- Read the article on page 24.
- The test for this CE activity can be taken online at www.NursingCenter.com/JAANP. Find the test under the article title.
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Registration Deadline: January 1, 2021
Disclosure Statement: The authors and planners have disclosed that they have no financial relationships related to this article.
This activity is approved for 1.0 contact hour of continuing education by the American Association of Nurse Practitioners. Activity ID 19124042. This activity was planned in accordance with AANP CE Standards and Policies.
This activity is also provider approved by the California Board of Registered Nursing, Provider Number CEP 11749 for 1.0 contact hour. Lippincott Professional Development is also an approved provider of continuing nursing education by the District of Columbia, Georgia, and Florida, CE Broker #50-1223.
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Purpose: To present a study that involved the development analysis of four focus group scripts to help prepare an educational module promoting generic oral contraceptive prescribing.
Learning Objectives/Outcomes: After completing this continuing education activity, you should be able to:
- 1. Recall the background information about generic oral contraceptives and the methodology the researchers used to prepare and analyze focus group scripts and develop an educational module promoting generic oral contraceptive prescribing.
- 2. Summarize the results of the study aimed at promoting generic oral contraceptive prescribing.
- 1. How do oral contraceptive pills (OCPs) rank among commonly prescribed drugs?
- a. most commonly prescribed
- b. second most commonly prescribed
- c. third most commonly prescribed
- 2. How many of the OCPs currently on the market are available in generic formulations?
- a. about one third
- b. nearly two thirds
- c. almost all of them
- 3. In a survey by Kesselheim et al. (2016), how many of the practicing physicians who participated disagreed with statements that generics are as safe as, as effective as, or do not cause more adverse effects than brand-name drugs?
- a. about one quarter
- b. nearly one third
- c. almost one half
- 4. U.S. Food and Drug Administration (FDA) approval requires that
- a. generic versions of brand-name drugs be therapeutically equivalent.
- b. physicians prescribe generic OCPs before prescribing brand-name OCPs.
- c. patients' requests for brand-name OCPs be based on packaging concerns.
- 5. Using the 4D model of appreciative inquiry in developing focus group scripts, the authors followed which of the following steps when they determined how to operationalize a change to reach a goal?
- a. Discovery
- b. Dream
- c. Design
- 6. In their focus group script, the authors asked participants about solutions that would make it easier for them to prescribe more generic OCPs, specifically asking about
- a. samples.
- b. failure rates.
- c. pharmacokinetics.
- 7. In developing their educational module, the authors used Kern's six-step approach to curriculum development, the first step of which is
- a. goals and objectives.
- b. targeted needs assessment.
- c. problem identification and needs assessment.
- 8. Which of the following questions did the authors include in the definition and discovery portion of the focus group script?
- a. What has your experience been with substituting generic for branded drugs?
- b. How do you think the prescribing rates of generic oral contraception can be improved?
- c. What information could the FDA specifically provide to improve your perception of generic oral contraceptives?
- 9. The “Cost Savings and Generic Substitution of Oral Contraceptives” educational module included several components designed to mimic Kolb's learning cycle of experience, reflection, conceptualization, and active
- a. facilitation.
- b. experimentation.
- c. circumspection.
- 10. The authors structured the evaluation of educational outcomes for the module using three of the four levels of the Kirkpatrick model for training health professionals, one of which is
- a. data analysis.
- b. basic competence.
- c. intention to change behavior.
- 11. The most common barrier to prescribing generic OCPs under the clinician factor theme was
- a. attitudes toward generics.
- b. a lack of accessibility of information about generics.
- c. a lack of trusted sources from which to learn about generics.
- 12. For health system factors, the most frequently mentioned barrier was
- a. state generic substitution laws.
- b. insurance company policies.
- c. the availability of samples.
- 13. Sixteen participating prescribers stated that confusion results when
- a. there are multiple generic brands.
- b. advertising influences patients to request brand-names.
- c. they believe that all generics are inferior products.
- 14. The most commonly cited subtheme under workflow factors was
- a. pharmacy.
- b. insurance.
- c. formulary.
- 15. Contrasted with nurse practitioners (NPs), primary care physicians (PCPs) mentioned that
- a. prescribing generics disrupted daily practice more than prescribing brand-name drugs.
- b. insurance companies and pharmacies were workflow barriers to prescribing generics.
- c. prescribing brand-name drugs took more time and effort than prescribing generics.
- 16. Of the codes related to solutions, the most common subtheme under clinician factors was
- a. reluctance to switch medications.
- b. more information about generics.
- c. prior experience.
- 17. Contrasted with PCPs, NPs more often mentioned which of the following as a solution to increase generic OCP prescribing?
- a. mandatory generic substitution
- b. simplification of generic OCP naming
- c. point-of-care information technology tools
- 18. The authors found that generic skepticism was associated with
- a. an overall distrust of generic OCPs.
- b. the degree of knowledge of generic OCPs.
- c. a lower likelihood of finding the module useful.
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