Niken Larasati

16070835003
Annotated APA Style
PRESCRIPTION PRACTICE AS SCHOOL LITERACY

Butler, L. M., Devraj, R., & Santanello, C. (2013). Design and evaluation of health literacy
instructional video for pharmacy students. INNOVATIONS in pharmacy, 4(1), 1.
In this journal, health literacy has become a topic of importance to address in the pharmacy
curriculum and many universities are interested in learning about ways to incorporate this
concept into their curriculum effectively. Pharmacists are in a unique position to assist low
literacy patients in understanding their medication regimens. The development of a novel
health literacy instructional video depicting pharmacist-patient interaction in a community
pharmacy setting enhanced pharmacy students perception of their overall understanding
of this important topic of health literacy. It is anticipated that in the near future, such a
video will serve as a valuable resource to other schools of pharmacy as they address health
literacy in their curriculum, and also for currently practicing pharmacists across the nation.

A pharmacy health literacy instructional video was well received by students. It

significantly improved students perception of their ability to communicate with low health
literacy patients in a pharmacy setting and their overall understanding of health literacy

Nielsen-Bohlman, L., Panzer, A. M., & Kindig, D. A. (Eds.). (2004). Health literacy: a
prescription to end confusion. National Academies Press.
In this book, one obvious implication is that reading and writing skills must be learned in
the context of text and literacy purposes that readers will encounter out in the world.
Therefore, one needs to teach reading skills in those contexts. Health texts and purposes
for reading them make up one of those real-life literacy domains. Embedding health literacy
instruction can be done with two types of literacy instruction needed, those are basic print
literacy instruction and literacy instruction in text types.
The results indicate that students who is taught literacy instruction and literacy in text types,
confirming that this approach was to develop of beginning reading skill and writing
abilities.
Katz, M. G., Kripalani, S., & Weiss, B. D. (2006). Use of pictorial aids in medication instructions:
a review of the literature. American Journal of Health-System Pharmacy, 63(23), 2391-
2398.
Many patients depend on medication labels and patient information leaflets for pertinent
drug information, but these materials are often difficult for patients to understand. The
effects of pictorial aids in medication instructions on medication recall, comprehension,
 and adherence are reviewed. In addition to enhancing understanding, pictorial aids have
been found to improve patients satisfaction with medication instructions.
The use of pictorial aids enhances patients understanding of how they should take their
medications, particularly when pictures are used in combination with written or oral
instructions.
Hewitt, M. (Ed.). (2013). Oral Health Literacy: Workshop Summary. National Academies Press.
The goals on this journal are research the effects of health literacy, increase awareness,
provide tools and resources to address challenges, and promote plain language. Plain
language is a way of writing and speaking that helps people understand something the first
time they read or hear it. By using plain language, members can find what they need;
understand what they find; and use what they find to meet their needs.

The researcher described a writer certification aims to ensure that the communicators should
inform, educate, and engage members/consumers, write in plain language, simplify codes
for explanation of benefits statements, and simplify member letters.

Edwards, R. M. (2013). Opening the door on student learning: using artefacts to explore
pharmacy students learning practices.
Using artefacts in the research process has afforded an in-depth view of this group of
pharmacy students learning practices. The emergent themes allowed insight into specific
study practices adopted by participants, their rituals associated with learning, pharmacys
knowledge, motivation for learning and ways of learning. Participants indicated that the
process of choosing and reflecting on the artefacts was useful in allowing them insight into
their learning practices (or aspects of their meshwork) that they may not have previously
been aware of.

The artefacts brought along by participants and the meanings they ascribed to them,
exemplify the complex meshwork surrounding student learning and their learning
practices. This study has attempted to achieve this understanding by exploring participants
learning practices using their chosen artefacts.

Unicef. (2004). Life skills-based education for drug use prevention training manual.

In this journal, the writer explains about drug education is defined as the educational
programs, policies, guidelines and procedures that contribute to the achievement of broader
public health goals of preventing and reducing drug use and drug related harm to
individuals and society. There are principles of good practice in drug education (in school
setting), those are drug education is best taught in a separate subject, drug education is
taught by a trained teacher or facilitator with use of selected external resources, drug
education programs should have sequence, progression and continuity over time
throughout schooling, drug education messages should be consistent and coherent, based
on student needs and linked to the overall goal of prevention and less harm/safer use
through behaviour change, effective drug education programs, drug education strategies
 should relate directly to the achievement of the program objectives and should be
evaluated, and drug education programs should respond to developmental, gender, cultural,
language, socioeconomic and lifestyle differences relevant to the levels of student drug use.
The consequences of drug use are affected by three main factors, those are personal factors
the reasons for using the substance, social or environmental factors the social context
in which the substance is used, and drug factors characteristics, nature and effect of the
drug itself.

Jacobson, K. L., Gazmararian, J. A., Kripalani, S., McMorris, K. J., Blake, S. C., & Brach, C.
(2007). Is our pharmacy meeting patients needs. A Pharmacy Health Literacy Assessment
Tool User's Guide.(Prepared under contract No. 290-00-0011 T07.) AHRQ Publication,
(07-0051).

Health literacy is an important factor in an individuals ability to perform various health-

related tasks. These include filling a prescription and taking medications correctly, reading
and being able to act on information from a disease prevention brochure, filling out forms,
and making decisions about health insurance.

The largest and most visible problem with prescription medications is their packaging. Few
consumer products are packaged as confusingly as prescription drugs. Packaging problems
include:
Poorly printed, small, hard-to-decipher warning labels and warning symbols
Unclear, non-standardized instructions
Identical packaging for several medicines a patient may take
Language that can be misunderstood by a patient

Hernandez, L. M. (Ed.). (2008). Standardizing Medication Labels: Confusing Patients Less,

Workshop Summary. National Academies Press.

Evaluation of the format of labels on filled prescriptions suggests that labels are not
designed to optimize patient understanding of medication administration directions or
warnings. The largest item on nearly all of the labels was the pharmacy logo. The average
font size was also largest for the pharmacy logo, followed by medication instructions, and
drug name. Health literacy experts draw attention to important text, were more commonly
used for the pharmacy name or logo and other items related to the pharmacy (prescription
number, refill status, and quantity).

Lessons from the field of health literacy underscore the need for this work to be done with
patients as partners in the process, ensuring the best deliverables possible.

Jacobs, L. R. (1998). Prescription to over-the-counter drug reclassification.American family

physician, 57, 2209-2214.

There are three ways to make such a change outside of the drug review process. (1) If new
clinical research provides information that allows a drug to be approved. (2)
Reclassification is determined that prescription status is not required for safe use of the
 drug. (3) A supplement may be filed if favorable postmarketing safety experience for a
product provides evidence that the drug product may be safely used without supervision by
a physician.
Clear and concise prescription writing and labeling that explain the use of medications, and
confirming a patient's understanding of the instructions can help improve adherence and
reduce medication errors.

Smith, P. D., & Sharp, S. (2013). Health literacy and prescribing: it is time to change old
habits. American family physician, 87(11), 755.

There are four points in the prescribing process in which evidence suggests changes in
practices may lead to improved patient understanding and reduce medication mistakes.
These include when the prescription is written (telling the pharmacist what to put on the
medication label), the prescriber gives administration instructions to the patient, the
instructions are printed on the container label and the pharmacist dispenses the prescription.

Health communication research has shown that pharmacists are the most trusted source of
information about medications and health, but time constraints limit physicians from
explaining new medications as thoroughly as possible.