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Immunization: Our Best Shot – Tips and Tools to Vaccinate Older Adults – RECORDED WEBINAR

About this Course

This course is a recorded (home study version) of the 2024 CE Finale Encore Webinars.

 

Learning Objectives

Upon completion of this application based CE Activity, a pharmacist will be able to:

1.     RECOGNIZE appropriate vaccine recommendations for the older adult population
2.      IDENTIFY potential barriers to vaccinations
3.     ANALYZE current methods used to improve vaccination rates
4.     DISCUSS ways to improve vaccine compliance in your patient population

Release and Expiration Dates

Released:  December 13, 2024
Expires:  December 13, 2027

Course Fee

$17 Pharmacist

ACPE UAN

0009-0000-24-047-H06-P

Session Code

24RW47-FXY23

Accreditation Hours

1.0 hours of CE

Additional Information

 

How to Complete Evaluation:  When you are ready to submit quiz answers, go to the BLUE take test/evaluation button.  Don't forget to use the session code above, or that was sent to you in your confirmation email NOT the one on the presentation!

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 up to 1.0 CE Hours (or 0.1 CEUs)  for completing the activity ACPE UAN 0009-0000-24-047-H06-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

Jack Vinciguerra, PharmD
Express Scripts
St Louis, MO

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. Vinciguerra has no financial 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

Handouts

Post Test

Immunization: Our Best Shot - Tips and Tools to Vaccinate Older Adults

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

• Recognize appropriate vaccine recommendations for the older adult population
• Identify potential barriers to vaccinations
• Analyze current methods used to improve vaccination rates
• Discuss ways to improve vaccine compliance in your patient population

1. How many vaccines does the CDC strongly recommend for older adults?
a. Just two: influenza and COVID
b. Three: influenza, COVID, and RSV
c. Six-ish!!! (It depends)

2. New patient, ES, age 60, has recently moved to Connecticut from Ontario, Canada. The patient reports receiving Zostavax 1 month ago. Which of the following recommendations regarding the administration of Shingrix is correct?
a. Shingrix is contraindicated in those who have received Zostavax.
b. It is recommended to administer the Shingrix vaccine immediately.
c. It is recommended to wait at least 8 weeks after receiving Zostavax.

3. Which of the following situations might act as a barrier to vaccine uptake in older adults?
a. The nearest pharmacy and healthcare facilities are miles away and not on a bus route.
b. Other people at the senior center have had COVID, the flu, or shingles recently and been quite ill.
c. Pharmacy staff asks pleasantly and often if they might be ready to be vaccinated.

4. Which of the following is an example of a contextual influence as defined by the Vaccine Hesitancy Determinants Matrix?
a. Personal experience with vaccinations
b. Communication and media environment
c. Mode of vaccine administration

5. Which of these programs is a federal program that uses digital outreach, television, print, and radio to decrease vaccine hesitancy among older adults?
a. Risk Less, Do More
b. It’s a Sure Shot
c. No Shot in the Dark

6. You’re monitoring vaccine uptake in your community and it is alarmingly low. You decide to use the S-H-A-R-E method of encouraging vaccine uptake. What does the R stand for?
a. Remind patients that getting a vaccine-preventable disease is costly
b. Remind patients that vaccines protect them and their loved ones
c. Remind patients that you have the vaccines they need in stock

Share the tailored reasons why the recommended vaccine is right for the patient
Highlight positive experiences with vaccines (anecdotal or in practice) to strengthen confidence
Address patient questions and concerns about the vaccine
Remind patients that vaccines protect them and their loved ones
Explain the potential costs of getting the disease

VIDEO

Immunization: It is Now Time to Make it Unclear: Reconciling Differences between Public Health Vaccine Recommendations and FDA Product Labeling-RECORDED WEBINAR

About this Course

This course is a recorded (home study version) of the CE Finale Encore Webinars.

 

Learning Objectives

Upon completion of this application based CE Activity, a pharmacist will be able to:

1. Compare and contrast the roles & activities of the Center for Biologics Evaluations and Research (CBER), US Food & Drug Administration (FDA), Centers for Disease Control & Prevention (CDC), and the Advisory Committee on Immunization Practices (ACIP) during the development and clinical use of vaccines in the United States.
2. Describe one specific example where the routine clinical use of a vaccine may differ from FDA-approved product prescribing information due to the following:

(a) costs, (b) disease epidemiology, (c) public acceptance, (d) vaccine supplies.

Release and Expiration Dates

Released:  December 15, 2023
Expires:  December 15, 2026

Course Fee

$17 Pharmacist

ACPE UAN

0009-0000-23-042-H06-P

Session Code

23RW42-KXV39

Accreditation Hours

1.0 hours of CE

Additional Information

 

How to Complete Evaluation:  When you are ready to submit quiz answers, go to the BLUE take test/evaluation button.

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 up to 1.0 CE Hours (or 0.1 CEUs)  for completing the activity ACPE UAN 0009-0000-23-042-H06-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

Jeffery Aeschlimann, PharmD
Associate Clinical Professor-Infectious Disease Specialty
University of Connecticut 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.

  • Dr. Aeschlimann consults with F2G, Inc. but there is no crossover in the topics, so all issues have been mitigated.

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

Handouts

Post Test

 

    Immunizations (Aeschlimann) – Post-Test Questions

     

     

    1. If asked, which of the following activities would the Food and Drug Administration decline to do and send to another agency?

     

    1. Verify appropriate vaccine manufacturing processes
    2. Approve advertising for vaccine products Reporting System (VAERS)
    3. Determine the strategy for public use of vaccines in the U.S.

     

     

    2.) Which of the following items would you expect to always/very-commonly see in the FDA-Approved product labeling for a vaccine product?

     

    1. Instructions for preparation of the product and route of administration
    2. Comparative effectiveness data for people taking chronic steroid therapy
    3. Recommendations for use of lower doses in case of product shortages

     

     

    3.) Which of the following is a correct example of a vaccination situation for which ACIP has issued “Shared Clinical Decision-making” (SCDM) guidance?

     

    1. Intranasal influenza vaccine administration in immunocompromised persons
    2. Respiratory syncytial virus vaccination for adults aged 60 years and older
    3. Human papillomavirus vaccination for persons aged 16-21 years

     

     

    4.) Which entity ultimately approves the content for FDA vaccine product labeling?

     

    1. The Vaccines and Related Biological Products Advisory Committee
    2. The Center for Biologic Evaluation & Research
    3. The Center for Drug Evaluation and Research

     

     

    5.) Which of the following people would be allowed to sit in the CDC’s Advisory Committee on Immunization Practices (ACIP)?

     

    1. A member of a vaccine manufacturer’s current Board of Directors
    2. A college professor whose expertise is mechanical engineering
    3. A practicing physician who is an expert in virology and vaccine safety

     

     

    6.) What does ACIP recommend after healthcare providers receive a full series of hepatitis B immunizations?

     

    1. Serologic testing for all healthcare providers at high risk for occupational percutaneous or mucosal exposure to blood or body fluids.
    2. Serologic testing for immunocomproised healthcare providers at high risk for occupational percutaneous of any type.
    3. Molecular testing for all healthcare providers at high risk for occupational percutaneous or mucosal exposure to blood or body fluids.

    VIDEO

    Immunization: A Quick Refresher: Perfect Intramuscular Injection Technique

    Learning Objectives

     

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

    Review basic intramuscular technique for vaccine administration
    List changes in administration technique that increase safety and decrease patient pain
    Describe the "clean as you go" process that saves time and reduces error

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

    Review basic intramuscular technique for vaccine administration
    List changes in administration technique that increase safety and decrease patient pain
    Describe the "clean as you go" process that saves time and reduces error

       

      Release Date: January 9, 2024

      Expiration Date: January 9, 2027

      Course Fee

      FREE

      There is no funding for this CE.

      ACPE UANs

      Pharmacist: 0009-0000-24-005-H06-P

      Pharmacy Technician:  0009-0000-24-005-H06-T

      Session Codes

      Pharmacist:  21YC03-ABC28

      Pharmacy Technician: 21YC03-CBA24

      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 0009-0000-24-005-H06-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

      Jill M. Fitzgerald, PharmD
      Emeritus Associate Professor of Clinical Pharmacy
      University of Connecticut School of Pharmacy
      Storrs, CT

      Jeannette Y. Wick, RPh, MBA
      Director, Office of Pharmacy Professsional Development
      University of Connecticut School of Pharmacy
      Storrs, CT

      Gabriella Scala
      PharmD Candidate 2022
      University of Connecticut School of Pharmacy
      Storrs, CT

      Samuel Breiner
      PharmD Candidate 2021
      University of Connecticut 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.

      Jill Fitzgerald, Samuel Breiner,  Gabriela Scala and Jeannette Wick have no relationships with ineligible companies.

       

      ABSTRACT

      Over the next months, we expect that more people will receive intramuscular vaccines than ever before. Many pharmacists and in some cases, pharmacy technicians, will mobilize to help with the immunization efforts. Some will take training for the first time, and others will have been trained but rusty. This activity reviews the best practices associated with intramuscular injection. UConn School of Pharmacy is providing this continuing education activity free as a public service.

      CONTENT

      Content

      INTRODUCTION

      As the healthcare community mobilizes and begins vaccinating to prevent the spread of coronavirus-SARS-19, pharmacists and in many places pharmacy technicians will be called to assist. In an effort to engage Americans in the program and encourage vaccination, the media is full of stories and videos of people receiving vaccinations. We at the University of Connecticut School of Pharmacy have watched with great interest, reading national newspapers and watching television clips about vaccination. One comment posted in response to an article in the New York Times caught our attention. Someone who dubbed herself “Retired Nurse” wrote the following comments1:

      “As for sore arms, I am not surprised. The wide variation in injection techniques displayed on television have been horrendous: Slow, tentative needle insertions, not stabilizing the site, too high up in the shoulder, exceptionally large needle lengths in tiny arms, etc. make me cringe. Hilariously, they showed doctors ceremoniously giving some of them on television but let's be honest, most physicians do not routinely administer shots. That task is delegated to a nurse or even a medical assistant in doctors' offices in many states. A vaccination can be a lot less painful, if not virtually painless, with good injection training.”

      We could not agree more, and as we prepare to train people from a number of professions in our state, we decided to create this short continuing education homestudy to help you review injection technique and stay abreast of the most recent developments.

      Intramuscular Injections

      Vaccines administered in pharmacies are generally given by one of two routes: (1) intramuscularly, or (2) subcutaneously. Most (but not all) immunizations are given intramuscularly. Most inactivated vaccines are administered intramuscularly in the deltoid, whereas all live-attenuated injectable vaccines are administered subcutaneously in the anterior arm (midway between the elbow and armpit).2 An exception of a common inactivated vaccine given subcutaneously would be meningococcal vaccine. To date, the available COVID-19 vaccines are all given intramuscularly. Intramuscular (IM) injections are exactly what the name implies – they are injections given into a muscle using a syringe.

      Let’s review the parts of the syringe very quickly. A syringe has three primary parts. The needle, the barrel, and the plunger (see Figure 1). The needle is also called the “sharp,” and for vaccines, it’s a very fine needle. This is the distal part of the syringe that penetrates the skin. The barrel is the tube that holds the vaccine, and it has markings similar to that on a ruler. In most cases, the barrel measures milliliters (mL). The plunger is the plastic device used to pull the vaccine into and push the vaccine out of the syringe.

      Cartoon showing the sections of a syringe, including needle, hub, barrel, and plunger

      An important area of the syringe is called the hub or the hilt. This is the place where the needle meets the barrel. When penetrating the skin, you will push the needle all the way to the hub or the hilt. Before you inject, the entire needle will be in the skin and the muscle – you won’t be able to see any of the metal needle. Many people worry that they will hit the patient’s bone. It’s a comfort to know that if you hit the bone, you will feel it. The patient will not. This is a word-for-word explanation that our peer reviewer and authors like3:

      "Needle length should be chosen based on the body habitus and weight of the patient. A needle that is too long can penetrate the deltoid muscle, hitting the bone. Although patients will not feel their bones being hit, the vaccine might not fully absorb into the muscle, leading to a reduced immune response. Furthermore, if the needle is too short the vaccine might be administered subcutaneously, which might result in decreased immune response and the development of nodules or cellulitus."

      Good Technique

      Good technique starts with preparation. Before you start administering vaccines, it’s essential that you prepare and anticipate how many patients you’ll see and what their needs will be. A cornerstone of good technique is knowing exactly how you will document. Especially with the COVID-19 vaccine, knowing how to document will be essential. Our understanding is that a new Vaccine Administration Management System has been developed to capture that data. When you arrive at your site, and eventually when the vaccine is available in your pharmacy, someone should train you on how to use the Vaccine Administration Management System. As with all vaccines, you’ll need to document the patient’s name, the vaccine’s lot number and expiration date, and where you gave the vaccine (left deltoid, right deltoid, etc.).4 And here is a quick aside: Many pharmacies don’t do a good job of documenting vaccines they give in their medication systems. Be certain to know what documentation is necessary, either in addition to or instead of Vaccine Administration Management System. For instance, health systems will require documentation in their electronic medical records or pharmacy system.

      Before you start, survey your area and ensure that the station at which you vaccinate has a sufficient amount of supplies. Table 1 lists items that you need at your station at all times and items you have to have ready for each patient. One thing we wish to emphasize is a technique that one of our students taught us. When you have gloves on, it’s very difficult to open a Band-Aid and apply it. In anticipation of needing it, if you peel back the outer wrapper before you start, it will be much easier to use the Band-Aid should you need it after vaccination.  Some people even place the small opened section of the bandage on the patient’s skin right next to where they will inject, so it’s easy access. And note that often, if you have good technique, the patient will not bleed. But use a Band-aid in case they “spring a leak” later.

      Table 1. Necessary Supplies for Immunization4,5

      Always at Your Station Have Ready for Each Patient
      •        A sharps container

      •        A handy trash can

      •        Band-Aids

      •        Cleaning solution

      •        Your personal protective equipment (mask, face shield, gloves)

      •        A box of tissues

       

      •        One alcohol wipe

      •        One sterile 2 x 2 gauze pad

      •        A new needle and syringe that are the correct size

      •        A clean pair of disposable gloves (for you to wear) for each patient

      •        A Band-Aid, partially open

       

      Next, commit to cleaning as you go. Have you ever noticed that when you go to any fast food restaurant, it is always clean and organized? That’s because they teach their staff to clean as they go. This lesson, when employed in our homes and in our workplaces, is extremely useful. It’s especially useful when you are immunizing many people. You don’t accumulate trash that has to be picked up later. This process has three key points when it comes to immunization4,5:

      • Throw paper and miscellaneous trash away immediately. What this means is if you take the cap off the needle, throw it in the trash immediately. You won’t be using the cap because we don’t recap needles any longer. Throwing it in the trash ensures you won’t be tempted to recap the needle. Similarly, any paper trash generated from anything that you open should go into the trash can immediately.
      • After you inject and withdraw the needle from the muscle, activate the safety device on the needle using a hands-free method immediately.
      • Place used needles or sharps in the sharps container as soon as you finish with them. Do not place the used syringe on your work area even for a moment. Put it in the sharps container. (Yes, we are stressing this point!)

      Have a Seat, Please

      It’s critical for patients to be seated when you give injections. Ideally, you should be seated also and we will discuss why below. Ask patients to relax their arms. They can place their palms on their legs or dangle their arms at the sides. Completely expose the upper arm and find your upside-down triangle target area of the deltoid muscle. If administering more than one vaccine in the same arm, separate the injection sites by one inch so that any local reactions can be differentiated.6

      As we implied above, for most adults, we administer the COVID-19 and most other IM vaccines in the upper arm. This is the location of the deltoid muscle. You will give the injection in the center of an upside-down triangle. To give the vaccine, completely expose the patient’s upper arm, and feel for the bone that goes across the top of the upper arm. This is the acromion process. The bottom of the acromion process is the flat edge of the inverted triangle (see Figures 2 and 3).5 The triangle points down. It ends at about the level of the armpit. You will inject into the lower two thirds of the deltoid. Note that giving injections in the upper third of the deltoid can damage the muscle and cause inordinate pain.7-9

      Graphic showing the bones of the shoulder, including acromion

       

      Drawing of person showing the deltoid injection area, which is an upside-down triangle in the mid-shoulder

      Shoulder injury related to vaccine administration (SIRVA) is an emerging concern. 3,7-9 This occurs when immunizers inject vaccines into the subdeltoid bursa or within the joint space. SIRVA causes shoulder pain and limited range of motion within 48 hours after IM vaccine administration.10,11 Experts advise immunizers to avoid administering vaccines in the top one-third of the deltoid. Studies show that immunizers who sit and administer vaccines to seated patients, using needles of the appropriate length, reduce the risk of SIRVA.7,8,12

      Let’s get more specific. The correct area to give an injection is in the center of the triangle. You would inject one to two inches or two to three finger widths below the lower edge of the acromion process.5,14 Gently stretch the skin around the injection site with your non-dominant hand. This displaces the subcutaneous tissue, aids needle entry and reduces pain. Insert the needle at a 90 degree angle, all the way to the hub. Depress the plunger at a rate of 1 second for every 0.1 ml of fluid.13 Again, avoid injecting too close to the top of the arm. Don’t use this site if a person is very thin or the muscle is very small. In these cases, it’s better to inject into the anterolateral thigh.4 The SIDEBAR describes considerations when selecting needles size and length.

      A final word before we go to the actual injection process. Please don’t say, “This will not hurt a bit!” People have very different thresholds for pain and it’s impossible to predict whether it will hurt. Develop some language that you are comfortable with, and use it. A good response of people who ask if it will hurt is to say, “It may hurt or sting a little but just for a minute or two.”

      Prepare yourself before you give an injection by using personal protective equipment, and using it correctly.4 During the pandemic, we advise covering your nose and your eyes, keeping your hands away from your face, and washing your hands often. Practice good hygiene before and after immunizing each patient. Do not wear the same set of gloves for more than one patient. Change gloves between patients and wash your hands and sanitize (and let dry) before putting on a new pair of gloves.4,5

      SIDEBAR: Choosing the Right Needle4,5,14-17

      Immunizers will administer current COVID-19 vaccine from Pfizer and Moderna using needles that fall in the ranges of 22-25 gauge and 1-1.5 inches in length. Remember, the higher the gauge, the finer the needle! The Pfizer COVID vaccine is currently approved for ages 16 and older while the Moderna vaccination has approval for ages 18 and older. CDC vaccination recommendations on needle gauge and length are consistent with current Pfizer and Moderna recommendations. The table below summarizes CDC recommendations on general needle gauges and lengths for IM injections based on age.

      Chart showing CDC recommendations on needle gauge and length based on age and weight

      Although we may be injecting 1 to 1.5-inch needles into patients' deltoids now, our near future will consist of younger and frail patients. This may require use of shorter needles (i.e., 5/8 inch) and a different injection site - that being the vastus lateralis (a muscle on the outer thigh).

      Ready, Set, Go

      Let’s go through the process twice and review first the general procedure, then some specifics.

      Here are the steps4,14:

      • First, open the alcohol wipe. Wipe the area where you plan to give the injection.
      • Prepare the needle.
      • Hold (stretch) the skin around where you will give the injection.
      • Insert the needle into the muscle at a 90° angle, all the way to the hub.
      • Inject the vaccine at a rate of 0.1 ml per second.
      • Remove the needle at the same 90 degree angle.

      Now let’s review some nuances.4,5,14

      • First, open the alcohol wipe. Wipe the area where you plan to give the injection. Wiping in a circular motion from the center out sometimes increases circulation and desensitizes the area. However, there’s no need to scrub. Just wipe firmly and dispose of the used alcohol wipe and its wrapper. Let the area dry (approximately 30 seconds) and do not blow on or touch the area until you give the injection.
      • Prepare the needle. Hold the syringe with your dominant hand and pull the cover off with your other hand. Throw the cover in the trashcan immediately so you are not tempted to recap. Place the syringe between your thumb and first finger (like a dart). Let the barrel of the syringe rest on your finger.
      • Hold the skin around where you will give the injection. With your free hand, which is also your non-dominant hand, gently press on the skin and pull it so that it’s slightly tight. Experts recommend two different ways of doing this. One is to make a “C” with your nondominant hand and stretch the skin between your first finger in your thumb. The second is to use the outer edge of you hand below the pinkie finger and pull the patient’s skin taut by pushing toward the outer edge of the arm (toward your non-dominant hand).
      • Insert the needle into the muscle. Hold the syringe barrel tightly and inject the needle through the skin and into the muscle at a 90° angle.
      • Inject the vaccine. Push down on the plunger and inject the medicine using your index finger. Push firmly and steadily at a rate of about 0.1 mL per second. Note that the Pfizer COVID-19 vaccine is only 0.3 mL, so you can inject it in about three seconds. The Moderna COVID-19 vaccine is a 0.5 mL volume, so it will take five seconds to inject.
      • Remove the needle. Once you have injected the vaccine, remove the needle at exactly the same angle as you used for it to go in – that is, 90°. Activate the safety device and dispose of the entire syringe in your sharps container. You can place gauze over the area where you give the injection or cover the injection site with a Band-Aid (do not massage the area).

      SIDEBAR: Needle Safety4,18

      Now let's quickly discuss how we can keep ourselves safe while immunizing. The CDC estimates that 590,194 needlestick injuries occur annually in all healthcare settings. Immunizing exposes pharmacists to an increased risk of needlestick injury and transmission of bloodborne disease, with the most dangerous being hepatitis B, hepatitis C, and HIV. Therefore, if we are to know the perfect technique to immunize we must also know the perfect technique to keep ourselves safe.

      Prevention is key to avoiding needlestick injury. Prevention includes:

      • NEVER recapping needles by hand (if you absolutely must recap a syringe by hand, use a one-handed method and scoop the cap onto the needle. That is, place cap on a flat surface, remove your hand from the cap, insert the syringe needle tip deep into the cap, and press the tip of the cap against an inanimate object to secure it in place)
      • Disposing of used needles in sharps containers
      • Use needles with safety features, called "engineered injury protection"
      • NEVER handing a syringe with an uncapped needle to someone else

      If a needlestick injury should occur, you must be equipped with the knowledge of what to do next.

      • Needlestick/cut: wash with soap and water
      • Splashed on skin or in nose or mouth: flush with water (soap if possible)
      • Splashed in eyes: irrigate with clean water, saline, or sterile irrigants

      Be sure to report the incident to your supervisor and seek medical treatment to discuss possible risk of exposure or need for post-exposure treatment. Keeping ourselves safe is just as important as keeping our patients safe.

      Refining Technique

      So now we’ve reviewed the step-by-step process for giving an IM vaccine. Let’s talk about a few points that will refine your technique and make you a real pro.

      As we prepare to vaccinate an entire nation, pharmacists will be working side-by-side with people from many different healthcare disciplines. In fact, we may be working with people who are not healthcare providers but have simply been trained to administer immunizations. From our experience, we have learned that conflict sometimes arises because healthcare practitioners trained in different disciplines have different ways of doing things. Our intent is to follow the most recent expert advice and use best practices. For that reason, we want to point out a few things that are either so new that others may not be aware of them or different from what you may see or hear at immunization sites.

      First, some helpful observers may tell you that you need to aspirate before you inject. For many years, many healthcare professionals were trained to aspirate – meaning after the needle is in the muscle, the immunizer will pull back on the plunger and see if they draw up any blood. This is an outdated practice.14 The Centers for Disease Control and Prevention indicates that aspiration is unnecessary and unwarranted when administering vaccines. They indicate, “Aspiration before injection of vaccines or toxoids (i.e., pulling back on the syringe plunger after needle insertion but before injection) is not necessary because no large blood vessels are present at the recommended injection sites, and a process that includes aspiration might be more painful for infants.”4,19  Should another provider approach you and criticize your technique, telling you that you need to aspirate, feel free to educate them about the proper way to give a vaccine!

      Second, while you are going through the immunization steps, you can help patients relax and build some confidence if you talk to the patient. A little chitchat will help patients feel comfortable. We probably don’t need to say this but we will: Stick with safe topics. Some good questions are things like, “Do you have a pet?” or “It’s really cold today, isn’t it?” Remember that it’s best to use open-ended questions once you get the conversation started, with open-ended questions being those that cannot be answered with a yes or a no. For example, if the patient responds affirmatively to your question about pets, keep the ball rolling by saying “What kind of pet do you have?” If you’re talking about the weather, you can ask the patient what his or her favorite season is, or what they like about rainy days. Asking, “What’s for dinner tonight?” is also of great conversation starter. It will also give you some ideas for your own supper!

      Next, let’s talk about skin that is not clear or is discolored. Ideally, we would want to inject into an area of the skin that is clear. You should never inject into broken skin, moles, or rashy areas. While you can inject into tattooed skin, we advise against it. The reason for this is the same as the reason that we inject into the clear areas of the skin: we want to be able to see a local reaction if it develops.4

      Finishing Up

      Finally, we are ready to finish the process. Once you’ve administer the vaccine, you’ll need to direct patients about their next steps and what they need to do. With the current COVID-19 vaccines at the current time, patients need to stay at the immunization site for 15 minutes for observation or as directed by your site’s specific policy.20 This may change as we administer significantly larger numbers of vaccinations. Older pharmacists were trained to provide a vaccine fact sheet to every patient they immunize. That practice seems to be site-specific at this point, so if your site requires a vaccine fact sheet be given to patients, do that.

      Review your documentation, and make sure that you have completed it entirely. This is critical for the COVID-19 vaccines because at some point, patients may need to prove that they were vaccinated to engage in certain activities. Take a few minutes to ensure that you have completed the documentation and submitted it appropriately.20

      A last PRO TIP is to take a minute to look at your station. Ensure that you have enough supplies to continue immunizing patients. Do not overfill your sharps containers. Know where the “FULL” line is. When they are close to full ask for or retrieve an empty container as a backup. Sanitize the area as directed by your site in preparation for the next patient.

      CONCLUSION

      Even the most proficient immunizer sometimes faces dilemmas in the immunization clinic. A final PRO TIP is indispensable: If at any time you encounter a problem and you are unsure or uncomfortable, find a more experienced immunizer and ask for help. We see all kinds of issues when we immunize—people who experience vasovagal syndrome (faint at the sight or thought of needles), people who are very thin or obese, people who have latex allergies and need to know if the vial’s stopper contains latex (neither the Pfizer or Moderna vaccine vials do). Finding someone with more expertise or simply collaborating with others to plan an approach is smart. It important to do your best to ensure the patient receives the vaccine; if you turn a patient away, he or she may not return.

       

       

       

       

       

       

      Pharmacist and Pharmacy Technician Post Test (for viewing only)

      Post Test

      Immunization: A Quick Refresher: Perfect Intramuscular Injection Technique

      1. When injecting a vaccine into the deltoid muscle, which area should you be certain to AVOID?
      A. The lower 1/3 of the upside-down triangle in which the acromion process is the top edge
      B. The middle 1/3 of the upside-down triangle in which the acromion process is the top edge
      C. The upper 1/3 of the upside-down triangle in which the acromion process is the top edge
      2. You have completed the steps necessary to prepare for injecting a vaccine. You are almost ready to insert the needle into the patient’s arm. What is the LAST STEP before inserting the needle?
      A. Pinch the skin on both sides so it makes a “mountain” and inject into the scrunched skin
      B. Use your non-dominant hand to pull the skin in one direction away from the injection site
      C. Tell the patient that it will not hurt and inject in whatever way is most comfortable for you

      3. After injecting the vaccine, removing the needle, activating the safety mechanism, and discarding the syringe in the sharps container, what should you do to ensure the medication is absorbed?
      A. Nothing. If you have used good injection technique, your job is done!
      B. Massage the area for approximately one or two minutes.
      C. Apply a hot compress and have the patient hold it there for 15 minutes.

      4. How quickly do most guidelines recommend to inject vaccines?
      A. 1 mL/second
      B. 0.1 mL/second
      C. 0.01 mL/second

      5. Why does the Advisory Committee for Immunization Practices recommend AGAINST aspiration when injecting vaccines?
      A. It increases risk of bleeding that will be difficult to stop
      B. It causes vaccine to leak from the muscle and decreases effectiveness
      C. No large blood vessels are present at the recommended injection sites

      6. Which of the following are the MOST COMMON bloodborne pathogens?
      A. Hepatitis B, hepatitis C, and HIV
      B. Influenza, coronavirus, and HIV
      C. Pneumonia, pinkeye, and staphylococcus

      7. Which of the following statements is TRUE?
      A. Always recap needles by hand
      B. Dispose of used needles in trash receptacles
      C. Use needles with safety features

      8. If you absolutely must recap a syringe by hand, how many hands should you use?
      A. One
      B. Two
      C. Three (get someone else to help)

      9. You are prepared to inject a vaccine and have uncapped the needle, and thrown away the cap. Your team leader enters the room and says she needs you immediately to answer some questions about your last patient. She has brought another immunizer to take over your station for 15 minutes. Which of the following is the BEST way to proceed?
      A. Hand the syringe with the uncapped needle to your replacement so he can finish this patient’s vaccination and leave with the team leader.
      B. Fish around in the trash can, find the cap, and recap the needle, and give the now-capped needle to your replacement to finish with this patient.
      C. Tell the team leader that you have discarded the cap, and suggest you finish with your current patient since it will only be a few seconds.

      10. You inadvertently squirt something from a used syringe into your eye. What do you do?
      A. Irrigate with clean water, saline, or sterile irrigants
      B. Wash with soap and water
      C. Flush with detergent and water

      11. Which of the following would be considered an “engineered injury protection”?
      A. Syringes with sliding sheath that shields the attached needle after use
      B. Using an open container in which to dispose used needles
      C. Asking employees for input on what needles they prefer

      12. Select the statement that is TRUE for the current Pfizer and Moderna vaccines:
      A. Both vaccines do not come with administration devices
      B. Both must be stored in the refrigerator until 15 minutes before use
      C. Both require needles that are 22-25 gauge and 1-1.5 inches in length

      13. You greet a patient and ask him to uncover his deltoid. As you assess him, you notice that he must weigh at least 350 pounds. Which factor needs to be adjusted before you administer the vaccine?
      A. The dose
      B. The needle gauge
      C. The needle length

      14. Your patient looks at the syringe, pales, and begins to shake. She tells you that she has a “vasovagal” reaction to needles. You do not know what this means. What is the BEST way to proceed?
      A. Distract her with idle chit-chat
      B. Find a more experienced immunizer
      C. Tell her she will have reschedule

      15. Patients can be quirky. Your current patient wants to stand to receive the vaccination. What is the BEST explanation for why both of you should sit?
      A. Immunizers who sit and administer vaccines to seated patients reduce the risk of injury to the patient’s shoulder.
      B. Immunizers who sit and administer vaccines to seated patients reduce the risk of needlestick injury to the immunizer.
      C. Immunizers who stand and administer vaccines to seated patients reduce the risk of the patient fainting.

      16. Your patient is heavily tattooed. In this training, we emphasized the importance of finding the area of clearest skin. Why?
      A. We want to be able to see a local reaction if it develops.
      B. Injecting into tattooed skin is more painful for the patient.
      C. Current COVID vaccines cannot be given in a tattooed area.

      17. What is the proper angle to give an IM injection?
      A. 45o
      B. 90o
      C. Inject at 45o, withdraw at 90o.

      18. Which of the following questions should you be prepared to answer in case a patient asks?
      A. Does the vaccine’s vial have plastic in the stopper?
      B. Does the vaccine’s vial have latex in the stopper?
      C. Does the vaccine come in a multidose vial?

      19. What is the BEST position for a patient’s arm while you are giving an IM injection?
      A. Relaxed with palms on legs or arm dangling at sides
      B. Taut with the patient squeezing a rubber ball
      C. Flexed as if they were showing you the size of their deltoid

      20. You’ve vaccinated a patient with a COVID vaccine, disposed of the sharp, and finished your task. What is the BEST thing to tell the patient?
      A. Thanks for doing this, your nation appreciates you.
      B. See you for the follow-up dose in six weeks!
      C. Please remain in the clinic for 15 minutes.

      References

      Full List of References

      References

         
        1. Harmon A. What the Vaccine Side Effects Feel Like, According to Those Who’ve Gotten It. Available at https://www.nytimes.com/2020/12/28/us/vaccine-first-patients-covid.html. Accessed December 30, 2020.
        2. Wick JY. Immunization: Tips, tools, and total success. Available at https://www.pharmacytimes.com/publications/issue/2016/August2016/Immunization-Tips-Tools-and-Total-Succes. Accessed January 2, 2020.
        3. Bancsi A, Houle SKD, Grindrod KA. Getting it in the right spot: Shoulder injury related to vaccine administration (SIRVA) and other injection site events. Can Pharm J (Ott). 2018;151(5):295-299.
        4. Centers for Disease Control and Prevention. Vaccine administration. Available at https://www.cdc.gov/vaccines/hcp/acip-recs/general-recs/administration.html. Accessed December 30, 2020.
        5. Centers for Disease Control and Prevention. Vaccine Administration: Intramuscular (IM) Injection Children 7 through 18 years of age. Available at https://www.cdc.gov/vaccines/hcp/admin/downloads/IM-Injection-children.pdf. Accessed December 30, 2020.
        6. Centers for Disease Control and Prevention. Adminster the vaccines. Available at https://www.cdc.gov/vaccines/hcp/admin/administer-vaccines.html. Accessed January 3, 2021.
        7. Bodor M, Montalvo E. Vaccination-related shoulder dysfunction. Vaccine. 2007;25(4):585-587.
        8. Atanasoff S, Ryan T. Lightfoot R, Johann-Liang R. Shoulder injury related to vaccine administration (SIRVA). Vaccine. 2010;28(51):8049-8052. doi: 10.1016/j.vaccine.2010.10.005.
        9. Cook IF. Subdeltoid/subacromial bursitis associated with influenza vaccination. Hum Vaccin Immunother. 2014;10(3):605-606. doi:10.4161/hv.27232.
        10, National Vaccine Injury Compensation Program (VICP). Prevention of SIRVA. Health Resources and Services Administration website. Available at hrsa.gov/advisorycommittees/childhoodvaccines/meetings/20150604/sirva.pdf. Accessed December 30, 2020.
        11. Cross GB, Moghaddas J, Buttery J, Ayoub S, Korman TM. Don’t aim too high: avoiding shoulder injury related to vaccine administration. Aust Fam Physician. 2016;45(5):303-306.
        12. Kroger AT, Sumaya CV, Pickering LK, Atkinson WL. General recommendations on immunization: recommendations of the Advisory Committee on Immunization Practices (ACIP). MMWR Morb Mortal Wkly Rep. 2011;60(RR02):1-60.
        13. : Dougherty L, Lister S (2015) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. Oxford: Wiley-Blackwell.
        14. Immunize.org. How to administer intramuscular and subcutaneous vaccine injections. Avaialble at https://www.immunize.org/catg.d/p2020.pdf. Accessed January 3, 2021.
        15. Centers for Disease Control and Prevention. Moderna COVID-19 vaccine. Available at https://www.cdc.gov/vaccines/covid-19/info-by-product/moderna/downloads/standing-orders.pdf. Accessed January 3, 2021.
        16. Centers for Disease Control and Prevention. Pfizer-BioNTech COVID-19 Vaccine. Available at https://www.cdc.gov/vaccines/covid-19/info-by-product/pfizer/downloads/prep-and-admin-summary.pdf. Accessed January 3, 2021.
        17. Centers for Disease Control and Prevention. Vaccine administration: Needle gauge and length. Available at https://www.cdc.gov/vaccines/hcp/admin/downloads/vaccine-administration-needle-length.pdf. Accessed January 3, 2021.
        18. U.S. Government Printing Office. Needlestick Safety and Prevention Act. Available at http://www.gpo.gov/fdsys/pkg/PLAW-106publ430/html/PLAW-106publ430.htm. Accessed January 3, 2021.
        19. Ipp M, Taddio A, Sam J, Gladbach M, Parkin PC. Vaccine-related pain: randomised controlled trial of two injection techniques. Arch Dis Child. 2007;92(12):1105-1108. DOI: 10.1136/adc.2007.118695
        20. Centers for Disease Control and Prevention. Resource library. Available at https://www.cdc.gov/vaccines/hcp/admin/resource-library.html. Accessed January 3, 2021.

        Vaccine Hesitancy: Management Strategies for Pharmacy Teams

        Learning Objectives

         

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

        ·       Describe vaccine hesitancy and barriers to vaccination
        ·       Recognize the how determinants of vaccine hesitancy contribute to behavioral outcomes
        ·       Recall anti-vaccine claims and rebuttals
        ·       Discuss situation-appropriate intervention strategies

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

        ·       Recall the benefits of vaccination
        ·       Recognize the various determinants of vaccine hesitancy
        ·       List ways to promote vaccine acceptance

           

          Release Date: August 21, 2023

          Expiration Date: August 21, 2026

          Course Fee

          Pharmacists: $4

          Pharmacy Technicians: $2

          There is no funding for this CE.

          ACPE UANs

          Pharmacist: 0009-0000-23-025-H06-P

          Pharmacy Technician:  0009-0000-23-025-H06-T

          Session Codes

          Pharmacist:  20YC61-VXK39

          Pharmacy Technician: 20YC61-KVT93

          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 0009-0000-23-025-H06-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

          Katharine E. MacDonald, PharmD Candidate 2021
          University of Connecticut School of Pharmacy
          Storrs, CT                                  

          Jeannette Y. Wick, RPh, MBA, FASCP
          Assistant Director, Office of Pharmacy Professional Development
          University of Connecticut 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.

          Katherine McDonald and Jeannette Wick have no relationships with ineligible companies.

           

          ABSTRACT

          Vaccines are responsible for reducing the incidence of vaccine-preventable diseases. While most people receive routine recommended vaccinations, a small portion of the population does not. Vaccine hesitancy and refusal are complex behaviors and the consequences of choosing not to vaccinate jeopardize both individual and societal health and safety. Pharmacists and pharmacy technicians must know the determinants and factors that contribute to vaccine hesitancy before they address and manage it appropriately. A comprehensive understanding of such influences can help pharmacists and pharmacy technicians identify and communicate with hesitant individuals better. Pharmacists and technicians are also able to screen patients for missing immunizations, provide patient education and support, and offer guidance.

          CONTENT

          Content

          INTRODUCTION

           

          Pharmacist Post Test (for viewing only)

          Pharmacist Post-test

          Pharmacist Learning Objectives:
          1. Describe vaccine hesitancy and barriers to vaccination
          2. Recognize the how determinants of vaccine hesitancy contribute to behavioral outcomes
          3. Recall anti-vaccine claims and rebuttals
          4. Discuss situation-appropriate intervention strategies

          1. Which of the following MOST CLOSELY corresponds to the WHO definition of vaccine hesitancy?
          A. Simple vaccine refusal in any context including lack of available vaccination services
          B. Acceptance of any vaccine if the ability to access vaccination is convenient
          C. Delay in acceptance or refusal of vaccines despite availability of vaccinations services

          2. Select the influence category, source of influence, and determinants that are paired correctly.
          A. Contextual influence—peer environment--costs
          B. Vaccine-specific issues—specific vaccine—mode of administration
          C. Group influences—political factors—reliability of vaccine supply

          3. A mother indicates she does not and will not vaccinate her children. You use motivational interviewing and learn that she believes natural immunity is safer than vaccine-induced immunity. What is an appropriate rebuttal if she consents to listen?
          A. Infection-induced immunity may elicit a superior immune response. However, the risks and complications associated with infection are significantly greater than those of vaccines.
          B. A panel of experts from the Institute of Medicine reviewed more than 12,000 published reports and several high-quality studies; none indicate natural immunity is stronger.
          C. The CDC’s system to track natural immunity vs. vaccine-induced immunity is called VAERS; you can examine the data in VAERS and see that your assumptions are wrong.

          4. Susan comes to the pharmacy and your technician reminds her she is due for her second HPV vaccination. Susan glances to the pharmacist’s workstation and quickly says, “Ummm, not today.” The technician gently says, “You’re here, and we’re not busy. Why don’t we get it done?” Susan replies, “No, not today. That guy gave me the last one and left a huge bruise. Not today.” What type of barrier is keeping Susan from her second shot?
          A. Vaccine accessibility
          B. Distrust of provider
          C. Gaps in knowledge

          5. Dave arrives at the pharmacy to pick up his “sugar meds” and you notice that he hasn’t received his flu shot yet. After providing him with a clinical recommendation for the vaccine, Dave replies, “Why do I need to? I work from home and have never gotten the flu before. What’s the point?!” Which barrier is preventing Dave from getting the flu shot?
          A. Distrust of vaccine
          B. Misinformation
          C. Perceived need for vaccine

          6. Manny is a regular customer who appears to be up to date on all of his vaccines except for the shingles vaccination. When you ask him why, he states that it’s for religious reasons, but says “I’d give it a try if there’s a shot without any pork in it.” Which intervention strategy would be most appropriate for Manny’s situation?
          A. Motivational interviewing about worldview
          B. Debiasing techniques to address overkill
          C. Offering Shingrix as an alternative

          Pharmacy Technician Post Test (for viewing only)

          Pharmacy Technician Post-test

          Pharmacy Technician Objectives:
          1. Recall the benefits of vaccination
          2. Recognize the various determinants of vaccine hesitancy
          3. List ways to promote vaccine acceptance

          1. Which of the following is a benefit of vaccination?
          A. Vaccines reduce the incidence of some diseases
          B. Vaccines completely eradicate vaccine-preventable diseases
          C. Vaccines only benefit vaccinated infants and children

          2. Which of the following types of vaccine coverage ensure the success of a vaccination program?
          A. Only high-risk people receive recommended vaccines
          B. Most people receive recommended vaccines on schedule
          C. Most infants and children receive some vaccines

          3. Mary tells you that she has not been vaccinated because the only place that is covered by her insurance requires a subway ride and then a taxi ride. Which of the following is the most likely determinant of Mary’s vaccine hesitancy?
          A. Geographic restrictions imposed by insurance
          B. Poor communication with her healthcare provider
          C. A bad attitude about necessary health care

          4. Joe lives in a rural area, and your pharmacist suggests he receive a flu shot. Joe says that his own doctor said that flu shots are fine, but not necessary for healthy folks. (The doctor said he hasn’t gotten one, and isn’t worried about it.) Which of the following is the most likely influence category to explain Joe’s vaccine hesitancy?
          A. Vaccine/ vaccination-specific issues
          B. Individual and group influences
          C. Contextual influences

          5. Which of the following is a way to promote vaccination in hesitant individuals?
          A. Ask the pharmacist to increase motivation using pressure
          B. Debunk any misinformation an individual may reference
          C. Listen to the individual’s concerns before taking action

          References

          Full List of References

          References

             
            1. Meko H. School Will Pay $9.1 Million to Settle Lawsuit Over a Student’s Suicide. The New York Times. July 29, 2023. Accessed August 20, 2023. https://www.nytimes.com/2023/07/29/nyregion/new-jersey-student-suicide-settlement.html?searchResultPosition=1
            2. Murphy B. Why bullying happens in health care and how to stop it. American Medical Association. Published April 2, 2021. Accessed August 4, 2023. https://www.ama-assn.org/practice-management/physician-health/why-bullying-happens-health-care-and-how-stop-it
            3. Survey Suggests Disrespectful Behaviors Persist in Healthcare: Practitioners Speak Up (Yet Again) – Part I. Institute for Safe Medication Practices. February 24, 2022. https://www.ismp.org/resources/survey-suggests-disrespectful-behaviors-persist-healthcare-practitioners-speak-yet-again
            4. Intimidation: Practitioners Speak Up About This Unresolved Problem (Part I). Institute For Safe Medication Practices. Published March 11, 2004. https://www.ismp.org/resources/intimidation-practitioners-speak-about-unresolved-problem-part-i
            5. Disrespectful Behaviors: Their Impact, Why They Arise and Persist, and How to Address Them (Part II). Institute for Safe Medication Practices. April 14, 2024. Accessed August 4, 2022. https://www.ismp.org/resources/disrespectful-behaviors-their-impact-why-they-arise-and-persist-and-how-address-them-part
            6. Knapp K, Shane P, Sasaki-Hill D, Yoshizuka K, Chan P, Vo T. Bullying in the clinical training of pharmacy students. Am J Pharm Educ. 2014;78(6):117. doi:10.5688/ajpe786117
            7. Calvello M. Constructive vs. Destructive Feedback: Examples + Template | Fellow. Fellow.app. Published April 25, 2023. https://fellow.app/blog/feedback/constructive-vs-destructive-feedback-examples-template/
            8. Ryan M. Besting the Workplace Bully. Reference & User Services Quarterly. 2016;55(4):267-269.
            9. The Joint Commission. Bullying has no place in health care. www.jointcommission.org. Published June 2021. https://www.jointcommission.org/resources/news-and-multimedia/newsletters/newsletters/quick-safety/quick-safety-issue-24-bullying-has-no-place-in-health-care/bullying-has-no-place-in-health-care/
            10. Manzoni JF, Barsoux JL. The Set-Up-To-Fail Syndrome. Harvard Business Review. Published March 1998. https://hbr.org/1998/03/the-set-up-to-fail-syndrome
            11. Stein M, Vincent-Höper S, Schümann M, Gregersen S. Beyond Mistreatment at the Relationship Level: Abusive Supervision and Illegitimate Tasks. Int J Environ Res Public Health. 2020;17(8):2722. doi:10.3390/ijerph17082722
            12. Caring for Our Caregivers Caring for Our Caregivers Workplace Violence in Healthcare. https://www.osha.gov/sites/default/files/OSHA3826.pdf
            13. Infrontadmin. The 6 Stages of Bullying. https://truesport.org/bullying-prevention/stages-of-bullying/
            14. “Disruptive” doctors rattle nurses, increase safety risks. USA TODAY. Accessed August 3, 2023. https://www.usatoday.com/story/news/2015/09/20/disruptive-doctors-rattle-nurses-increase-safety-risks/71706858/
            15. Bullying in the workplace. www.independentpharmacist.co.uk. Accessed August 3, 2023. https://www.independentpharmacist.co.uk/services/bullying-in-the-workplace
            16. Ariza-Montes A, Muniz N, Montero-Simó M, Araque-Padilla R. Workplace Bullying among Healthcare Workers. International Journal of Environmental Research and Public Health. 2013;10(8):3121-3139. doi:https://doi.org/10.3390/ijerph10083121
            17. Glenn R. Grantner, PharmD, BCPS Clinical Pharmacist Sacred Heart Hospital Pensacola. Pharmacist Burnout and Stress. www.uspharmacist.com. Published May 15, 2020. https://www.uspharmacist.com/article/pharmacist-burnout-and-stress
            18. Medscape: Medscape Access. Medscape.com. Published 2023. Accessed August 9, 2023. https://www.medscape.com/slideshow/2022-physicians-misbehaving-6015583?icd=login_success_email_match_norm#13
            19. Staff B. Customer Harassment, Bullying Affecting Pharmacists’ Ability to Do Their Jobs. www.uspharmacist.com. https://www.uspharmacist.com/article/customer-harassment-bullying-affecting-pharmacists-ability-to-do-their-jobs
            20. Lamia M. The psychology of a workplace bully. the Guardian. Published March 28, 2017. https://www.theguardian.com/careers/2017/mar/28/the-psychology-of-a-workplace-bully
            21. Smith PK. Commentary III: Bullying in Life‐Span Perspective: What Can Studies of School Bullying and Workplace Bullying Learn from Each Other? J Community Appl Soc Psychol. 1997;7:249-255.
            22. Vramjes I, Elst TV. Griep Y, De Witte H, Baillen E. What Goes Around Comes Around: How Perpetrators of Workplace Bullying Become Targets Themselves. Group Organ Manag. 2023;48(4):1135-1172.
            23. Bullying and harassment. Pharmacist Support. Accessed August 3, 2023. https://pharmacistsupport.org/i-need-help-managing-my/work-life/bullyin-fact-sheet/
            24. Harassment | U.S. Equal Employment Opportunity Commission. www.eeoc.gov. https://www.eeoc.gov/harassment#:~:text=Harassment%20becomes%20unlawful%20where%201
            25. Anti-Harassment Policy Requirements By State. getimpactly.com. Accessed August 9, 2023. https://www.getimpactly.com/resources/anti-harassment-policy-requirements-by-state
            26. United States Department of Labor. The Whistleblower Protection Programs | Whistleblower Protection Program. Whistleblowers.gov. Published 2019. https://www.whistleblowers.gov/
            27. Koelmeyer S. An elbow in the waist: What is and isn’t bullying in the workplace. SmartCompany. Published May 20, 2019. Accessed August 3, 2023. https://www.smartcompany.com.au/business-advice/legal/bullying-workplace/
            28. Harassment Training Requirements by State. Project WHEN (Workplace Harassment Ends Now). Accessed August 4, 2023.
            29. Building positive workplace relationships. Pharmacist Support. https://pharmacistsupport.org/i-need-help-managing-my/work-life/building-positive-workplace-relationships/

            Stop the Bite: Uncover the Answers to Malaria and Dengue Fever

            Learning Objectives

             

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

            • RECALL symptoms associated with dengue fever and malaria
            • DESCRIBE emerging information about dengue and malaria vaccines
            • ASSOCIATE dengue fever and malaria vaccines for specific patients

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

            •      RECALL symptoms associated with dengue fever and malaria
            •      DESCRIBE emerging information about dengue and malaria vaccines
            •      MATCH  dengue fever and malaria vaccines by storage requirements

            Cartoon representation of a mosquito.

             

            Release Date: February 1, 2023

            Expiration Date: February 1, 2026

            Course Fee

            Pharmacists: $4

            Pharmacy Technicians: $2

            There is no grant funding for this CE activity

            ACPE UANs

            Pharmacist: 0009-0000-23-002-H06-P

            Pharmacy Technician: 0009-0000-23-002-H06-T

            Session Codes

            Pharmacist:  23YC02-MTX44

            Pharmacy Technician:  23YC02-XTM62

            Accreditation Hours

            0.5 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 0009-0000-23-002-H06-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

            Jessica Bylyku, BS
            PharmD Candidate 2024
            UConn School of Pharmacy
            Storrs, CT

                                                      

            Kelsey Giara, PharmD
            Freelance Medical Writer
            Pelham, NH

             

            Melody White
            PharmD Candidate 2025
            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.

            Dr. Giara, Jessica Bykylu and Melody White do not have any relationships with ineligible companies and therefore have nothing to disclose.

             

            ABSTRACT

            Malaria and dengue (pronounced deng-ee) fever are not new diseases, but given the emergence of new vaccines, it is critical that pharmacists and pharmacy technicians increase their familiarity with them. These illnesses are both transmitted by mosquitos, but malaria is caused by Plasmodium parasites while dengue fever is a viral disease caused by dengue virus. The United States is not a malaria- or dengue-endemic country, but travel to other countries puts people at risk of these conditions. Pharmacy teams should be prepared to identify potential cases and refer patients for appropriate vaccination or treatment when appropriate.

            CONTENT

            Content

            INTRODUCTION

            Malaria cases in 2020 totaled an estimated 241 million, leading to more than 600,000 deaths, mostly in Africa.1 Direct costs of malaria prevention and treatment in the United States (U.S.) total about $12 billion annually, excluding the toll it takes on affected individuals and their families.1 The World Health Organization (WHO) reports that between 100 to 400 million people are infected with dengue fever each year.2 About 80% of cases are mild and asymptomatic, but dengue fever can progress to “severe dengue,” which is classified as a medical emergency requiring immediate medical care.2,3

             

            Mosquitos, Malaria, and Dengue – Oh My!

            Plasmodium parasites—common to tropical areas (e.g., Africa, South America, the Caribbean Islands, South Asia)—cause malaria.1 Most commonly, malaria is transmitted through the bite of infected mosquitoes, specifically the Anopheles species, during local outbreaks. There is also a term coined “airport malaria,” describing disease that is transported from an infected country to a non-infected country.4 Congenital malaria occurs when mothers infected with the disease transmit parasites to the child during pregnancy or birth.4 Although rare, prompt diagnosis is crucial to ensure infected neonates and infants survive. Transfusion-transmitted malaria is also possible where blood recipients can be infected with malaria accidently. There are no approved tests to screen blood donations for malaria, only questioning of prospective donors.4 Although rare in the U.S., complications are severe and organizations should take action to prevent potentially-infected individuals from donating.

             

            Patients with malaria generally present with fever, chills/sweating, headache, and weakness within 10 to 15 days of infection.5 Diarrhea, abdominal pain, and cough are also possible. As malaria progresses, patients develop a classic paroxysm (i.e., symptoms that come and go) comprising three stages6:

            1. 15-to-60-minute cold stage (shivering and feeling cold)
            2. 2-to-6-hour hot stage (fevers up to nearly 106°F; flushed, dry skin; and often headache, nausea, and vomiting)
            3. 2-to-4-hour sweating stage (rapid drop in fever and sweating)

             

            Missed or delayed malaria diagnosis can lead to potentially fatal complicated disease manifesting as severe anemia, renal failure, altered consciousness, and multisystem organ failure.6 Clinicians diagnose malaria via a blood smear test. Although rapid and polymerase chain reaction (PCR) tests are available, medical professionals confirm diagnosis through microscopic blood smear examination.7

             

            Dengue fever is a viral disease caused by mosquitos—mainly females from the Aedes aegypti and Ae. albopictus species—carrying dengue virus (also known as DENV).2 Four DENV serotypes exist, so it is possible to contract the disease four times. The virus can be transmitted through mosquito bite, from pregnant mother to child, and via infected blood products/organ donations and infusions. Transovarial transmission within mosquitoes (from parent to offspring) has also been noted.2

             

            Most dengue cases are asymptomatic or mild and fatalities are rare, but increasing severity can be life-threatening.2,3 Providers should suspect dengue when a high fever (104°F or greater) is accompanied by any two of the following symptoms2,3:

            • severe headache
            • pain behind the eyes
            • muscle/joint/bone pain
            • nausea/vomiting
            • swollen glands
            • rash

             

            This febrile phase lasts about 2 to 7 days, and most people recover after about a week.2,3 Severe dengue is a potentially fatal complication due to plasma leakage, fluid accumulation, respiratory distress, severe bleeding, or organ impairment.2 Patients are at risk of severe dengue symptoms about 3 to 7 days after initial symptoms appear.2 As fever drops to below 100°F, patients enter a “critical phase” for 24 to 48 hours. Warning signs to watch for during the critical phase include2

            • severe abdominal pain
            • rapid breathing
            • blood in vomit, stool, gums, or nose
            • persistent vomiting
            • restlessness/fatigue

             

            Clinicians use commercially available PCR or rapid diagnostic tests to confirm dengue diagnosis.2 Enzyme-linked immunosorbent assays are also available to confirm active or previous infections.

             

            Global Implications  

            Beyond clinical symptoms, malaria and dengue fever inflict social and financial loss for diagnosed individuals and the countries tasked with treating affected populations. Some examples of the indirect burden of these mosquito-borne diseases include1

            • expenses for traveling and receiving treatment
            • absences from work/school
            • burial expenses in cases of death
            • purchases of medication and supplies
            • public health interventions (e.g., insecticide spraying, bed nets)
            • opportunity loss for tourism

             

            Populations at increased risk of contracting malaria include infants, children younger than 5 years, pregnant women, immunosuppressed patients, and migrant workers or traveling populations.5 There is also concern that certain mosquitoes are resistant to insecticide, and by migrating throughout the world they can spread malaria to urban populations.8 Researchers have identified Anopheles gambiae mosquitoes, originally found in India and Iran, as insecticide-resistant. These are projected to put nearly 126 million people in African cities at risk for contracting malaria.8

             

            Populations most vulnerable to contracting dengue fever include pregnant women and children.3 Many asymptomatic or mild dengue cases go unreported. WHO reports most of the dengue burden occurs in Asia, and the number of cases has steadily increased to just over 5 million in 2019.2

             

            PREVENTION AND TREATMENT

            Following prevention and treatment guidelines are crucial to lower transmission rates of dengue fever and malaria.

             

            Dengue Fever

            WHO states that countries should be aware of community mosquito presence and develop active mosquito and virus surveillance to prevent further disease spread.2 They should also remain knowledgeable about the number of infected individuals.

             

            The dengue vaccine (Dengvaxia) has been licensed in other countries since 2015, but the U.S. Food and Drug Administration (FDA) approved the vaccine in 2019.2 WHO recommends people aged 9 to 45 years be vaccinated, but Dengvaxia is only FDA approved for patients 9 to 16 years old with a history of previous infection who live in high-risk areas. As a live-attenuated vaccine, it is contraindicated in individuals with severe immunodeficiency.2 Children receiving Dengvaxia need a 3-dose series administered subcutaneously with doses separated by 6 months.9 Providers should store the vaccine in the refrigerator.10 After reconstitution, it should be administered immediately or stored in the refrigerator and used within thirty minutes.

             

            WHO and the FDA only recommend Dengvaxia for patients with a history of dengue virus infection.10,11 This is based on clinical trial evidence that the vaccine is efficacious and safe in patients with a history of previous DENV infection because a subsequent infection is more serious and life-threatening than the first.11 They also advise countries using the vaccine to control viral spread to implement pre-vaccination screening to confirm previous infection.

             

            As no dengue-specific treatment is available, providers should treat infected patients symptomatically with acetaminophen, rest, and fluids.2 Patients with dengue fever should avoid non-steroidal anti-inflammatory drugs (e.g., ibuprofen, aspirin) because they thin the blood. Given the risk of hemorrhage in this disease, blood thinners may exacerbate the problem.2

             

            Malaria

            WHO recommends that countries engage in vector control and surveillance for the spread of malarial disease.5 Malaria vaccines have been in development for decades, but no malaria vaccine is available in the U.S.12 In 2021, however, WHO recommended a new malaria vaccine (Mosquirix) for children aged older than 5 months who live in areas with moderate to high transmission of P. falciparum.13 The vaccine is only recommended for children as malaria is one of the main killers of children younger than 5 years in countries with moderate or high rates of malaria.14 WHO also recommends giving the vaccine seasonally in countries where malaria transmission is high during certain seasons.13

             

            Initial Mosquirix pilot studies are ongoing, and more widespread vaccine rollout is expected in 2023. For now, people in the U.S. traveling to malaria-endemic countries continue to use oral medications as chemoprophylaxis (i.e., to prevent the disease), including atovaquone/proguanil, chloroquine, doxycycline, mefloquine, primaquine, and tafenoquine.15

             

            Clinicians administer Mosquirix as a 4-dose schedule.16 The vaccine’s adverse effects are pain and swelling at the injection site and fever.17 Providers should store the vaccine in the refrigerator. After reconstitution it should be administered immediately or stored in the refrigerator and used within 6 hours.16

             

            Malaria treatment involves the use of antimalarial drugs based on four main factors15:

            • Infection severity: Malaria infection is either considered uncomplicated (effectively treated with oral antimalarials) or severe (requiring aggressive intravenous antimalarial therapy).
            • Infecting Plasmodium species: P. falciparum and P. knowlesi infections can cause rapidly progressive severe illness or death, necessitating urgent therapy initiation, while other species are less likely to cause severe disease. P. vivax and P. ovale infections also require treatment for hypnozoites (parasites that lay dormant in the liver and then re-awaken to become active infectants).
            • Drug susceptibility: In addition to disease severity differences, Plasmodium species also have different drug susceptibilities, so providers select an antimalarial therapy based on the species of the infecting parasite. If the species cannot be determined, patients must initiate antimalarial treatment against chloroquine-resistant P. falciparum as soon as possible.
            • Previous antimalarial use: Patients using antimalarial medication as chemoprophylaxis, should not receive that same drug or drug combination to treat malaria infection unless no other options are available.

             

            CONCLUSION

            Pharmacists and pharmacy technicians should be familiar with the signs and symptoms of malaria and dengue fever to inform patients when these conditions are suspected and about their appropriate treatment. Pharmacy teams who suspect a case of malaria or dengue fever should refer patients for medical attention and contact their local or state health department.

             

             

             

             

            Pharmacist Post Test (for viewing only)

            PHARMACIST POSTTEST

            Learning Objectives
            ● RECALL symptoms associated with dengue fever and malaria
            ● DESCRIBE emerging information about dengue and malaria vaccines
            ● OPTIMIZE dengue fever and malaria vaccines for specific patients

            1. Which of the following is TRUE?
            A. Dengue fever symptoms are always severe and most patients die
            B. Malaria presents as a cold stage, hot stage, and sweating stage
            C. Pain behind the eyes is a warning sign for malaria

            2. Which of the following is TRUE regarding the malaria vaccine?
            A. WHO recommends it for children 5 months and older who live in endemic areas
            B. It is FDA approved for patients 9 to 16 years old with a history of previous infection
            C. Clinicians administer it as a 3-dose series with each dose separated by 6 months

            3. A patient comes to the pharmacy indicating she and her family are being transferred to a country where dengue is common. She wants to have her three children who are ages 3, 5, and 7 vaccinated for dengue before they move. What is the BEST thing to tell her?
            A. We should schedule your children to be vaccinated about six weeks before you plan to move so they develop antibodies before you actually relocate.
            B. We only vaccinate children who have already had dengue because a second infections is more serious and life-threatening than the first.
            C. Wait until you arrive in the country because they will want to do pre-vaccination screening to confirm your children have not been infected previously.

            Pharmacy Technician Post Test (for viewing only)

            PHARMACY TECHNICIAN POSTTEST

            Learning Objectives
            ● RECALL symptoms associated with dengue fever and malaria
            ● DESCRIBE emerging information about dengue and malaria vaccines
            ● CLASSIFY dengue fever and malaria vaccines by storage requirements

            1. Which of the following is TRUE?
            A. Dengue fever symptoms are always severe and most patients die
            B. Malaria presents as a cold stage, hot stage, and sweating stage
            C. Pain behind the eyes is a warning sign for malaria

            2. Which of the following is TRUE regarding the malaria vaccine?
            A. WHO recommends it for children 5 months and older who live in endemic areas
            B. It is FDA approved for patients 9 to 16 years old with a history of previous infection
            C. Clinicians administer it as a 3-dose series with each dose separated by 6 months

            3. A patient at your pharmacy is receiving the dengue fever vaccine. The patient’s mother asks you if they can use the restroom before the pharmacist administers the vaccine. You look over to see that the pharmacist has just finished reconstituting Dengvaxia for this patient. Which of the following is the BEST response?
            A. Advise the mother not to leave the pharmacy waiting area, as the pharmacist needs to administer this vaccine immediately or it will expire
            B. Advise the mother to take her daughter to the restroom, and the pharmacist can administer this vaccine within 6 hours as long as it’s refrigerated
            C. Advise the mother to take her daughter to the restroom but return within 30 minutes, and ensure the pharmacist refrigerates the reconstituted vaccine

            References

            Full List of References

            REFERENCES

            1. Centers for Disease Control and Prevention. Malaria’s Impact Worldwide. Updated December 16, 2021. Accessed November 30, 2022. https://www.cdc.gov/malaria/malaria_worldwide/impact.html
            2. World Health Organization. Dengue and severe dengue. Updated January 10, 2022. Accessed November 1, 2022. https://www.who.int/news-room/fact-sheets/detail/dengue-and-severe-dengue
            3. Centers for Disease Control and Prevention. Dengue. Updated August 3, 2022. Accessed November 1, 2022. https://www.cdc.gov/dengue/index.html
            4. Centers for Disease Control and Prevention. Parasites – Malaria. Updated August 19, 2022. Accessed November 1, 2022. https://www.cdc.gov/parasites/malaria/index.html
            5. World Health Organization. Malaria. Updated July 26, 2022. Accessed November 1, 2022. https://www.who.int/news-room/fact-sheets/detail/malaria
            6. Crutcher JM, Hoffman SL. Chapter 83: Malaria. In: Baron S, ed. Medical Microbiology. 4th ed. University of Texas Medical Branch at Galveston; 1996. Accessed November 1, 2022. https://www.ncbi.nlm.nih.gov/books/NBK8584/
            7. Stanford Health Care. Malaria diagnosis. Accessed November 1, 2022. https://stanfordhealthcare.org/medical-conditions/primary-care/malaria/diagnosis.html
            8. American Society of Tropical Medicine and Hygiene. Invasive mosquitos – Anopheles stephensi in Ethiopia. November 1, 2022. Accessed November 30, 2022. https://astmhpressroom.wordpress.com/annual-meeting-2022/anopheles-stephensi-in-ethiopia/
            9. Centers for Disease Control and Prevention. Dengue Vaccine VIS. Updated December 17, 2021. Accessed November 29, 2022. https://www.cdc.gov/vaccines/hcp/vis/vis-statements/dengue.html
            10. Dengvaxia [prescribing information]. Sanofi Pasteur; 2019.
            11. Ask the Experts: Dengue. Immunize.org. Updated February 16, 2022. Accessed November 21, 2022. https://www.immunize.org/askexperts/experts_dengue.asp
            12. Centers for Disease Control and Prevention. Malaria: Vaccines. Updated October 7, 2021. Accessed December 2, 2022. https://www.cdc.gov/malaria/malaria_worldwide/reduction/vaccine.html
            13. Q&A on RTS,S malaria vaccine. World Health Organization. Updated April 21, 2022. Accessed November 30, 2022. https://www.who.int/news-room/questions-and-answers/item/q-a-on-rts-s-malaria-vaccine
            14. UNICEF. Millions more children to benefit from malaria vaccine as UNICEF secures supply. August 16, 2022. Accessed November 22, 2022. https://www.unicef.org/press-releases/millions-more-children-benefit-malaria-vaccine-unicef-secures-supply
            15. Centers for Disease Control and Prevention. Treatment of Malaria: Guidelines for Clinicians (United States). Updated September 30, 2022. Accessed November 30, 2022 https://www.cdc.gov/malaria/diagnosis_treatment/clinicians1.html
            16. Mosquirix (Product Information). European Medicines Agency. Updated January 8, 2022. Accessed November 30, 2022. https://www.ema.europa.eu/en/documents/outside-eu-product-information/mosquirix-product-information_en.pdf
            17. World Health Organization. Malaria: The malaria vaccine implementation programme (MVIP). March 2, 2020. Accessed November 30, 2022. https://www.who.int/news-room/questions-and-answers/item/malaria-vaccine-implementation-programme

             

             

            Immunization: Is Winter Here? – An Update on Monkey Pox and Covid Vaccines-RECORDED WEBINAR

            About this Course

            This course is a recorded (home study version) of the CE Finale Encore Webinars.

             

            Learning Objectives

            Upon completion of this application based CE Activity, a pharmacist will be able to:

            1. Discuss trends in the epidemiology of the COVID-19 pandemic and Monkeypox outbreak.
            2. Discuss current clinical data on the safety and effectiveness of (i) the bivalent COVID-19 booster vaccines and (ii) the JYNNEOS or ACAM2000 vaccines for Monkeypox.
            3. Explain whether a person would be eligible for receipt of (i) the bivalent COVID-19 booster vaccines and/or (ii) the JYNNEOS or ACAM2000 vaccines for Monkeypox.

            Release and Expiration Dates

            Released:  December 16, 2022
            Expires:  December 16, 2025

            Course Fee

            $17 Pharmacist

            ACPE UAN

            0009-0000-22-059-H06-P

            Session Code

            22RW59-KXV39

            Accreditation Hours

            1.0 hours of CE

            Additional Information

             

            How to Complete Evaluation:  When you are ready to submit quiz answers, go to the BLUE take test/evaluation button.

            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 up to 1.0 CE Hours (or 0.1 CEUs)  for completing the activity ACPE UAN 0009-0000-22-059-H06-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

            Jeffery Aeschlimann, PharmD
            Associate Clinical Professor-Infectious Disease Specialty
            University of Connecticut 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.

            • Dr. Aeschlimann has no 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

             

            1. Good news! News reporters and Internet sites began announcing in the spring and summer of 2022 that the global pandemic had ended.  What do you think of that?
              1. YAY! Science prevailed and we obliterated that bad boy and sent it away!
              2. FAKE NEWS. Approximately 2,000 Americans still die each week from (or with) active COVID-19 disease.
              3. CORRECT, but COVID is still a major concern in our socially inclined young adults.

             

            1. What does the data say about adverse effects associated with the bivalent COVID-19 boosters?
              1. The most common adverse effects are systemic (fever, chills, fatigue)
              2. The most common adverse effects are central (headache, mental fogginess)
              3. The most common adverse effects are local (pain, erythema, swelling)

             

            1. Based on current vaccination statistics about populations that have the poorest booster coverage for COVID-19, which of the following population should pharmacists be encouraging to GET VACCINATED!?!
              1. Children age 5 or younger in the Great Lakes regions
              2. People older than 65 in the Pacific northwest
              3. Everybody everywhere
              4. Monkeypox is the name and name-changing is the game. What has the World Health organization decided to call this infection and why?
              5. It will be monk's disease, which will remove some of the stigmatizing language and remind people to live like a monk until the lesions disappear.
              6. It will be mpox, which is intended to dissuade people from using racist and stigmatizing language to describe people infected with this virus.
              7. It will be var-vac-human, reflecting its similarity to variola (smallpox) and vaccinia (viral vaccine for smallpox) and its zoonotic transmission.

             

             

            1. What is eczema vaccinatum?
            2. A complication of the ACAM2000 vaccination that can occur in patients who have eczema/atopic dermatitis, in which vaccinia virus disseminates to cause an extensive rash and systemic illness.
            3. A complication of the JYNNEOS vaccination that can occur in patients who have eczema/atopic dermatitis, in which vaccinia virus disseminates to cause an extensive rash and systemic illness.
            4. A complication of the ACAM2000 vaccination that can occur in patients who have any chronic skin condition, in which vaccinia virus disseminates to cause an extensive rash and systemic illness.

             

             

            1. Andi is a person living with HIV infection who also is prone to keloids. This patient wants the JYNNEOS vaccination for mpox. What is the best course of action?
              1. Administer the vaccine intradermally
              2. Administer the vaccine subcutaneously
              3. Recommend using ACAM2000 instead

             

             

            Handouts

            VIDEO

            Only Skin Deep: The Pharmacist’s Guide to Intradermal Vaccine Administration

            Learning Objectives

             

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

            • DISCUSS the potential benefits of intradermal vaccine delivery
            • IDENTIFY how to administer intradermal injections

               

              Release Date: December 5, 2022

              Expiration Date: December 5, 2025

              Course Fee

              FREE

              There is no grant funding for this CE activity

              ACPE UANs

              Pharmacist: 0009-0000-22-066-H06-P

              Pharmacy Technician: 0009-0000-22-066-H06-T

              Session Codes

              Pharmacist: 22YC66-BXV44

              Pharmacy Technician:  22YC66-VBT84

              Accreditation Hours

              0.5 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 0009-0000-22-066-H06-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

              Kelsey Giara, PharmD
              Freelance Medical Writer
              Pelham, NH

              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. Giara does not have any relationships with ineligible companies and therefore has nothing to disclose.

               

              ABSTRACT

              Researchers have studied intradermal vaccination for various diseases for over a decade, so it was only a matter of time before pharmacists would be asked to learn this route of administration. This is arguably the most challenging method of vaccine administration, and inaccurate technique could render an immunization ineffective. Given the need for intradermal administration of the monkeypox vaccine, pharmacists should be prepared to offer intradermal vaccination to eligible individuals to increase immunization rates, slow viral spread, and improve outcomes for affected individuals.

              CONTENT

              Content

              INTRODUCTION

              Major developments to vaccines and vaccine administration in recent years have demanded a great deal from pharmacists. The coronavirus disease-19 pandemic asked us to fight misinformation and vaccine hesitancy to educate the public about a new virus and new vaccine technology. We’ve been challenged to keep up with booster recommendations and the increased workflow that comes with vaccine administration. Many of us also taught our pharmacy technicians how to immunize.

               

              Now, with the emergence of monkeypox comes yet another new vaccine with an unfamiliar method of administration (see our FREE monkeypox activity for a more in-depth discussion about this virus). In August 2022, the United States (U.S.) declared monkeypox a public health emergency and ramped up efforts to vaccinate at-risk individuals subcutaneously (a method with which pharmacists are generally familiar).1 Shortly thereafter, the U.S. Food and Drug Administration (FDA) recognized that the country’s supply of monkeypox vaccine was unable to meet the current demand given the rapid spread of the virus.2 Administering the vaccine intradermally only requires one-fifth of the subcutaneous dose, so the FDA issued an emergency use authorization (EUA) allowing healthcare providers to use this method of administration. This effectively increased the total number of available doses by up to five-fold.2

               

              In September 2022, the U.S. Department of Health and Human Services authorized pharmacists, pharmacy interns, and pharmacy technicians, as appropriate, to administer monkeypox vaccines and therapeutics, under certain conditions.3 Pharmacists should be prepared to offer intradermal vaccination to eligible individuals to increase vaccination rates, slow viral spread, and improve outcomes both for this virus and any future viruses for which this applies.

               

              THE ROLE OF INTRADERMAL ADMINISTRATION

              Researchers have studied intradermal vaccination for a range of viral diseases, but only a few things are administered intradermally including4,5

              • tuberculosis skin testing
              • BCG (tuberculosis) vaccine
              • rabies vaccine
              • allergy skin testing

               

              Intradermal administration occurs in the dermis just below the epidermis (see Figure 1).4 The epidermis—the thinnest layer—is made up mostly of epithelial cells, but also contains melanocytes (pigment-producing cells), Merkel cells (for light-touch stimuli), and Langerhans cells (tissue-resident macrophages).5 The dermis is a thicker layer containing cells of the adaptive and innate immune systems including macrophages, mast cells, Langerhans cells, and dermal dendritic cells. Cells of the dermis are essential in processing incoming antigens to decide if they are harmful and activate the immune system accordingly.5

               

               

              Figure 1. Methods of Vaccine Administration

               

              High levels of antigen-presenting cells in the dermis induce a more potent immune response, making this an attractive (and potentially superior) vaccination site.5,6 This significant reactivity in the dermis also prompts a strong immune response to a smaller quantity of vaccine antigen—as little as one-fifth to one-tenth the dose—compared to intramuscular or subcutaneous administration.5,7 For this reason, intradermal administration is dose-sparing and potentially cost saving.5 Intradermal administration also avoids the rare risk of nerve, blood vessel, or joint space injury.7

               

              Clinical studies are evaluating intradermal delivery of other vaccines, but none are currently available in the U.S. aside from monkeypox under the recent EUA.5 In years past, an intradermal influenza vaccine was available, but the manufacturer stopped production after the 2017-2018 flu season for unknown reasons.8 Of all parenteral routes, intradermal injections have the longest absorption time due to the lack of blood vessels and muscle tissue in this area. This is attractive for sensitivity testing, as reactions are easier to visualize and assess for severity.4

               

              While intradermal administration is more efficient and cost-effective, it requires more skill and practice compared to subcutaneous or intramuscular administration.9 If incorrectly administered, the vaccine may enter the subcutaneous tissue instead and be ineffective because the dose is too small.

               

              INTRADERMAL ADMINISTRATION TECHNIQUE

              The most common intradermal injection sites are the volar aspect (inner surface) of the forearm and the upper back below the scapula (shoulder blade).4 Intradermal injection is not the best choice for every patient. Skin should be free of lesions, rashes, moles, or scars that could alter visual inspection of the injection site (or interpretation of test results, when applicable).4 In the case of the monkeypox vaccine, intradermal administration is only authorized for patients 18 years or older without a history of keloids (thick, raised scars).10

               

              Researchers have developed various devices for intradermal drug delivery, but in the absence of specialized devices, individuals can employ the Mantoux technique using a hypodermic needle.5 The Mantoux technique is named for French physician Charles Mantoux who used this method for tuberculosis testing in the early 1900s.11 The optimum needle size for this method is 26 to 27 gauge and ¼ to ½ inch long.4

               

              The Mantoux technique is new to pharmacists (we know because we could only find information about administration technique in nursing resources), so listen up, take notes, and remember that practice makes perfect4,10:

              • Inspect the injection site and select an area that is free from lesions, rashes, moles, or scars. Avoid vaccination in an area where there is a recent tattoo (less than one month old). If tattoos cover both arms, select an area without pigment (ink) if possible. If the tattoo is unavoidable, administer through it.
              • Clean the site with an alcohol or antiseptic swab using a firm, circular motion. Allow the site to dry completely to prevent alcohol from entering the tissue, which can cause stinging and irritation.
              • Using the nondominant hand, spread the skin taut at the injection site. Taut skin provides easy entrance for the needle. This is especially important in older individuals with less elastic skin.
              • Hold the syringe in the dominant hand between the thumb and forefinger at a 5- to 15-degree angle at the selected injection site with the bevel of the needle facing up.
              • Place the needle almost flat against the patient’s skin and insert the needle into the skin no more than 1/8-inch (about 3 mm) to cover the bevel. Keeping the bevel side up allows the needle to smoothly pierce the skin and deliver the medication to the dermis.
              • Once the needle is in place, use the thumb of the nondominant hand to slowly push the plunger to inject the medication.
              • Inspect the injection site for a bleb (small blister) which should appear under the skin. The presence of a bleb indicates that the medication is correctly placed in the dermis. The bleb is desired but not required, so if it doesn't appear, don't panic. Simply adjust your technique for next time.
              • Withdraw the needle at the same angle it was placed so as not to disturb the bleb and to minimize patient discomfort and tissue damage. Safely discard the syringe in a sharps container.

               

              For more visual learners, the Centers for Disease Control and Prevention provides a video demonstrating how to administer a vaccine intradermally at https://www.cdc.gov/wcms/video/low-res/poxvirus/2022/53345334Monkeypox-Vaccine-Administration.mp4.

               

              CONCLUSION

              Vaccines work, that much we know. However, this is only true if they’re accessible, trusted, and used appropriately. Pharmacists can help promote access, education, and vaccine uptake if they have the knowledge and skills to do so. New vaccines and administration recommendations are challenging, but don’t let it get under your skin. We hope this quick-and-dirty overview of intradermal vaccines boosted your confidence and made it easier for you to give it a shot.

               

               

               

              Pharmacist Post Test (for viewing only)

              Only Skin Deep: The Pharmacist’s Guide to Intradermal Vaccine Administration

              Learning Objectives
              • DISCUSS the potential benefits of intradermal vaccine delivery
              • IDENTIFY how to administer intradermal injections

              1. Which of the following is a benefit of intradermal vaccine delivery?
              A. It can deliver a larger vaccine dose
              B. It has the fastest rate of absorption
              C. It avoids the risk of nerve injury

              2. Which of the following makes the dermis a good site for vaccine administration?
              A. High levels of Merkel cells
              B. High levels of antigen-presenting cells
              C. Low levels of Langerhans cells

              3. About how far should you insert the needle to administer an intradermal injection via the Mantoux technique?
              A. 1/8-inch
              B. 1/4-inch
              C. 1/2-inch

              4. Travis Barker comes into your pharmacy asking for an intradermal vaccine. You inspect his forearms full of tattoos and find a small space without ink. You complete intradermal administration and notice a small bubble form under his skin. What does this mean?
              A. You administered the vaccine subcutaneously
              B. You administered the vaccine too close to a tattoo
              C. You administered the vaccine correctly

              5. Which of the following is appropriate technique for intradermal administration?
              A. Insert the needle at a 5- to 15-degree angle with the bevel facing up
              B. Pinch the skin between the thumb and forefinger of the nondominant hand
              C. Remove the needle slowly at a 45-degree angle to reduce discomfort

              Pharmacy Technician Post Test (for viewing only)

              Only Skin Deep: The Pharmacist’s Guide to Intradermal Vaccine Administration

              Learning Objectives
              • DISCUSS the potential benefits of intradermal vaccine delivery
              • IDENTIFY how to administer intradermal injections

              1. Which of the following is a benefit of intradermal vaccine delivery?
              A. It can deliver a larger vaccine dose
              B. It has the fastest rate of absorption
              C. It avoids the risk of nerve injury

              2. Which of the following makes the dermis a good site for vaccine administration?
              A. High levels of Merkel cells
              B. High levels of antigen-presenting cells
              C. Low levels of Langerhans cells

              3. About how far should you insert the needle to administer an intradermal injection via the Mantoux technique?
              A. 1/8-inch
              B. 1/4-inch
              C. 1/2-inch

              4. Travis Barker comes into your pharmacy asking for an intradermal vaccine. You inspect his forearms full of tattoos and find a small space without ink. You complete intradermal administration and notice a small bubble form under his skin. What does this mean?
              A. You administered the vaccine subcutaneously
              B. You administered the vaccine too close to a tattoo
              C. You administered the vaccine correctly

              5. Which of the following is appropriate technique for intradermal administration?
              A. Insert the needle at a 5- to 15-degree angle with the bevel facing up
              B. Pinch the skin between the thumb and forefinger of the nondominant hand
              C. Remove the needle slowly at a 45-degree angle to reduce discomfort

              References

              Full List of References

              References

                 
                REFERENCES
                1. U.S. Department of Health and Human Services. Biden-Harris Administration Bolsters Monkeypox Response; HHS Secretary Becerra Declares Public Health Emergency. August 4, 2022. Accessed October 26, 2022. https://www.hhs.gov/about/news/2022/08/04/biden-harris-administration-bolsters-monkeypox-response-hhs-secretary-becerra-declares-public-health-emergency.html
                2. U.S. Food and Drug Administration. Monkeypox Update: FDA Authorizes Emergency Use of JYNNEOS Vaccine to Increase Vaccine Supply. August 9, 2022. Accessed October 26, 2022. https://www.fda.gov/news-events/press-announcements/monkeypox-update-fda-authorizes-emergency-use-jynneos-vaccine-increase-vaccine-supply
                3. U.S. Department of Health and Human Services. Notice of Amendment to the January 1, 2016 Republished Declaration under the Public Readiness and Emergency Preparedness Act. October 3, 2022. Accessed October 26, 2022. https://public-inspection.federalregister.gov/2022-21412.pdf
                4. Administering intradermal medications. Open Resources for Nursing (Open RN). Accessed October 26, 2022. https://wtcs.pressbooks.pub/nursingskills/chapter/18-4-administering-intradermal-medication/
                5. Kim YC, Jarrahian C, Zehrung D, Mitragotri S, Prausnitz MR. Delivery systems for intradermal vaccination. Curr Top Microbiol Immunol. 2012;351:77-112.
                6. Hickling JK, Jones KR, Friede M, Zehrung D, Chen D, Kristensen D. Intradermal delivery of vaccines: potential benefits and current challenges. Bull World Health Organ. 2011;89(3):221-226.
                7. Brooks JT, Marks P, Goldstein RH, Walensky RP. Intradermal Vaccination for Monkeypox - Benefits for Individual and Public Health. N Engl J Med. 2022;387(13):1151-1153.
                8. Influenza vaccine. Aetna Clinical Policy Bulletins. Reviewed August 1, 2022. Accessed October 26, 2022. https://www.aetna.com/cpb/medical/data/1_99/0035.html
                9. Miller K. What Is an Intradermal Injection, the New Way the Monkeypox Vaccine Is Being Given? Prevention. August 12, 2022. Accessed October 26, 2022. https://www.prevention.com/health/health-conditions/a40869782/what-is-intradermal-injection/
                10. Centers for Disease Control and Prevention. JYNNEOS Smallpox and Monkeypox Vaccine:
                ALTERNATE REGIMEN Preparation and Administration Summary (Intradermal Administration). Updated September 27, 2022. Accessed October 26, 2022. https://www.cdc.gov/poxvirus/monkeypox/files/interim-considerations/guidance-jynneos-prep-admin-alt-dosing.pdf
                11. Kis EE, Winter G, Myschik J. Devices for intradermal vaccination. Vaccine. 2012;30(3):523-538.

                Henry A. Palmer CE Finale LIVE Event Friday, Dec 13, 2024

                Photograph of Henry A. Palmer

                The School of Pharmacy Henry A. Palmer CE Finale, named for beloved professor and mentor, Dr. Henry A. Palmer, is a continuing education program offered at the end of each calendar year. Held during December, the program helps pharmacists fulfill their last minute CE requirements. The program is typically not a single theme, but an ala carte program offering a variety of presentations covering contemporary issues in pharmacy practice/therapeutics. Pharmacists may enroll in one or more [up to 8] hours of continuing education.

                The University of Connecticut

                School of Pharmacy

                Presents the

                Henry A. Palmer C.E. FINALE 2024

                Aged to Perfection: Pharmacist Strategies for Elder Care Excellence

                A LIVE (both virtual and in-person) application and knowledge-based continuing education activity for practicing pharmacists in all settings

                 

                Friday, December 13, 2024

                7:30 AM 5:00 PM Eastern Time
                Sheraton Hartford South,
                Rocky Hill, CT

                For a full course description see the Henry A. Palmer CE Finale Brochure 2024

                REGISTRATION

                Handouts for CE Finale will be available the first week of December

                HANDOUTS FOR CE FINALE (these will be uploaded as available)

                LAW: Medical-Legal Considerations of Aging Patients for Pharmacists-1 slide per page and clickable links

                Law: Seniors Self-Diagnosing and Treating: A Brave (and scary) New World-6 per page
                Law: Seniors Self-Diagnosing and Treating: A Brave (and scary) New World
                -2 per page

                Balancing Safety and Efficacy: Addressing Medication Dilemmas in Older Adults -6 per page
                Balancing Safety and Efficacy: Addressing Medication Dilemmas in Older Adults
                -2 per page

                Immunization: Our Best Shot – Tips and Tools to Vaccinate Older Adults-6 per page
                Immunization: Our Best Shot – Tips and Tools to Vaccinate Older Adults
                2 per page

                Opioids: Impact of Palliative Care on Total Pain in the Older Adult-6 per page
                Opioids: Impact of Palliative Care on Total Pain in the Older Adult
                2 per page

                Patient Safety: Cheers to the Beers: Unpacking the Latest Updates for Safer Prescribing-6 per page
                Patient Safety: Cheers to the Beers: Unpacking the Latest Updates for Safer Prescribing
                -2 per page

                Beyond Memory Loss: Mastering the Management of Behavioral Symptoms in Dementia6 per page
                Beyond Memory Loss: Mastering the Management of Behavioral Symptoms in Dementia
                2 per page

                LAW: Call 1-800-Get-Cash Fast: Drug-Related Advertisements about Litigation-6 per page
                LAW: Call 1-800-Get-Cash Fast: Drug-Related Advertisements about Litigation
                -2 per page

                 

                CE FINALE SCHEDULE/TOPICS/LEARNING OBJECTIVES

                7:30-8:00 a.m. – Registration and Check-In/Sign-In

                8:00-8:05 a.m. Opening Remarks- Philip Hritcko, Dean, School of Pharmacy

                8:05-8:10 a.m.Operational Instructions-Jeannette Y. Wick, Dir. OPPD

                 

                8:10-9:10 a.m. – LAW: Medical-Legal Considerations of Aging Patients for Pharmacists
                Jennifer A. Osowiecki, RPh, JD, Cox & Osowiecki, LLC, Hartford, CT

                At the conclusion of this presentation, pharmacists will be able to:
                1. List at least three common medical-legal concerns associated with aging.

                2. Identify what constitutes elderly abuse or neglect and describe whether the pharmacist has a reporting obligation.

                3. Discuss the likelihood of polypharmacy and measures that pharmacists can employ to facilitate better medication management and compliance for elderly patients and their caregivers.

                0009-0000-24-042-L03-P     (0.1 CEU or 1 contact hour) (Application-based)

                9:15-10:15 a.m. Law: Seniors Self-Diagnosing and Treating: A Brave (and scary) New World

                Michael White, PharmD, FCCP, FCP, BOT Distinguished Professor and Chair of Pharmacy Practice, University of Connecticut School of Pharmacy, Storrs, CT   

                At the conclusion of this presentation, pharmacists will be able to:
                1. Describe the reasons seniors are increasingly diagnosing and treating themselves with therapies
                2. Describe the legal and regulatory pathways that provide seniors access to therapies outside the drug supply chain
                3. Describe the ways that pharmacists can recommend dietary supplements that are free of adulterants and contaminants
                4. Describe the risks associated with self-treatment with dietary supplements, “peptides”, and counterfeit drugs

                0009-0000-24-044-L03-P (0.1 CEU or 1 contact hour) (Knowledge-based)

                10:20-11:20 a.m. – Balancing Safety and Efficacy: Addressing Medication Dilemmas in Older Adults

                Christina Polomoff, PharmD, BCACP, BCGP, FASCP, Population Health Clinical Pharmacist, Associate Clinical Professor, University of Connecticut School of Pharmacy, Storrs, CT

                At the conclusion of this presentation, pharmacists will be able to:
                1. Analyze pharmacokinetic and pharmacodynamic changes associated with aging
                2. Identify opportunities for deprescribing and medication management
                3. Use evidence-based tools and strategies to optimize medication regimens, applying deprescribing frameworks and decision aids in real-world geriatric care

                0009-0000-24-043-L01-P (0.1 CEU or 1 contact hour) (Application-based)

                11:25-12:25 p.m.  – Immunization: Our Best Shot – Tips and Tools to Vaccinate Older Adults

                At the conclusion of this presentation, pharmacists will be able to
                1.      RECOGNIZE appropriate vaccine recommendations for the older adult population

                2.      IDENTIFY potential barriers to vaccinations

                3.      ANALYZE current methods used to improve vaccination rates

                4.      DISCUSS ways to improve vaccine compliance in your patient population

                0009-0000-24-047-L06-P (0.1 CEU or 1 contact hour) (Application-based)

                 

                12:25-12:45 p.m. – BREAK-light snacks will be served.

                12:45-1:45 p.m. – Opioids: Impact of Palliative Care on Total Pain in the Older Adult

                Megan Mitchell, PharmD, MS, Pharmacy Clinical Coordinator Pain Management and Palliative Care, University of Connecticut Healthcare, Farmington, CT         

                At the conclusion of this presentation, pharmacists will be able to:
                1. Describe Palliative Care and its importance in the healthcare system today
                2. Define the concept of “total pain” and the importance of whole person care in pain and symptom management
                3. Recognize the physiologic changes that occur with aging and how those impact pain and symptom management
                4. Determine the role of the pharmacist in total pain management in the older adult

                0009-0000-24-046-L08-P (0.1 CEU or 1 contact hour) (Application-based)

                1:50-2:50 p.m.  –Patient Safety: Cheers to the Beers: Unpacking the Latest Updates for Safer Prescribing
                Kelsey Giara, PharmD, Freelance Medical Writer, Pelham, NH

                At the conclusion of this presentation, pharmacists will be able to:
                1. Review the role of the Beers Criteria in reducing potentially inappropriate medication (PIM) use and enhancing patient safety in older adults
                2. Identify recent updates to the Beers Criteria and their implications for medication management in geriatric care
                3. Apply the updated Beers Criteria to real-world scenarios, optimizing medication selection and minimizing risks in older adult

                0009-0000-24-045-L05-P  (0.1 CEU or 1 contact hour (application-based)

                2:55-3:55 p.m.  – Beyond Memory Loss: Mastering the Management of Behavioral Symptoms in Dementia

                Kristin Waters, PharmD, BCPS, BCPP, Assistant Clinical Professor, UConn School of Pharmacy, Storrs, CT

                At the conclusion of this presentation, pharmacists will be able to:
                1. Identify clinical characteristics of the behavioral symptoms of dementia (BSD) including agitation, psychosis, and sleep disturbances
                2. Discuss medications currently used in the management of BSD along with emerging pharmacologic therapy options
                3. Determine the most appropriate pharmacologic treatment option for a patient with behavioral symptoms of dementia based on patient-specific factors

                0009-0000-24-048-L01-P  (0.1 CEU or 1 contact hour) (Application-based)

                4:00-5:00 p.m. –LAW: Call 1-800-Get-Cash Fast: Drug-Related Advertisements about Litigation
                Jeannette Y. Wick, RPh, MBA, Director Office of Professional Pharmacy Development, UConn School of Pharmacy, Storrs, CT

                At the conclusion of this presentation, pharmacists will be able to:
                1. Explain common terminology associated with commercials targeting older Americans
                2. Describe legal processes associated with lawsuits generated against companies that make products alleged to cause harm
                3. Discuss generalities in potential lawsuits associated with media promotion campaigns
                4. Identify areas where no information is available to provide good, valid answers for patients who ask questions

                0009-0000-24-049-L03-P (0.1 CEU or 1 contact hour) (Application-based)

                 

                CE FINALE ENCORE WEBINARS AVAILABLE

                If you find you cannot make it to our LIVE EVENT on Friday, December 13th, you can participate in our ENCORE LIVE WEBINARS that will be streamed on the following dates:

                • Monday, December 16, 12:00 (Noon) – 1:00 pm – Seniors Self-Diagnosing and Treating: A Brave (and scary) New World
                • Monday, December 16, 7:00 pm – 8:00 pm – Patient Safety: Cheers to the Beers: Unpacking the Latest Updates for Safer Prescribing
                • Monday, December 16, 8:10 pm – 9:10 pm –  Immunization:  Our Best Shot – Tips and Tools to Vaccinate Older Adults
                • Tuesday, December 17, 12:00 (Noon) – 1:00 pm – Opioids: Impact of Palliative Care on Total Pain in the Older Adult
                • Tuesday, December 17, 7:00 pm-8:00 pm – LAW: Call 1-800-Get-Cash Fast: Drug-Related Advertisements about Litigation
                • Wednesday, December 18, 12:00 pm-1:00 pm – Beyond Memory Loss: Mastering the Management of Behavioral Symptoms in Dementia

                Registration Information

                Online: https://ce.pharmacy.uconn.edu/henry-a-palmer-ce-finale/

                A continuous class schedule format will be used.  This format does not include breaks but does include a 20 minute lunch period.

                Refunds and Cancellations:  The registration fee, less a $75 processing fee, is refundable for those who cancel their registration three (3) days prior to the program (by December 10) After that time, no refund is available.

                Location: The Henry A. Palmer C.E. Finale will be held both virtually or in-person. You must sign in to the Webex link at the designated time using the link in your confirmation email if you decide to participate virtually.

                Continuing Education Units

                  Logo for the Accreditation Council for Pharmacy Education

                  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 will be awarded at CE Finale based on full sessions attended and completed online evaluations.  Pharmacists can earn up to 8 contact hours (0.80 CEU) three of which are Law credits, and one is an Immunization credit, one is a Patient Safety credit and one is an Opioid credit.

                  Please Note:  Pharmacists who wish to receive credit for the presentations MUST ACCURATELY complete the registration and online evaluations within 45 days of the live program (January 27, 2025).  Participants are accountable for their own continuing education requirements for license renewal and are required to follow up with joanne.nault@uconn.edu to resolve a discrepancy in a timely manner. PLEASE CHECK YOUR CPE MONITOR PROFILE within 3 days of submission to assure that your credits have been properly uploaded.  Requests for exceptions will be handled on a case-by-case basis and may result in denial of credit.

                  Activity Support:  There is no funding for this program.

                   

                   

                  Immunization Training for Pharmacists 2023-2026

                  Practice Based Immunization Training for Pharmacists 2023-2026

                  This is a practice-based continuing education activity for pharmacists who plan to implement a pharmacist-directed immunization program at their practice site or fulfill the requirements to become a pharmacist immunizer.  This comprehensive and interactive continuing pharmacy education certification program is designed to meet various state regulations* for pharmacist immunizers.

                  *This activity meets state requirements for immunization in Connecticut (with current CPR certification).  For out of state participants please check your state regulations.  This is NOT the APhA activity.

                  Visit this site frequently for updated information or contact joanne.nault@uconn.edu to be informed of new classes as they are scheduled.

                  THIS NEW & IMPROVED VERSION of Immunization Training for Pharmacists has added materials to make it a 21.5 hour activity-Newly accredited in 2023!

                   NEXT DATE

                  AUGUST 21, 2024
                  Storrs, CT
                  7:30 – 5:00
                  Cost:  $299

                  To REGISTER go to Orange Registration Button above

                  Brochure for full details

                  Requirements for Successful Completion

                  1.  Complete the 13.5 hours of online home study materials by signing into HuskyCT with your guest ID and password provided to you upon registration. View the activities, successfully complete the post-test learning assessments within HuskyCT.  You must complete all 20 activities to attend the live session.

                  2.  Attend and successfully complete the live activities to be held on:

                  AUGUST 21, 2024
                  LIVE/VIRTUAL Format
                  Storrs, CT

                  3. Please note: you must complete and maintain CPR certification, at your own expense and coordination, in order to fulfill the CT state requirements for a pharmacist immunizer. This will NOT be offered as part of this training.

                  4.  If necessary to have a Virtual format we will schedule in-person technique training and assessment following the Virtual/Live Events.  We will contact you with dates/times at various locations.

                  A total of 21.5 hours (including 8.0 live credits ) of practice-based continuing education credit will be issued upon successful completion of all required activities.

                  E-mail joanne.nault@uconn.edu with questions.

                  Annual Continuing Education Updates for Pharmacists

                  State Regulations in Connecticut require pharmacists who have completed a practice-based immunization training to obtain continuing education on immunizations annually to maintain their certification. These activities are designed to fulfill the requirement and update pharmacists on current information. The credits can also be applied to your required 15 credits of annual CE.

                  Meet your annual Immunization Certification CE Requirement!

                  See the Immunization Section on our YAFI CE page

                  Immunization Resources

                  These are some valuable articles and tools for use in your Immunization practice.

                  https://www.immunize.org/

                  https://www.cdc.gov/vaccines/schedules/index.html

                  Understanding Vaccines

                  CONTINUING EDUCATION CREDIT:
                  ACPE LogoThe University of Connecticut, School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. 21.5 contact hours (2.15 CEUs) will be awarded to pharmacists who view the presentations, pass the quizzes with a grade of 70% or better, and complete all evaluations. (ACPE #0009-23-004-CP) Statements of credit will be electronically transmitted to CPE Monitor within 72 hours of completing the activity.

                  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.