Well-being Content Inclusion in Pharmacy Education Across the United States and Canada.
Elizabeth Buckley, Simi Gunaseelan, Benjamin D Aronson, Heidi N Anksorus, Victoria Belousova, Tram B Cat, Kristine M Cline, Stacey D Curtis, Christina E DeRemer, David Fuentes, McKenzie S Grinalds, Seena L Haines, Hannah E Johnson, Karen Kopacek, Jessica M Louie, Nkem P Nonyel, Natasha Petry, Shawn Riser Taylor, Suzanne C Harris, Cheryl A Sadowski, Anandi V Law
Author Information
Elizabeth Buckley: Concordia University Wisconsin School of Pharmacy, Mequon, Wisconsin beth.buckley@cuw.edu.
Simi Gunaseelan: Texas A&M University, Irma Lerma Rangel College of Pharmacy Kingsville, Texas.
Benjamin D Aronson: Ohio Northern University, Raabe College of Pharmacy, Ada, Ohio.
Heidi N Anksorus: University of North Carolina, Eshelman School of Pharmacy, Chapel Hill, North Carolina.
Victoria Belousova: D'Youville University, School of Pharmacy, Buffalo, New York.
Tram B Cat: University of California, San Francisco, School of Pharmacy, San Francisco, California.
Kristine M Cline: The Ohio State University, College of Pharmacy, Columbus, Ohio.
Stacey D Curtis: University of Florida College of Pharmacy, Gainesville, Florida.
Christina E DeRemer: University of Florida College of Pharmacy, Gainesville, Florida.
David Fuentes: University of Portland, School of Nursing, Portland, Oregon.
McKenzie S Grinalds: Cedarville University, School of Pharmacy, Cedarville, Ohio.
Seena L Haines: University of Mississippi, School of Pharmacy, Jackson, Mississippi.
Hannah E Johnson: University of Kentucky, College of Pharmacy, Lexington, Kentucky.
Karen Kopacek: University of Wisconsin, School of Pharmacy, Madison, Wisconsin.
Jessica M Louie: West Coast University, School of Pharmacy, Los Angeles, California.
Nkem P Nonyel: Howard University College of Pharmacy, Washington D.C.
Natasha Petry: North Dakota State University, School of Pharmacy, Fargo, North Dakota.
Shawn Riser Taylor: Wingate University, School of Pharmacy, Hendersonville, North Carolina.
Suzanne C Harris: University of North Carolina, Eshelman School of Pharmacy, Chapel Hill, NC.
Cheryl A Sadowski: University of Alberta, Pharmacy and Pharmaceutical Sciences, Edmonton, Alberta, Canada.
Anandi V Law: Western University of Health Sciences, College of Pharmacy, Pomona, California.
To describe the landscape of well-being content inclusion across schools and colleges of pharmacy in the United States and Canada through identification of content implementation, incorporation, and assessment. A cross-sectional survey was distributed to all accredited schools and colleges of pharmacy in the United States (n=143) and Canada (n=10). Survey questions included curricular and cocurricular timing, frequency, assessment strategies, and support for well-being initiatives, using a framework of eight dimensions (pillars) of wellness to categorize content. Descriptive data analyses were applied to 99 completed surveys (65%), 89 (62%) in the United States and 10 (100%) in Canada. Well-being content was most prevalent within the cocurricular realm and incorporated into didactic and elective more than experiential curricula. The most content came from intellectual, emotional, and physical pillars, and the least content came from financial, spiritual, and environmental pillars. Less than 50% of schools and colleges of pharmacy include well-being within their strategic plans or core values. Funding is primarily at the level of the university (59%) or the school or college of pharmacy (59%). Almost half of respondents reported inclusion of some assessment, with a need for more training, expertise, and standardization. Survey results revealed a wide range of implementation and assessment of well-being programs across the United States and Canada. These results provide a reference point for the state of well-being programs that can serve as a call to action and research across the Academy.
