kg/day, increasing to 1 mg/kg/day in 1 or 2 equally divided doses; total dose 120 to 150 mg/kg over 20 weeks Dry skin and mucous membranes, visual changes, myalgia, hypertriglyceridemia, elevation of hepatic enzymes; teratogenic (absolutely contraindicated in pregnancy)
        Combination Oral Contraceptives Various estrogen/progestin combinations One tablet once daily Nausea, breast tenderness, weight gain, thromboembolic events

        GI, gastrointestinal.

         

        Oral Antibiotics

        Systemic antibiotics are indicated for moderate to severe inflammatory acne.1 Antibiotics reduce inflammation by inhibiting the growth of C. acnes bacteria, with some antibiotics also exhibiting direct anti-inflammatory properties. When initiating oral antibiotic therapy for acne, prescribers should limit the duration of treatment to the shortest necessary interval to minimize antibiotic resistance; continuous therapy for three or four months is typically sufficient.32 The guidelines recommend simultaneous use of a topical retinoid with the oral antibiotic. Addition of topical benzoyl peroxide will further limit occurrence of antibiotic resistance.32

         

        Tetracycline antibiotics are first-line medications for the treatment of acne vulgaris.1 While other antibiotics may be used when treatment fails or is not tolerated, treatment with non-antibiotic systemic medications (e.g., isotretinoin) is typically considered first.32 Tetracycline antibiotics inhibit protein synthesis by binding the 30S subunit of the bacterial ribosome, and they also possess anti-inflammatory properties.1 Children younger than eight years old and patients who are pregnant cannot use tetracyclines due to the potential for discoloration of developing permanent teeth. Doxycycline, minocycline, and sarecycline are the main tetracyclines used for acne in the United States (U.S.). Providers no longer use tetracycline itself for acne due to tolerability issues, antibiotic resistance, and limited availability.

         

        The guidelines strongly recommend doxycycline for acne vulgaris based on moderate evidence.11 The typical recommended dose of doxycycline for acne is 100 mg twice daily. Patients take delayed release tablets once daily after the initial loading dose.33 Several studies have also shown that sub-antimicrobial dosing of doxycycline—either 20 mg twice daily or 40 mg once daily of the delayed-release formulation—is an effective strategy for acne vulgaris management.34-36 This dosing strategy eliminates the drug’s antibacterial action while maintaining its anti-inflammatory effects. Data shows that once daily 40 mg delayed-release doxycycline reduced inflammatory lesions and was better tolerated than doxycycline 100 mg once daily.34 Doxycycline’s most common adverse effects are gastrointestinal complaints, which patients can mitigate by taking the medication with food. Photosensitivity and benign increased intracranial pressure (pseudotumor cerebri) have also been associated with the use of tetracyclines, including doxycycline.33

         

        Minocycline is a tetracycline antibiotic that the guidelines conditionally recommended for the treatment of acne vulgaris based on moderate evidence.11 Although minocycline is effective, it has been associated with greater toxicity than doxycycline, so it is not usually used first.37 Typical minocycline dosing is 50 mg to 100 mg twice daily, or 1 mg/kg/day of the extended-release formulation. Minocycline may produce vestibular adverse effects such as headache, dizziness and vertigo, serum sickness, and pseudotumor cerebri. According to a systematic review, minocycline is the only tetracycline associated with the development of lupus erythematosus, although the risk is small.37 Photosensitivity may also occur with minocycline but typically to a lesser extent than with doxycycline.32

         

        Sarecycline is a newer, narrow-spectrum tetracycline antibiotic indicated for inflammatory lesions of non-nodular moderate to severe acne vulgaris in patients 9 years of age and older.38 The guidelines conditionally recommended this medication based on high certainty evidence.11 A narrow-spectrum antibiotic targets specific types of bacteria, while a broad-spectrum antibiotic is effective against a wide range of bacteria. Using this narrow-spectrum drug reduces the potential for antibiotic resistance and gut microbiome disruption.32 Sarecycline dosing is weight-based ranging from 60 mg to 150 mg once daily.38 Importantly, studies have not established sarecycline’s efficacy beyond 12 weeks or safety beyond 12 months. Sarecycline’s most common adverse effect in clinical trials was nausea.38

         

        Alternative antibiotics for acne vulgaris are reserved for patients who cannot tolerate or don’t respond well to tetracyclines and are not candidates for other systemic therapies.32 Clinical trials have evaluated macrolides—including erythromycin and azithromycin—for acne. A meta-analysis comparing the efficacy of azithromycin to doxycycline demonstrated that azithromycin pulse therapy (i.e., 500 mg one to three times per week or four times monthly) is equivalent to doxycycline 100 mg once or twice daily at 12 weeks in moderate to severe acne vulgaris.39 While some data supports their efficacy, macrolides are rarely used for this indication due to concerns for antibiotic resistance.40 Additionally, erythromycin is very poorly tolerated due to significant gastrointestinal adverse effects.

         

        Other antibiotic regimens that may be effective for acne in adults are trimethoprim-sulfamethoxazole 160 mg/800 mg once to twice daily and cephalexin 500 mg twice daily, but data supporting their use is limited.41 The guidelines discourage using these antibiotics for acne due to increased risk of antibiotic resistance.1

         

        Topical Antibioitcs

        Providers may consider topical minocycline as an alternative topical antibiotic for acne vulgaris in moderate to severe cases. Topical minocycline comes as a 4% foam and is indicated for the treatment of inflammatory lesions of non-nodular moderate to severe acne vulgaris in patients 9 years of age and older.42 Three large clinical trials have shown topical minocycline foam consistently reduces inflammatory acne lesions.43,44 Patients apply the medication to the affected area at the same time each day at least one hour before bedtime. Pharmacists should inform patients that minocycline foam is well tolerated, with headache being the most notable adverse effect.42

         

        Isotretinoin

        Isotretinoin is an oral retinoid that tackles all four major factors in acne pathogenesis: sebum production, follicular hyperkeratinization, inflammation, and C. acnes bacteria. Isotretinoin is U.S. Food and Drug Administration (FDA) approved for the treatment of severe recalcitrant (refractory) nodular acne vulgaris.32 This medication is also a good option for moderate acne resistant to other treatments or for the management of acne that has produced physical scarring or psychosocial distress.1 Oral isotretinoin is the only medication that can permanently alter the natural course of acne vulgaris, and has the potential to induce long-term remission.32 Most patients experience long-term improvement in acne severity after just one course of isotretinoin. Additionally, continued improvement may occur for several months following completion of the treatment course, so patients must wait at least five months before considering additional isotretinoin therapy.45

         

        Patients take isotretinoin as monotherapy over the course of several weeks. Dosing is weight-based starting at 0.5 mg/kg/day in two divided doses, then titrated up to 1 mg/kg/day after the first month. The typical treatment duration is 15 to 20 weeks or until the total nodule count decreases by more than 70%, whichever occurs first.46 Taking the medication with food improves absorption (an important counseling point). Isotretinoin is contraindicated in pregnancy due to its teratogenicity (causes birth defects), but it is unclear whether teratogenic effects occur in sperm from males using isotretinoin.47 All patients who are prescribed the medication, prescribing providers, and pharmacies who dispense isotretinoin must enroll in the iPLEDGE REMS to receive the medication. Pharmacy teams play an integral part in ensuring patients can safely obtain this medication. They must verify that both the patient and provider are enrolled, obtain a Risk Management Authorization (RMA) number prior to filling and dispensing each prescription, and that no more than a 30-day supply is dispensed. Additionally, upon authorization, the iPLEDGE REMS website provides a “do not dispense to patient after” date. It is calculated as 30 days after the office visit for patients who cannot get pregnant, and seven days from the documented negative pregnancy test for patients who can.

         

        Isotretinoin is associated with several potential adverse effects including dry skin and mucous membranes, visual changes, and myalgia. Additionally, patients, particularly those with severe disease, may see an initial transient worsening of acne that requires adjustment to therapy.45 Isotretinoin is known to cause hyperlipidemia and elevation of hepatic transaminases (liver enzymes) necessitating lab monitoring.32 Some research suggests a possible link between depression and suicidal ideation, but the data is inadequate to establish causality at this time.48,49 Researchers have also suggested a link between isotretinoin and inflammatory bowel disease, but several large cohort studies have not confirmed this.50-52

         

        PAUSE AND PONDER: What would be the best course of action for a pregnant patient with acne?

         

        Oral Hormonal Therapies

        Combination oral contraceptives (COC) and/or spironolactone may be reasonable therapeutic options for patients with acne vulgaris assigned female sex at birth. Both therapies carry a conditional recommendation for use in acne based on moderate evidence.11 These hormonal therapies work by reducing the androgenic effects on sebaceous glands, reducing sebum production. This can ultimately diminish comedone development and minimize C. acnes bacteria growth.32

         

        COCs containing an estrogen and progestin are effective therapies for acne vulgaris in female patients. Although most progestins in oral contraceptives have androgenic properties, all low-dose COCs are estrogen dominant and produce an overall antiandrogenic effect.32 The four COCs with an FDA approval for the treatment of acne vulgaris are

        • drospirenone 3 mg/ethinyl estradiol 0.02 mg
        • drospirenone 3 mg/ethinyl estradiol 0.02 mg/levomefolate calcium 0.451 mg
        • norethindrone acetate/ethinyl estradiol/ferrous fumarate (triphasic formulation, meaning dose differs by the week)
        • norgestimate/ethinyl estradiol (triphasic formulation)

        These are all approved for patients with acne vulgaris who also desire contraception.13

         

        COCs for acne are not for use in patients who are younger than 14 years of age or within the first two years of starting menses unless it is clinically warranted.1 Other contraindications to COCs exist, including smokers aged 35 and older and patients with select cardiovascular and gastrointestinal comorbidities.11 COCs may be used in combination with other oral acne medications, including the tetracyclines and spironolactone.1 All COCs are associated with cardiovascular risks including thromboembolism and myocardial infarction, specifically in smokers. Additionally, they carry a potential risk of breast cancer and cervical cancer.13 Providers do not use progestin-only contraceptives for acne vulgaris as their androgenic properties may exacerbate acne.32

         

        Spironolactone is an aldosterone receptor antagonist with potent antiandrogen activity. It decreases testosterone production and competitively inhibits binding of testosterone and DHT to androgen receptors. Spironolactone may also inhibit 5-alpha-reductase (the enzyme that converts testosterone to DHT) and increase steroid hormone binding globulin (a protein that binds to estrogens and androgens).1 While spironolactone is not FDA approved for acne, clinicians often use it off-label based on available evidence and expert opinion.53-55 When used for acne, spironolactone is dosed at 50 mg to 100 mg in one or two equally divided doses. Patients generally tolerate it well, and the most common adverse effects include diuresis (increased urination), menstrual irregularities, breast tenderness, breast enlargement, fatigue, headache, and dizziness.1 It is also important to note that spironolactone is a potassium-sparing diuretic and hyperkalemia (high potassium levels) may occur when given at high doses or in patients with comorbidities such as renal insufficiency or severe heart failure. Hyperkalemia can be serious, but young, healthy patients taking spironolactone for acne do not appear to be at significant risk for hyperkalemia and don’t require monitoring.11,32

         

        Rare, Severe Acne Variants

         

        Acne Fulminans

        Acne fulminans is a rare form of acne vulgaris characterized by the sudden development of large, inflammatory nodules and friable (fragile) plaques with erosions, ulcers, and hemorrhagic crusts. This may occur with or without systemic symptoms such as fever, malaise, bone pain, and arthralgias.3 These lesions typically present on the trunk; however, they may occur elsewhere. Isotretinoin can trigger acne fulminans, but some cases are idiopathic (no known cause). Acne fulminans typically occurs in adolescent males with preexisting acne vulgaris.3

         

        Treatment for acne fulminans involves using oral corticosteroids, usually prednisone 0.5 mg to 1 mg/kg/day, in combination with isotretinoin. If isotretinoin precipitated acne fulminans, prescribers must stop this medication and proceed with corticosteroid monotherapy for four weeks in patients with systemic symptoms and for two weeks for patients without systemic symptoms. When acne fulminans resolves, patients may restart isotretinoin in conjunction with the oral corticosteroid for at least four weeks before gradually titrating isotretinoin up as tolerated and reducing the corticosteroid dose. Providers may consider combination therapy with oral corticosteroids and tetracyclines for acne fulminans, but it is less effective.32

         

        Acne Conglobata

        Acne conglobata is a severe form of nodular acne that primarily affects males. Large draining lesions, sinus tracts (linear, burrowing lesions resulting when multiple nodules merge), and severe scarring are characteristic of acne conglobata. Unlike acne fulminans, acne conglobata is not associated with systemic symptoms.3 The recommended treatment is oral isotretinoin, but isotretinoin may also occasionally cause severe flares at the start of therapy. Similar to the treatment for acne fulminans, low initial doses of isotretinoin (0.5 mg/kg per day or less) with oral corticosteroids before or during isotretinoin therapy are usually required.32 Intralesional glucocorticoid injections with triamcinolone acetonide have demonstrated efficacy as an adjunct treatment for severe nodular acne lesions.1,11 Additionally, tetracycline antibiotics have been used for severe nodular acne and may play a role in the treatment of acne conglobata, but they cannot be combined with isotretinoin due to the increased risk of pseudotumor cerebri.56 Case reports supporting the use of tumor necrosis factor-alpha inhibitors (i.e., etanercept, adalimumab, and infliximab) have been documented, but more research is needed.57-59

         

        Physical Modalities and Complementary and Alternative Medicine

        While various physical modalities have been employed to treat acne vulgaris, limited evidence supports these approaches in the peer-reviewed medical literature.1 Comedeo extraction performed by a professional using pressure and excision when necessary to physically remove comedones may be beneficial in resistant cases and is often used in practice. Use of topical tretinoin cream for four to six weeks prior to extraction may be advantageous.23

         

        Several studies suggest that chemical peels may improve acne mildly, particularly in patients with non-inflammatory comedonal lesions.60-62 However, more large-scale, high-quality double-blinded placebo-controlled trials are needed. Additionally, evidence suggests the need for multiple treatments, and the results may not be long-lasting.23,60 Most chemical peels contain glycolic acid or salicylic acid.1 Patients who are taking isotretinoin are not candidates for a chemical peel due to the increased potential for irritation. Pharmacists should counsel patients using topical retinoids to pause therapy for several days prior to receiving a chemical peel.23

         

        Microdermabrasion is a non-invasive superficial peeling modality in which abrasive crystals are propelled onto the skin and subsequently suctioned with a vacuum device, resulting in exfoliation of the outermost layer of the epidermis.23 A pilot study conducted in a cohort of 24 patients supports the use of microdermabrasion for acne, but these patients continued to take other acne medications throughout the study.63 High-quality evidence to support the effectiveness of microdermabrasion for acne is lacking.

         

        Laser and light-based therapies have been used to treat acne, but additional studies are needed to evaluate their efficacy.64 Dermatologists have used intense pulsed light, broad-spectrum continuous-wave visible light (i.e., blue light and red light), photodynamic therapy, photopneumatic technology, and laser sources such as potassium titanyl phosphate laser, pulsed dye laser, and infrared lasers.23 The guidelines conditionally recommend against adding pneumatic broadband light to adapalene 0.3% gel based on low certainty evidence, however available evidence is insufficient to establish recommendations for other light-based therapies.11

         

        Photodynamic therapy shows the most promise compared to the other laser and light therapies.65 With this modality, the dermatologist applies a photosensitizer, such as aminolevulinic acid, to the affected skin for 15 minutes to three hours.1 The skin then absorbs the photosensitizer where sebocytes (sebum-producing epithelial cells) absorb it preferentially. Subsequently, a laser or light device activates the photosensitizer that generates singlet oxygen species, damaging the sebaceous glands and reducing C. acnes bacteria. While this treatment has great potential, additional research is necessary to determine the optimal photosensitizer, incubation time, and light source.1

         

        Complementary and Alternative Medicine

        Tea tree oil, also known as melaleuca oil, is an essential oil produced by steaming the leaves of the Australian tea tree. Tea tree oil has been used for a variety of conditions and possesses both antimicrobial and anti-inflammatory properties.66 Two clinical trials assessed tea tree oil’s effectiveness in acne vulgaris.67,68 A placebo-controlled trial determined that topical 5% tea tree oil is effective for mild to moderate acne vulgaris.67 A comparator trial compared tea tree oil to benzoyl peroxide for acne and demonstrated that tea tree oil is comparable to benzoyl peroxide with better tolerability but slower onset of action.68 Pharmacists should note that tea tree oil may be a good option for patients seeking a more natural remedy for acne. While data supports its use, the guidelines state that available evidence is insufficient to develop a recommendation on the use of tea tree oil for acne.11

         

        Alpha hydroxy acids, such as glycolic acid and lactic acid, are weak organic acids that induce skin peeling to improve acne and hyperpigmentation among other dermatologic conditions. They are available over the counter in a variety of dosage forms (e.g., creams, washes, lotions) and are used in higher concentrations for in-office chemical peels.23 Some preliminary evidence supports the use of alpha hydroxy acids for acne; however, they are thought to confer the most benefit when used synergistically as a component of a comprehensive acne regimen.69

         

        While conclusive studies supporting safety and efficacy are lacking, several marketed devices claim to improve acne using heat. These devices produce a pulse of heat directly to the lesion, which is thought to kill any C. acnes bacteria present and produce an anti-inflammatory effect. The FDA has cleared multiple devices for this purpose, meaning they have gone through a review process, but medical devices of this type do not undergo the rigorous FDA approval process that requires clinical trials.23, 70

         

        Conclusion

        A variety of treatment options for acne vulgaris are available, and treatment selection is based on lesion severity and patient preference. Clinicians treat mild acne with topical medications, several of which are available OTC. Patients seeking OTC solutions may consider benzoyl peroxide, salicylic acid, or adapalene, and tea tree oil is an option for those seeking a more natural remedy. Topical therapies are often employed first for milder acne, however they are often beneficial as part of the treatment plan in more severe cases as well. Systemic medications such as antibiotics, hormonal medications, and isotretinoin treat moderate to severe acne. Pharmacy teams should ensure patients are aware of the potential for gastrointestinal symptoms with antibiotics and isotretinoin’s teratogenicity, among other potential adverse effects. Oral corticosteroids are appropriate for very severe cases involving relatively rare acne variants. Several other alternative therapies and physical modalities may be employed as part of the regimen for acne vulgaris, but more research is necessary to assess the safety and efficacy of these options.

         

         

         

        Pharmacist Post Test (for viewing only)

        Acne Vulgaris Pathogenesis and Treatment

        Pharmacist Post-test

        After completing this continuing education activity, pharmacists will be able to:

        1) Describe the pathogenesis of acne, including the potential role of diet
        2) Outline topical and systemic pharmacologic therapies used to treat acne
        3) Identify physical modalities with utility in treating acne
        4) Review available evidence supporting complementary and alternative medicine use for acne

        1. What are the four main contributing factors implicated in the development of acne vulgaris?
        A. Hypokeratinization of follicles, increased sebum production, C. acnes bacteria, and inflammation
        B. Hyperkeratinization of follicles, increased sebum production, C. acnes bacteria, and inflammation
        C. Hyperkeratinization of follicles, reduced sebum production, C. acnes bacteria, and inflammation

        2. What dietary element is associated with an increase in acne lesions?
        A. Dairy products
        B. Omega-3-fatty acids
        C. High fat diet

        3. Jessica is a 14-year-old patient who presents with bothersome acne. She has primarily white heads and black heads and does not appear to have any inflammatory nodules. Which topical therapy would be MOST appropriate to start with as monotherapy?
        A. Benzoyl Peroxide
        B. Clindamycin
        C. Tretinoin

        4. What is the purpose of using benzoyl peroxide in addition to topical antibiotics for acne?
        A. To reduce skin irritation
        B. To improve the appearance of scarring
        C. To reduce antibiotic resistance to C. acnes

        5. Which topical retinoid is available over-the-counter without a prescription?
        A. Adapalene
        B. Tretinoin
        C. Tazarotene

        6. Which systemic medication is usually used as monotherapy for severe acne?
        A. Tetracycline
        B. Spironolactone
        C. Isotretinoin

        7. Matthew is a 17-year-old male who was taking minocycline for his moderate to severe acne. He experienced significant gastrointestinal symptoms, so he stopped taking it. What is the MOST reasonable option to consider next?
        A. Doxycycline
        B. Spironolactone
        C. Isotretinoin

        8. Which laser/light-based therapy shows the most promise for acne treatment?
        A. Photodynamic therapy
        B. Photopneumatic technology
        C. Infrared lasers

        9. Which of the following BEST describes acne conglobata?
        A. A rare form of acne vulgaris characterized by sudden development of large, inflammatory nodules, and friable plaques
        B. A severe form of nodular acne characterized by large draining lesions, sinus tracts, and severe scarring
        C. A severe variation of papulopustular acne with deep-seated, inflamed, and often tender, large papules or nodules

        10. Which alternative therapy originates from a plant source in Australia?
        A. Tea tree oil
        B. Glycolic acid
        C. Lactic acid

        Pharmacy Technician Post Test (for viewing only)

        Acne Vulgaris Pathogenesis and Treatment

        Pharmacy Technician Post-test

        After completing this continuing education activity, pharmacy technicians will be able to:

        1) Describe the pathogenesis of acne, including the potential role of diet
        2) Outline topical and systemic pharmacologic therapies used to treat acne
        3) Identify physical modalities with utility in treating acne
        4) Review available evidence supporting complementary and alternative medicine use for acne

        1. What are the four main contributing factors implicated in the development of acne vulgaris?
        A. Hypokeratinization of follicles, increased sebum production, C. acnes bacteria, and inflammation
        B. Hyperkeratinization of follicles, increased sebum production, C. acnes bacteria, and inflammation
        C. Hyperkeratinization of follicles, reduced sebum production, C. acnes bacteria, and inflammation

        2. What dietary element is associated with an increase in acne lesions?
        A. Dairy products
        B. Omega-3-fatty acids
        C. High fat diet

        3. Which topical acne treatment can cause bleaching of fabric and hair?
        A. Tretinoin
        B. Benzoyl peroxide
        C. Adapalene

        4. Which class of antibiotics is a first-line treatment for moderate to severe acne?
        A. Penicillins (e.g., amoxicillin, ampicillin, dicloxacillin)
        B. Tetracyclines (e.g., doxycycline, minocycline, sarecycline)
        C. Macrolides (e.g., azithromycin, erythromycin)

        5. Which topical retinoid is available over-the-counter without a prescription?
        A. Adapalene
        B. Tretinoin
        C. Tazarotene

        6. Which of the following is a non-invasive superficial peeling modality in which abrasive crystals are propelled onto the skin and subsequently suctioned within a vacuum device?
        A. Photodynamic therapy
        B. Chemical peel
        C. Microdermabrasion

        7. IPLEDGE is a Risk Evaluation and Mitigation Strategy (REMS) used for which acne medication, meaning this medication cannot be dispensed without the provider, patient, and pharmacy registering with this program?
        A. Sarecycline
        B. Isotretinoin
        C. Trifarotene

        8. Which laser/light-based therapy shows the most promise for acne treatment?
        A. Photodynamic therapy
        B. Photopneumatic technology
        C. Infrared lasers

        9. Which medications for moderate to severe acne can only be used to treat acne in individuals assigned female sex at birth?
        A. Combined oral contraceptives and spironolactone
        B. Combined oral contraceptives and isotretinoin
        C. Spironolactone and isotretinoin

        10. Which alternative therapy originates from a plant source in Australia?
        A. Tea tree oil
        B. Glycolic acid
        C. Lactic acid

        References

        Full List of References

        References

           

          1. Zaenglein AL, Pathy AL, Schlosser BJ, et al. Guidelines of care for the management of acne vulgaris [published correction appears in J Am Acad Dermatol. 2020;82(6):1576]. J Am Acad Dermatol. 2016;74(5):945-73. e33. doi: 10.1016/j.jaad.2015.12.037
          2. Karimkhani C, Dellavalle RP, Coffeng LE, et al. Global Skin Disease Morbidity and Mortality: An Update From the Global Burden of Disease Study 2013. JAMA Dermatol. 2017;153(5):406-412. doi:10.1001/jamadermatol.2016.5538
          3. Thiboutot D, Zaenglein AL. Pathogenesis, clinical manifestations, and diagnosis of acne vulgaris. In: UpToDate, Dellavalle RP, Levy ML, Owen C (Eds), Wolters Kluwer. Updated March 29, 2022. Accessed January 15, 2024.
          4. Skin conditions by the numbers. American Academy of Dermatology. Accessed January 22, 2024. https://www.aad.org/media/stats-numbers
          5. Dreno B, Bettoli V, Perez M, Bouloc A, Ochsendorf F. Cutaneous lesions caused by mechanical injury. Eur J Dermatol. 2015;25(2):114-121. doi:10.1684/ejd.2014.2502
          6. Baldwin H, Tan J. Effects of Diet on Acne and Its Response to Treatment. Am J Clin Dermatol. 2021;22(1):55-65. doi:10.1007/s40257-020-00542-y
          7. Fabbrocini G, Bertona M, Picazo Ó, Pareja-Galeano H, Monfrecola G, Emanuele E. Supplementation with Lactobacillus rhamnosus SP1 normalises skin expression of genes implicated in insulin signalling and improves adult acne. Benef Microbes. 2016;7(5):625-630. doi:10.3920/BM2016.0089
          8. Snast I, Dalal A, Twig G, et al. Acne and obesity: A nationwide study of 600,404 adolescents. J Am Acad Dermatol. 2019; 81:723-729. doi:10.1016/j.jaad.2019.04.009
          9. Di Landro A, Cazzaniga S, Parazzini F, et al. Family history, body mass index, selected dietary factors, menstrual history, and risk of moderate to severe acne in adolescents and young adults. J Am Acad Dermatol. 2012; 67:1129-1135. doi:10.1016/j.jaad.2012.02.018
          10. Graber E. Acne Vulgaris: Overview of Management. In: UpToDate, Dellavalle RP, Levy ML, Owen C (Eds), Wolters Kluwer. Updated February 23, 2023. Accessed January 25, 2024.
          11. Reynolds RV, Yeung H, Cheng CE, et al. Guidelines of care for the management of acne vulgaris. J Am Acad Dermatol. Published online January 30, 2024. doi:10.1016/j.jaad.2023.12.017
          12. Tretinoin. Clinical Pharmacology powered by ClinicalKey. Philadelphia (PA): Elsevier. Accessed January 25, 2024. https://www.clinicalkey.com/pharmacology/monograph/624?n=Tretinoin,%20ATRA
          13. Clinical Pharmacology powered by ClinicalKey. Philadelphia (PA): Elsevier. c2024- Accessed January 25, 2024. Available from: https://www.clinicalkey.com/pharmacology/
          14. Tretinoin. Drug Facts and Comparisons. Facts & Comparisons eAnswers. Wolters Kluwer Health, Inc. Philadelphia, PA. Accessed January 25, 2024. https://fco.factsandcomparisons.com/lco/action/doc/retrieve/docid/fc_dfc/5550094?cesid=6zisiI6aW6o&searchUrl=%2Flco%2Faction%2Fsearch%3Fq%3Dtretinoin%2Btopical%26t%3Dname%26acs%3Dtrue%26acq%3Dtretinoin%26nq%3Dtrue
          15. Differin gel 0.3% [prescribing information]. Galderma; Updated August 2022. Accessed January 25, 2024. https://www.accessdata.fda.gov/drugsatfda_docs/label/2022/021753s011lbl.pdf
          16. Kolli SS, Pecone D, Pona A, Cline A, Feldman SR. Topical Retinoids in Acne Vulgaris: A Systematic Review. Am J Clin Dermatol. 2019;20(3):345-365. doi:10.1007/s40257-019-00423-z
          17. Tazorac gel [prescribing information]. Almirall, LLC; Updated August 2019. Accessed January 25, 2024. https://adam.almirall.com/m/7c8e5afa9250b521/original/Tazorac_Gel_USPI_final_Aug2019.pdf
          18. Aklief [prescribing information]. Galderma Laboratories LP; Updated January 2022. Accessed January 25, 2024. https://www.aklief.com/prescribing-information
          19. Brumfiel CM, Patel MH, Bell KA, Cardis MA. Assessing the Safety and Efficacy of Trifarotene in the Treatment of Acne Vulgaris. Ther Clin Risk Manag. 2021;17:755-763. Published 2021 Jul 26. doi:10.2147/TCRM.S286953
          20. Benzoyl peroxide. Clinical Pharmacology powered by ClinicalKey. Philadelphia (PA): Elsevier. Accessed January 25, 2024. https://www.clinicalkey.com/pharmacology/monograph/1209?n=Benzoyl%20Peroxide
          21. Seidler EM, Kimball AB. Meta-analysis comparing efficacy of benzoyl peroxide, clindamycin, benzoyl peroxide with salicylic acid, and combination benzoyl peroxide/clindamycin in acne. J Am Acad Dermatol. 2010; 63:52-62. doi:10.1016/j.jaad.2009.07.052
          22. Salicylic acid. Clinical Pharmacology powered by ClinicalKey. Philadelphia (PA): Elsevier. Accessed January 25, 2024. https://www.clinicalkey.com/pharmacology/monograph/1548?n=Salicylic%20Acid
          23. Dover JS, Batra P. Light-based, adjunctive and other therapies for acne vulgaris. In: UpToDate, Dellavalle RP, Levy ML, Owen C (Eds), Wolters Kluwer. Updated October 26, 2021. Accessed January 25, 2024.
          24. Azelaic acid. Clinical Pharmacology powered by ClinicalKey. Philadelphia (PA): Elsevier. Accessed January 25, 2024. Available from: https://www.clinicalkey.com/pharmacology/monograph/1201?n=Azelaic%20Acid
          25. Graupe K, Cunliffe WJ, Gollnick HP, Zaumseil RP. Efficacy and safety of topical azelaic acid (20 percent cream): an overview of results from European clinical trials and experimental reports. Cutis. 1996;57(1 Suppl):20-35.
          26. Gollnick HP, Graupe K, Zaumseil RP. [Azelaic acid 15% gel in the treatment of acne vulgaris. Combined results of two double-blind clinical comparative studies]. J Dtsch Dermatol Ges. 2004;2(10):841-847. doi:10.1046/j.1439-0353.2004.04731.x
          27. Draelos ZD, Carter E, Maloney JM, et al. Two randomized studies demonstrate the efficacy and safety of dapsone gel, 5% for the treatment of acne vulgaris. J Am Acad Dermatol. 2007;56(3). doi:10.1016/j.jaad.2006.10.005
          28. Lucky AW, Maloney JM, Roberts J, et al. Dapsone gel 5% for the treatment of acne vulgaris: safety and efficacy of long-term (1 year) treatment. J Drugs Dermatol. 2007; 6:981-987.
          29. Tanghetti E, Harper JC, Oefelein MG. The efficacy and tolerability of dapsone 5% gel in female vs male patients with facial acne vulgaris: gender as a clinically relevant outcome variable. J Drugs Dermatol. 2012;11(12):1417-1421.
          30. Peterson H, Kircik L, Armstrong AW. Individual Article: Clascoterone Cream 1%: Mechanism of Action, Efficacy, and Safety of a Novel, First-in-Class Topical Antiandrogen Therapy for Acne. J Drugs Dermatol. 2023;22(6):SF350992s7-SF350992s14.
          31. Hebert A, Thiboutot D, Stein Gold L, et al. Efficacy and Safety of Topical Clascoterone Cream, 1%, for Treatment in Patients with Facial Acne: Two Phase 3 Randomized Clinical Trials. JAMA Dermatol. 2020;156(6):621-630. doi:10.1001/jamadermatol.2020.0465
          32. Graber E. Acne vulgaris: management of moderate to severe acne in adolescents and adults. In: UpToDate, Dellavalle RP, Levy ML, Owen C (Eds), Wolters Kluwer. Updated May 20, 2022. Accessed January 25, 2024.
          33. Doxycycline. Clinical Pharmacology powered by ClinicalKey. Philadelphia (PA): Elsevier. Accessed January 25, 2024. Available from: https://www.clinicalkey.com/pharmacology/monograph/212?n=Doxycycline
          34. Moore A, Ling M, Bucko A, Manna V, Rueda MJ. Efficacy and Safety of Subantimicrobial Dose, Modified-Release Doxycycline 40 mg Versus Doxycycline 100 mg Versus Placebo for the treatment of Inflammatory Lesions in Moderate and Severe Acne: A Randomized, Double-Blinded, Controlled Study. J Drugs Dermatol. 2015 Jun;14(6):581-6. PMID: 26091383.
          35. Skidmore R, Kovach R, Walker C, et al. Effects of subantimicrobial-dose doxycycline in the treatment of moderate acne. Arch Dermatol. 2003;139(4):459-464. doi:10.1001/archderm.139.4.459
          36. Toossi P, Farshchian M, Malekzad F, Mohtasham N, Kimyai-Asadi A. Subantimicrobial-dose doxycycline in the treatment of moderate facial acne. J Drugs Dermatol. 2008;7(12):1149-1152.
          37. Garner SE, Eady A, Bennett C, Newton JN, Thomas K, Popescu CM. Minocycline for acne vulgaris: efficacy and safety. Cochrane Database Syst Rev. 2012;2012(8):CD002086. Published 2012 Aug 15. doi:10.1002/14651858.CD002086.pub2
          38. Seysara [prescribing information]. Almirall LLC; Updated March 2023. Accessed January 25, 2024. https://static.almirall.us/pdf/Seysara-Prescribing-Information.pdf
          39. Kim JE, Park AY, Lee SY, Park YL, Whang KU, Kim HJ. Comparison of the Efficacy of Azithromycin Versus Doxycycline in Acne Vulgaris: A Meta-Analysis of Randomized Controlled Trials. Ann Dermatol. 2018;30(4):417-426. doi:10.5021/ad.2018.30.4.417
          40. Nakase K, Okamoto Y, Aoki S, Noguchi N. Long-term administration of oral macrolides for acne treatment increases macrolide-resistant Propionibacterium acnes. J Dermatol. 2018;45(3):340-343. doi:10.1111/1346-8138.14178
          41. Fenner JA, Wiss K, Levin NA. Oral cephalexin for acne vulgaris: clinical experience with 93 patients. Pediatr Dermatol. 2008;25(2):179-183. doi:10.1111/j.1525-1470.2008.00628.x
          42. Amzeeq [prescribing information]. Journey Medical Corporation; Updated February 2022. Accessed January 25, 2024. https://www.amzeeq.com/sites/default/files/2022-05/AMZEEQ-Prescribing-Information.pdf
          43. Gold LS, Dhawan S, Weiss J, et al. A novel topical minocycline foam for the treatment of moderate-to-severe acne vulgaris: Results of 2 randomized, double-blind, phase 3 studies. J Am Acad Dermatol. 2019;80(1):168-177. doi:10.1016/j.jaad.2018.08.020
          44. Raoof TJ, Hooper D, Moore A, et al. Efficacy and safety of a novel topical minocycline foam for the treatment of moderate to severe acne vulgaris: A phase 3 study. J Am Acad Dermatol 2020; 82:832
          45. Owen C. Oral Isotretinoin Therapy for Acne Vulgaris. In: UpToDate, Dellavalle RP, Levy ML, Callen J (Eds), Wolters Kluwer. Updated March 24, 2023. Accessed February 12, 2024.
          46. Isotretinoin. Clinical Pharmacology powered by ClinicalKey. Philadelphia (PA): Elsevier. Accessed January 25, 2024. Available from: https://www.clinicalkey.com/pharmacology/monograph/330?n=Isotretinoin
          47. Draghici CC, Miulescu RG, Petca RC, Petca A, Dumitrașcu MC, Șandru F. Teratogenic effect of isotretinoin in both fertile females and males (Review). Exp Ther Med. 2021;21(5):534. doi:10.3892/etm.2021.9966
          48. Marqueling AL, Zane LT. Depression and suicidal behavior in acne patients treated with isotretinoin: a systematic review. Semin Cutan Med Surg. 2005;24(2):92-102. doi:10.1016/j.sder.2005.04.003
          49. Magin P, Pond D, Smith W. Isotretinoin, depression and suicide: a review of the evidence. Br J Gen Pract 2005; 55:134.
          50. Alhusayen RO, Juurlink DN, Mamdani MM, et al. Isotretinoin use and the risk of inflammatory bowel disease: a population-based cohort study. J Invest Dermatol. 2013;133(4):907-912. doi:10.1038/jid.2012.387
          51. Kridin K, Ludwig RJ. Isotretinoin and the risk of inflammatory bowel disease and irritable bowel syndrome: A large-scale global study. J Am Acad Dermatol. 2023;88(4):824-830. doi:10.1016/j.jaad.2022.12.015
          52. Taylor MT, Margolis DJ, Kwatra SG, Barbieri JS. A propensity score matched cohort study identifying an association of acne, but not oral antibiotic or isotretinoin use, with risk of incident inflammatory bowel disease. J Am Acad Dermatol. 2023;88(4):841-847. doi:10.1016/j.jaad.2023.01.014
          53. Roberts EE, Nowsheen S, Davis DMR, Hand JL, Tollefson MM, Wetter DA. Use of spironolactone to treat acne in adolescent females. Pediatr Dermatol. 2021;38(1):72-76. doi:10.1111/pde.14391
          54. Saint-Jean M, Ballanger F, Nguyen JM, Khammari A, Dréno B. Importance of spironolactone in the treatment of acne in adult women. J Eur Acad Dermatol Venereol. 2011;25(12):1480-1481. doi:10.1111/j.1468-3083.2010.03926.x
          55. Roberts EE, Nowsheen S, Davis MDP, et al. Treatment of acne with spironolactone: a retrospective review of 395 adult patients at Mayo Clinic, 2007-2017. J Eur Acad Dermatol Venereol. 2020;34(9):2106-2110. doi:10.1111/jdv.16302
          56. Greydanus DE, Azmeh R, Cabral MD, Dickson CA, Patel DR. Acne in the first three decades of life: An update of a disorder with profound implications for all decades of life. Dis Mon. 2021;67(4):101103. doi:10.1016/j.disamonth.2020.101103
          57. Campione E, Mazzotta AM, Bianchi L, Chimenti S. Severe acne successfully treated with etanercept. Acta Derm Venereol. 2006;86(3):256-257. doi:10.2340/00015555-0046
          58. Sand FL, Thomsen SF. Adalimumab for the treatment of refractory acne conglobata. JAMA Dermatol. 2013;149(11):1306-1307. doi:10.1001/jamadermatol.2013.6678
          59. Shirakawa M, Uramoto K, Harada FA. Treatment of acne conglobata with infliximab. J Am Acad Dermatol. 2006;55(2):344-346. doi:10.1016/j.jaad.2005.06.008
          60. Kessler E, Flanagan K, Chia C, Rogers C, Glaser DA. Comparison of alpha- and beta-hydroxy acid chemical peels in the treatment of mild to moderately severe facial acne vulgaris. Dermatol Surg. 2008;34(1):45-51. doi:10.1111/j.1524-4725.2007.34007.x
          61. Atzori L, Brundu MA, Orru A, Biggio P. Glycolic acid peeling in the treatment of acne. J Eur Acad Dermatol Venereol. 1999;12(2):119-122.
          62. Lee HS, Kim IH. Salicylic acid peels for the treatment of acne vulgaris in Asian patients. Dermatol Surg. 2003;29(12):1196-1199. doi:10.1111/j.1524-4725.2003.29384.x
          63. Lloyd JR. The use of microdermabrasion for acne: a pilot study. Dermatol Surg. 2001;27(4):329-331. doi:10.1046/j.1524-4725.2001.00313.x
          64. Barbaric J, Abbott R, Posadzki P, et al. Light therapies for acne. Cochrane Database Syst Rev. 2016;9(9):CD007917. Published 2016 Sep 27. doi:10.1002/14651858.CD007917.pub2
          65. Boen M, Brownell J, Patel P, Tsoukas MM. The Role of Photodynamic Therapy in Acne: An Evidence-Based Review. Am J Clin Dermatol. 2017;18(3):311-321. doi:10.1007/s40257-017-0255-3
          66. Carson CF, Hammer KA, Riley TV. Melaleuca alternifolia (Tea Tree) oil: a review of antimicrobial and other medicinal properties. Clin Microbiol Rev. 2006 Jan;19(1):50-62. doi: 10.1128/CMR.19.1.50-62.2006. PMID: 16418522; PMCID
          67. Enshaieh S, Jooya A, Siadat AH, Iraji F. The efficacy of 5% topical tea tree oil gel in mild to moderate acne vulgaris: a randomized, double-blind placebo-controlled study. Indian J Dermatol Venereol Leprol. 2007;73(1):22-25. doi:10.4103/0378-6323.30646
          68. Bassett IB, Pannowitz DL, Barnetson RS. A comparative study of tea-tree oil versus benzoylperoxide in the treatment of acne. Med J Aust. 1990;153(8):455-458. doi:10.5694/j.1326-5377.1990.tb126150.x
          69. Tung RC, Bergfeld WF, Vidimos AT, Remzi BK. alpha-Hydroxy acid-based cosmetic procedures. Guidelines for patient management. Am J Clin Dermatol. 2000;1(2):81-88. doi:10.2165/00128071-200001020-00002
          70. Badgwell Doherty C, Doherty SD, Rosen T. Thermotherapy in dermatologic infections. J Am Acad Dermatol. 2010;62(6):909-928. doi:10.1016/j.jaad.2009.09.055

          Over-the-Counter (OTC) Medications and Devices Released within the Last Three Years

          Learning Objectives

           

          After completing this application-based continuing education activity, pharmacists will be able to

          ·       Describe the significance of the availability of each recently released over-the-counter medication or device
          ·       List the common uses or indications for each over-the-counter medication or device
          ·       Explain the directions for use for each over-the-counter medication or device

          After completing this application-based continuing education activity, pharmacy technicians will be able to:

          ·       Describe the significance of the availability of each recently released over-the-counter medication or device
          ·       List the common uses or indications for each over-the-counter medication or device
          ·       Explain the directions for use for each over-the-counter medication or device

            Man in a store aisle, pointing and looking at shelves full of medicine bottles and boxed.

             

            Release Date: June 1, 2024

            Expiration Date: June 1, 2027

            Course Fee

            Pharmacists:  $4

            Technicians:   $2

            There is no funding for this CE.

            ACPE UANs

            Pharmacist: 0009-0000-24-028-H01-P

            Pharmacy Technician:  0009-0000-24-028-H01-T

            Session Codes

            Pharmacist:  24YC28-VXK44

            Pharmacy Technician:  24YC28-XKV64

            Accreditation Hours

            1.0 hours of CE

            Accreditation Statements

            The University of Connecticut School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.  Statements of credit for the online activity ACPE UAN 0009-0000-24-028-H01-P/T will be awarded when the post test and evaluation have been completed and passed with a 70% or better. Your CE credits will be uploaded to your CPE monitor profile within 2 weeks of completion of the program.

             

            Disclosure of Discussions of Off-label and Investigational Drug Use

            The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

            Faculty

            Marsha A. McFalls, PharmD, MSEd, RPh,
            Assistant Professor of Pharmacy Practice
            Duquesne University School of Pharmacy
            Pittsburgh, PA

            Faculty Disclosure

            In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.

            Dr. McFalls does not have any relationships with ineligible companies.

             

            ABSTRACT

            Demands on pharmacists have continued to increase over the past few years. Pharmacists feel confident about dispensing medications, but some do not feel equally as confident when recommending over-the-counter medications. It is important for pharmacists to stay informed about new over-the-counter medications and be able to counsel patients on the selection and use of these products. New over-the-counter medications released in the past few years include birth control, devices that detect heart arrhythmias, allergy remedies, and products to treat opioid overdoses.

            CONTENT

            Content

            INTRODUCTION

            Self-care involves patients' ability to diagnose and treat their own illness without the help of a health care practitioner. Ninety-six percent of patients believe that over-the-counter (OTC) medications make it easy to care for these self-care conditions.1 Patients save $56.8 billion annually when they use OTC/nonprescription medications instead of prescription medications.2 Pharmacists and pharmacy technicians are frequently consulted about different self-care conditions and the appropriate choice of OTC medications and devices.

             

            PAUSE AND PONDER: Would you be able to recognize the symptoms of an overdose?

             

            Naloxone Nasal Spray

            The Center for Disease Control and Prevention (CDC) reported that there were 106,363 opioid-related deaths during a 12-month period ending in July 2023.3 The Food and Drug Administration (FDA) originally approved Naloxone to reverse an opioid overdose in 2015 as prescription only.4 It moved to OTC/nonprescription status in March 2023 through the FDA’s Rx-to-OTC switch process.5,6 The manufacturer drove this change to nonprescription status by providing data showing that the drug is safe and effective and that consumers could understand how to use the product based on the proposed labeling.5

             

            Naloxone (Narcan, Emergent BioSolutions) was the first OTC medication approved to reverse opioid overdose in community settings. Patients (who use prescription or illegal opioids), caregivers, family members, or friends can now purchase naloxone in community pharmacies, grocery stores, and online without a prescription.5,7 Based on Federal law, people of any age can purchase naloxone, but state laws may differ. 7 Table 1 describes symptoms of an opioid overdose. The overdose can result from use of fentanyl, heroin, morphine, oxycodone, and other opioids. Naloxone works by blocking the opiate receptors in the brain so that the opiate cannot exert its effects. If it is not an overdose situation, patients will experience no effect.5

             

             

            Table 1. Opioid Overdose Symptoms5
            ·       Body aches

            ·       Diarrhea

            ·       Fever

            ·       Goose bumps

            ·       Increased blood pressure

            ·       Increased heart rate

            ·       Nausea or vomiting

            ·       Restlessness or irritability

            ·       Sweating

             

             

            Naloxone nasal spray contains only one dose and is not reusable. It is available in a 4 mg dose. Observers or caregivers should administer naloxone as soon as possible when they suspect an overdose. The observer/caregiver should lay the patient down on his or her back with their neck supported and the head tilted back. The caregiver should remove the tab from the nasal spray. It does not need to be primed. Caregivers place their thumb on the bottom of the red plunger and the first and middle fingers around the nozzle. The caregiver then places the tip of the nasal spray inside the patient’s nose. They should press the red plunger to administer the medication. They can give additional doses every two to three minutes if needed. They should also call emergency services immediately.

             

            During an overdose situation, the patient could experience withdrawal effects such as nausea, vomiting, sweating, tremors, shivering, or irritability.8 The cost is approximately $45 for two single doses.9

             

            A Naloxone Nasal Spray Training Device is available for anyone that wants to learn how to administer the nasal spray. The kit contains instructions and two training devices. It does not contain active medication.10

             

            In July 2023, the FDA approved a second OTC naloxone product. RiVive (Harm Reduction Therapeutics) contains 3 mg naloxone. This is also a Rx-to-OTC change supported by evidence demonstrating that the naloxone levels that reach the blood stream are similar in the prescription and nonprescription product.11 The approximate cost is $36 for a twin pack.

             

            PAUSE AND PONDER: How would you respond if a 13-year-old girl approached you and began asking questions about the norgestrel birth control? What questions would you ask?

             

            Norgestrel 0.075 mg Tablets

            In 2019, the CDC reported that 35.7% of pregnancies were unintended in women aged 15 to 44.12 Unintended pregnancies may result in negative consequences due to a lack of early prenatal care and increased risk of preterm delivery.13 Having norgestrel available without a prescription may help to reduce unintended pregnancies.14

             

            Opill (Perrigo) is the first nonprescription oral contraceptive. Opill tablets contain norgestrel 0.075 mg, which is a progestin, or a form of progesterone. It is only used to prevent pregnancy; it does not protect against sexually transmitted diseases such as HIV. The American College and Obstetricians and Gynecologists and the American Medical Medication Association have endorsed this product. Women of any age can purchase Opill in community pharmacies, grocery stores, and online.14,15

             

            Norgestrel thickens the mucus in the cervix, preventing sperm from reaching the egg. The progestin may also inhibit ovulation, but not in all cases. Each pack contains 28 tablets, 24 active tablets that contain progestin and four inactive tablets that do not contain progestin. Norgestrel will begin working two days after the patient starts a pack and patients must take one tablet at the same time daily to be effective.

             

            Missing tablets or not taking the tablets at the same time every day may reduce the birth control’s effectiveness and increase the chance of pregnancy. If a patient fails to take the tablet by three hours or more of her scheduled time, she should take the next tablet as soon as possible. In this case, she and her partner should also use condoms (or another backup method of birth control) or avoid sex (vaginal) for the next two days.15 Once a pack is completed, patients should start the next pack without any break in between.16 With typical use, the pregnancy rate is 9 in 100 during the first year of progestin-only tablets and for perfect use (never forgetting to take a tablet and taking the same time every day), the pregnancy rate is 1 in 100 women.15

             

            Patients may experience side effects such as headache, dizziness, nausea, fatigue, cramps, or bloating.16 Progestin-only medications are contraindicated in women who have a history of lupus or breast cancer. Opill will be available on store shelves in March 2024. The suggested cost is $19.99 for a one month supply.17

             

             

            OTC Hearing Aids

            Approximately 30 million adults in the United States have some type of hearing loss.18 OTC hearing aids are credited for improving the quality of life in patients, according to a study in the Journal of the American Medication Association.19 The study used a previously validated model (Decision model of the Burden of Hearing Loss Across the Lifespan: DeciBHAL-US) and simulated the projected probability of hearing loss and the use of traditional and OTC hearing aids in 40- and 50-year old males and females. Use of OTC hearing aids resulted in a $70 to $200 savings over a lifetime. Patients also began using OTC hearing aids earlier in life compared to traditional hearing aids (77.6 versus 78.9 years respectively).19 The OTC Hearing Aid Act provided the opportunity for patients to purchase OTC hearing aid devices without a medical examination or the necessity of being fitted by a hearing aid specialist.

             

            OTC hearing aids are approved for adults 18 years of age and older and can be purchased online or in stores.18 OTC hearing aids are appropriate for patients with mild or moderate hearing loss. They are not appropriate for severe or profound hearing loss. OTC hearing devices have limits on the maximum output and would not treat severe hearing loss appropriately. Table 2 provides questions that a pharmacist might ask a patient regarding use of OTC hearing aids.

            Table 2. Questions Pharmacists Should Ask Patient about OTC Hearing Aids 20

             

            ·       Are you 18 years or older?

            ·       Why do you think you need a hearing aid?

            ·       Have you had your hearing tested either by a professional or by using an online tool?

            ·       Do sounds appear muffled?

            ·       Do you have trouble hearing in a group or a noisy area?

            ·       Do you turn the television up to an excessively high level?

             

            Patients wear OTC hearing aids behind or in the ear canal; implantation is not required. Sound is amplified in the ear canal and moved to the inner ear, where processing and transmission to the brain occurs.18

             

            Patients should first test their hearing by using an online resource that is provided on the product’s website. Once the results are provided, patients can select the best product for their needs using online product selection tools, based on their brand name choice. Table 3 lists features of some OTC hearing devices.21

            Table 3. Features of some OTC Hearing Devices 21
            ·       Advanced acoustics

            ·       Bluetooth streaming

            ·       Hands-free phone calling

            ·       Rechargeable

            ·       Water resistant

             

            Brands include Jabra Enhance, Audicus, and MDHearing. Costs range from $200 to $1000 per pair.22 Some health insurance companies may provide coverage for OTC hearing devices based on specific brands.23

             

             

            Lidocaine 4% Patch

            Lidocaine is a topical anesthetic and works by inhibiting nerve impulse conduction. It provides a numbing sensation and is used to treat minor pain. Areas that can be treated include the back, neck, shoulders, and knees/elbows.24 Lidocaine patches are not appropriate for areas of inflammation.25

             

            Lidocaine patches can be used on patients 12 years of age and older. Patients apply the patch to the affected area of the skin every six to eight hours and should not exceed three applications per day.1 The patch may fall off if exposed to water, so waiting until the patch is off is the best time to shower or swim. Patches should not be applied to damaged or broken skin. The patch should not be covered with a bandage or a heating pad because too much lidocaine may be absorbed through the skin.25

             

            After the patch is removed, it can be discarded in the trash after it’s folded in half (adhesive side in).25 Common side effects include warmth or stinging.26 This product should not be used longer than seven days.

             

            Brand names include Salonpas (lidocaine 4%) Pain Relieving Gel Patch (approximate cost is $11 for 6 patches) and Aspercreme (lidocaine 4%) Lidocaine Pain Relief Patch (approximate cost is $10 for 3 patches).24 Pharmacists and technicians should pay careful attention to brand name products with different ingredients. Salonpas Pain Relieving Patch contains camphor, methyl salicylate, and menthol.

             

            Diclofenac Sodium 1% Gel

            Diclofenac topical gel was also changed to nonprescription through the Rx-to-OTC switch process. The FDA approved it as a prescription in 2007 and approved the move to nonprescription status in 2020.27

             

            Voltaren (Haleon) is a nonsteroidal anti-inflammatory (NSAID) gel, which means that it reduces prostaglandins, which are often responsible for inflammation. It is approved for the treatment of arthritis pain in the hand, wrist, elbow, foot, ankle, or knee in adults older than 18 years. It is not approved for sprains, strains, or sport injuries.27

             

            Diclofenac relieves joint pain and stiffness.1 Dosing is based on the area of application. Patients apply 2.25 inches to the upper body (hand, wrist, elbow) and apply 4.5 inches to the lower body (foot, ankle, knee). The dose is measured using an enclosed dosing card.

             

            Diclofenac comes with an easy twist cap, which is helpful for patients with arthritis. The gel should be rubbed into the affected area up to four times a day for up to 21 days.28 Voltaren does not feel greasy and has a clean scent, compared to other topical preparations used to treat joint pain and stiffness. Common side effects include mild skin irritation. Patients who are allergic to aspirin should not use diclofenac topical gel.27 Diclofenac has limited systemic absorption and provides pain relief at the site of application.29 Diclofenac topical gel does not work immediately. Patients may not notice relief for one week.27

             

            The cost is approximately $19 for a 3.5 oz tube.30 

             

            PAUSE AND PONDER: What symptoms would patients experience if they thought they have atrial fibrillation?

             

            KardiaMobile

            KardiaMobile (Alivecor) is used as a personal electrocardiogram (ECG), which measures the electrical activity in the heart. It is FDA-cleared. KardiaMobile is a single-lead ECG used to detect common arrhythmias such as atrial fibrillation, bradycardia, and tachycardia in 30 seconds.31 More than 454,000 hospitalizations occur each year in the United States due to atrial fibrillation.32

             

            The KardiaMobile device is the size of a credit card and pairs or communicates with a smartphone. Patients open the Kardia app on their smartphone and press “Record now.” The patient should place the KardiaMobile device near the smartphone so that the two can connect. The patient places two fingers on each of the pads on the KardiaMobile device. After a few seconds, the results appear in the Kardia app. Patients can save the results or email them to a health care practitioner.31 Patients also have access for one year to KardiaCare, which is a service that includes ECG evaluations by cardiologists and monthly reports.33

             

            The sensitivity and specificity for atrial fibrillation are 92% and 95%, respectively, and 85% and 83% for normal sinus rhythm.34

             

            The Apple Watch also provides a similar service for the detection of heart arrhythmias. According to a study conducted in 2022, the Apple Watch and KardiaMobile can both detect rhythm and heart rate issues but the KardiaMobile had a nonsignificant trend toward better accuracy and rhythm detection.32

             

            The approximate cost for the KardiaMobile device is $79.31

             

            Azelastine HCl 0.15% Nasal Spray

            Azelastine (Astepro, Bayer) is approved for the temporary relief of nasal congestion, runny nose, and sneezing due to indoor and outdoor allergies. This is the first available OTC antihistamine nasal spray. It is steroid free and approved for adults and children 6 years of age and older.35 About 25.7% of adults and 18.9% of children have seasonal allergies.36

            Azelastine is an H1-receptor antagonist that prevents histamine from activating the histamine receptor and producing symptoms such as nasal congestion, runny nose, and sneezing. Patients should prime the spray before using it by pumping the spray until a fine mist comes out.37 Before using the spray, they must blow their nose to clear the nostrils. The patient may then tilt their head downward and insert the tip ¼” to ½” into the nostril. Patients then press the pump once and sniff gently.38

             

            Children 6 to 11 years of age should use one spray in each nostril twice daily. Children 12 years of age and older and adults should use one or two sprays in each nostril once or twice daily. Common adverse effects include runny nose, headache, and bitter taste. If patients experience drowsiness, they can use the spray at bedtime (and this is a good counseling point). The labeling recommends avoiding azelastine with alcohol or sedatives. Patients should experience relief within the first three hours of the dose.1

             

            If the nozzle is clogged, the patient should unscrew the spray pump unit. The patient should fill a bowl or container with warm water, soak the nozzle, and pump the nozzle several times under water to clear the clog. Finally, the patient should let the nozzle dry before putting it back on the bottle. The product will need to be primed again before the next use.38

             

            The cost is approximately $24 for 120 metered sprays.39

             

            Olopatadine Hydrochloride 0.1%

            Olopatadine (Pataday, Alcon) is used to treat itchy, red eyes caused by ragweed, grass, animal hair, and pollen allergies.40 Forty percent of the population has experienced itchy, red eyes due to allergies.41 Olopatadine is a mast cell stabilizer, which prevents histamine from forming during the allergic cascade.27 Patients 2 years of age and older can use this product. The dose is one drop in the affected eye twice daily every six to eight hours. Reminding patients to remove contacts before use and wait 10 minutes after using the drops before reinserting them is a key counseling point.42

             

            Patients should stop using the product if they experience changes in vision, increased eye redness, or eye pain.27 The cost is approximately $20 for a 5 mL bottle.42 

             

            Pataday (olopatadine 0.2%) Once Daily Relief and Pataday (olopatadine 0.7%) Once Daily Relief Extra Strength are also available as nonprescription products.43

             

            Mometasone Furoate 50 mcg Nasal Spray

            Mometasone furoate (Nasonex, Perrigo) is used to treat allergies, such as hay fever, that produces symptoms such as nasal congestion, runny and itchy nose, and sneezing.44 Mometasone is a corticosteroid.40 It blocks the release of substances that produce inflammation in the body. Nasonex can be used in patients 2 years of age and older. It is the first nonprescription nasal steroid and is full prescription strength.40

             

            As with many other nasal products, the steps for administration start with shaking mometasone furoate before each use and executing a priming spray before the first use. The patient should

            • insert the tip of the bottle in the nostril using a finger to hold the other nostril closed
            • breathe in and spray at the same time
            • repeat the process in the other nostril
            • avoid blowing their nose right after using the nasal spray.44

             

            Patients 2 to 11 years of age should use one spray in each nostril once daily and patients 2 years of age and older should use two sprays in each nostril once daily. Stinging of the nasal passages is a common side effect. The product must be discarded after 75 days from the first use, even if product remains in the bottle.44 Pharmacists and pharmacy technicians can remind patients to note the day they start using the product and/or the day when it needs to be discarded on the label. The cost is approximately $15 for 60 sprays.45

             

            Ivermectin 0.5% Lotion

            Approximately 6 to 12 million cases of head lice occur each year. Children between the ages of 3 and 11 years are most commonly affected.46 Ivermectin was originally available by prescription only. In 2020, the manufacturer started the process to change the classification to nonprescription. Ivermectin lotion is no longer available as a prescription.47

             

            Head lice are parasites that survive by feeding on human blood. Lice are spread by person-to-person contact in close environments. Adult head lice are between 2 to 3 mm in length and move by crawling; they cannot hop or fly.46 Commons symptoms of head lice include itching on the head and scratching behind the ears.48

             

            Ivermectin 0.5% lotion (Sklice, Azurity Pharmaceuticals) is used to treat head lice and nits and is approved for children 6 months of age and older. Sklice is applied to dry hair and the scalp. The entire scalp and the hair nearest the scalp should be completely covered before the person applying the lotion pulls it through to the end of the hair. Patients may require the entire tube of product. Sklice is left on the hair for 10 minutes and then rinsed with water only. Patients should wait 24 hours before applying shampoo. Side effects include ocular irritation and a feeling of burning skin. These effects are rare.

             

            Lice eradication is possible with one treatment. Treatment is effective for 94.9% of patients.49 The approximate cost is $293 for 177 grams, which is a single treatment.50 Generic alternatives are also available. Other therapies for head lice include permethrin (approximate cost is $39)51 and pyrethrin/piperonyl butoxide (approximate cost is $14)52.

             

            CONCLUSION

            More than 700 products have been changed to OTC status through the Rx-to-OTC switch process.53 More are sure to come. It is very important that pharmacists and pharmacy technicians stay up-to-date with not only products on the market from the Rx-to-OTC switch process but also with entirely new product entities. Continuing education programs, product websites, and package information are an appropriate way to become familiar with all new product releases.

             

             

            Pharmacist Post Test (for viewing only)

            1. What is TRUE with regard to opioid overdose and the use of naloxone spray?
            A. The person observing the possible overdose should place the patient on their side before administering the naloxone spray.
            B. If an additional dose is needed, the caregiver should wait 2 or 3 minutes before administering the next dose.
            C. The person observing the possible overdose will only ever need to give one spray to treat an opioid overdose.

            2. A patient calls you on the phone and says that she is six hours late in taking her next dose of the norgestrel tablet pack. What do you tell her?
            A. She should throw away the pack immediately and start a new pack.
            B. She should just skip the dose and start again the next day at the usual time.
            C. She should take the tablet and use a backup method of birth control.

            3. What symptom does azelastine (Astepro) treat?
            A. Cough
            B. Headache
            C. Runny nose

            4. KardiaMobile is available for over-the-counter use. Why is this device important?
            A. It allows patients to detect heart rhythm abnormalities that they may not know that they have.
            B. Patients need fewer visits to healthcare providers and can self-monitor arrhythmias without follow-up.
            C. Athletes can monitor their heart rates during workouts so they can maximize the benefit of exercise.

            5. What is a TRUE statement relating to lice and its treatment?
            A. Patients should apply Sklice (ivermectin) lotion to freshly shampooed wet hair.
            B. Patients should always apply a second treatment within 24 to 48 hours.
            C. Patients should leave Sklice on the hair for 10 minutes then rinse with water.

            Pharmacy Technician Post Test (for viewing only)

            1. What is TRUE with regard to opioid overdose and the use of naloxone spray?
            A. The person observing the possible overdose should place the patient on their side before administering the naloxone spray.
            B. If an additional dose is needed, the caregiver should wait 2 or 3 minutes before administering the next dose.
            C. The person observing the possible overdose will only ever need to give one spray to treat an opioid overdose.

            2. A patient calls you on the phone and says that she is six hours late in taking her next dose of the norgestrel tablet pack. What do you tell her?
            A. She should throw away the pack immediately and start a new pack.
            B. She should just skip the dose and start again the next day at the usual time.
            C. She should take the tablet and use a backup method of birth control.

            3. What symptom does azelastine (Astepro) treat?
            A. Cough
            B. Headache
            C. Runny nose

            4. KardiaMobile is available for over-the-counter use. Why is this device important?
            A. It allows patients to detect heart rhythm abnormalities that they may not know that they have.
            B. Patients need fewer visits to healthcare providers and can self-monitor arrhythmias without follow-up.
            C. Athletes can monitor their heart rates during workouts so they can maximize the benefit of exercise.

            5. What is a TRUE statement relating to lice and its treatment?
            A. Patients should apply Sklice (ivermectin) lotion to freshly shampooed wet hair.
            B. Patients should always apply a second treatment within 24 to 48 hours.
            C. Patients should leave Sklice on the hair for 10 minutes then rinse with water.

            References

            Full List of References

            References

               
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              2. 2023 outlook for consumer healthcare. January 2023. Accessed January 1, 2024. https://www.chpa.org/news/2023/01/2023-outlook-consumer-healthcare
              3. Provisional Drug Overdose Death Counts. December 2023. Accessed January 1, 2024. https://www.cdc.gov/nchs/nvss/vsrr/drug-overdose-data.htm
              4. Naloxone. August 2023. Accessed January 1, 2024. https://www.drugs.com/naloxone.html
              5. FDA approves first over-the-counter naloxone nasal spray. March 2023. Accessed December 27, 2023. https://www.fda.gov/news-events/press-announcements/fda-approves-first-over-counter-naloxone-nasal-spray?utm_medium=email&utm_source=govdelivery
              6. Prescription-to-nonprescription (Rx-to-OTC) switches. June 2022. Accessed January 1, 2024. https://www.fda.gov/drugs/drug-application-process-nonprescription-drugs/prescription-nonprescription-rx-otc-switches
              7. Non-prescription (“over-the-counter”) frequently asked questions. April 2023. Accessed January 12, 2024. https://www.samhsa.gov/medications-substance-use-disorders/medications-counseling-related-conditions/naloxone/faqs
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              9. Will availability of over-the-counter Narcan increase access? September 2023. Accessed December 28, 2023. https://www.kff.org/policy-watch/will-availability-of-over-the-counter-narcan-increase-access/#:~:text=Even%20if%20stores%20decide%20to,the%20drug%20as%20a%20precaution.
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              11. FDA approves second over-the-counter naloxone nasal spray product. July 2023. Accessed January 1, 2024. https://www.fda.gov/news-events/press-announcements/fda-approves-second-over-counter-naloxone-nasal-spray-product
              12. U.S. pregnancy rates drug during last decade. April 2023. Accessed January 1, 2024. https://www.cdc.gov/nchs/pressroom/nchs_press_releases/2023/20230412.htm
              13. FDA approves first nonprescription daily oral contraceptive. July 2023. Accessed January 1, 2024. https://www.fda.gov/news-events/press-announcements/fda-approves-first-nonprescription-daily-oral-contraceptive
              14. Clinical overview: Opill as first OTC contraception in United States. September 2023.
              Accessed December 28, 2023. https://www.pharmacytimes.com/view/clinical-overview-opill-as-first-otc-contraception-in-united-states
              15. Progestin-only hormonal birth control: Pill and injection. January 2023. Accessed December 28, 2023. https://www.acog.org/womens-health/faqs/progestin-only-hormonal-birth-control-pill-and-injection
              16. Opill. September 2023. Accessed December 28, 2023. https://www.drugs.com/opill.html
              17. 3 charts: The cost and coverage of Opill–the first FDA-approved over-the-counter daily oral contraceptive pill in the United State. March 5, 2024. Accessed March 16, 2024. https://www.kff.org/health-costs/press-release/three-charts-the-cost-and-coverage-of-opill-the-first-fda-approved-over-the-counter-daily-oral-contraceptive-pill-in-the-united-states/#:~:text=The%20suggested%20retail%20price%20of,(%240)%20for%20the%20pills.60#
              18. OTC hearing aids: What you should know. May 2023. Accessed January 1, 2024. https://www.fda.gov/medical-devices/hearing-aids/otc-hearing-aids-what-you-should-know
              19. Borre ED, Johri M, Dubno JR, et al. Potential clinical and economic outcomes of over-the-counter hearing aids in the US. JAMA Otolaryngol Head Neck Surg. 2023;149(7):607-614. doi:10.1001/jamaoto.2023.0949
              20. Over-the-counter hearing aids. August 2022. Accessed January 1, 2024. https://www.nidcd.nih.gov/health/over-counter-hearing-aids
              21. Jabra. Accessed January 1, 2024. https://www.jabraenhance.com/product
              22. Best over-the-counter hearing aids of 2024. January 2024. Accessed January 1, 2024. https://www.forbes.com/health/l/best-otc-hearing-aids/?gad_source=1&gclid=CjwKCAiA4smsBhAEEiwAO6DEjZMXsbCPRDg6rFY3U3j6nQJPDtMm-xLZMXvoQW8iE87BvgerPtxqVBoCDtMQAvD_BwE
              23. Does Medicare or insurance cover hearing aids in 2023? November 2023. Accessed January 1, 2024. https://www.ncoa.org/adviser/hearing-aids/hearing-aids-insurance-coverage/#:~:text=While%20most%20insurance%20plans%20don,a%20few%20plans%20that%20do.
              24. Salonpas. Accessed December 28, 2023. https://www.amazon.com/Salonpas-Lidocaine-Gel-Patch-Strength-Available/dp/B01MF68INT/ref=sr_1_4?crid=V9IZ016RWHLK&keywords=salonpas&qid=1703780356&rdc=1&sprefix=salonpa%2Caps%2C86&sr=8-4
              25. What are lidocaine patches and how are they used? March 2023. Accessed January 1, 2024. https://www.goodrx.com/lidocaine/lidocane-patch#about-lidocaine-patches
              26. Salonpas-Hot adhesive patch, medicated – Uses, side effects and more. Accessed December
              28, 2023. https://www.webmd.com/drugs/2/drug-16986/salonpas-hot-topical/details
              27. FDA approves three drugs for nonprescription use through Rx-to-OTC switch process. February 2020. Accessed January 1, 2024. https://www.fda.gov/news-events/press-announcements/fda-approves-three-drugs-nonprescription-use-through-rx-otc-switch-process
              28. Voltaren Arthritis Pain Relief Gel. Accessed December 28, 2023. https://www.voltarengel.com/arthritis-pain-gel/
              29. Topical NSAID therapy for musculoskeletal pain. March 2010. Accessed January 1, 2024. https://academic.oup.com/painmedicine/article/11/4/535/1893796
              30. Voltaren Arthritis Pain Gel. Accessed December 28, 2023. https://www.walmart.com/ip/Voltaren-Topical-Arthritis-Medicine-Gel-Pain-Reliever-for-Arthritis-3-5-Oz/556463039?athbdg=L1103&adsRedirect=true
              31. Kardia. Accessed December 28, 2023. https://store.kardia.com/products/kardiamobile
              32. Atrial fibrillation. October 2022. Accessed January 1, 2024. https://www.cdc.gov/heartdisease/atrial_fibrillation.htm
              33. FDA clears world’s first credit-card-sized personal ECG. February 2022. Accessed January 1, 2024. https://www.prnewswire.com/news-releases/fda-clears-worlds-first-credit-card-sized-personal-ecg-301472260.html
              34. KardiaMobile for ECG monitoring and arrythmia diagnosis. November 2020. Accessed January 1, 2024.
              https://www.aafp.org/pubs/afp/issues/2020/1101/p562.html#:~:text=The%20sensitivity%20and%20specificity%20of,premature%20atrial%20or%20ventricular%20contractions
              35. FDA approves Astepro Allergy Nasal Spray for over-the-counter use in the United States. June 2021. Accessed December 28, 2023. https://www.businesswire.com/news/home/20210617005872/en/FDA-Approves-Astepro%C2%AE-Allergy-Nasal-Spray-for-Over-the-Counter-Use-in-the-United-States
              36. More than a quarter of U.S. adults and children have at least one allergy. January 2023. Accessed January 1, 2024. https://www.cdc.gov/nchs/pressroom/nchs_press_releases/2022/20220126.htm#:~:text=For%20Immediate%20Release%3A%20January%2026%2C%202023&text=Findings%20from%20the%20adults'%20report,6.2%25%20have%20a%20food%20allergy.
              37. How to use nasal sprays correctly. December 30, 2022. Accessed March 16, 2024. https://www.news-medical.net/health/How-to-Use-Nasal-Sprays-Correctly.aspx#:~:text=If%20the%20patient%20is%20using,mist%20comes%20out%20when%20pumped.
              38. Astepro Allergy. Accessed January 1, 2024. https://www.asteproallergy.com/products/astepro-allergy-nasal-spray
              39. Astepro Allergy. Accessed December 28, 2023. https://www.walmart.com/ip/Astepro-Allergy-Medicine-Steroid-Free-Antihistamine-Nasal-Spray-120-Metered-Sprays/900785735?from=/search
              40. FDA approves Rx-to-OTC switch for nasal allergy spray. March 2022. Accessed January 1, 2024. https://www.empr.com/home/news/fda-approves-rx-to-otc-switch-for-nasal-allergy-spray/
              41. Allergic conjunctivitis. May 2022. Accessed January 1, 2024. https://www.ncbi.nlm.nih.gov/books/NBK448118/
              42. Pataday. Accessed December 28, 2023. https://www.walgreens.com/store/c/pataday-eye-itch-relief/ID=300399614-product
              43. Pataday. Accessed January 1, 2024. https://www.myalcon.com/professional/ocular-health/allergy-drops/pataday/#:~:text=Pataday%C2%AE%20Once%20Daily%20Relief,Available%20Without%20a%20Prescription.&text=The%20highest%20concentration%20of%20olopatadine,your%20patients%20without%20a%20prescription
              44. Nasonex 24HR Allergy. Accessed December 28, 2023. https://www.drugs.com/nasonex.html
              45. Nasonex. Accessed December 28, 2023. https://www.target.com/p/nasonex-24hr-non-drowsy-mometasone-furoate-allergy-medicine-nasal-spray-60-sprays/-/A-86065697?ref=tgt_adv_xsp&AFID=google&fndsrc=tgtao&DFA=71700000049427614&CPNG=PLA_Health_Priority%2BShopping_Local%7CHealth_Ecomm_Essentials&adgroup=Health_Priority+TCINs&LID=700000001170770pgs&LNM=PRODUCT_GROUP&network=g&device=c&location=9005861&targetid=pla-323070238464&gad_source=1&gclid=Cj0KCQiA1rSsBhDHARIsANB4EJbiey-yBHLXAeMjOJoCM5FdUr0QBYiy9gRQjLS2mNX3pvHhtZaCvd8aAhtYEALw_wcB&gclsrc=aw.ds
              46. Epidemiology & risk factors. October 2019. Accessed January 1, 2024. https://www.cdc.gov/parasites/lice/index.html
              47. FDA approves lotion for nonprescription use to treat head lice. October 27, 2020. Accessed March 16, 2024. https://www.fda.gov/news-events/press-announcements/fda-approves-lotion-nonprescription-use-treat-head-lice#:~:text=Sklice%20is%20for%20external%20use,available%20as%20a%20prescription%20drug
              48. Sklice lotion. Accessed January 1, 2024. https://www.sklice.com/images/1.0-home/sklice-lotion-cil.pdf
              49. Ivermectin lotion (Sklice) for head lice. June 2014. Accessed January 1, 2024. https://www.aafp.org/pubs/afp/issues/2014/0615/p984.html#:~:text=EFFECTIVENESS,31.3%25%20for%20placebo).
              50. Sklice prices, coupons and patient assistance programs. Accessed December 28, 2023. https://www.drugs.com/price-guide/sklice
              51. Nix Complete Treatment Kit. Accessed January 12, 2024. https://www.walmart.com/ip/Nix-Complete-Treatment-Kit-Permethrin-Cream-Rinse-1-for-Lice-Eggs-5-oz/772728163?from=/search
              52. RID. Accessed January 12, 2024. https://www.walmart.com/ip/RID-Lice-Killing-Shampoo-2-oz/226676020?from=/search
              53. FAQs about Rx-to-OTC switch. Accessed January 12, 2024. https://www.chpa.org/about-consumer-healthcare/faqs/faqs-about-rx-otc-switch#:~:text=106%20ingredients%2C%20indications%2C%20or%20dosage,been%20newly%20approved%20since%201976

              Dealing with Difficult Students: Simple(ish) Solutions to Common Problems

              Learning Objectives

               

              After completing this application-based continuing education activity, pharmacist preceptors will be able to

              • DEFINE types of learning disabilities that preceptors are likely to encounter
              • LIST the information the school of pharmacy should provide to preceptors
              • IDENTIFY accommodation that are appropriate for specific students
              • DESCRIBE reasonable accommodation in experiential education

                 

                Release Date: April 20, 2024

                Expiration Date: April 20, 2027

                Course Fee

                Pharmacists: $7

                UConn Faculty & Adjuncts:  FREE

                There is no grant funding for this CE activity

                ACPE UANs

                Pharmacist: 0009-0000-24-027-H04-P

                Session Code

                Pharmacist:  24PC27-WXT24

                Accreditation Hours

                2.0 hours of CE

                Accreditation Statements

                The University of Connecticut School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.  Statements of credit for the online activity ACPE UAN 0009-0000-24-027-H04-P  will be awarded when the post test and evaluation have been completed and passed with a 70% or better. Your CE credits will be uploaded to your CPE monitor profile within 2 weeks of completion of the program.

                 

                Disclosure of Discussions of Off-label and Investigational Drug Use

                The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

                Faculty

                Jennifer Luciano, PharmD
                Director, Office of Experiential Education; Associate Clinical Professor
                UConn School of Pharmacy
                Storrs, CT

                Anna Sandalidis, BS
                PharmD Candidate 2025
                UConn School of Pharmacy
                Storrs, CT

                Jeannette Y. Wick, RPh, MBA, FASCP
                Director, Office of Pharmacy Professional Development
                UConn School of Pharmacy
                Storrs, CT

                 

                 

                 

                 

                 

                 

                Faculty Disclosure

                In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.

                Jeannette Wick, Anna Sandalidis, and Jennifer Luciano do not have any relationships with ineligible companies

                 

                ABSTRACT

                Every student is different. Preceptors may encounter a student who has habits or behaviors that need adjustment. Often, these habits or behaviors are reflective of a lack of professionalism. Preceptors who anticipate certain behaviors and develop strategies to deal with them can usually help students navigate the rotation successfully. It's critical to address poor behaviors the first time they happen, document carefully if the behaviors persist, and involve the school of pharmacy if the behaviors continue. This continuing education activity will describe common challenges and propose effective solutions for dealing with difficult students. It will also discuss student centered learning and present case studies.

                CONTENT

                Content

                INTRODUCTION

                Pharmacist preceptors shape the future of pharmacy by mentoring students during their experiential learning experiences. It is not uncommon for preceptors to encounter challenging situations and difficult student behaviors that can ultimately test a preceptor’s skills and patience. A faculty preceptor once said, “Students don’t usually fail rotations because they don’t know brand and generic drug names; they fail because of behaviors incompatible with the pharmacist’s professional identity. No one becomes a preceptor to hunt for students and force them to go to rounds!”

                 

                By addressing diverse behaviors and challenges that preceptors commonly encounter, this activity will empower preceptors to address troublesome behaviors effectively.

                 

                PAUSE AND PONDER: What types of difficult behavior have you encountered in the students you precept in the past?

                 

                TYPES OF DIFFICULT BEHAVIOR

                Preceptors report a variety of challenging student behaviors during introductory pharmacy practice experiences (IPPE) or advanced pharmacy practice experiences (APPE) rotations. This continuing education activity explores the following behaviors as they relate to experiential education; failure to answer introductory emails, dressing inappropriately, cursing, poor language choices, disrespectful oral or written language, tardiness, and making excuses for unacceptable behaviors.

                 

                Failure to Send Introductory E-mail

                Schools of pharmacy typically notify students about their IPPE or APPE rotations several months in advance, often in April for the latter. The timing for reaching out to preceptors may differ for IPPE and APPE students. For example, some schools require IPPE students to contact their preceptors shortly after receiving their site match notification. They may also expect APPE students to introduce themselves and address any site requirements approximately two weeks in advance of the first scheduled day unless the preceptor contacts them sooner. Students should take the initiative and reach out to their preceptors first. This communication serves multiple purposes, including introducing themselves, demonstrating awareness of the start date, confirming the student’s ability to fulfill the expected hourly commitment of the rotation, and addressing any scheduling adjustments. Students spend 120 to 160 valuable hours under the preceptor’s guidance. A student’s failure to initiate or answer introductory emails can significantly impact the student-preceptor relationship and hinder early establishment of effective communication channels.

                 

                When students fail to communicate, it opens the door to discuss the importance of good communication in the workplace. Preceptors can use a few techniques to encourage better communication from students1,2:

                • Create an electronic reminder on your calendar that will notify you one week before a student is expected. If you haven’t heard from the student, use the contact information the school provided for the student and send a brief message. Something like, “My calendar indicates you are scheduled for your rotation at (INSERT LOCATION) starting Monday. I haven’t heard from you. Are you still scheduled or has your situation changed?”
                • Consider copying the school’s Office of Experiential Education (OEE) and asking if the preferred contact method has changed.
                • Know that 47% of e-mail is opened or deleted based on the subject line. Be sure to use a specific subject line, like “IMMEDIATE RESPONSE NEEDED: Your April 2024 rotation.” Experts recommend starting with a command and using seven or few words so the subject line will be visible on a phone. Using four or fewer words increases the likelihood e-mail will be opened, so a subject line of “TIME SENSITIVE: IPPE Rotation” might be even better.
                • When the student responds, reply promptly (modeling good communication), providing information like start time, hours, dress code, and other essential information as you would with any student. Ask for a reply confirming the student received the information.
                • If the student does not reply, resend the communication, and copy the OEE. Add a sentence at the start of the communication (and consider highlighting it) that says, “I haven’t heard from you. Is this your preferred method of communication?”
                • When the student reports, discuss the need for prompt responses, underscoring that preceptors are busy and do not have time to track students down.

                 

                 

                Inappropriate Dress and Hygiene

                Schools of pharmacy and preceptors expect students to adhere to professional dress standards during their experiential rotations. Dressing appropriately can improve the student’s self-perception and confidence and also improves the public’s confidence and perceptions of a pharmacist’s abilities.3 Preceptors can explain to students that dressing professionally also reflects the workplace institutional culture. Dressing appropriately can improve the likelihood of career advancement.4,5 Table 1 lists examples of appropriate and inappropriate attire for pharmacy students.

                 

                Table 1. Professional Attire3,6
                Appropriate Attire Inappropriate Attire
                ·       A clean, ironed white lab coat with name tag

                ·       Full length slacks with a collared dress shirts or skirts with blouses or dress shirts, or dresses

                ·        Maintains good hygiene

                ·       Blue jeans, shorts, overalls, sorority or fraternity jerseys, t-shirts, halter tops, tank tops

                ·       Hats, caps

                ·       Tennis shoes, sandals, bare feet

                ·       Excessive jewelry

                ·       May also include revealing clothing, unkept appearance, or lack of attention to personal hygiene

                Consider the case of Ally, a P2 pharmacy student on her first IPPE rotation at a large, well-recognized health system. Ally always reported for her shifts wearing dress pants and a turtleneck of sorts under her white coat. One day, Ally joined her preceptor for a meeting with the organization’s medical directors and the room was quite warm. Ally removed her white coat, which revealed the fact that her top was a crop-top and exposed her torso. Ally had always appeared to dress professionally before but always kept her white coat on.

                While conversations about dress are sensitive and may be uncomfortable, it’s important to address issues early when appropriate. Experiential rotations may be the first time a student has ever needed to dress professionally. It may take some students time to assimilate to professional dress standards.4,5 Providing feedback supports the students ability to make a positive first impression and aids in overall career readiness.

                After the meeting ended, the preceptor (who was also female) privately addressed Ally’s attire. She suggested that Ally dress professionally daily for any occasion with or without her white coat. If the preceptor had been male, he could ask another female pharmacist to speak with Ally. The key is to address these issues in private and with discretion.

                Hygiene is often closely related to attire. Students who have poor hygiene and noticeable body odor often fail to launder, repair, or replace their clothes when they should. Talking with students about hygiene problems is embarrassing for everyone involved. Here, too, it’s often less embarrassing for the student if the person who addresses the issue is of the same gender. The discussion also needs to be conducted in private and with absolute discretion. Some students may have underlying medical conditions that contribute to the problem, like lack of smell or difficulty with executive functioning or organization.7 Preceptors can point out that a lack of proper hygiene can lead to social problems with peers and patients and sometimes increases the likelihood of illness. Clothing like white coats that aren’t washed often harbor bacteria and accumulate odors.8 Students may need very specific direction. For example, the preceptor may need to tell the student that white coats must be washed every week, or that showering and washing hair at least every other day is the expectation. They can also suggest that students establish routines and incorporate hygiene activities into their routines, like showering every evening if students tend to run late in the morning.7

                A growing concern in workplaces is the use of fragrance.9 More than one-third of Americans report scent sensitivity.10 The reason: artificial fragrances can be irritating to individuals who have allergies and asthma. Colognes and perfumes are not the only problem. Products like lotions, soaps, hairsprays, laundry detergent, and dryer sheets designed to reduce static can also trigger allergies and asthma. For individuals who have sensitivities to fragrances, exposure can lead to headache, respiratory distress, itching/burning eyes, runny nose or congestion, and nausea. The end result is presenteeism, meaning they are present in the workplace but unable to perform as well as they might. 9 For this reason, some workplaces have policies indicating that employees may not wear any fragrances while on duty.

                Here, too, the best intervention is to discuss the problem directly with the student as soon as it's noticed. Since about one-third of workplaces include individuals who have scent sensitivities, establishing a fragrance-free policy is prudent. Consistency is important. Site supervisors who ask one employee or student to stop wearing fragrance should make sure that the rule applies to everyone. Again, it’s often more comfortable for students if the person who approaches them is of the same gender.

                PAUSE AND PONDER: What types of difficult behavior might stem from little exposure to professional environments and lack of experience?

                Profane or Poor Language Choices

                Patients often complain about profanity in healthcare, as they expect professionals to remove these words from professional discussions. But it’s a fact that people—all kinds of people—curse. Experts indicate that people use profane words in two ways: (1) in casual conversation, and (2) in anger.11 Students sometimes use profanity or inappropriate language, and in some cases, they are unaware that the words or phrases they choose are offensive, unprofessional, or incomprehensible. Some students simply use words that they grew up hearing and using, and they believe the words are acceptable. These words usually refer to biologic functions. One pharmacist was surprised when she heard her technician talking to a patient about diarrhea using the *s*-word to describe feces. When she approached the technician, the technician said with all sincerity, “That’s what it is! (The *s*-word)!”  And while the *s*-word is unprofessional, students will need to know patient-friendly terms because “feces” is too high level for many patients. (Suggest bowel movement, stool, or even poop.) Students may also be accustomed to using curse words in casual conversation and simply swear habitually. Unfortunately, others may overhear even casual conversations between coworkers and be offended, so using profanities at work (even in casual conversation) should be avoided.11

                 

                Using profanity in anger is a different issue.11 Employees and students usually curse in anger when they are frustrated or arguing with someone. Usually, the person is in a heightened emotional state and the conversation is loud. The cursing affects everyone who hears the profanity, and patients are especially likely to be affected. Humans translate loud conflict as a survival threat and it activates the fight or flight response, raising others’ emotional states, too. Such a change can affect the performance of those involved in or witnessing the conflict for the next few hours. It’s possible that the incident could affect patient outcomes.11

                 

                Preceptors should consider a  “No Swearing Policy.” Such policies should be enforced with a well-defined managerial plan for disciplinary action or possible termination for employees and specific repercussions for students (discussed below). While swearing, in and of itself, may not constitute serious misconduct, understanding its context and the potential harm it can cause is crucial.

                 

                When preceptors observe a student breaching a no swearing policy, they should consider several factors12:

                • Intention: Determine whether the student accidentally used profanity as an outlet for frustration or used swear words to voice abuse or threats.
                • Delivery: Assess the specific words being used, the volume, and the student’s tone when swearing.
                • Context: Examine the circumstances in which an individual swore and the motivations behind it.
                • Workplace Environment: Consider the nature of your workplace, including the type of work being performed and the overall atmosphere.

                With employees, the recourse is corrective or disciplinary action. With students, the recourse is documentation in the next evaluation and if the event is serious enough, failing the student in  the professionalism section of the evaluation (which in some schools precipitates a failing grade for the entire rotation).

                 

                It's important for preceptors to recognize when a student’s behavior may be considered unsafe or harmful to themselves, to patients, or other health care personnel. In cases when a student displays behavior that endangers others, preceptors should

                1. Involve the student’s school immediately.
                2. Provide timely, constructive, and actionable feedback. Identifying and sharing concerns as soon as they arise offers students the opportunity to correct the behavior promptly. Students may not receive a tremendous amount of feedback on their professionalism. It’s important to be transparent about a student’s progress or standing in a rotation.
                3. Inform students that they are breaching workplace policies and the types of disciplinary action that may follow.
                4. Document the date, time, and specific details of any concerning behavior. For situations in which students are at risk of a low to failing grades, documenting behaviors with dates can help justify grading decisions and address concerns with the OEE.

                   

                  Similar steps can be taken when students violate other polices like dress code, attendance, workplace harassment, cell phone use, etc.13,14

                   

                  Disrespectful Language

                  Another type of inappropriate communication is biased language. Clearly, abusive language, hate speech, and racist or sexist remarks are never appropriate, but biased language may occur without the student being cognizant of it.15 Preceptors should address the student immediately and explain why what the student said or how the student said it is inappropriate. Some students may come from environments at home or socially where inappropriate language is normalized. These students may voice opinions that reflect their cultural biases, political persuasion, or religious beliefs, or demean others who believe differently. They may also use language that has been common and accepted by society but has now fallen from favor.15 For example, referring to the technicians as “the girls who run the register,” needs gentle correction. Similarly, labeling patients crazy, drug addict, and senile should prompt preceptors to suggest kinder, gentler terms. These terms have been replaced by mentally ill, person who uses drugs, and person with dementia, respectively. Explaining why negative words may be hurtful can help students develop empathy. It’s also an opportunity to explain how these conditions, like all medical diagnoses, are not the patient’s fault.16,17

                  Finally, elderspeak is something pharmacy staff often use unintentionally to demonstrate support for the elderly patient.18 Elderspeak may become obvious as students encounter older adults. It’s a kind of speech adjustment—often called “baby talk” or “pet talk”—that young people may use when talking with an elder. Table 2 provides some examples of elderspeak.18

                  Table 2. Examples of Elderspeak18

                  • Changing the delivery of verbal information to
                    • Raise the pitch and tone
                    • Speak in a singsong tempo
                    • Exaggerate words
                    • Speak more slowly
                  • Shortening sentence length
                  • Simplifying sentence complexity by using limited (and sometimes condescending) vocabulary
                  • Repeating or paraphrasing what the elder just said
                  • Using terms like "dear," "honey," “old buddy,” or “young lady”
                  • Using statements that sound like questions
                    • Ending sentences with a negative question (e.g., You want to take this medicine as directed, don’t you?”)

                  In short, elders often find elderspeak condescending and patronizing.18 Elderspeak can have a significant impact on specific patient populations. For example, patients with dementia or Alzheimer’s may experience progressive symptoms of aphasia as they age. Many caretakers and healthcare providers resort to language that is simple and limited to alpha commands, or language that is concise, straightforward, and direct. While elderspeak may help compensate for natural changes in older adults’ cognitive abilities, it may consequently cause older people to question their abilities and reinforce negative stereotypes about aging. Because opportunities for communication using elderspeak are constrained (often can be answered with yes or no or the communication invites a “correct” answer or no answer at all), older adults may perceive elderspeak negatively. It may cause reduced self-esteem, depression, and withdrawal from social interactions. Pointing out the problem when students use elderspeak is often enough to correct the behavior. Some students, however, will need coaching. Some strategies to minimize elderspeak include repeating and paraphrasing what you are saying, simplifying phrases, actively listening, and asking appropriate questions.18,19

                   

                  It’s essential for students to communicate effectively, maintaining a professional and positive demeanor at all times. Rotations with patient interaction are excellent opportunities to help students communicate their thoughts and feelings effectively. Poor language choices reflect poorly on the student, the school of pharmacy, and the pharmaceutical profession.  

                   

                  Other Specific Behaviors

                  While the list of challenging student behaviors may be endless, this section touches on some of the other most common difficult behaviors preceptors encounter. This includes tardiness, boundary violations like practicing beyond one’s scope, inappropriate cell phone use, lacking accountability, lacking initiative and motivation, sloppy work practices, and gossiping. Employing effective strategies to manage these behaviors foster a more professional and productive educational experience.

                   

                  Last to Arrive, First to Leave

                  Students are expected to be punctual and arrive at their rotations 15 minutes early. These standards are in place to replicate the pharmacist’s obligations and duties. While students aren’t responsible for opening a pharmacy at 8:00 AM, students must demonstrate their ability to be held accountable to such standards in the future. Students must adhere to their agreed scheduling commitments and communicate any delays or absences promptly. Tardiness creates lost productivity. Being 10 minutes late each day is equal to a week's paid vacation by year’s end!  It can also inconvenience others if they need to delay meetings or events.

                   

                  Students who have chronic tardiness problems usually have time management issues. It’s a habit that's difficult to defeat. Preceptors can use a number of interventions, described in Table 3.20

                   

                  Table 3. Dealing with Tardiness20,21

                  1. Encourage punctuality with a clear policy. Communicate the policy to students when they arrive (and consider putting it in your introductory email) and enforce it consistently.
                  2. Send reminders of early meetings or events. Send an e-mail reminder the evening before or 30 minutes before every meeting. Remind participants to be on time. Do not backtrack to fill them in on missed discussions if they are late.
                  3. Deal with tardy individuals privately. Meet with the student, revisit company policies, and ask about extenuating circumstances or logistics problems. Clarify the consequences for being late, which may include asking the school to reassign the student.
                  4. Describe punctuality as a choice. Convey to students that attendance is not an option, but a critical component of their professional training. They have a choice: To be punctual or the school will have to be notified immediately.
                  5. Document, Document, Document. Keep written documentation of all incidents of tardiness, detailing the date and time. This will provide an accurate report to the OEE regarding the student’s behavior.
                  6. Keep the pharmacy school involved and aware.

                   

                  Tardiness doesn’t just affect the student but the entire workplace dynamic. As one professor commented, “When you are late, it makes us ALL late. This is because, even if you think you’re just a student, you have a job here. When you don’t show up on time, you can’t do all the things we count on you.” This statement emphasizes the cascading effects of lateness and the importance of punctuality as just one way to demonstrate professionalism and teamwork.

                   

                  Addressing Boundary Issues and Protocol Deviation

                  Students may fail to adhere to established procedures when the pharmacist is not present. For instance, students may provide patient counseling without the pharmacist present or verify medications without the pharmacist’s supervision to speed up workflow. This is called performing outside the scope of training or practice.22

                   

                  Some pharmacy employees are tempted to perform outside the scope of training or practice. Sometimes students feel pressured or justified to perform beyond their scope, but doing so violates professional guidelines, risks patient safety, and may violate state or national laws and regulations.22 Pharmacists might also choose to overlook or fail to confront boundary crossing. However, if allowed once, it sets a precedent for the future. Preceptors need to be clear that emergencies and staffing shortages happen, but all employees including students need to work within their scope of practice. Preceptors need to address mismatched expectations (i.e., that a student thinks it’s OK to counsel if the preceptor is busy) and ensure that the workplace has adequate supervision.22

                   

                  Preceptors can coach students that while they are on rotation and after they are licensed, they need to be aware of exactly what they can and can’t do. Students should watch for key phrases that signal danger which include

                  • I’ll just do this first and then (show the pharmacist, call the doctor, convince the patient) later, I’m sure he won’t mind…
                  • We do this all the time…
                  • I know how to do this, it’s no big deal.

                  When they start thinking like that, they need to stop and make sure they are practicing within their scope of practice.

                   

                  Practicing outside the scope aligns with another ethical concept known as incrementalism. Incrementalism suggests that as individuals repeatedly observe unethical behavior, they perceive it as less wrong, eventually normalizing it or deeming it acceptable. As the mind struggles to detect subtle changes over time, people may engage in unethical behavior more readily through a gradual process of minor infractions, ultimately escalating unethical behaviors. Unethical or challenging behavior typically doesn’t arise as a conscious decision to violate ethical standards; instead, it often occurs incrementally along a slippery slope, in tandem with peer interactions.

                   

                  Using cell phones at inappropriate times

                  Cellphones, tablets, and other electronic devices can help students access pertinent information to better support their pharmacy practice experience. However, engaging with these devices in ways not related to their practice, such as unnecessary texting or browsing on social media, is inappropriate.

                   

                  Social media encompasses Internet-based tools that facilitate networking and collaboration, and real-time sharing of information, photos, videos, and more. Social media can be referred to as “social networking” or “Web 2.0.”23 These platforms can have positive and negative consequences on a student’s performance. While cell phones can be an indispensable tool for communicating and information access, misuse, or excessive use, can also be a source of distraction. When social media is excessive, it can lead to social media addiction (which is not yet a recognized medical condition). As with substance use, social media addiction can negatively impair physical and psychological health and cause behavioral disorders such as depression, anxiety, and mania. Researchers have not identified a threshold that would suggest what levels of social media use is considered to have poor outcomes. It’s clear poor management of social media use presents many concerning consequences on students’ academic performance and interpersonal relations 24-26

                   

                  As the technology landscape is always changing, consequences are unpredictable. Some practical solutions to supporting a student’s management of social media use can include:

                   

                  1. Set clear expectations: Early on, practice settings need to communicate and enforce guidelines about cell phone use. A simple approach is to set parameters in the syllabus.
                  2. Suggest time management tools: Encourage students to use timers to manage their engagement with social media effectively. In the settings app on most phones, students can set a time limit that alerts the user when the time has been met.
                  3. Be informative: Preceptors can encourage students to join online medical communities to access news articles, expert insights, and stay up to date on research and trends. Some students may simply have never thought to do so. Examples of social networking sites available for pharmacists include the following:
                  • ASHP Connect (connect.ashp.org )
                  • APhA (www.pharmacist.com)
                  • The Pharmacist Society (www.pharmacistsociety.com)
                  • LinkedIn
                  1. Connect with students: Preceptors might also share readings, blogs, or podcasts that relate to the experiential rotation with students. As a supplement, following up on these materials can also exercise a student’s communication skills and their proficiency in relaying medical information.

                   

                  Lack of accountability and dishonesty

                  At times, it may be necessary to address a student’s challenging behavior by discussing it privately. Many reactions can emerge from such conversations. Honesty and accountability should be prioritized – students should openly acknowledge their actions or lack thereof. As aspiring licensed pharmacists, they must uphold principles of integrity and accountability from the early stages of their advanced pharmacy practice experiences. Lack of accountability and dishonesty are character flaws that preceptors should consider quite serious.

                   

                  Let's talk about a student, Jeff, who started his IPPE rotation in a chain pharmacy location. Jeff's school of pharmacy has experienced recurring issues with him. He often fails to respond to emails in a timely manner if at all. Staff in the experiential education office has to nag at him constantly to update records about vaccinations, license renewals, and similar necessary documentation. He is often flippant about why OEE needs any of this information. On the first day of his rotation, his  preceptor asked if he was up to date with all of his vaccinations and licensure renewals, to which he responded, “Of course. I wouldn't be here if I wasn't!” Over the first few days that Jeff worked at the store, the preceptor noticed some incongruities in several of Jeff’s explanations. He had unusual explanations for tardiness, was very defensive when he didn't know the answer to a question, and he was caught using the photocopier for personal purposes even after he had been told not to.

                   

                  Several days later, the person who was responsible for tracking documentation in the OEE called and asked to speak with Jeff. She had heard that Jeff reported to this site even though the school had told him not to until his vaccinations were current. Jeff took the phone off to a corner of the pharmacy and spoke in hushed tones. When he was done, he told the preceptor that unfortunately he had an emergency and had to leave, and he would let him know when he would return. When the preceptor expressed concern, Jeff said that he had not submitted his vaccination documentation. When pressed further, Jeff confessed that he actually had failed to receive his vaccinations.

                   

                  Dishonesty is unacceptable in a professional setting. When encountering similar situations, the preceptor should consider the following:

                  • Preceptors should report dishonesty to the OEE as soon as they notice it. Often, preceptors think that this may be a one-off instance of a student’s bad judgement, or preceptors think they may not understand something. Usually, however, this is a behavior that the school of pharmacy has been tracking and other people have noticed also.
                  • Documentation is critical. It needs to be thorough and clear. Preceptors should document what they saw or heard, how they disproved or came to realize that the information was dishonest, and when exactly it happened. They should not wait till the final evaluation to make note of the problems. It should occur in the very first evaluation and it's acceptable to do an immediate interim evaluation.
                  • If the preceptor decides to pass a student who showcased moments of dishonesty on a rotation, they should document in writing that they are passing the student, but they experienced professionalism problems during the rotation.
                  • At some schools that use a pass-fail system, professionalism violations are an immediate “fail.” We don't want people who have this magnitude of dishonesty entering the profession.

                   

                  PAUSE AND PONDER: What kinds of behaviors would improve with discussion and direction, and what kind of behaviors would improve with more practice?

                   

                  Inability to take initiative and unwillingness to participate in activities

                  Some students may appear frustrated, bored, underprepared, and distracted. This lack of engagement may manifest in communication styles aimed at minimizing interactions or diverting attention away from meaningful conversations. An essential component of professional development is the student’s capacity to engage proactively in various learning activities.

                   

                  A particularly concerning sign is a student’s lack of motivation, which may be evident in their reluctance to engage in self-directed learning or displaying disinterest in the rotation site, assigned activities, or patient care. To address this issue, Table 4 outlines several coaching strategies designed to re-engage students lacking motivation.

                  Table 4. Strategies to Engage Students Lacking Motivation27,28

                  • Discuss your observations regarding their disinterest and lack of motivation with the student.
                  • Encourage the student to create a personal success plan, including:
                  • Self-assessment of performance areas needing improvement, as identified by the preceptor
                  • Development of a concrete, actionable plan for improvement
                  • Engagement in critical reflection
                  • Revisit the learner’s professional and rotational goals to realign the students focus
                  • Consider setting mutual goals with the student, focusing on how to use discretionary time during the rotation to meet their unique needs and interests.

                  Students may distance themselves for several reasons. This could be due to finding a topic uninteresting, lacking understanding of situational expectations, or facing difficulties engaging with an interprofessional team or among cross-generational groups. By allowing students the opportunity to receive feedback and create their own success plan, they can incorporate a self-directed learning process. This approach provides a scaffold in developing essential self-awareness skills.

                   

                  Consider Sally, who was two weeks in her rotation at Rosemary Hospital. Her preceptor, Dr. Unconfrontational (“Dr. U”), observed that Sally was unengaged, asked no questions, and kept disappearing in the break room for long stretches of time. Five days into the rotation, Dr. U asked Sally if she had read the assigned chapter the evening before. She said she did. When he asked questions about its content, she couldn’t answer. He needed to take a phone call, and she slipped away. He found her in the break room with the book open to the chapter (but she seemed to just stare at the pages). Dr. U was disappointed that Sally wasn’t interested in what he considered the most fascinating—but not the most difficult—part of his specialty. He decided that it was easier to stop assigning reading to Sally because she seemed uninterested. At the rotation’s end, he passed her with a C.

                   

                  Cases like this demonstrate that precepting can be difficult and students can be puzzling. Although it’s hard to tell if Sally read the chapter, her behavior suggests she did not. The way that Dr. U interacted with Sally provides little information about the root of the problem. Dr. U could have done a number of things when he noticed Sally’s lack of enthusiasm29-31:

                  • He could have educated himself about disengagement. It’s usually not directed at the preceptor. It could be poor self-esteem, difficult home situations, or the need to work after hours to support oneself. It may be that the student doesn’t see the assignment as challenging. Or, the student may be bored and need more—rather than less—work.
                  • He could have spent time asking Sally about her interests and what she hoped to learn in his rotation. While getting to know her, he could have asked if she had concerns or obligations outside of the rotation that he should know about. Ice-breaking activities are critical with students and should reveal students’ talents, passions, questions, and challenges. Asking questions like, “How do you learn best?” or “Would you rather read about a topic, watch a video, or do both?” can also provide good information.
                  • He could have examined his own expectations to make sure they were SMART (specific, measurable, achievable, realistic, and time-tagged). Was he asking too much?
                  • He could have asked her what she learned in pharmacy school related to his specialty, and what she liked and disliked about it.
                  • He could provide “hooks” to start her thinking about what’s coming next. This is the practice of providing just a little bit of attention-grabbing information about a topic. Preceptors can make a controversial statement (“Some people believe that gargling with bleach kills COVID. We’ll talk about how to respond to that kind of talk next week.”), asking a provocative question (“Why do you think that more than half of patients don’t take their medication? Do you think that statistic is accurate?”), or telling a good story (“I keep this x-ray on the bulletin board because it reminds me of a child who had nausea, vomiting, diarrhea, and low copper levels. It all came down to those things you see in his gut! Anyway…think about that and we’ll talk about it next week)
                  • He could have asked her to develop three goals for the rotation, and three sub-goals for each of the main goals so she could plan her own learning. If she couldn’t do this activity (which would explain much about why she is disengaged), he could work with her to develop goals.
                  • He could have asked her to create a deliverable as she read the chapter. Asking her to write down 10 interesting facts or use sticky notes to mark the pages she found most interesting and least comprehensible would have added an interactive element to the assignment.
                  • He could have asked her if she has had any experience with patients or family members who have diagnoses related to his field. This often provides some real-world relevance to learning.

                   

                  Sloppiness

                  Health professionals including pharmacy students are held to rigorous standards of cleanliness, organization, and adherence to site-specific protocols. These protocols are not merely procedural formalities but are fundamental to maintaining quality standards and preventing pharmacy errors.

                   

                  Pharmacy students, through their education and practical experiences, should be well-versed in these high standards. In compounding labs, for instance, faculty emphasize meticulous attention to detail and stringent adherence to procedures. As future pharmacists, they will prepare or verify medications that are often ingested orally, where the risk of contamination carries potentially severe consequences. Table 5 shares examples of how a student may exhibit sloppy behavior.

                  Table 5. Examples of the Sloppy, Disorganized, and Nonadherent Student

                  • Poor medication management: This can include incorrect labeling, improper storage of drugs, or disorganized inventory management. These practices can lead to medication errors, altered drug metabolism, or even possible harm to patients.
                  • Lack of attention to detail: This can manifest in several ways such as making calculation errors, misinterpreting prescriptions, or failing to recognize important patient information. Again, this is a patient safety issue.
                  • Failure to clean up: Leaving behind clutter and the detritus of pharmacy work for others to clean not only disrupts workflow but also reflects a lack of professionalism and responsibility.
                  • Improper waste disposal: Disregarding proper guidelines for drug disposal of expired or unused medications, sharps, and other waste can pose environmental and safety repercussions.
                  • Improper recycling practices: In hospital and community pharmacy settings, waste bins are often color-sorted for proper disposal. For example, disposing patient information in a regular trash bin instead of its designated bin violates HIPAA regulations.

                  Addressing these issues in educational settings is imperative for students to be aware of their habits and actions. This involves reinforcing the importance of these standards early, modeling these behaviors, and holding students accountable when necessary.

                  Gossiping

                  During rotations, some students may seamlessly connect with other staff members. In some cases, students may observe instances when coworkers engage in gossip and complaints about the workplace and colleagues. While it might be tempting to indulge in such discussion, setting boundaries is crucial when displaying leadership. This includes no gossiping or destructive criticism, and showing empathy when other coworkers present difficult behaviors.  Students should be embedded in the healthcare team with a healthy sense of belonging. As students practice mirroring the pharmacist’s actions, they learn to act as mediators in workplace conflict.

                   

                  One way to discuss gossip with students is to ask them if they know what Socrates said about repeating information.32 This Greek philosopher said that before speaking, people need to ask themselves three questions about the information they plan to convey: Is it true, is it kind, and is it necessary? These questions are filters. Asking these questions guides the honest person to engage in ethical thinking and decision-making. Taking a few minutes to shift the discussion from the juicy tidbit of gossip to the related and more important topic of truth, kindness, and necessity can (but doesn’t always) help people who gossip develop some insight into their behavior. Emphasizing that these questions help individuals develop nurturing, trusting, empathetic relationships is key. This technique is useful with students and coworkers and can often start the process of reducing gossiping.32

                   

                  LEARNING THEORY TO ENHANCE ROTATIONS

                  Canadian psychologist Albert Bandura is widely recognized for introducing the concept of social cognitive theory.33 He postulated that learning of any type occurs through observation, imitation, and modeling with influence from the learner’s attention, motivation, attitudes, and emotions. It means that the environment interacts with the individual’s cognitive makeup as learning occurs. Preceptors can use his tenets to help students engage and learn. Bandura’s observational learning theory moves through four key cognitive processes33,34:

                  1. Attention: Learning starts with an individual’s engagement and focus on a particular behavior or task. The ability to imitate a behavior hinge on the accessibility of role models, behavior complexity, and perceived value of behavior. Ultimately, students need to perceive a model, or their preceptor, as someone worth imitating.
                  2. Retention: Students should register and retain information that they observe from their model preceptor. Learners retain information in a symbolic form of imagery and verbal elements. When preceptors perform actions repeatedly, they enhance the student’s retention.
                  3. Motor reproduction: As students are assigned to new tasks or behaviors associated with being a pharmacist, they will use clues from imagery and verbal elements to guide their actions. Frequent motor reproduction exposes students to new situational contexts and empowers them to adapt and refine their behaviors in future interactions. Role models who demonstrate positive behaviors subtly influence others’ actions and responses.
                  4. Motivation, reinforcement and punishment: Attention, retention, and motor reproduction all contribute to the ability to imitate a behavior. To stimulate positive reinforcement of behavior, the motivation and will to perform is often based on the rewards and punishment that result from modeling those actions.

                   

                  Preceptors who understand another theory—that of unconscious learning—will also be able to assess students based on their past experiences and present materials appropriately. It describes the acquisition, access, and application of knowledge without deliberate and controlled attention. It’s the opposite of studying for an exam. It’s basically the “learn by doing” model, students are unaware it’s happening, and it, too, has four stages.35,36

                   

                  1. In the first stage, unconscious incompetence, students are unaware of how little they know about a subject. These are entry level students who have little experience. They may think they know more than they actually do.
                  2. In the second stage—conscious incompetence—students are able to recognize knowledge deficits. Preceptors can think of this as the point where students experience that AH-HA! moment of enlightenment.
                  3. Learning begins to accelerate and coalesce in the third stage—conscious competence. Students will begin to see patterns and store that information. An example would be learning the top 200 drugs after processing prescriptions or orders, rather than just memorizing them.
                  4. In the fourth stage, students develop unconscious competence. A task or process becomes second nature. Preceptors will not need to remind students to complete steps. Students will simply do the right thing.

                   

                  Learning barriers can contribute to student difficulties, so understanding learning theory can assist preceptors to support students and reduce difficult behaviors. Exposure to a variety of situations in the workplace will help students learn unconsciously.36 Fear and anxiety are barriers to unconscious learning (and contributors to difficult behaviors), so creating a learning environment that is comfortable (and maybe even fun) can speed the process. So can asking students to take a few moments and visualize processes and procedures before starting.36

                   

                  In the unconscious incompetence stage, preceptors will need to look for signs that students are recognizing they don’t know what they don’t know.37 Having students repeat processes until they can do them without error is essential. Asking students how they think they are doing may stimulate some self-awareness. Encouraging them to periodically question what they think they know is also good.37 These steps break down learning barriers gradually.

                   

                  When students reach conscious incompetence, preceptors need to be observant. It’s the step where students, frustrated with their deficits, may want to give up. Preceptors who provide encouragement and additional practice can help them move on. Students need positive feedback to progress to the last step of unconscious competence, or mastery.

                   

                  PAUSE AND PONDER: Think about a student whose behavior was difficult to address in the past. After taking this continuing education activity, how would you have addressed the issues differently?

                   

                  CONCLUSION

                  When students are on rotations, they are in certain respects on their own and need oversight from preceptors and the preceptors’ team. Students benefit from preceptors who engage with their students. Oversight and feedback are needed consistently during this crucial time because preceptors want their students to succeed in the profession and the workplace. Pharmacy preceptors who explore the effectiveness of managing tardiness and use strategies to reinforce accountability and motivation will find the precepting experience more fulfilling. A thorough understanding and application of social cognitive theory and stages of learning will enhance a preceptors response to difficult student behaviors. They can use the interventions they develop to build better pharmacy student experiences. Before giving up on the student, they should ask for help from the pharmacy school’s OEE and reach out to people with good supervisory skills.

                   

                  Why does early intervention on the preceptor’s part to correct difficult student behaviors matter? Developing good workplace behaviors is critical to prepare students for the rigors and responsibilities of the pharmacy workplace. Precepting students is a phenomenal opportunity to practice life-long learning and working mantras.

                   

                   

                   

                  Pharmacist Post Test (for viewing only)

                  POST TEST QUESTIONS

                  Dealing with Difficult Students: Simple(ish) Solutions to Common Problems

                  Educational Objectives
                  1. DEFINE types of student behaviors and common challenges preceptor’s encounter
                  2. EXPLAIN the underlying factors and learning needs that contribute to difficult student behaviors
                  3. APPLY the principles of student-centered learning to develop appropriate responses to difficult students
                  4. ANALYZE case studies and develop strategies for difficult student behaviors

                  1. Why is dressing appropriately important for students on rotation in a community pharmacy setting?
                  A. Community pharmacies usually enforce dress codes strictly.
                  B. It can improve the student’s self-perception and confidence.
                  C. It ensures that students bathe and groom regularly.

                  2. Why should a preceptor intervene when a student addresses an older patient as “honey” or “sweetie”?
                  A. Elderspeak usually signals conflict and activates the fight or flight response, creating fear and anxiety among people who are nearby.
                  B. Elderspeak is demeaning to older people and may cause them to question their abilities and reinforce negative stereotypes about aging.
                  C. Elderspeak is usually reserved for speaking to children as it describes using endearments, so children feel more relaxed.

                  3. Why might a student use poor word choices that may be considered profane for biologic functions?
                  A. They may have grown up in a home where those words were used exclusively and not realize that most people consider the words profane.
                  B. The problem isn't the student; The problem is that the preceptor doesn't understand that English is changing and some words are more acceptable now.
                  C. The student probably perceives that the patient will be more comfortable with common slang and needs to be corrected.

                  4. A student is on his first rotation in a hospital setting. He has no experience other than a few weeks working in a chain pharmacy. The preceptor observes the student using a procedure that may be acceptable in a chain pharmacy but it's not acceptable in a hospital pharmacy. What step of unconscious learning does this reflect?
                  A. unconscious incompetence
                  B. conscious incompetence
                  C. conscious competence

                  5. A student reports for her rotation wearing a white coat that is clean and pressed but smells like a popular laundry additive that adds a strong scent to the fabric. Two employees at this location are extremely allergic to strong scents. Select the statement that is TRUE.
                  A. All health care facilities have policies that prohibit the use of scents.
                  B. The preceptor’s introductory e-mail should have said not to use fragrance.
                  C. More than one-third of Americans report scent sensitivity.

                  6. Why might a student be tempted to perform outside the scope of work appropriate for an intern?
                  A. The student might feel pressured to do more than she should.
                  B. The pharmacy school might not have explained scope of work.
                  C. State law might be vague about an intern’s scope of work.

                  7. A student has prepared inadequately on several occasions and presented work that is sloppy and incomplete. The preceptor asks the student to create a personal success plan. What is one possible component to such a plan?
                  A. A face-to-face discussion with the preceptor
                  B. Engagement in critical reflection about motivation
                  C. A letter to the pharmacy school documenting deficits

                  8. You overhear a student discussing information about one employee with one of your other employees. You know that the information is untrue and mean-spirited. You pull the student aside and counsel him about gossip. What question would help the student develop insight?
                  A. Is it true, is it kind, and is it necessary?
                  B. Where did you get that information?
                  C. Why would say something like that?

                  9. Which of the following is an example of a “hook” to increase student engagement?
                  A. Ensuring you make only uncontroversial statements
                  B. Asking questions that student will surely be able to answer
                  C. Telling a story about materials to be covered next week***

                  10. Your current APPE student tends to arrive 15 minutes late every day and seems to disappear about 10 minutes before the close of business. Which of the following is the BEST approach?
                  A. Clarify the store's hours and that the student needs to arrive and leave on time, explain why it's necessary to be on time, and document if the problem persists
                  B. Document the problem on the first offense, explain why it's necessary to be on time, clarify the store's hours and that only paid employees can arrive late
                  C. Notify the school of pharmacy immediately that the student is a problem and needs to be reassigned to a different rotation site because she is too difficult

                  11. Which of the following statements is the best strategy for dealing with difficult students?
                  A. Preceptors should address problems only if they reoccur since most times, students simply are ignorant of certain rules.
                  B. Preceptors should address problems as soon as they see them using kind corrective action and positive reinforcement.
                  C. Preceptors should realize that when they have difficult students, the problem is usually a mismatch with the rotation site.

                  References

                  Full List of References

                  REFERENCES
                  1. Non-Responders: How to Deal With Colleagues Who Don’t Answer Their Email. Walden University. Accessed March 19, 2024. https://www.waldenu.edu/online-masters-programs/ms-in-industrial-and-organizational-psychology/resource/non-responders-how-to-deal-with-colleagues-who-dont-answer-their-email
                  2. Zucker R. How to Follow Up with Someone Who’s Not Getting Back to You. Harvard Business Review. January 13, 2021. Accessed March 19, 2024. https://hbr.org/2021/01/how-to-follow-up-with-someone-whos-not-getting-back-to-you
                  3. Naughton CA, Schweiger TA, Angelo LB, Lea Bonner C, Dhing CW, Farley JF. Expanding Dress Code Requirements in the Doctor of Pharmacy Program. Am J Pharm Educ. 2016;80(5):74. doi:10.5688/ajpe80574
                  4. Cardon PW, Okoro EA. Professional characteristics communicated by formal versus casual workplace attire. Bus Comm Q. 2009;72(3): 355–360. doi: 10.1177/1080569909340682
                  5. Furnham A, Chan PS, Wilson E. What to wear? The influence of attire on the perceived professionalism of dentists and lawyers. J Appl Soc Psychol. 2013;43(9):1838-1850. doi:10.1111/jasp.12136
                  6. Rickles NM. UConn School of Pharmacy Student Handbook. University of Connecticut School of Pharmacy
                  7. McClure C. Autism and Poor Hygiene: The Smelly Truth to Overcome. My Autism Mind. July 13, 2023. Accesse March 19, 2024. https://myautismmind.com/poor-hygiene/
                  8. Chan CK, Lam TY, Mohanavel L, et al. Knowledge, attitude, and practice of white coat use among medical students during clinical practice (LAUNDERKAP): A cross-sectional study. Am J Infect Control. 2024;52(1):35-40. doi:10.1016/j.ajic.2023.06.022
                  9. Rádis-Baptista G. Do Synthetic Fragrances in Personal Care and Household Products Impact Indoor Air Quality and Pose Health Risks?. J Xenobiot. 2023;13(1):121-131. Published 2023 Mar 1. doi:10.3390/jox13010010
                  10. Steinemann A. International prevalence of fragrance sensitivity. Air Qual Atmos Health. 2019;12(8):891–897. doi: 10.1007/s11869-019-00699-4.
                  11. Thompson R. The Profanity Problem. January 24, 2022. Accessed August 27, 2023. https://www.workingnurse.com/articles/the-profanity-problem/
                  12. Raptis G. My Employee is Swearing in the Workplace. What can I do?. Updated April 11, 2022. Accessed February 15, 2024. https://legalvision.com.au/my-employee-is-swearing-in-the-workplace-what-can-i-do/
                  13. Chunta KS, Custer NR. Addressing unsafe student behavior. AJN, American Journal of Nursing. 2018;118(11):57-61. doi:10.1097/01.naj.0000547667.08087.51
                  14. Raptis G. My employee is swearing in the workplace. what can I do? LegalVision. April 11, 2022. Accessed September 9, 2023. https://legalvision.com.au/my-employee-is-swearing-in-the-workplace-what-can-i-do/.
                  15. Morgan K. Why swearing could have a place in the office. May 16, 2021. Accessed August 27, 2023. https://www.bbc.com/worklife/article/20210514-why-swearing-could-have-a-place-in-the-office
                  16. Szalavitz M. Why We Should Say Someone Is A 'Person With An Addiction,' Not An Addict. NPR. June 11, 2017. https://www.npr.org/sections/health-shots/2017/06/11/531931490/change-from-addict-to-person-with-an-addiction-is-long-overdue
                  17. Senile: Why Not to Use the Term and How You Can Age Well. Healthline. Accessed August 27, 2023. https://www.healthline.com/health/senior-health/senile
                  18. Simpson J. Elderspeak – Is it helpful or just baby talk? Merril Center. Accessed September 1, 2023.https://merrill.ku.edu/elderspeak-it-helpful-or-just-baby-talk
                  19. Torres-Soto K. The Effects of Elderspeak on the Mood of Older Adults with Dementia: A Preliminary Report. Order No. 13885707 ed. Minnesota State University, Mankato; 2019. Assessed August 31, 2023. https://www.proquest.com/dissertations-theses/effects-elderspeak-on-mood-older-adults-with/docview/2247140946/se-2
                  20. DeLonzor D. Taming Tardiness. SHRM. August 18, 2020. Accessed October 1, 2023. https://www.shrm.org/resourcesandtools/hr-topics/people-managers/pages/taming-tardiness.aspx
                  21. Edwards P. HR in Practice: Addressing Employee Tardiness. MedEsthetics. August 25, 2016. Accessed October 1, 2023. https://scholar.google.com/scholar?as_ylo=2019&q=tardiness+healthcare+worker+punctuality&hl=en&as_sdt=0,7
                  22. Doobay-Persaud A, Evert J, DeCamp M, et al. Extent, nature and consequences of performing outside scope of training in global health. Global Health. 2019;15(1):60. Published 2019 Nov 1. doi:10.1186/s12992-019-0506-6
                  23. Ventola CL. Social media and health care professionals: benefits, risks, and best practices. P T. 2014;39(7):491-520.
                  24. Azizi, S.M., Soroush, A. & Khatony, A. The relationship between social networking addiction and academic performance in Iranian students of medical sciences: a cross-sectional study. BMC Psychol 7, 28 (2019). https://doi.org/10.1186/s40359-019-0305-0
                  25. Bhandarkar AM, Pandey AK, Nayak R, Pujary K, Kumar A. Impact of social media on the academic performance of undergraduate medical students. Med J Armed Forces India. 2021;77(Suppl 1):S37-S41. doi:10.1016/j.mjafi.2020.10.021
                  26. Lahiry S, Choudhury S, Chatterjee S, Hazra A. Impact of social media on academic performance and interpersonal relation: A cross-sectional study among students at a tertiary medical center in East India. J Educ Health Promot. 2019;8:73. Published 2019 Apr 24. doi:10.4103/jehp.jehp_365_18
                  27.Davis LE, Miller ML, Raub JN, Gortney JS. Constructive ways to prevent, identify, and remediate deficiencies of "challenging trainees" in experiential education. Am J Health Syst Pharm. 2016;73(13):996-1009. doi:10.2146/ajhp150330
                  28. Briceland LL, Caimano RC, Rosa SQ, et al. Exlporing the impact of engaging student pharmacists in developing individualized experiential success plans
                  29. Barkley EF. 7 Ways to Use “The Hook” to Grab Students’ Attention. Wiley Network. Accessed January 16, 2024. https://www.wiley.com/en-us/network/education/instructors/teaching-strategies/7-ways-to-use-the-hook-to-grab-students-attention
                  30. Chipchase L, Davidson M, Blackstock F, et al. Conceptualising and measuring student disengagement in higher education: A synthesis of the literature. Int J Higher Ed. 2017;6(2):31-42.
                  31. [No author.] A Gentle Nudge: How Teachers Can Address Disinterested Students. Accessed January 15, 2024. https://blog.planbook.com/disinterested-students/
                  32. Is it True, Is It Kind, or Is It Necessary Quote: Origin and Explanation. QUOTELYFE. Accessed January 16, 2024. https://quotelyfe.com/is-it-true-is-it-kind-or-is-it-necessary-quote-origin-and-explanation/
                  33. Fuente J de la, Kauffman DF, Boruchovitch E. Editorial: Past, present and future contributions from the social cognitive theory (Albert Bandura). Frontiers in Psychology. Published online August 7, 2023. Accessed September 8, 2023.
                  34. Incrementalism. Ethics Unwrapped. November 5, 2022. Accessed September 7, 2023. https://ethicsunwrapped.utexas.edu/glossary/incrementalism.
                  35. Kuldas S, Ismail HN, Hashim S, Bakar ZA. Unconscious learning processes: mental integration of verbal and pictorial instructional materials. Springerplus. 2013;2(1):105. doi: 10.1186/2193-1801-2-105.
                  36. Griffen M. Unconscious Incompetence and the Four Stages of Learning. Medium. January 13, 2014. Accessed January 31, 2023. https://mattangriffel.medium.com/unconscious-incompetence-ad5583abf646
                  37. Cherry K. What Is the Dunning-Kruger Effect? A cognitive bias that causes an overestimation of capability. verywellMind. November 5, 2022. Accessed January 31, 2023. https://www.verywellmind.com/an-overview-of-the-dunning-kruger-effect-4160740

                  Getting a Slice of the (AD)PIE: The Pharmacy Team’s Guide to Collaborating with the RN for Pain Management

                  Learning Objectives

                   

                  After completing this application-based continuing education activity, pharmacists will be able to

                  • Recognize how the registered nurse’s scope of practice supports the pharmacist
                  • Identify appropriate nonpharmacologic and pharmacologic pain management practices
                  • Describe how the registered nurse and pharmacist can collaborate to improve patient outcomes
                  • Use the ADPIE framework to write a pain management care plan

                  After completing this application-based continuing education activity, pharmacy technicians will be able to:

                  • Recognize how the registered nurse’s scope of practice supports the pharmacy technician
                  • Identify appropriate nonpharmacologic and pharmacologic pain management practices
                  • Describe how the registered nurse and pharmacy technician can collaborate to improve patient outcomes
                  • Use the ADPIE framework to review a pain management care plan

                   

                    Cartoon showing many hands eating out of the same pie

                     

                    Release Date: April 15, 2024

                    Expiration Date: April 15, 2027

                    Course Fee

                    Pharmacists:  $7

                    Pharmacy Technicians:  $4

                    There is no funding for this CE.

                    ACPE UANs

                    Pharmacist: 0009-0000-24-025-H08-P

                    Pharmacy Technician:  0009-0000-24-025-H08-T

                    Session Codes

                    Pharmacist:  24YC25-KBX82

                    Pharmacy Technician:  24YC25-XKB39

                    Accreditation Hours

                    2.0 hours of CE

                    Accreditation Statements

                    The University of Connecticut School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.  Statements of credit for the online activity ACPE UAN 0009-0000-24-025-H08-P/T will be awarded when the post test and evaluation have been completed and passed with a 70% or better. Your CE credits will be uploaded to your CPE monitor profile within 2 weeks of completion of the program.

                     

                    Disclosure of Discussions of Off-label and Investigational Drug Use

                    The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

                    Faculty

                    Becca Resnik, RN
                    Freelance translator, editor, and writer
                    Chattanooga, TN

                    Faculty Disclosure

                    In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.

                    Ms. Resnik does not have any relationships with ineligible companies.

                     

                    ABSTRACT

                    Healthcare educators and researchers frequently proclaim that teamwork improves patient outcomes, yet some collaboration opportunities are left unseized. In parallel, pain management is integral to a great proportion of conditions, yet discussion of analgesic therapies is generally narrow in scope. Specifically, pharmacologic strategies tend to take precedence over non-pharmacologic modalities. These overarching topics unite when healthcare professionals regard collaboration between the pharmacy team and nurse team as a means to ameliorate pain and minimize pharmacologic analgesics. Coordination between the pharmacy and nurse teams is a natural component of the nursing process, which culminates in the nurse’s development of a care plan. Pharmacy teams that are well-versed in the nursing process can capitalize on opportunities to apply non-pharmacologic pain control methodologies and seek interprofessional collaboration to improve patient outcomes.

                    CONTENT

                    Content

                    INTRODUCTION

                    Interprofessional collaboration crops up as a topic in many healthcare facility staff meetings. However, team members often don’t know how to collaborate effectively, so the conversation quickly trails off. Before you know it, everyone’s talking about the new espresso machine in the break room, and attendees are leaving the meeting without practicable advice.

                    Insufficient guidance on how to work together results in lost opportunities to improve patient outcomes. Consider the heart failure medication titration clinic that tested a pharmacist-driven titration protocol. Pharmacists collected data from vital signs and patient interviews to optimize drug dosages in heart failure, with statistically significant improvements in dosages.1 There was a key opportunity to collaborate here. The job description of someone on your team includes taking vitals and interviewing patients: the registered nurse (RN)!

                    Step one of effective teamwork is recognizing opportunities to put your heads together. Pain management took center stage when the multi-wave opioid overdose epidemic began in the 1990s.2 Plus, pain is an intrinsic characteristic of nearly all physical afflictions. What do you get when you combine these facts? An issue that’s causing significant problems and is ubiquitous— it’s ripe for collaboration.

                    What do RNs do? How can you partner with them? And what is this about pie?! This continuing education activity will guide you through those questions and provide an overview of trends in pharmacologic pain management. You’ll also learn several nonpharmacologic pain management strategies.

                    Note: “RN” and “nurse” are used interchangeably in this activity. Many of an RN’s responsibilities (comprehensive assessment and care plan creation in particular) are outside the scope of practice of, for example, a Licensed Practical Nurse (LPN).3,4,5

                    Furthermore, RNs are as ubiquitous as pharmacy professionals. Pieces of this activity apply mostly to RNs in specific settings such as hospitals. However, it’s helpful to keep in mind that RNs work in skilled nursing facilities, telehealth, schools, home healthcare, correctional facilities, and more. Considering these different areas can keep your gears turning when deducing how to crack the nut of collaboration.

                    THE NURSE’S ROLE

                    Working with every member of the healthcare team necessitates understanding everyone’s role. Ask five people what an RN does, and you’ll probably hear five different answers. One misconception is that the nurse is an extension of the doctor. On the contrary, nurses have their own chain of command and overarching objectives in patient care. The doctor’s focus centers around an injury's or illness’ physiological implications, whereas the nurse manages how the condition affects the patient.6,7,8 The SIDEBAR about nursing diagnoses later in the activity differentiates these concepts.

                    What nurses do is part of the picture—the other part is how they do it. RNs use communication and four of their five senses (hopefully they’re not tasting anything, anyway…) to establish and continually revise a care plan. The framework for a care plan is known as ADPIE.4,8

                    We’ll circle back to RNs, care plans, and that pie you were promised. Let’s look at pharmacologic and nonpharmacologic pain management methods first, and we’ll connect the dots later.

                    PAIN MANAGEMENT

                    At its most fundamental level, every pain treatment is pharmacologic or nonpharmacologic. Both have the power to help the patient, but any number of minutiae about the patient and condition dictates which therapy or combination of therapies is best.

                    Pharmacologic Pain Management

                    Numerous factors including etiology, coexisting conditions (e.g., pregnancy, disease), and pain type (e.g., neuropathic, pleuritic, visceral) steer analgesic selection. This activity primarily categorizes pharmacologic therapies by classifying pain as acute or chronic. You will understand the reason for this delineation when you read about nursing diagnoses.

                    Considerations for cancer pain and the geriatric and pediatric populations close the section.

                    Acute Pain

                    The Centers for Disease Control and Prevention (CDC) classifies pain lasting three months or less as acute.9 Today’s analgesic guidance for acute pain centers around multimodal strategies, due in part to the opioid crisis. These strategies’ end goal is effective pain relief with minimal adverse effects.9,10 “Balanced analgesia” is the term for this concept. Its underlying principle is to reduce opioid and non-opioid dosages by attacking pain from multiple angles.10

                    One such approach is channels-enzymes-receptors targeted analgesia, or CERTA. This approach boils down to pathways and progression. Namely, practitioners can achieve balanced regimens by deploying interventions that act on different pathways and progressing to more potent therapies as needed.10

                    A balanced and stepwise approach to acute pain therapies comes to life in Table 1. As with all matters in healthcare, patient-specific care is paramount. For instance, although opioids are not necessarily first-line therapies, a non-opioid trial is not required before initiating opioid therapy.9

                     

                    Table 1. Pharmacologic Medications for Acute Pain10,11

                    Topical
                    ·       Diclofenac or ibuprofen for musculoskeletal injuries

                    ·       Camphor, menthol, and clove oil for headache or muscle pain

                     
                    Mild to moderate acute pain
                    Medication Example indications What to know
                    Acetaminophen Headache, sprain ·     Combine with NSAIDs for postoperative pain

                    ·     Limit 75 mg/kg/day or 4,000 mg/day (2,000 mg/day in hepatic disease and alcohol use disorder)

                    NSAIDs (ibuprofen, naproxen, diclofenac, ketorolac, meloxicam, celecoxib) Migraine, postoperative pain, low back pain ·     Patient might need a PPI

                    ·     Combinations with acetaminophen improve analgesia

                    Moderate to severe acute pain
                    Medication Example indications What to know
                    [Opioid] + [acetaminophen or NSAID]

                    (HYDROcodone/acetaminophen, HYDROcodone/ibuprofen, oxyCODONE/acetaminophen)

                    Fracture, postoperative pain Combinations reduce the opioid dosage needed
                    Dual-action opioids (traMADol, tapentadol) Therapeutic failure of other agents ·     Risk for opioid use disorder and serotonin syndrome

                    ·     TraMADol reduces seizure threshold

                    Full-agonist opioids (oxyCODONE, morphine, HYDROmorphone, fentanyl) ·     Risk for sedation, respiratory depression, and opioid use disorder

                    ·     3-day limit

                     

                    NSAID = nonsteroidal anti-inflammatory drug

                    PPI = proton pump inhibitor

                    Nonsteroidal anti-inflammatory drugs (NSAIDs) enter virtually every discussion about acute pain. Note that this drug class may cause complications in patients with cardiovascular or renal impairment or a history of gastrointestinal (GI) bleed.9,12

                    Adverse GI effects of NSAIDs are less likely to occur with a selective COX-2 inhibitor such as celecoxib. In turn, the patient is less likely to need a PPI (proton pump inhibitor) than with other NSAIDs. Eliminating a PPI lowers costs and helps inhibit polypharmacy’s adverse effects.11

                    Is the first column of Table 1 reminiscent of alphabet soup? Drug names that resemble one another—aptly named “look-alike and sound-alike” (LASA) drugs—present an opportunity for unfortunate drug mix-ups. The LASA Drugs SIDEBAR has more information about these drug name pairings.

                    SIDEBAR

                    LASA Drugs13,14

                    Nurses learn about and watch out for look-alike and sound-alike (LASA) drugs. However, the pharmacy team—the pharmacy technician, in particular—is the first line of defense in preventing related errors.

                    Mix-ups between HYDROmorphone and morphine constitute an example of a common and serious LASA-related problem. Some ways to help prevent med errors involving these two drugs include

                    1. Placing each agent and strength in its own bin or drawer.
                    2. Looking for tall man lettering: HYDROmorphone.
                    3. Stating the name of the drug before providing it to a patient for confirmation.
                    4. Using brand names for additional confirmation.

                    The LASA list is a living document. How can you keep up to date on changes and additions? The ISMP (Institute for Safe Medication Practices) maintains this table—find it here.

                     

                    Drug name Confused drug name
                    acetaminophen acetaZOLAMIDE
                    buprenorphine HYDROmorphone
                    carBAMazepine OXcarbazepine
                    codeine Lodine
                    DULoxetine Dexilant, FLUoxetine, PARoxetine
                    EPINEPHrine ePHEDrine
                    fentaNYL ALfentanil, SUFentanil
                    gabapentin gemfibrozil
                    HYDROcodone oxyCODONE
                    HYDROmorphone buprenorphine, hydrALAZINE, hydrOXYzine, morphine, oxyMORphone
                    ketamine ketorolac
                    ketorolac Ketalar, ketamine, methadone
                    methadone dexmethylphenidate, ketorolac, memantine, Mephyton, Metadate, Metadate ER, methylphenidate, metOLazone
                    morphine* HYDROmorphone
                    oxyCODONE HYDROcodone, oxybutynin, OxyCONTIN, oxyMORphone
                    traMADol traZODone

                    *Morphine has a non-concentrated oral liquid form and a concentrated oral liquid form.

                    Note: Names with first letter capital letters indicate trade names.

                    PAUSE AND PONDER: Where can you refer patients if you suspect drug abuse, or if a patient requests such a resource for himself or a loved one?

                    Chronic Pain

                    Per the CDC, pain lasting longer than three months is chronic. Following are select chronic pain management recommendations from the CDC Clinical Practice Guideline for Prescribing Opioids for Pain.9 Practitioners who prescribe opioids should read this comprehensive guideline in full—click here to access this free document.

                    1. Use nonopioid therapies to the greatest extent possible.
                    2. Discuss the risks and benefits of opioids with the patient.
                    3. Prescribe immediate-release formulations at the start of opioid therapy.
                    4. Start with the lowest dosage possible for opioid-naïve patients.
                    5. Evaluate the risk/benefit balance before increasing dosages.
                    6. Do not discontinue or rapidly decrease dosages in the absence of a life-threatening condition.
                    7. Evaluate risks and benefits 1-4 weeks after starting therapy and periodically thereafter.
                    8. Use a prescription drug monitoring program to help evaluate the risk of overdose.
                    9. Evaluate the risk/benefit balance of concurrent benzodiazepines.

                    Extensive news coverage of the opioid crisis means that even individuals far removed from healthcare are wary of opioids. Serious adverse effects and associations include respiratory depression, overdose, opioid use disorder, falls, and death from all causes. All healthcare providers must inform patients that benzodiazepines, alcohol, and some illicit drugs increase the risk for respiratory depression.9,15

                    Common adverse effects of opioids include constipation, nausea/vomiting, and drowsiness. These effects might cause patients to discontinue therapy. Practitioners should warn against abrupt opioid discontinuation, explaining that withdrawal syndrome could result. They should inform patients that certain behaviors can mitigate adverse effects, such as hydration, fiber intake, and exercise for constipation.9,15

                    What alternatives to opioids exist? Other drug classes for chronic pain include NSAIDs, anticonvulsants (pregabalin, gabapentin), and serotonin and norepinephrine reuptake inhibitors (SNRIs; DULoxetine, milnacipran).9 These are associated with their own risks to consider when planning a patient’s drug regimen.

                    Cancer Pain: The WHO Analgesic Ladder

                    The World Health Organization (WHO) released an algorithm in the mid-1980s to steer pain management planning in cancer, as this condition warrants unique considerations.16

                    The WHO analgesic ladder, replicated in Figure 1, is a major element of the algorithm. It provides visual guidance for prescribing and deprescribing adjuvant, non-opioid, and opioid analgesics for varying pain severities. Following are select examples16,17:

                    • Adjuvants: antidepressants (amitriptyline, DULoxetine), anticonvulsants (gabapentin, carBAMazepine), corticosteroids, cannabinoids
                    • Non-opioid analgesics: NSAIDs (ibuprofen, ketorolac), acetaminophen
                    • Weak opioids: HYDROcodone, codeine, traMADol
                    • Potent opioids: morphine, HYDROmorphone, methadone, fentaNYL, oxyCODONE, buprenorphine

                    Graphic showing step therapy approach to managing chronic cancer pain.

                    Figure 1. WHO Analgesic Ladder17

                    Reproduced from WHO Guidelines for the Pharmacological and Radiotherapeutic Management of Cancer Pain in Adults and Adolescents, World Health Organization, Annex 1: Evaluation of Pain, P. 70, 2018.

                     

                    Note that the model has criticisms. For instance, it can lead to the erroneous inference that NSAIDs are safe since they are the ladder’s entry point. Furthermore, the WHO designed the ladder for simplicity, causing clinicians to reference it outside the bounds of cancer pain. However, research findings point to abandoning the algorithm in chronic non-cancer pain (CNCP). Pharmacologic and nonpharmacologic strategies that better control CNCP while limiting opioid usage exist.16,18,19

                    The WHO analgesic ladder is just one constituent of the extensive WHO Guidelines for the Pharmacological and Radiotherapeutic Management of Cancer Pain in Adults and Adolescents (click here to access). Reference this manual for further guidance in cancer pain management, such as the following principles that should accompany the ladder17:

                    • By mouth: Use the oral route of administration when possible.
                    • By the clock: Administer pain medication at set intervals rather than pro re nata (PRN).
                    • For the individual: Tailor pain management to the individual; the ladder is only a guideline.
                    • With attention to detail: Base first and last doses on sleep/wake times. Write down drug and administration regimen information for caretakers. Inform patients of potential side and adverse effects.

                    Geriatric Considerations

                    Common origins of pain in the geriatric population are arthritis, postherpetic neuralgia, and cancer. And although more common as we age, pain is not a normal element of the aging process.20 However, practitioners must consider certain essential physiological changes when prescribing for older patients. These include increased body fat and decreased rates of GI absorption and renal and hepatic clearance.21

                    Also notable is that older adults often experience insufficient pain relief, such as when they cannot communicate the presence or degree of pain.21

                    Drugs from several classes indicated for pain appear in the AGS Beers Criteria for Potentially Inappropriate Medication Use in Older Adults (AGS: American Geriatric Society). These classes include benzodiazepines, certain antidepressants, skeletal muscle relaxants, and NSAIDs.22 Healthcare providers should check this publicly accessible document (click here to access) when prescribing or reviewing an older adult’s medications.

                    Consider acetaminophen to be the first-line analgesic for pain in the older adult. Hospitalized older patients with oral intake restrictions might require intravenous (IV) acetaminophen. If acetaminophen is insufficient, NSAIDs follow. They are relatively safe for short-term use such as during an emergency room visit, although the provider should consider including a PPI. In terms of safety and timelines, NSAID use increases the risk for cardiac events after just one week of regular use. Topical formulations can be an effective alternative in the face of GI or cardiovascular contraindications to NSAIDs.21,23

                    Prescribers should also start opioids at a lower dosage in geriatric patients. Morphine and HYDROmorphone can be initial analgesics, but note that their metabolites are excreted by the kidneys. Therefore, fentaNYL might be a better option for the older patient with renal impairment.21,24

                    Pediatric Considerations

                    Pain control is especially important for pediatric patients since unmanaged pain can develop into hyperalgesia (excessive response to pain).25,26

                    Unlike with other populations, the first-line pain therapy for pediatric patients isn’t part of the formulary—it’s nonpharmacologic intervention. Methods range from breastfeeding for the youngest to distraction with video games for the teens.27

                    If nonpharmacologic techniques are insufficient, the clinical team needs to make route of administration a top consideration in drug therapy. They should start with the least invasive route, considering non-parenteral routes first (inhaled, intranasal, oral, rectal, topical).27 Table 2 lists common medications by route.

                    Table 2. Pharmacologic Medications for Pediatric Patients27

                    Route of administration Common medications
                    Topical ·    Lidocaine

                    ·    Lidocaine and prilocaine

                    ·    Lidocaine, EPINEPHrine, and tetracaine

                    ·    Ethyl chloride

                    ·    Pentafluoropropane and tetrafluoroethane

                    Oral Acetaminophen, ibuprofen, naproxen, sucrose (infants)
                    Intranasal Ketamine, fentaNYL, HYDROmorphone
                    Inhaled Ketamine, nitrous oxide
                    Intravenous Ketorolac, acetaminophen, ketamine, morphine, HYDROmorphone, fentaNYL

                     

                    Here’s a PRO TIP: Children are not simply “small humans.” They are physiologically different from adults, necessitating special considerations in pharmacology even within sub-stages of the broad category of pediatrics. In other words, treatment for a 4-year-old cannot be the same as for her 15-year-old sister.27,28

                    Moreover, when prescribing for the pediatric population—which often involves weight-based dosing—clinicians must consult prescribing guidelines specific to the pediatric population. Calculating the pediatric dosage by extrapolating the adult dosage-to-weight ratio could yield a subtherapeutic or supratherapeutic dosage.27,28

                    PAUSE AND PONDER: Patients with painful conditions generally fear or dread this aspect of their affliction. What are some ways you can respond when patients communicate these feelings, such as when expressing worry that their analgesic prescriptions will be insufficient?

                    Nonpharmacologic Pain Management

                    Nonpharmacologic pain control is so important that the Joint Commission stipulates its availability in hospitals.29 Supplementing drug therapy with nonpharmacologic interventions further reduces pain and does not present significant risk.9

                    Inpatient nurses are generally with patients for a short period (average length of acute care stay is approximately 6.5 days), so they might use the same techniques for acute and chronic pain.30 Hence, this section doesn’t focus on such a distinction, but Table 3 lists statistics-based guidance regarding nonpharmacologic therapy specifically for chronic pain.

                     

                    Table 3. Nonpharmacologic Strategies for Chronic Pain31

                    Pain type Term Successful modality(ies)
                    Chronic low back pain Short Psychological therapy, massage, stress reduction, acupuncture
                    Intermediate Psychological therapy, spinal manipulation, yoga
                    Long Psychological therapy
                    Chronic neck pain Short Low-level laser therapy
                    Osteoarthritis pain Short Exercise
                    Fibromyalgia Short Exercise
                    Intermediate Exercise

                     

                    Short term: 1 to < 6 months

                    Intermediate term: ≥ 6 to < 12 months

                    Long term: ≥ 12 months

                    Note 1: “Term” is the length of time between intervention and assessment.

                    Note 2: This table only includes data with moderate strength of evidence.

                    Note 3: The research did not find high-quality evidence for nonpharmacologic pain relief for chronic tension headaches.

                    Because this continuing education activity centers around collaborating with the RN, the nonpharmacologic techniques detailed omit those outside the RN’s scope of practice. Interested learners can seek other literature for information about the following examples of such modalities32,33:

                    • Ablation
                    • Acupuncture
                    • Cognitive behavioral therapy
                    • Counseling
                    • Electrical nerve stimulation
                    • Physical and occupational therapy

                    The coming subsections cover some techniques the RN can apply. But any healthcare provider can employ these strategies, wherever the patient is, and without preparation. Plus, you can suggest these ideas to the RN during rounds or team meetings.

                    Journaling

                    Patients can journal about their pain to reduce its intensity and its interference in their daily life. Researchers who conducted a study in CNCP had 72 patients journal quantitative information each day. Included were a body pain map, pain intensity, and ratings for disturbance to activities and quality of life. Patients recorded qualitative data at the end of each week, including pain management methods and communication with others about pain.34

                    How did journaling help?

                    1. Patients understood their pain better.
                    2. Providers supported and communicated with patients more effectively.
                    3. Journals served as an outlet for negative emotions.

                    Here’s another PRO TIP: The study found that journaling was effective only in patients with adaptive coping mechanisms—healthy stress management techniques, such as exercise or religious practices. Consider other nonpharmacologic modalities for patients who use avoidance or other maladaptive strategies.34

                    Mind-Body Interventions

                    When advising patients, it is as important to know what works as it is to know what doesn’t work. Claims regarding mind-body techniques for pain relief abound, but are any effective?

                    A study on mind-body interventions divided 244 participants into three parallel arms. Of 159 participants undergoing a mind-body intervention, researchers led 86 in mindfulness training and 73 in hypnotic suggestion. The control group of 85 received training regarding pain management strategies.

                    The mind-body interventions provided significantly more pain relief than the education session. Specifically, 15-minute sessions of the following techniques reduced pain immediately35:

                    • Mindfulness training (23% pain reduction): patients listened to a script guiding them to focus on sensations and breathing and to accept pain and negative thoughts
                    • Hypnotic suggestion (29% pain reduction): patients listened to a script guiding them to visualize floating in a peaceful location and to manifest temperature or tingling in place of pain

                    The control group experienced a pain reduction of just 9%.

                    These methods do not require specially credentialed personnel—study interventionists received training from a professional certified in clinical hypnosis. Hence, the healthcare team does not need to consult a hypnotherapist to apply the hypnotic suggestion technique with each patient.35

                    Mind-body exercise is on the table, too. Osteoarthritis Research Society International guidelines (OARSI) now name tai chi and yoga as Core Treatments for knee osteoarthritis.12

                    Distraction

                    Ever plop down in front of the TV to take your mind off a troubling issue? There’s science behind that! Multiple hypotheses attempt to pin down the psychology and physiology behind distraction and pain relief. Many postulate that the mind has the capacity to focus on or process only so much at a time. When people make their brains focus on something else, suddenly the pain can’t demand so much attention.36,37,38

                    Unfortunately, many studies evaluating these hypotheses and methodologies are inconclusive or poorly designed. Nevertheless, one can accept several useful findings relatively confidently, summarized next.36

                    Pain perception occurs differently in chronic pain than in acute pain. Research findings do not support distraction as an effective pain management strategy in chronic pain.36

                    Conversely, distraction can mitigate acute pain. For instance, visual distraction—particularly if the medium is interactive—is effective in children and adults. Participants in various studies reported improved pain characteristics during activities such as playing simplistic computer games or using a virtual reality (VR) headset.36,39,40

                    One study measured how long 79 children could keep a hand submerged in cold water (painful stimulus) while playing a VR video game. Each child underwent the test while watching a recording of that same game and, as a control, while simply wearing the headset. Urn randomization counterbalanced the order of the two distraction conditions. Passive visual distraction (watching the game) increased pain tolerance significantly, and active distraction (playing the game) increased it further.39

                    In a similar study (N = 107), adults played a simple, slow computer game while a heating pad provided a painful stimulus. Participants’ pain perception variables improved during gameplay (higher pain threshold and tolerance, lower intensity).40

                    Some research reveals no correlation between pain and auditory stimuli such as a recorded description of a scene or audible tones study participants were to react to.36 But what happens with auditory input the listener actually enjoys? Investigating the relationship between music and pain in adults corroborates its analgesic effect, particularly when the patient chooses or approves the genre.41,42 In fact, some investigations found pain relief to be so significant that patients required less opioids and other analgesics.42,43,44

                    One such study evaluated the pain levels and morphine requirements of patients undergoing the same procedure by the same surgeon and analgesic protocol. The researchers randomized 75 patients into blocks of 25. All patients wore headphones connected to a CD player intraoperatively and postoperatively. One block’s headphones were connected to CD players playing soft music intraoperatively and sham CD players postoperatively. Sham CD players displayed track numbers on their indicators but played no audio. The second block received sham CD players intraoperatively and heard music postoperatively. The control group had sham CD players during both phases.44

                    Both blocks receiving the intervention reported lower pain ratings in the post-anesthesia care unit (PACU) compared with the control group. Furthermore, total morphine required in the PACU was lower for the intervention blocks—1.2 mg for postoperative listeners, 2.3 mg for intraoperative listeners, 3.6 mg for the control group.44

                    Research does not support sweeping generalizations regarding music for pain management in pediatrics. A substantial proportion of pertinent studies report inconclusive results or have insufficient sample sizes. However, two meta-analyses (429 and 5601 participants) found music therapy to reduce pain in pediatric cancer and in needlestick, procedural, and postoperative pain.45,46

                    Additional methods

                    The nurse’s toolbelt contains an array of nonpharmacologic pain control tools, all appropriate in different contexts. A 9-year-old might enjoy a large-piece puzzle, which is unlikely to satisfy a teen. A patient with mild to moderate pain who has been resting in bed for several days might like to attempt guided imagery or meditation. That’s probably not the case for a patient wheeled into the ER following traumatic amputation of a limb.

                    Hot and cold therapy are yet another option, but they require training. Practitioners must know when heat versus ice is appropriate, how to apply different equipment and media, and how to assess for effectiveness and warning signs. As such, facility policy may stipulate provider prescription before applying heating pads, ice packs, and other such therapies.

                    THE ADPIE FRAMEWORK

                    Take a slow, deep breath. Smell that blueberry filling inside its flaky, buttery home? Or that warm layer of pecans awaiting a cool scoop of vanilla? It’s time for pie…

                    Overarching Concept

                    ADPIE is an acronym describing the five elements of the nursing process: assess, diagnose, plan, implement, evaluate. It’s the framework that shapes everything the RN does.4,8

                    PAUSE AND PONDER: The Joint Commission once endorsed pain as the fifth vital sign. The organization rescinded the statement following substantial backlash.47 Does pain’s inclusion as a fundamental component of assessment increase the likelihood of treatment or result in overzealous prescribing of analgesics?

                    ADPIE Letter by Letter

                    A: Assess

                    Assessment is the core of nursing and the foundation of the nursing process. It involves collecting objective and subjective data about a patient’s physical and non-physical status (emotional, spiritual, economic, etc.).8,48,49 Lab values, comorbidities, the patient’s and family’s statements, diagnostic imaging results, past medical history, physical assessment findings, and much more all coalesce into a comprehensive assessment.

                    Assessment sometimes lacks sharp boundaries. Take this example: A nurse passes an LPN pushing a newly admitted patient onto the unit in a wheelchair. The patient has a furrowed brow and is clutching her hip. The patient is not yet under the nurse’s care, nor did the nurse step in front of the wheelchair and proclaim, “I am now assessing you.” Yet the nurse has already assessed through passing observation that this patient might have pain in her hip, which requires further investigation.

                    Put simply, the adept nurse is constantly observing for key insights into the patient’s overall condition!

                    D: Diagnose

                    Recall that the nurse’s role is not to resolve an affliction, but rather to manage how it affects the patient. Just like the pharmacy team, nurses cannot diagnose medical conditions. ADPIE diagnoses are nursing diagnoses, not medical diagnoses. Entire books are dedicated to nursing diagnoses, and while in-depth coverage is outside the scope of this continuing education activity, the Nursing Diagnoses SIDEBAR contains more information.

                    NANDA International, Inc. is an industry-standard organization that defines nursing diagnoses.* Their taxonomy is called “NANDA-I”; however, this is not the only taxonomy, and many healthcare facilities develop their own. When it comes to pain as a nursing diagnosis, these taxonomies often list acute pain and chronic pain as the primary pain-related categories.8,50,51

                    *Before 2002, “NANDA” stood for “North American Nursing Diagnosis Association.” It is no longer an acronym.52

                    SIDEBAR

                    Nursing Diagnoses4,8,48,53

                    Nursing diagnoses have multiple components, starting with the diagnosis itself. This can come from taxonomies such as NANDA International, Inc., the ICNP (International Classification for Nursing Practice), or the facility where the RN practices.

                    Take pneumonia as an example to illustrate nursing diagnoses and how they differ from medical diagnoses. The medical diagnosis is simply “pneumonia,” potentially with a qualifier such as “bacterial.” This is what the provider treats.

                    When selecting diagnoses, the RN considers how the illness affects the specific patient. Virtually all patients with pneumonia will have a nursing diagnosis of ineffective airway clearance.

                    This is a valid nursing diagnosis because the nurse can “do something for it” (and it’s in the NANDA-I taxonomy). The nurse can teach the patient turn, cough, and deep breath (TCDB) exercises to alleviate this. If the patient has impaired mobility (another nursing diagnosis), the RN can also turn the patient in bed periodically to help different areas of the lung inflate.

                    Say the patient is a star athlete and single father of three. The RN has additional diagnoses to consider now: anxiety, caregiver role strain, and insomnia. These issues reflect how pneumonia affects this patient, and the RN can take several steps to alleviate the problems. Potential steps include teaching anxiety management techniques, helping source childcare resources, and collaborating with the provider and pharmacist for pharmacologic sleep aids.

                    The other parts of a nursing diagnosis’ anatomy vary based on complex considerations, but they generally include

                    1. Related factors, or etiology—in the case of pneumonia, the offending species
                    2. Defining characteristics—objective and subjective data collected upon assessment that supports the nursing diagnosis

                    Having a strong handle on nursing diagnoses is a fundamental skill for an RN, as these short statements guide the outcomes and interventions.

                    Back to our new arrival on the unit, who the RN has learned is an 85-year-old woman named Sheila. Upon further assessment, Sheila shows signs of infection at the incision of her recent total hip replacement (THR). Sheila reports a pain level of 5 on a scale of 1 to 10 as part of the admission assessment. Multiple nursing diagnoses apply (to these and any number of other assessment findings), but the nurse notes acute pain in particular.

                    P: Plan

                    Now that the nurse has assessed the patient and made the relevant diagnoses, planning begins. Nurses plan outcomes, or goals, that are SMART: specific, measurable, achievable, realistic, and timed. They also plan interventions—ways to accomplish each outcome—that are evidence based wherever possible.4,8,48

                    A simple way to look at these two components of the Plan stage is that the outcomes are what the patient will do, and the interventions are what the nurse will do.

                    Let’s zoom in on outcomes first. Every nursing diagnosis needs one outcome statement. Relevant data from the entire picture—Sheila’s comprehensive assessment findings—feeds into each goal.48 We’ll define Sheila’s outcome statement for the diagnosis of acute pain as follows: Report pain of 0 to 3 on a 10-point scale by discharge. Where does the “realistic” criterion fit? Sheila’s condition is acute, and her reported pain level was 5. A rating of 0 to 3 is probably realistic for her, although it likely wouldn’t be for a patient with stage IV bone cancer.

                    Now for those interventions. What can or should the nurse do? Well, she must perform at least one action that supports meeting the outcome. And she’ll need to assess metrics relevant to the outcome (in this case, pain level).

                    All other interventions come from a complex web influenced by the nurse’s training and clinical experience. Patient teaching, collaborating, recommending and evaluating labs, and supporting nutrition and hydration are other facets of virtually all care plans. In any case, every intervention should support achievement of the respective outcome statement.

                    Here’s a small sample of what the RN might plan as the actions she will take (i.e., interventions) for Sheila:

                    1. Administer pain medication as prescribed; collaborate with provider and pharmacist to determine appropriate therapy.
                    2. Encourage distraction as nonpharmacologic pain management.
                    3. Perform wound care.
                    4. Teach hand and wound hygiene techniques.
                    5. Assess pain every four hours.

                    Science drives the nursing process. Each intervention supports achievement of the outcome. The outcome represents a resolution to the nursing diagnosis. The diagnosis comes from assessment data. Here’s how it all comes together: Every step of the nursing process flows into the next.8 The nurse’s actions are not haphazard.

                    I: Implement

                    The implementation stage involves conducting the plan: doing, delegating, and documenting.8 The RN acts independently for certain actions, such as performing wound care and administering medications.48

                    However, no one in healthcare acts alone. The implementation stage is where collaboration happens!4 That’s right, this is when the RN is thinking about you, the pharmacy team. Does the RN need the pharmacist’s help teaching a patient about self-administration of a new prescription? Maybe she needs some help from the pharmacy technician for a patient who needs a special drawer in the drug dispensing cabinet. In Sheila’s case, the RN collaborates with the provider and pharmacist to discuss pharmacologic analgesia.

                    E: Evaluate

                    How do we know we’ve made a positive difference for the patient? We go back and evaluate. The RN reassesses Sheila to determine whether her situation improved. If Sheila rates her pain as 3 or lower, the goal was met, and the RN can focus on other diagnoses. If Sheila says her pain is 4 or higher, the goal is unmet, and the RN must modify the care plan.8 Maybe she could try another nonpharmacologic strategy. Perhaps the pharmacist and provider need to increase dosages, consider a drug with a different method of action, or change the route of administration.

                    NOTES ABOUT ADPIE

                    Like the Song that Doesn’t End

                    The nursing process is an endless loop. After classifying each goal as met or unmet, the RN may continue, modify, or discontinue that part of the care plan.4,8

                    If a goal is unmet, the RN must revise something. Often, he must add or modify an intervention. Perhaps, though, the goal was unrealistic. Or could the assessment have been incorrect? If a patient was admitted while comatose, certain assessment data could be erroneous if his next of kin provided an inaccurate past medical history.

                    IE-PIE-PIE

                    You were promised PIE, yet collaboration with the pharmacy team wasn’t mentioned until implementation (I). What gives?

                    The RN is headed your way during the first round of implementation, but once you’re roped in, you can be involved in each iterative loop, particularly in the P-I-E.

                    Remember that assessment (A) is a key function of the nurse. Pharmacists should certainly feel free to assess patients, but for the purpose of effective collaboration, they need to recognize that a team member is performing continuous assessment. Diagnosis (D) is solely the responsibility of the nurse. Therefore, each round of PIE is when other members of the healthcare team should proactively check in. The nurse has to deal with the ads, and you just get the pie!

                    Too Cool for Nursing School

                    The acronym ADPIE is seldom mentioned outside the context of nursing school. If after this continuing education activity, you ask a nurse to collaborate on ADPIE, you might receive a less-than-friendly response. Nurses in the wild rarely plan care by literally defining each element of ADPIE. Rather, ADPIE is a cognitive process in the background of the nurse’s mind. As such, many nurses believe ADPIE to be the busy work of nursing school and inapplicable to nursing practice.

                    However, while some nurses assert that ADPIE is not used in the profession, it is. In fact, these elements are part of the American Nurses Association’s Scope of Nursing Practice. Even if a nurse doesn’t conscientiously analyze each letter of the formula when providing patient care, the principles remain the framework of nursing practice.4,8

                    THE PHARMACY TEAM’S SLICE OF PIE: HOW TO COLLABORATE

                    RNs are trained to view patients holistically, connecting the dots between multiple aspects of a patient’s status and medical history.4,8 Every dot is an input to the care plan and a piece of the puzzle the pharmacy team might need to know.

                    Furthermore, RNs work to establish an environment where patients feel open to sharing.4 Hence, the RN might have information that’s valuable to the rest of the team.

                    A patient who reveals he is unhoused might not have a safe place to store prescribed narcotics. If a patient shares that she suffers from bulimia nervosa, the provider and pharmacist will need to reconsider certain therapies. These include QT-prolonging tricyclic antidepressants, drugs that increase weight or appetite (some antidepressants), and bupropion, which lowers the seizure threshold.54

                    What a nurse can learn from assessment that might be valuable to the pharmacy team is practically limitless. Following are some examples:

                    • Comorbidities—gastroesophageal reflux disease is a contraindication for many drugs.
                    • Dietary habits—if the patient practices fasting, this affects drugs he must take with food.
                    • Acute changes—the sudden onset of severe nausea calls for a change in route of administration for oral prescriptions.
                    • Sleep cycles—some therapies affect or are administered based on sleep/wake cycles, which the RN observes.
                    • Adverse effects and side effects—the nurse can keep an eye open for signs and a listening ear open for symptoms.

                    This list paints the picture that the RN has loads of useful information. Consider this PRO TIP: Talk to the nurses! They are the constant set of eyes on the patient. They are the patient’s interviewer, day and night.

                    If you know of a common issue with a drug, such as its tendency to affect appetite, ask the RN if the patient’s eating habits have changed. Maybe you attended a seminar and learned about a potential drug-drug interaction recently uncovered. If this is relevant to your patient, share this information with the nurse, and ask him to observe for the interaction. Attend the nurse’s rounds if you can. ADPIE presents multiple ways to get involved!

                    If you’re not sure where to start or aren’t comfortable bringing up ADPIE as a springboard, there’s a simpler way in. Introduce yourself to the RN (in person if possible) and state your objective plainly: “I’d like to collaborate!” This fulfills multiple purposes:

                    1. The RN receives the clear message that you want to collaborate—she won’t need to infer your objective from your actions.
                    2. The RN understands your goal as intended. Otherwise, the RN might mistake your sudden interest for mistrust in his competence.
                    3. Owing to the previous point, an RN who understands your wish to collaborate will realize that you welcome her data and opinions.

                    If you’re stuck on starting this conversation, be even more direct: “I did a continuing education activity last week that was all about collaborating with RNs. I want to give it a try. Can we discuss what you and I can learn from each other about our patients and how to incorporate that in our day to day?”

                    Still looking for another nudge? Consider setting yourself a SMART goal! Example: Introduce myself to the day-shift RNs and explain my intention to collaborate by the end of next week.

                    By the way, if you work with facilities with multiple shifts, make sure to visit each shift if possible. Evening and night shift personnel frequently feel neglected and forgotten, so meeting them personally shows that you acknowledge and value their work. And if you really want to win the nurse team over, maybe even show up with pie!

                    Further Opportunities for Collaboration

                    The previous section focuses on partnering with the RN organically within ADPIE, but you’re not limited to this sphere. Keep your antenna up for situations pointing to more complex issues that warrant combining forces.

                    Community pharmacists can detect misuse by monitoring prescription activity. Teamwork is in order if the nature of the facility where a given patient receives care involves repeated or long-term visits. In other words, if the RN will see the patient again—such as at a family physician’s office—he will establish a database of assessment data over time on this patient.

                    Subsequent communication with the RN is a two-way street. The pharmacist can advise the RN to be cognizant of potential misuse, or she can ask the RN about assessment findings. For instance, the pharmacist could learn through the RN that a family member might be stealing the patient’s prescriptions.

                    Pharmacy technicians can capture medication history when patients transfer facilities. A geriatric patient transferring between long-term care and critical care, for example, is likely to have an abundant list of prescriptions at both facilities. This implicates a high likelihood of polypharmacy, interactions, and toxic levels of components such as aspirin and acetaminophen. Plus, polypharmacy is a nursing diagnosis, which means by definition that the nurse can intervene.51 It’s a multidisciplinary problem—time to collaborate!

                    Does your patient need assistance communicating due to factors such as age, sensory deficit, or cognitive impairment? Work with the nurse to ensure the right pain scale is being used and that the patient has a means of communicating adverse effects.

                    CONCLUSION

                    Every member of the healthcare team has a distinct role. Nurses are no exception—they continuously assess patients by physical and verbal means and establish and continually revise care plans accordingly. Knowing each team member’s function is crucial to maximally effective collaboration. In the face of the opioid crisis, healthcare providers should capture every opportunity for better patient care, particularly in pain management. This includes incorporating nonpharmacologic pain control strategies and intelligently selecting pharmacologic methods. Regardless of the modalities chosen, abundant opportunity for coordination between the nurse and pharmacy teams exists. This is especially true when the pharmacist and pharmacy technician understand the principles behind the nursing practice and care planning, summarized by the acronym ADPIE. Marrying the concepts of pharmacologic and nonpharmacologic pain control therapies with nursing care plans enables the pharmacy team to collaborate effectively for patients’ pain relief.

                     

                     

                    Pharmacist Post Test (for viewing only)

                    Getting a Slice of the (AD)PIE: The Pharmacy Team’s Guide to Collaborating with the RN for Pain Management

                    Pharmacist post-test

                    After completing this continuing education activity, pharmacists will be able to

                    1. Recognize how the registered nurse’s scope of practice supports the pharmacist
                    2. Identify appropriate nonpharmacologic and pharmacologic pain management practices
                    3. Describe how the registered nurse and pharmacist can collaborate to improve patient outcomes
                    4. Use the ADPIE framework to write a pain management care plan

                    1. Max is a 56-year-old being treated for cancer. His health care team has struggled to keep his pain controlled and recently increased his HYDROmorphone dosage. Which of the following reflects smart collaboration when the pharmacist wishes to evaluate effectiveness of the new prescription?

                    A. Meet with the LPN to discuss detailed assessment data and modify the care plan.
                    B. Ask the RN for Max’s phone number to interview him about his pain characteristics.
                    C. Ask the RN about Max’s recent assessment data and his pain-related interview data.

                    2. A patient says he will no longer be taking his fentaNYL because it causes constipation. Which of the following is an appropriate response?

                    A. This could cause you to go through withdrawal, which is dangerous. Do not discontinue the fentaNYL. Constipation is a side effect that you unfortunately cannot mitigate.
                    B. Constipation is a sign of impending gastrointestinal system shutdown. Discontinue the fentaNYL as planned and seek emergency care.
                    C. This could cause you to go through withdrawal, which is dangerous. Do not discontinue the fentaNYL. Exercise daily and increase your water and fiber intake.

                    3. Which list below contains effective nonpharmacologic pain methods virtually any health care team member can administer?

                    A. Pain journal, hypnotic suggestion, guided imagery
                    B. Cognitive behavioral therapy, computer games, cold packs
                    C. Puzzles, music, recordings of scenery descriptions

                    4. Which of the following is true regarding music for nonpharmacologic pain management?

                    A. Study findings are inconclusive regarding its effectiveness for adults.
                    B. Pain relief can be so effective that the patient requires less opioids.
                    C. The type of music is irrelevant – even simple tones provide pain relief.

                    5. Which statement below is true regarding pediatric pharmacologic pain management?

                    A. You must account for physiological differences even between subdivisions of the pediatric age range.
                    B. It should precede nonpharmacologic intervention to achieve immediate and effective pain relief.
                    C. The ratio of an adult dosage to average weight can be used to determine the pediatric weight-based dosage ratio.

                    6. What makes pain management unique for the geriatric population?

                    A. Older patients frequently exaggerate their pain, contributing to polypharmacy and toxicities.
                    B. Changes influencing pharmacokinetics occur in the digestive, hepatic, and renal systems.
                    C. Older patients are less likely to be opioid naïve, so they should be started on higher dosages.

                    7. Assuming all options below are indicated, which is the best initial therapy to attempt for a pediatric patient?

                    A. Inhaled ketamine
                    B. Intravenous acetaminophen
                    C. Topical lidocaine

                    8. The nurse evaluates a patient’s pain management goal as unmet. Which of the following could the pharmacist anticipate as an upcoming action the nurse will take?

                    A. They will evaluate the care plan as ineffective, discontinue it, and complete a Care Plan Discontinuation form.
                    B. They will notify the pharmacist and provider of the result and request to collaborate regarding the analgesic prescription.
                    C. They will initiate a new ADPIE cycle without collaborating with other health care team members so as not to skew data.

                    9. Which assessment finding by the nurse supports the pharmacist by serving as information that could improve the patient’s outcome?

                    A. A patient cannot effectively complete physical therapy because he is excessively tired and dizzy since starting morphine.
                    B. A patient recently started amitriptyline as an adjuvant pain therapy. Her daily weights are 181.6 kg, 180.0 kg, and 182.2 kg.
                    C. A patient prescribed HYDROcodone/ibuprofen status post femoral fracture reports discontinuing the over-the-counter ibuprofen they were taking.

                    10. Read the case study below and select the option that represents a valid care plan.

                    Case study:

                    Alex is a 36-year-old male who has reported to the walk-in clinic where Darius, the RN, works. Alex started working at a warehouse a year ago. He’s had low back pain for about eight months but hasn’t sought care for it because he doesn’t have insurance. He says the pain is sharp, occurs during work and upon waking in the morning, and radiates into both legs. He rates it a 7 out of 10. Between answering questions, Alex groans, massages his back with one hand, grips the treatment table with the other, and clenches his teeth. Alex says he takes “two big tablets” of acetaminophen every morning and night and uses an ice pack for four consecutive hours a night.

                    Darius discusses the relevant assessment data to the provider. The provider sees Alex and prescribes oxyCODONE/acetaminophen (Percocet). Darius calls Alex to follow up four days later. Alex says his pain is a bit better but is still a 4 out of 10.

                    A. ASSESS: The patient’s self-rated pain level is 7/10, duration eight months. Pain occurs while working and upon waking.
                    DIAGNOSE: Acute pain.
                    PLAN – OUTCOME: The patient will report a pain level of 3/10 or lower within four days.
                    PLAN – INTERVENTIONS: Reassess pain in four days, collaborate with the provider and pharmacist to ensure appropriate analgesic prescription, and teach how to complete a pain journal.
                    IMPLEMENT: All actions above were implemented.
                    EVALUATE: Based on the reassessment, the goal was met – discontinue the care plan.
                    B. ASSESS: The patient’s self-rated pain level is 7/10, duration eight months.
                    DIAGNOSE: Chronic pain.
                    PLAN – OUTCOME: The patient will report a pain level of 3/10 or lower within four days.
                    PLAN – INTERVENTIONS: Reassess pain in four days, collaborate with the provider and pharmacist to ensure appropriate analgesic prescription, and teach how to complete a pain journal.
                    IMPLEMENT: All actions above were implemented.
                    EVALUATE: Based on the reassessment, the goal is unmet – modify the care plan.
                    C. ASSESS: The patient’s self-rated pain level is 7/10, duration eight months.
                    DIAGNOSE: Chronic pain.
                    PLAN – OUTCOME: The patient will report a pain level of 3/10 or lower.
                    PLAN – INTERVENTIONS: Reassess pain via follow-up interview, teach lifting techniques, and teach how to complete a pain journal.
                    IMPLEMENT: All actions above were implemented.
                    EVALUATE: Based on the reassessment, the goal is unmet – modify the care plan.

                    Pharmacy Technician Post Test (for viewing only)

                    Getting a Slice of the (AD)PIE: The Pharmacy Team’s Guide to Collaborating with the RN for Pain Management

                    Pharmacy technician post-test

                    After completing this continuing education activity, pharmacy technicians will be able to

                    1. Recognize how the registered nurse’s scope of practice supports the pharmacy technician
                    2. Identify appropriate nonpharmacologic and pharmacologic pain management practices
                    3. Describe how the registered nurse and pharmacy technician can collaborate to improve patient outcomes
                    4. Use the ADPIE framework to review a pain management care plan

                    1. According to the Institute for Safe Medication Practices, when filling a prescription for buprenorphine, you should be especially sure you are not handling which drug?

                    A. Norepinephrine
                    B. HYDROmorphone
                    C. Morphine

                    2. Which of the following is an effective method to help ensure patients receive the correct drug?

                    A. State only the generic name for confirmation, as trade names can change.
                    B. Combine all strengths of a given agent in the same drawer.
                    C. Use tall man lettering to differentiate drugs from others with similar spellings.

                    3. While working at a long-term care facility, you notice a resident (a patient at the nursing home) getting settled back in her room after a hospital visit. This is a great opportunity to collaborate with the RN by taking which of the following actions?

                    A. Telling the resident she’s just missed med rounds but will receive her meds ASAP.
                    B. Checking for tall man lettering on each of the resident’s prescriptions.
                    C. Ensuring the medication history is conducted in a timely manner.

                    4. While stocking the medication room, you observe an RN retrieving an acetaminophen suppository for a patient. You pass that patient’s room on your way back to the pharmacy and overhear the patient talking to a friend. You must notify the pharmacist and nurse if you overhear which statement?

                    A. “I have got to get my Tylenol out of my purse. This headache is killing me!”
                    B. “That nurse needs to hurry back with the water I asked for. I am so dehydrated.”
                    C. “They’ve had to increase my insulin dose a lot since I was admitted.”

                    5. Which nonpharmacologic pain strategy below is effective for children and adults?

                    A. Topical lidocaine
                    B. Visual distraction
                    C. Audible tones

                    6. A patient picking up his prescriptions says he will no longer be taking his fentaNYL because it causes constipation. Which of the following is an appropriate response?

                    A. This could cause you to go through withdrawal, which is dangerous. Do not discontinue the fentaNYL. Constipation is a side effect that you unfortunately cannot mitigate.
                    B. Constipation is a sign of impending gastrointestinal system shutdown. Discontinue the fentaNYL as planned and seek emergency care.
                    C. This could cause you to go through withdrawal, which is dangerous. Let me have the pharmacist talk to you about some ways to limit constipation.

                    7. Which list below contains effective nonpharmacologic pain methods virtually any health care team member can administer?

                    A. Pain journal, hypnotic suggestion, guided imagery
                    B. Cognitive behavioral therapy, computer games, heat therapy
                    C. Puzzles, music, recordings of scenery descriptions

                    8. For collaboration to be effective, every health care team member must understand what their counterparts’ roles are. What is the nurse’s role in patient care?

                    A. They manage how an illness, injury, or condition affects a patient.
                    B. Their entire scope of practice comprises procedural, hands-on patient care.
                    C. They practice under a physician, executing his or her orders.

                    9. During which step of the nursing process might the nurse seek assistance from the pharmacy team?

                    A. Assessment
                    B. Diagnosis
                    C. Planning

                    10. Read the case study below and select the option that represents a valid care plan.

                    Case study:

                    Alex is a 36-year-old male who has reported to the walk-in clinic where Darius, the RN, works. Alex started working at a warehouse a year ago. He’s had low back pain for about eight months but hasn’t sought care for it because he doesn’t have insurance. He says the pain is sharp, occurs during work and upon waking in the morning, and radiates into both legs. He rates it a 7 out of 10. Between answering questions, Alex groans, massages his back with one hand, grips the treatment table with the other, and clenches his teeth. Alex says he takes “two big tablets” of acetaminophen every morning and night and uses an ice pack for four consecutive hours a night.

                    Darius discusses the relevant assessment data to the provider. The provider sees Alex and prescribes oxyCODONE/acetaminophen (Percocet). Darius calls Alex to follow up four days later. Alex says his pain is a bit better but is still a 4 out of 10.

                    A. ASSESS: The patient’s self-rated pain level is 7/10, duration eight months. Pain occurs while working and upon waking.
                    DIAGNOSE: Acute pain.
                    PLAN – OUTCOME: The patient will report a pain level of 3/10 or lower within four days.
                    PLAN – INTERVENTIONS: Reassess pain in four days, collaborate with the provider and pharmacist to ensure appropriate analgesic prescription, and teach how to complete a pain journal.
                    IMPLEMENT: All actions above were implemented.
                    EVALUATE: Based on the reassessment, the goal was met – discontinue the care plan.
                    B. ASSESS: The patient’s self-rated pain level is 7/10, duration eight months.
                    DIAGNOSE: Chronic pain.
                    PLAN – OUTCOME: The patient will report a pain level of 3/10 or lower within four days.
                    PLAN – INTERVENTIONS: Reassess pain in four days, collaborate with the provider and pharmacist to ensure appropriate analgesic prescription, and teach how to complete a pain journal.

                    References

                    Full List of References

                    References

                       

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                      48. Toney-Butler TJ, Thayer JM. Nursing Process. StatPearls Publishing; 2023. Accessed December 30, 2023. https://www.ncbi.nlm.nih.gov/books/NBK499937/.
                      49. American Nurses Association. The Nursing Process. Nursingworld.org. Accessed December 30, 2023. https://www.nursingworld.org/practice-policy/workforce/what-is-nursing/the-nursing-process/.
                      50. Ackley BJ, Ladwig GB, Makic MBF, Martinez-Kratz MR, Zanotti M. Nursing Diagnosis Handbook, 12th Edition Revised Reprint with 2021-2023 NANDA-I® Updates. 12th ed. Mosby; 2021.
                      51. Coenen A, Saba VK, Jansen K, Hardiker N, Kim TY. CCC- ICNP Equivalency Table for Nursing Diagnoses. International Council of Nurses; 2016. Accessed December 30, 2023. https://www.icn.ch/sites/default/files/inline-files/CCC-ICNP_Equivalency_Table_for_Nursing_Diagnoses.pdf.
                      52. NANDA International, Inc. Our Story. nanda.org. Accessed December 30, 2023. https://nanda.org/who-we-are/our-story/.
                      53. NANDA International, Inc. Glossary of Terms. Accessed December 30, 2023. https://nanda.org/publications-resources/resources/glossary-of-terms/.
                      54. Israël M. Should some drugs be avoided when treating bulimia nervosa?. J Psychiatry Neurosci. 2002;27(6):457. Accessed December 30, 2023. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC161720/.

                      ACUTE AND CHRONIC HYPERKALEMIA: TREATMENT OPTIONS, POTASSIUM BINDERS, AND CLINICAL CASES

                      Learning Objectives

                       

                      After completing this application-based continuing education activity, pharmacists will be able to

                      ·       Identify foods that cause hyperkalemia
                      ·       List medications that cause hyperkalemia
                      ·       Compare and contrast medications that manage acute and chronic hyperkalemia
                      ·       Determine the best agent to manage hyperkalemia in each case study

                      After completing this application-based continuing education activity, pharmacy technicians will be able to:

                      ·       Identify foods that cause hyperkalemia
                      ·       List medications that cause hyperkalemia
                      ·       Describe the dosing and storage information of patiromer and SZC
                      ·       Describe the steps of the drug prior authorization process

                       

                        A patient has his heart rhythm monitored due to his hyperkalemia.

                         

                        Release Date: May 15, 2024

                        Expiration Date: May 15, 2027

                        Course Fee

                        FREE

                        There is no funding for this CE.

                        ACPE UANs

                        Pharmacist: 0009-0000-24-026-H01-P

                        Pharmacy Technician:  0009-0000-24-026-H01-T

                        Session Codes

                        Pharmacist:  24YC26-FXB33

                        Pharmacy Technician:  24YC26-BXF96

                        Accreditation Hours

                        2.0 hours of CE

                        Accreditation Statements

                        The University of Connecticut School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.  Statements of credit for the online activity ACPE UAN 0009-0000-24-026-H01-P/T will be awarded when the post test and evaluation have been completed and passed with a 70% or better. Your CE credits will be uploaded to your CPE monitor profile within 2 weeks of completion of the program.

                         

                        Disclosure of Discussions of Off-label and Investigational Drug Use

                        The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

                        Faculty

                        Marvin Fong, PharmD, CDE
                        Staff Pharmacist
                        Beeman’s Highland Pharmacy
                        San Bernadino, CA

                        Faculty Disclosure

                        In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.

                        Dr. Fong does not have any relationships with ineligible companies.

                         

                        ABSTRACT

                        Hyperkalemia—high potassium levels—is a serious disorder that warrants appropriate treatment. Defined as a serum potassium level greater than 5.5 mEq (mmol/L), hyperkalemia can be asymptomatic or symptomatic. Severe hyperkalemia can cause irregular heart rhythms. Both drugs and foods can cause hyperkalemia. Medications for the management of acute and chronic hyperkalemia include calcium, insulin, beta-agonists, sodium bicarbonate, loop diuretics, and potassium binders. Sodium polystyrene sulfonate (SPS) has been a gold standard for chronic hyperkalemia for several decades. However, sodium overload can be a concern with SPS. Newer drugs such as patiromer and sodium zirconium cyclosilicate offer both safety and effectiveness, but they are costly alternatives. Pharmacists and pharmacy technicians must be prepared to navigate the prior authorization process to seek coverage for these costly alternatives.

                        CONTENT

                        Content

                        INTRODUCTION

                        Did you know that all living cells need potassium to maintain cellular fluid balance? Potassium has many benefits. First, it helps muscles to contract. Second, it helps maintain blood pressure. Third, it helps regulate bodily fluids inside cells (intracellular). However, having too much potassium (hyperkalemia) may have a negative impact. Hyperkalemia may cause arrhythmia (irregular heart rhythm), which could be life-threatening. Hyperkalemia can be categorized into two main types: acute and chronic. Patients with chronic kidney disease are especially prone to elevated potassium levels.1

                        Consider these situations:

                        • Gonzalez comes to your pharmacy with a prescription for patiromer. The pharmacy technician attempted to bill her insurance, but the drug required prior authorization. What do you do next? What are the elements of a prior authorization process?
                        • Williams comes to your pharmacy complaining about edema (swelling due to excess fluid). He has been taking sodium polystyrene sulfonate (SPS). His doctor asks you, the pharmacist, to recommend an alternative to SPS because of the sodium load concern. What would your response be? What would you recommend to replace SPS?

                        Acute and chronic hyperkalemia continue to present as major medical dilemmas for healthcare professionals. There is no universally accepted guideline to treat them, and there is no universally accepted classification and monitoring frequency for hyperkalemia. Newer potassium binders, such as patiromer and sodium zirconium cyclosilicate (SZC), may allow optimal use of renin-angiotensin-aldosterone system inhibitor (RAASi) therapy in patients with hyperkalemia. However, these newer therapies are costly alternatives to traditional treatment.

                        Helping patients navigate the health insurance prior authorization process to seek coverage is a challenging task for pharmacists and pharmacy technicians. If a patient comes to your pharmacy with a prescription for a potassium binder, are you fully equipped to provide the patient with information regarding dosing, storage, and insurance authorization?

                        Simply put, hyperkalemia is a general medical term that describes a higher-than-normal potassium level in the blood. Normally, a person’s extracellular (outside the cells/in the blood) potassium concentration falls between 3.5 to 5 mmol/L. Mild, moderate, and marked hyperkalemia are defined as potassium levels between 5 to 5.9 mmol/L, 6 to 7 mmol/L, and exceeding 7.0 mmol/L, respectively. While mild hyperkalemia requires monitoring and diet restriction, moderate and severe hyperkalemia may cause cardiac complications.2

                         

                        Epidemiology of Hyperkalemia

                        Hyperkalemia is a common occurrence. A 2016 American study of 194,456 outpatients found that over a 3-year period, 10.8% of patients had potassium levels greater than 5 mEq/L and 2.3% of the patients had potassium levels greater than 5.5 mEq/L.3 A 2017 study conducted in a large Swedish healthcare system followed 364,955 participants over three years.4 The researchers defined hyperkalemia as potassium exceeding 5 mmol/L and moderate/severe hyperkalemia as potassium exceeding 5.5 mmol/L. Hyperkalemia occurred in 25,461 individuals (7%), and 9,059 individuals (2.5%) had moderate/severe hyperkalemia.4

                         

                        Elevated potassium levels are more common in patients with chronic kidney disease (CKD) than in patients without CKD. One study involving four clinical centers and 820 patients in the United States (U.S.) found that 8% of patients with CKD had hyperkalemia.5 A study involving 55,266 patients with glomerular filtration rate (GFR) less than 60 (an indicator of kidney dysfunction) enrolled in a managed care organization in the U.S. found that 5% of patients had potassium levels at or exceeding 5.5 mEq/L and 20% experienced potassium levels at or exceeding 5 mEq/L.5 A French study involving 1,038 patients found that 17% of those with stage 2 through 5 CKD had potassium levels at or exceeding 5 mEq/L.5 An additional study that enrolled 36,359 patients with stage 3 or 4 CKD found that 3% had potassium levels at or exceeding 5 mEq/L.5

                        Hyperkalemia’s History

                        Sir Humphry Davy at the Royal Institution in London first isolated potassium in 1807 using electrolysis of dry molten caustic potash (KOH, potassium hydroxide). Potassium is an alkali metal and silvery-white in color. It consists of 19 electrons and 19 protons. At 20°C, it has a density of 0.862 g/cm. Potassium is present in all meats, plants, and dairy products and is abundant in fruits and vegetables.6

                         

                        Potassium is important for maintaining cellular function. All cells have a sodium-potassium ATPase (Na+ -K+ ATPase) exchanger, which is partially responsible for maintaining the membrane potential. This serves as a basis for conduction of nerve impulse and stabilization of blood pressure.7 A diet rich in potassium has been associated with reducing blood pressure, lowering the risk of stroke and nephrolithiasis (kidney stones), and improving bone health.

                         

                        The body maintains potassium homeostasis through various means. Total body potassium content is achieved by alterations in renal (kidney) excretion of potassium in response to potassium intake. Insulin and beta-adrenergic tone (responsiveness of the autonomic nervous system) help regulate extracellular and intracellular content of potassium.7 In short, extreme low and high potassium levels are not compatible with life.

                         

                        PAUSE and PONDER: Did you know that a higher-than-normal potassium level (hyperkalemia) can cause neuromuscular symptoms such as muscle cramps and cardiovascular symptoms such as irregular heartbeat? What causes hyperkalemia?

                         

                        Causes and Clinical Manifestations

                        Hyperkalemia has many causes, including but not limited to, tissue injury, insulin deficiency, exercise, medications, and excess dietary potassium intake8,9:

                        • Trauma, massive hemolysis (destruction of red blood cells), and tumor lysis (rapid breakdown of cancer cells) may cause tissue injury, which in turn may cause hyperkalemia.
                        • Insulin deficiency may cause hyperkalemia. Insulin regulates glucose concentration in the plasma and also causes potassium to move into cells until the kidneys have sufficient time to excrete the dietary potassium load and re-establish total-body potassium content.
                        • During exercise, potassium is released from skeletal muscle cells and accumulates in the interstitial compartment (a small space in a tissue or between parts of the body), where it exerts a vasodilatory effect (widening of blood vessels).
                        • Medications may cause hyperkalemia by interfering with the renin-angiotensin-aldosterone system (RAAS). RAAS is a normal cascade that functions in the homeostatic control of arterial pressure, tissue perfusion, and extracellular volume. While many medications may offer cardiovascular benefits by deregulating the RAAS, they can cause concurrent hyperkalemia because the RAAS facilitates potassium excretion in the kidneys.
                        • Medications such as nonsteroidal anti-inflammatory drugs (NSAIDs), beta-blockers (e.g., atenolol, metoprolol, propranolol), cyclosporine, and tacrolimus may cause hyperkalemia by impairing the release of renin.
                        • Angiotensin-converting-enzyme inhibitors (ACEi) such as benazepril, captopril, enalapril, lisinopril, perindopril, and quinapril block the formation of angiotensin II. Angiotensin-receptor blockers (ARBs) such as azilsartan, candesartan, irbesartan, losartan, olmesartan, telmisartan, and valsartan prevent angiotensin II from binding to its adrenal receptor. Both mechanisms contribute to the development of hyperkalemia.
                        • Heparin causes hyperkalemia by interfering with aldosterone biosynthesis in the adrenal gland.
                        • Amiloride, pentamidine, triamterene, and trimethoprim block sodium reabsorption in the collecting tubule and reduce the negative potential of the lumen. By doing so, they reduce potassium secretion from the kidneys.
                        • Spironolactone and eplerenone prevent aldosterone from binding with its receptor and increase the likelihood of hyperkalemia.

                        Excess potassium intake contributes the development of hyperkalemia. Table 1 lists foods and their elemental potassium contents. Patients with CKD should adhere to a low potassium diet, but patients often find this difficult in real-world scenarios.10 In addition, potassium-rich diets (foods with more than 200 mg per serving are considered potassium-rich) have numerous health benefits including blood pressure reduction, reduction in risk of CKD progression, and cardiovascular disease and stroke prevention. A low potassium diet may present a treatment dilemma because it may prevent patients from receiving these benefits.10

                        To prevent hyperkalemia, limited dietary potassium intake is necessary. Patients who are diagnosed with hyperkalemia or at risk of developing hyperkalemia should limit potassium intake from all sources including food, salt substitutes, and supplements to about 40 to 60 mEq (mmol) per day.11

                         

                        Table 1. Potassium Content of Selected Common Food and Salt Substitutes12

                        Food Elemental Potassium Content
                        Milligrams (mg) Milliequivalents (mEq)*
                        Milk 350 9
                        Apricot (5) 480 12
                        Avocado 300 7-10
                        Banana 451 12
                        Cantaloupe (1/4) 412 11
                        Kiwi 252 6
                        Nectarine 288 7
                        Orange 300 7
                        Papaya (1/4) 390 10
                        Peach 305 8
                        Prunes, 5 dried 365 9
                        Raisins (1/2 cup) 553 14
                        Watermelon (1/16) 560 14
                        Juices (serving size 4oz = 1/2 cup = 120ml)
                        Apple juice 148 4
                        Grapefruit juice 210 6
                        Orange juice, frozen 252 7
                        Pineapple juice 148 4
                        Prune juice 301 8
                        Tomato juice 225 6
                        Nuts (serving size 1oz = 30 g)
                        Almonds, dry roasted 210 5
                        Cashews 187 4
                        Salt substitutes (serving size ¼ cup)
                        Examples: NoSalt, Nu-Salt 610-795 15-20
                        Vegetables (Serving size 8 oz = 1 cup = 240ml)
                        Acorn squash, cooked 896 23
                        Beets 530 13
                        Broccoli, frozen, cooked 332 9
                        Brussel sprouts, cooked 494 13
                        Butternut squash, cooked 583 15
                        Collards, frozen, cooked 427 11
                        Kidney beans, cooked 713 18
                        Lentil, cooked 731 19
                        Lettuce, 1 head Boston 419 10
                        Mushrooms 550 14
                        Pinto beans, cooked 800 20
                        Potato, baked with skin 844 21
                        Potato without skin 600 15
                        Pumpkin, canned 506 12
                        Soybeans, cooked 972 24
                        Spinach, raw or cooked 838 21
                        Split peas, cooked 710 18
                        Sweet potato, baked with skin 350 9
                        Tomato 251-273 7
                        White navy beans, cooked 669 18
                        Zucchini, cooked, sliced 456 12

                        *Also equivalent to millimoles (mmol)

                         

                        PAUSE AND PONDER: In a reported case, an individual chewed and ingested burnt match heads in a condition called cautopyreiophagia. This activity resulted in a plasma potassium concentration of 8 mmol/L and contributed 80 mmol of daily potassium intake. What signs of hyperkalemia did he probably experience?

                        Hyperkalemia is usually asymptomatic. However, neuromuscular and cardiac abnormalities may develop as hyperkalemia worsens. Neuromuscular manifestations of hyperkalemia can include paresthesia (tingling or prickling) and fasciculations (muscle twitching) in the arms and legs.8 Severe hyperkalemia can cause paralysis that leads to flaccid quadriplegia (paralysis of all four limbs).8 In addition to neuromuscular abnormalities, hyperkalemia may lead to electrocardiogram (ECG) changes. Hyperkalemia causes ECG changes in a dose-dependent manner 13:

                        • Potassium levels between 5.5 to 6.5 mEq/L: ECG will show tall, peaked T waves
                        • Potassium levels between 6.5 to 7.5 mEq/L: ECG will show loss of P waves
                        • Potassium levels between 7 to 8 mEq/L: ECG will show widening of the QRS complex
                        • Potassium levels between 8 to 10 mEq/L: ECG will produce cardiac arrhythmias, sine wave pattern, and asystole

                         

                        These cardiac abnormalities can lead to dysrhythmias and death.13

                        TREATING HYPERKALEMIA

                        In acute hyperkalemia, patients with potassium levels exceeding 6 mmol/L or patients have who hyperkalemia with any new ECG changes should be referred to a healthcare facility with cardiac monitoring. Kidney Disease: Improving Global Outcomes (KDIGO) recommends monitoring vital signs and cardiac changes.14 In hyperkalemic patients with ECG changes, KDIGO recommends treatment with calcium chloride, insulin, and beta-agonists. In patients with concomitant metabolic acidemia (lower blood pH), KDIGO recommends sodium bicarbonate. Subsequently, KDIGO considers the use of potassium-binding drugs and loop diuretics. KDIGO suggests dialysis in cases of persistently elevated potassium concentrations exceeding 6 mmol/L or ECG changes that are unresponsive to medical management.14

                        Treatment of Acute Hyperkalemia

                        Acute hyperkalemia is generally defined as a serum potassium concentration exceeding the upper limit of normal that is not known to be chronic.14 Currently, clinicians use no universal classification or monitoring for hyperkalemia. Similarly, no universally accepted treatment guidelines for acute and chronic hyperkalemia exist. Clinicians should not initiate treatment of acute hyperkalemia solely based on serum level of hyperkalemia; they should also consider patients’ clinical manifestations (e.g., ECG changes). Treatment options for acute hyperkalemia may include intravenous calcium gluconate, insulin, inhaled beta-agonists, intravenous sodium bicarbonate, and dialysis. Table 2 expounds on these treatment options.11

                         

                        Table 2. A Summary of Treatment Options for Acute Hyperkalemia11

                        Treatment Option Dosage Advantage(s) Disadvantage(s)
                        Intravenous calcium gluconate 1 gram via IV piggyback (small bag of solution attached to primary infusion line). Repeat in 5 minutes if needed Fast onset Dose not lower potassium level, only normalizes ECG changes
                        Intravenous insulin 5–10 units or 0.1 units/kg, maximum 10 units Fast onset, most reliable treatment Usually given with dextrose to minimize hypoglycemia
                        Inhaled beta-agonists (e.g., albuterol) 10–20 mg via nebulizer Fast onset Inconsistent effect, nonselective beta-blockers such as propranolol and sotalol may be less effective
                        Intravenous sodium bicarbonate 50 mEq, which is equivalent to 50 ml of 8.4 % sodium bicarbonate over 5 minutes. Repeat in 30 minutes as needed Work best with acidosis (pH < 7.2) Variable onset of action
                        Dialysis Treatment given daily or a few days a week Reliable treatment to remove waste, effective method to attain norkalemia Extensive equipment and knowledge required to conduct treatment

                        ECG, electrocardiogram; IV, intravenous.

                        Intravenous calcium gluconate for acute hyperkalemia works by stabilizing membrane potential and normalizing ECG changes to prevents irregular heart rhythm. However, it does not lower serum potassium levels. It’s duration of effect ranges from 15 minutes to one hour. It may cause adverse effects such as local irritation, hypercalcemia (elevated calcium levels), hypotension (low blood pressure), and bradycardia (slowed heart rate). If no effect is observed in five minutes, another dose may be given.10

                        Intravenous insulin works by shifting potassium from extracellular to intracellular space. It has an onset of 15 to 30 minutes and a duration of four to six hours. It may cause hypoglycemia (low blood sugar) and hypokalemia (low potassium levels). Clinicians typically give intravenous insulin with glucose to prevent hypoglycemia during acute hyperkalemia treatment.10

                        Inhaled beta-agonists act within 30 minutes to redistribute potassium from the extracellular to intracellular space. It has an onset of 30 to 60 minutes and duration of effect from two to four hours. Adverse effects include tachycardia (elevated heart rate), tremor, vasoconstriction (narrowing of blood vessels), and hyperglycemia.10

                        Intravenous sodium bicarbonate is another option to treat acute hyperkalemia. It lowers serum potassium levels by increasing potassium elimination through the urine. It has an onset of action of 30 minutes to four hours and a duration of effect of approximately two hours. Possible adverse events include hypocalcemia, metabolic alkalosis (elevated blood pH), hypernatremia (elevated sodium), fluid overload, worsening hypertension, and heart failure.10

                        Patients may receive one of two types of dialysis: peritoneal dialysis or hemodialysis. Peritoneal dialysis uses the lining of the abdominal cavity to filter body waste. A surgeon places a catheter in the abdominal cavity. The dialysis solution enters the abdominal cavity through the catheter and will drain out of the abdominal cavity. Hemodialysis, uses a machine to remove excess water and waste products. A machine removes blood from the body and infuses it through a filter. A dialysate solution flows on the other side of the membrane and draws impurities from the blood. Dialysis is an effective treatment for hyperkalemia.15

                        Pause and Ponder: SPS used to be the “gold standard” in treating chronic hyperkalemia. What are the newer potassium binders? Are they safe and effective?

                        Treatment of Chronic Hyperkalemia

                        Chronic hyperkalemia is defined as recurrent episodes of elevated serum potassium concentrations.10 Treatment options include loop diuretics, RAASi dose modification, identification and removal of hyperkalemia-causing medications, and potassium binders.10

                        Loop diuretics—often used for other indications, such as hypertension and heart failure—increase urinary potassium excretion at the collecting duct of the kidney. Providers commonly use furosemide, a loop diuretic, in chronic hyperkalemia. They often prescribe them with thiazides, ACEIs, and ARBs. However, loop diuretics have their limitations. They may cause volume depletion (reduced blood volume) and their effectiveness declines as renal function declines.11

                        Another treatment option for chronic hyperkalemia is the modification of dosage or interruption of RAASi therapy. No generally accepted guidelines regarding this strategy in patients who experience hyperkalemia exist. However, the European Society of Cardiology recommends patients continue or titrate RAASi treatment to optimal doses in the event of mild hyperkalemia levels between 5.1 and 5.5 mEq/L and moderate hyperkalemia levels between 5.6 and 6 mEq/L.16

                        Potassium binders—including SPS, SZC, and patiromer—are one of the most promising treatments for chronic hyperkalemia. In general terms, a patient will consume fluids with potassium binders. Potassium binders bind to potassium in the bowel and exchange with calcium, sodium and/or hydrogen, usually at the colon. The body will then excrete the potassium in the feces.17 Table 3 displays onset of action, mechanism of action, and common adverse effects of potassium binders.10 Note that all potassium binders have a relatively slow onset of action, making them inadequate therapies for acute hyperkalemia.

                         

                        Table 3. Selected Characteristics of Available Potassium Binders10, 20, 18, 19

                        Drug Onset of Action Mechanism of Action Adverse Effects Usual adult starting dose
                        Patiromer 7 hours Potassium binding in exchange for calcium in GI tract Abdominal discomfort, constipation, diarrhea, nausea, flatulence, hypomagnesemia 8.4 grams orally once daily
                        Sodium zirconium cyclosilicate (SZC) 1–6 hours Potassium binding in exchange for hydrogen and sodium in GI tract Constipation, diarrhea, nausea, vomiting, mild-to-moderate edema 5 grams orally once daily
                        Sodium polystyrene sulfonate (SPS)

                         

                        2-6 hours Potassium binding in exchange for sodium in GI tract constipation, diarrhea, nausea, vomiting, gastric irritation, hypomagnesemia, hypocalcemia, edema, hypokalemia, systemic alkalosis, intestinal necrosis

                         

                        15 to 60 grams orally daily

                        GI, gastrointestinal.

                         

                        SPS, approved by the Food and Drug Administration (FDA) in 1958, has been the “gold standard” and the lone potassium binder for several decades. Its mechanism of action is potassium binding in exchange for sodium in the gastrointestinal (GI) tract. However, its adverse effect profile is unfavorable and erratic. In fact, the FDA issued a warning for SPS regarding the risk of colonic necrosis (tissue death) and other GI adverse effects when used with sorbitol in 2009.10

                        Patiromer is a potassium binder approved by the FDA in 2015. It works by binding potassium in exchange for calcium in the GI tract. To date, it has not caused serious adverse effects. Most of the adverse effects are GI disorders (e.g., constipation).10 Approved in 2018 by the FDA, SZC is the newest potassium binder. Its mechanism of action differs from patiromer. It binds potassium in exchange for hydrogen and sodium in the GI tract and its main site of action is in the small and large intestines. No serious adverse effects have been reported. Adverse effects are mild and usually GI disorders such as constipation.10 Veltassa (patiromer) comes in single-use packets containing 1 gram, 8.4 grams, 16.8 grams, or 25.2 grams. User should store Veltassa in the refrigerator at 2°C to 8°C (36°F to 46°F).20

                        Lokelma (SZC) comes in packets containing 5 grams or 10 grams. User should store Lokelma at 15°C to 30°C (59°F to 86°F).18

                        COMPARING PATIROMER AND SZC

                        Patiromer and SZC are safe and effective treatments for chronic hyperkalemia. They allow for continuance and optimal doses of RAASi in patients who develop hyperkalemia secondary to RAASi use. They also enable patients to experience optimal hemodialysis outcomes and can ease the dietary potassium restriction. Providers select a potassium binder based on safety and efficacy, cost, insurance coverage, and roles in the treatment of chronic hyperkalemia, which are discussed in detail below.

                        Cost and Insurance Coverage

                        Newer potassium binders are costly alternatives to traditional drugs for hyperkalemia. Table 4 lists their estimated out-of-pocket costs as of December, 25, 2023 according to GoodRx. The cost difference between patiromer and SZC is relatively small.21

                        Table 4. Estimated Out-of-Pocket Costs of Patiromer and SZC22

                        Drug Units Cost
                        Patiromer 8.4 g x 4 Packs $ 181.53
                        8.4 g x 30 Packs $ 940.61 – 989.34
                        16.8 g x 30 Packs $ 940.61 – 989.34
                        25.2 g x 30 Packs $ 940.61 – 989.34
                        Sodium zirconium cyclosilicate (SZC) 10 g x 11 $ 289.27 – 324.67
                        10 g x 30 $ 782.16 – 871.05
                        5 g x 11 $ 289.40 – 324.67
                        5 g x 30 $ 781.61 – 782.16

                         

                        Typical monthly costs associated with patiromer and SZC might be unaffordable for many Americans. However, the vast majority of patients have health plan coverage. (Note that the insurance discussions below are current as of January 2023.)

                        The Humana website reveals that some Humana Medicare plans cover all doses of patiromer at tier 3 (i.e., they are covered with a prior authorization), while some plans cover only select doses of SZC. These Humana plans include, but are not limited to, Humana Gold Plus HMO H5619-150, Humana Community H7621-002, Humana Gold Plus HMO H5619-148, Humana Walmart Value Rx Plan PDP, Humana Basic Rx Plan PDP, and Humana Premier Rx Plan PDP.23 (Note that an HMO is a type of insurance with a network of contracted physicians and a PDP is a Medicare Part D prescription drug plan.)

                        A cursory check on Scan Health Plans website reveals that Scan Medicare plans appear to cover all doses of patiromer at tier 3, while SZC is not on formulary. These Scan health plans include but are not limited to, Village Health, Scan Classic, and Scan Venture. These plans require a prior authorization on patiromer.24

                        The Wellcare website indicates that Wellcare Medicare plans cover patiromer at tier 3 without a prior authorization. These plans include but are not limited to Wellcare Classic PDP, Wellcare Value Script PDP, and Wellcare Medicare RX Value Plus PDP. Interestingly, the Wellcare Dual Align 129 plan covers SZC at tier 1 and it requires no prior authorization. It’s important to remember that a covered drug does not mean free. Patiromer’s yearly copay costs (what a patient is required to pay) may exceed $2000, and SZC can cost patients more than $1000 annually.25

                        Manufacturers of both SZC and patiromer offer $0 per month copay savings cards. To use these cards, patients must have commercial insurance that does not cover the full prescription cost or be uninsured and responsible for the full prescription cost. Patients who are ineligible for these savings cards include those who are26,27

                        • enrolled in Medicare Part D, Medicaid, Medigap, Veterans Affairs, Department of Defense programs, or TriCare
                        • Medicare eligible and enrolled in an employer-sponsored group waiver health plan or government-subsidized prescription drug benefit program for retirees

                        Pharmacy staff can assist cash-paying patients without insurance contact drug manufacturers to inquire about their patient assistance programs.

                        Breaking Down the Prior Authorization Process

                        As noted, some health insurance plans require a prior authorization to cover the newer potassium binders such as patiromer and SZC. This means the insurance company requires extra steps to determine whether a specific medical treatment, procedure, medication, or service is medically necessary and covered under a patient's health insurance plan. Pharmacists and pharmacy technicians can initiate the prior authorization process. Familiarity with the prior authorization process for various insurance plans is imperative for pharmacy staff. Although insurance plans have different forms and requirements within the prior authorization process, the basic steps are the same.

                        The major steps of the prior authorization process are as follows:

                        1. Download prior authorization forms from the insurance company website to determine what they require
                        2. Collect laboratory values, medical history, diagnosis, medical justification, drug history, rationale for request, and other pertinent patient information
                        3. Complete the prior authorization forms
                        4. Fax completed prior authorization forms to the insurance company or upload them via online platforms
                        5. Start the appeal process if denied

                        Pharmacists can enlist pharmacy technicians’ help to perform most or all of these steps.

                        The prior authorization process can take up anywhere from one day to more than a week. It is important to explain to patients that a prior authorization requirement does not mean a medication is not covered. It simply means that the insurance company might need more information before it covers the medication.

                        Pharmacy staff can sometimes initiate an appeal process if the insurer denies the medication. The most common reason for rejection/denial is insufficient supporting information. The other common reason for rejection/denial is drug class exclusion. For example, some Medicare part D plans do not cover certain drug classes. Once the provider or pharmacy submits an appeal, the insurance company usually takes one to two days to respond. Remember that manufacturer sponsored patient assistance programs can help patients who cannot afford the copay and patients who do not have insurance, and pharmacy staff can help patients with enrollment.

                        Table 5 lists the contact information for selected insurance plans. However, most tasks or inquiries can be handled online.

                        Table 5. Contact Information on Selected Insurance Plans28,23,24,25

                        Plan Department Phone number
                        Humana Humana Clinical Pharmacy Review Department 800-555-2546
                        Express Scripts Express Scripts Coverage Review Department

                         

                        800- 753-2851
                        Scan Medical Reviews Department 844-424-8886
                        WellCare Pharmacy Appeals Department 855-538-0453

                         

                        Safety and Efficacy of Patiromer

                        The phase 2, multicenter, open-label, randomized AMETHSYT-DN trial determined patiromer starting doses for a phase 3 study and evaluated the long-term safety and efficacy of patiromer in 306 outpatients with hyperkalemia. The mean reduction from baseline in serum potassium level at week 4 or time of first dose titration in patients with mild hyperkalemia was 0.35, 0.51, and 0.55 mEq/L for groups starting at 4.2 g twice daily, 8.4 g twice daily, and 12.6 g twice daily, respectively.29 For patients with moderate hyperkalemia, the reduction was 0.87, 0.97, and 0.92 mEq/L for patients starting at 8.4 g twice daily, 12.6 g twice daily, and 16.8 g twice daily, respectively.29

                        From week four through week 52, AMETHYST-DN researchers observed statistically significant mean decreases in serum potassium levels. Over the 52-week-long trial, hypomagnesemia (7.2%) was the most common treatment-related adverse event and mild to moderate constipation (6.3%) was the most common GI adverse event. The researchers concluded that patiromer starting doses of 4.2 to 16.8 g twice daily resulted in statistically significant decreases in serum potassium levels after four weeks of treatment, lasting through 52 weeks.29

                        The OPAL-HK clinical trial assessed the safety and efficacy of patiromer with an initial treatment phase and a withdrawal phase.30 Among 237 patients in the initial treatment phase, the mean change in serum potassium level was -1.01 mmol per liter. Among 107 patients in the randomized withdrawal phase, the median increase in potassium levels from baseline of that phase was greater with placebo than with patiromer. The most common adverse effect in the initial treatment phase was constipation (11%), followed by diarrhea (3%), hypomagnesemia (3%), and nausea (3%). The most common adverse effects of the randomized withdrawal phase in the patiromer group were headache, supraventricular extra systoles (heart rhythm irregularities), constipation, diarrhea, and nausea; all occurred in 4% of all patients.30

                        Safety and Efficacy of SZC

                        The phase 3, multicenter, randomized, double-blind, placebo-controlled HARMONIZE clinical trial evaluated SZC’s efficacy and safety for 28 days in outpatients with hyperkalemia at 44 sites in the U.S., Australia, and South Africa over six months.31 Patients received 10 g of SZC three times daily in the initial 48-hour open-label phase. Of the 258 patients, 237 patients achieved normokalaemia (normal potassium levels) with levels between 3.5 and 5 mEq/L and were randomized to receive SZC 5 g, 10 g, or 15 g or placebo daily for 28 days. In the open-label phase, serum potassium levels declined from 5.6 mEq/L at baseline to 4.5 mEq/L at 48 hours. In the randomized phase, serum potassium was significantly lower during days 8 through 29 with all SZC doses compared to placebo. Adverse events were comparable between SZC and placebo. Edema occurred more often in the 15 g group. Compared with placebo, all three doses of SZC resulted in lower potassium levels and a higher proportion of patients with normal potassium levels for up to 28 days.31

                        The double-blind, placebo-controlled, phase 3b multicenter DIALIZE study evaluated SZC for the management of hyperkalemia in patients undergoing hemodialysis.32 The researchers randomized adults with end-stage renal disease (ESRD) who were managed with hemodialysis three times weekly to SZC or placebo. These patients had pre-dialysis hyperkalemia and received SZC 5 g once daily on non-dialysis days. The researchers titrated doses to maintain normokalaemia over four weeks in 5 g increments to a maximum of 15 g. About 41.2% of patients in the SZC group responded to treatment compared with 1% of the 99 patients receiving placebo. Serious adverse events occurred in 7.3% of patients in the SZC group and 8.1 % of patients in the placebo group.32

                        CASE STUDIES

                        Hyperkalemia usually occurs as a result of other illnesses. Certain medical conditions such as advanced stages of CKD, heart failure, hypertension, diabetes, myocardial infarction, and/or any combinations of these conditions increase the risk of hyperkalemia.10 Treating the underlying diseases may alleviate the severity of hyperkalemia. While it’s critical to treat the whole patient, certain comorbidities are of utmost importance, including those imposing the greatest risks of morbidity and mortality. The key is to prioritize treatments according to the risks. Heart diseases, stroke, diabetes, and kidney diseases ranked first, fifth, eighth, and tenth, respectively, in the top 10 leading causes of death in the U.S. in 2021.33

                        Case Study #1

                        Joan Smith is a female patient born on June 18, 1956. She has been diagnosed with type 2 diabetes, ESRD, osteoarthritis, hypertension, atrial fibrillation, and hyperkalemia. Dr. Bach contacted the pharmacist to conduct a comprehensive medication therapy management (MTM) and suggest an alternative to replace SPS.

                        Below is a list of selected recent lab values for Joan:

                        Item Result Units Interval
                        A1C 9.6 (H) N/A < 6.5
                        BUN 28 (H) mg/dL 8 – 27
                        Creatinine 2.3 (H) mg/dL 0.76 – 1.27
                        Potassium 5.3 (H) mmol/L 3.5 – 5.2
                        Sodium 145 (H) mmol/L 134 – 144
                        Chloride 99 mmol/L 96 – 106
                        Carbon dioxide 26 mmol/L 20 – 29
                        Calcium 9.1 mg/dL 8.6 – 10.2
                        Protein, total 8.2 (H) g/dL 6.8 – 8.0
                        Albumin (A) 5.0 (H) g/dL 3.8 – 4.8
                        Globulin (G), total 3.3 g/dL 1.5 – 4.5
                        A/G ratio 1.6 N/A 1.2 – 2.2
                        Bilirubin, total 0.4 mg/dL < 1.2

                        A1C, hemoglobin A1C; BUN, blood urea nitrogen.

                        Joan is taking the following medications:

                        • NPH/regular human insulin 70/30 50 units subcutaneously twice daily
                        • Lisinopril 20 mg orally once daily
                        • SPS 60 mL orally as needed
                        • Nephro-Vite 1 tablet orally once daily
                        • Apixaban 5 mg orally twice daily
                        • Aspirin 81 mg orally once daily
                        • Ibuprofen 600 mg orally three times daily

                         

                        Joan’s A1C is out of range, so she would benefit from tighter blood sugar control. The pharmacist recommended changing NPH/regular human insulin (70/30) to lispro 16 units subcutaneously three times daily before meals and glargine 50 units subcutaneously once daily at bedtime. For Joan’s osteoarthritis, changing ibuprofen to acetaminophen 650 mg by mouth every eight hours is prudent because ibuprofen, an NSAID, may precipitate the development of hyperkalemia. While NSAIDs are not contraindicated in patients with kidney disease, clinicians should use the lowest dose possible for the shortest duration and avoid using NSAIDs at all in patients with severe kidney disease. Clinicians can consider a topical NSAID for mild osteoarthritis pain in smaller joints.34 Joan had mild hyperkalemia as indicated by her laboratory result. Her elevated BUN and creatinine values indicate that her renal function is insufficient. Joan’s sodium level is also elevated at 145 mmol/L. Both SPS and SZC can cause sodium overload, so they might not be the most appropriate choice for Joan. It may not be prudent to discontinue or reduce Joan’s lisinopril dose (RAASi therapy). Joan was advised to follow up with Dr. Bach at the next office visit.

                        After a thorough teleconference with Dr. Bach, the pharmacist recommends starting patiromer with an initial dose of 8.4 g once daily after discontinuing the SPS. Upon consultation with the patient and her caregiver, the technician reminds them to store patiromer in the refrigerator at 2°C to 8°C (36°F to 46°F). If stored at room temperature (25°C ± 2C° [77°F ± 4°F]), they must use the patiromer within three months. For either storage condition, they must not use patiromer after the expiration date printed on the packet and avoid exposing it to excessive heat greater than 40°C (104°F).20

                        In addition, the pharmacist inquired about Joan’s use of over-the-counter herbal medications. The pharmacist informed Joan that certain herbal medications or supplements such as noni juice may cause or exacerbate hyperkalemia.35 Unconventional over-the-counter traditional Chinese medicines such as dried skin of toads (Chinese name: Chan Su) may cause poisoning and result in hyperkalemia.36

                        Case study #2

                        John Williams is a male patient born on August 29, 1965. He has been diagnosed with hyperkalemia, ESRD, hyperlipidemia, type 2 diabetes, erectile dysfunction, hypertension, and heart failure. His most recent lab values are presented below.

                        Item Result Units Interval
                        A1C 11.1 (H) N/A < 6.5
                        BUN 29 (H) mg/dL 8 – 27
                        Creatinine 2.45 (H) mg/dL 0.76 – 1.27
                        Potassium 4.8 mmol/L 3.5 – 5.2
                        Sodium 135 mmol/L 134 – 144
                        Chloride 98 mmol/L 96 – 106
                        Carbon dioxide 27 mmol/L 20 – 29
                        Calcium 11.0 (H) mg/dL 8.6 – 10.2
                        Protein, total 8.2 (H) g/dL 6.8 – 8.0
                        Albumin (A) 5.1 (H) g/dL 3.8 – 4.8
                        Globulin (G), total 3.4 g/dL 1.5 – 4.5
                        A/G ratio 1.5 N/A 1.2 – 2.2
                        Bilirubin, total 0.5 mg/dL < 1.2

                        A1C, hemoglobin A1C; BUN, blood urea nitrogen.

                        John is taking the following medications:

                        • Patiromer 16.8 mg orally once daily
                        • Metoprolol succinate ER 100 mg orally once daily
                        • Simvastatin 40 mg orally once daily
                        • Sildenafil 50 mg orally as needed for sexual activity
                        • Sacubitril-valsartan 97-103 mg orally twice daily
                        • Spironolactone 100 mg orally once daily
                        • Insulin glargine 40 units subcutaneously at bedtime
                        • Insulin lispro 14 units subcutaneously 15 minutes before each meal
                        • Semaglutide 2 mg subcutaneously once weekly
                        • Empagliflozin 25 mg orally once daily
                        • Calcifediol 30 mg orally once daily

                         

                        John first experienced high sodium levels while on SPS due to the sodium load per dose. Subsequently, John was prescribed patiromer and experienced stomach upset. Dr. Kidd contacts the pharmacist to conduct a comprehensive MTM and suggest an alternative to replace patiromer.

                        John’s potassium level was within range and his condition has been stable. However, the calcium level (11.0 mg/dL) is elevated. Patiromer might not be the most appropriate choice. The pharmacist recommended considering SZC. John can start on an initial dose of 10 g orally 3 times daily for 48 hours, followed by 10 g once daily thereafter. Sacubitril-valsartan (RAASi therapy) reduces the risk of hospitalization and spironolactone substantially lowers the risk of both morbidity and death among patients with severe heart failure.37 As a result, the pharmacist recommended that John remain on sacubitril-valsartan and spironolactone as prescribed.

                        John’s glucose level (A1C) was out of range at 11.1. He would benefit from continuous glucose monitoring (CGM). The pharmacist introduced a commercially available CGM device to John and encouraged him to monitor his glucose level after meals, at bedtime, and at any time John feels there is a need to monitor. To reach A1C target, John should titrate his basal insulin (glargine) by increasing 2 units every three days and prandial insulin (lispro) by 1 to 2 units twice weekly without hypoglycemia.

                        The pharmacist asked John about the use of salt substitutes and advised him that some salt substitutes may cause hyperkalemia. Regarding erectile dysfunction, John stated that sildenafil was, “…working somewhat but I need a bit more help. My sex life is not what it used to be. Maybe I can purchase something over-the-counter to spice it up!” The pharmacist discouraged the use of commercially available over-the-counter aphrodisiacs containing digoxin-like substances. Atrial fibrillation, ventricular fibrillation, and death have been reported with their use.38

                        CONCLUSION

                        No universally accepted guidelines exist for monitoring and classification of hyperkalemia. Similarly, no universally accepted guidelines exist for dosage modification of RAASi therapy. When selecting drugs to treat hyperkalemia, healthcare professionals should consider factors such as co-existing diseases, duration of action, onset of action, cost, drug interactions, food interactions, cardiovascular benefits, and renal benefits. Newer potassium binders may help optimize RAASi therapy and provide a safe and reliable chronic hyperkalemia treatment option. The use of these newer potassium binders and the optimal use of RAASi therapy may improve cardiovascular outcomes.

                         

                        Pharmacist Post Test (for viewing only)

                        ACUTE AND CHRONIC HYPERKALEMIA: TREATMENT OPTIONS, POTASSIUM BINDERS, AND CLINICAL CASES
                        Pharmacist Post-test

                        Learning Objectives
                        After taking the continuing education activity, pharmacists will be able to
                        • Identify foods that cause hyperkalemia
                        • List medications that cause hyperkalemia
                        • Compare and contrast medications that manage acute and chronic hyperkalemia
                        • Determine the best agent to manage hyperkalemia in each case study

                        1. Which of the following juices (serving size = 120 ml) contains the MOST potassium?
                        A. Apple juice
                        B. Pineapple juice
                        C. Prune juice

                        2. Which of the following medications is known to cause hyperkalemia?
                        A. Acetaminophen
                        B. Losartan
                        C. Amlodipine

                        3. Jerry Smith is a 55-year-old male patient with a potassium level of 5.5 mEq/L. He is on hydralazine 100 mg three times daily for heart failure. Jerry has occasional episodes of edema in his lower extremities. Dr. Gore, Jerry’s cardiologist, asks you, the pharmacist, to recommend a potassium binder. Which of the following potassium binders is the most appropriate treatment?
                        A. Sodium polystyrene sulfonate
                        B. Sodium zirconium cyclosilicate
                        C. Patiromer

                        4. Which of the following adverse effects is the most concerning regarding sodium polystyrene sulfonate when used with sorbitol?
                        A. Constipation
                        B. Edema
                        C. Colonic necrosis

                        5. Which of the following foods contains the MOST potassium?
                        A. One whole orange
                        B. One whole peach
                        C. One whole nectarine

                        6. Which one of the following medications can cause hyperkalemia?
                        A. IV calcium gluconate
                        B. Insulin glargine
                        C. Beta-blockers

                        7. Melissa Kennedy is a 60-year-old female patient with acute hyperkalemia (potassium level > 6.5 mEq/L). Her ECG shows loss of P waves. Dr. Patel would like to start treatment. However, Dr. Patel is concerned with the accompanying metabolic acidosis. Which of the following acute hyperkalemia treatments is the MOST appropriate?
                        A. Intravenous sodium bicarbonate
                        B. Inhaled beta-agonist
                        C. Intravenous calcium gluconate

                        8. Which of the following treatments is BEST for acute hyperkalemia?
                        A. Potassium binders
                        B. Sodium zirconium cyclosilicate (SZC)
                        C. Intravenous insulin

                        9. Which of the following potassium binders exchanges potassium for calcium in the GI tract?
                        A. Sodium polystyrene sulfonate
                        B. Sodium zirconium cyclosilicate
                        C. Patiromer

                        10. Sophia Raya Corona is a 65-year-old patient with underlying renal dysfunction. Sophia has been on losartan 50 mg once daily and spironolactone 25 mg once daily for 5 years. Her hypertension is well-controlled at 120/80 mmHg. Her most recent potassium level is 5.4 mEq/L. Which one of the following actions is MOST appropriate?
                        A. Reduce losartan and spironolactone doses by 50%
                        B. Initiate patiromer therapy
                        C. Initiate sodium polystyrene sulfonate therapy

                        Pharmacy Technician Post Test (for viewing only)

                        ACUTE AND CHRONIC HYPERKALEMIA: TREATMENT OPTIONS, POTASSIUM BINDERS, AND CLINICAL CASES
                        Pharmacy Technician Post-test

                        Learning Objectives
                        After taking the continuing education activity, pharmacy technicians will be able to
                        • Identify foods that cause hyperkalemia
                        • List medications that cause hyperkalemia
                        • Describe the dosing and storage information of patiromer and SZC
                        • Describe the steps of the drug prior authorization process

                        1. Which one of the following doses of patiromer is commercially available?
                        A. 8.5 g
                        B. 15.8 g
                        C. 25.2 g

                        2. Which of the following medications is known to cause hyperkalemia?
                        A. Acetaminophen
                        B. Losartan
                        C. Amlodipine

                        3. Which of the following statements is TRUE regarding storage of patiromer?
                        A. If stored at room temperature, patiromer must be used within six months
                        B. Patient may expose patiromer to excess heat greater than 30°C (86°F) but less than 35°C (95°F)
                        C. Patiromer should be stored in the refrigerator at 2°C to 8°C (36°F to 46°F)

                        4. A patient is picking up a prescription for a potassium lowering medication. You note that he has a piece of fruit in his hand and he seems to be preparing to eat it. Which of the following fruits contains the most potassium and might prompt you to warn him to avoid eating that fruit?
                        A. One whole orange
                        B. One whole peach
                        C. One whole nectarine

                        5. Which one of the following is the first step of the prior authorization process?
                        A. Collecting necessary patient information
                        B. Downloading prior authorization forms
                        C. Completing the prior authorization forms

                        6. Which one of the following is the last step of prior authorization process?
                        A. Starting appeal process if denied
                        B. Downloading prior authorization forms
                        C. Collecting patient information

                        7. Which one of the following medications can cause hyperkalemia?
                        A. IV calcium gluconate
                        B. Insulin glargine
                        C. Beta-blockers

                        8. Which of the following foods contains the MOST potassium?
                        A. Five apricots
                        B. One kiwi
                        C. One banana

                        9. Which of the following statements is TRUE regarding storage requirement of SZC?
                        A. SZC should be stored at room temperature
                        B. SZC should be stored frozen until opened
                        C. SZC should be refrigerated until opened

                        10. Which one of the following medications causes hyperkalemia?
                        A. Ibuprofen
                        B. Acetaminophen
                        C. Patiromer

                        References

                        Full List of References

                        References

                           

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