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Mattsson, Sofia
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Attebäck, M., Hedin, B. & Mattsson, S. (2022). Formulation Optimization of Extemporaneous Oral Liquids Containing Naloxone and Propranolol for Pediatric Use. Scientia pharmaceutica, 90(1), Article ID 15.
Öppna denna publikation i ny flik eller fönster >>Formulation Optimization of Extemporaneous Oral Liquids Containing Naloxone and Propranolol for Pediatric Use
2022 (Engelska)Ingår i: Scientia pharmaceutica, ISSN 0036-8709, E-ISSN 2218-0532, Vol. 90, nr 1, artikel-id 15Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

There is a need to develop dosage forms suitable for children to improve drug treatment. Extemporaneous compounding of drugs for children is one way to meet these needs. However, excipients generally considered as safe in adults may not be appropriate in dosage forms intended for children. The aim was to optimize the composition of two pediatric liquid preparations by substituting paraben as a microbiological preservative and ethanol as a solubilizer, with excipients more suitable for pediatric use. The oral liquids were Naloxone 1 mg/mL and Propranolol 10 mg/mL. Twelve different formulations were tested with propranolol and naloxone, respectively, during the screening process to select appropriate formulations. Sodium benzoate and glycerol were used as a preservative and solubilizer, respectively, and different pH of the formulations were evaluated. The formulations were characterized according to dispensed dose (dosing accuracy), viscosity and osmolality. The optimized formulations from the screening process were tested with two amounts of sodium benzoate and microbiological assays were performed. These formulations were shown to have satisfactory preservative properties and dosing accuracy. The results showed that the oral liquids could be prepared without the addition of solubilizer and with lower osmolality (naloxone), thus reducing the risk of gastrointestinal side effects.

Ort, förlag, år, upplaga, sidor
MDPI, 2022
Nyckelord
Extemporaneous compounding, Oral liquid, Pediatric use, Preservative, Solubilizer
Nationell ämneskategori
Anestesi och intensivvård
Identifikatorer
urn:nbn:se:umu:diva-192944 (URN)10.3390/scipharm90010015 (DOI)000774533300001 ()2-s2.0-85125272714 (Scopus ID)
Tillgänglig från: 2022-03-09 Skapad: 2022-03-09 Senast uppdaterad: 2023-09-05Bibliografiskt granskad
Gustafsson, M., Wallman, A. & Mattsson, S. (2021). Education Satisfaction among Pharmacy Graduates in Sweden. Pharmacy, 9(1), Article ID 44.
Öppna denna publikation i ny flik eller fönster >>Education Satisfaction among Pharmacy Graduates in Sweden
2021 (Engelska)Ingår i: Pharmacy, E-ISSN 2226-4787, Vol. 9, nr 1, artikel-id 44Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Education satisfaction is considered important for development of a professional identity and to increase learning. The aim was to investigate and compare education satisfaction over time among pharmacists who have graduated from the pharmacy programs at Umea University, Sweden. Data concerning education satisfaction were collected using an alumni survey of pharmacists who graduated between 2015 and 2018. This was compared with pharmacists graduating between 2006 and 2014. The majority of the pharmacy graduates were very satisfied with their education (96%) and thought that the programs gave them a clear professional identity (92%). No differences in education satisfaction between graduation years 2015 and 2018 and 2006 and 2014 were found. A majority of the graduates considered that the knowledge and skills acquired during their education were useful in their present job (83%). Of the graduates who thought that the studies gave them a clear professional identity, a higher proportion were satisfied with their job (p < 0.001) and thought that their work duties reflected their studies (p = 0.005). Exploring education satisfaction may help educators to further develop the education and to better prepare the students for their professional working life.

Ort, förlag, år, upplaga, sidor
MDPI, 2021
Nyckelord
pharmacy education, professional identity, education satisfaction, pharmacists
Nationell ämneskategori
Omvårdnad Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-187352 (URN)10.3390/pharmacy9010044 (DOI)000633157200001 ()33670619 (PubMedID)
Tillgänglig från: 2021-09-09 Skapad: 2021-09-09 Senast uppdaterad: 2023-10-03Bibliografiskt granskad
Hellberg, E., Westberg, A., Appelblad, P. & Mattsson, S. (2021). Evaluation of dissolution techniques for orally disintegrating mini-tablets. Journal of Drug Delivery Science and Technology, 61, Article ID 102191.
Öppna denna publikation i ny flik eller fönster >>Evaluation of dissolution techniques for orally disintegrating mini-tablets
2021 (Engelska)Ingår i: Journal of Drug Delivery Science and Technology, ISSN 1773-2247, Vol. 61, artikel-id 102191Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Mini-tablets are suitable for paediatric as well as geriatric use since they may provide flexible and accurate dosing and administration. Due to the minute tablet size, there is a need for new standardized quality evaluation procedures and conventional techniques may have to be adopted. The main objective of the study was to evaluate different dissolution techniques for orally disintegrating mini-tablets. Dissolution tests using mini-paddle apparatus were compared with standard size paddle apparatus, and the effect of paddle rotation speed was evaluated. Also, the filter choice, and its impact on dissolution, was considered. Sodium salicylate was used as a model drug substance and was mixed with different size fractions of mannitol. The powder mixtures were compacted into 2 mm flat faced tablets. The mini-tablets were characterized regarding weight and content uniformity, tensile strength, friability, disintegration and dissolution. Similar dissolution profiles were obtained with both mini and standard equipment. The paddle rotation speed affected the dissolution profiles; a low paddle speed resulted in a slower dissolution. Furthermore, choosing a chemically inert filter will increase the likelihood of obtaining reliable and accurate results. An appropriately designed dissolution test using mini-paddle apparatus is required prior to further implementation in quality control procedures.

Ort, förlag, år, upplaga, sidor
Elsevier, 2021
Nyckelord
Paediatric drug delivery, Orally disintegrating mini-tablet, Drug dissolution, Paddle rotation speed, Membrane filter
Nationell ämneskategori
Farmaceutiska vetenskaper
Identifikatorer
urn:nbn:se:umu:diva-187530 (URN)10.1016/j.jddst.2020.102191 (DOI)000619162900006 ()2-s2.0-85096371776 (Scopus ID)
Tillgänglig från: 2021-09-14 Skapad: 2021-09-14 Senast uppdaterad: 2021-09-14Bibliografiskt granskad
Mattsson, S. & Gustafsson, M. (2020). Job Satisfaction among Swedish Pharmacists. Pharmacy, 8(3), Article ID 127.
Öppna denna publikation i ny flik eller fönster >>Job Satisfaction among Swedish Pharmacists
2020 (Engelska)Ingår i: Pharmacy, E-ISSN 2226-4787, Vol. 8, nr 3, artikel-id 127Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Understanding the role of pharmacists' job satisfaction is important because a lack of job satisfaction might have negative impacts on patient care and safety. The aim of this cross-sectional study was to explore and compare job satisfaction among pharmacists graduating from the pharmacy programs at Umea University, Sweden. Data concerning job satisfaction and associated factors were collected using an alumni survey conducted among pharmacists graduating between 2015 and 2018. Ethical committee approval is not required for this type of study in Sweden. A majority (92.6%) of the pharmacy graduates were female. A majority of the graduates (91.4%) were satisfied with their job most of the time or all of the time, which was similar to a previous investigation among pharmacists graduating between 2006 and 2014. High access to continuous professional development (CPD) was associated with higher job satisfaction (odds ratio (OR): 18.717 (95% confidence interval (CI): 1.685-207.871)). In total, 65.6% considered access to CPD to be high (i.e., satisfactory to very good). Variables like gender, age, employee category, workplace, years since graduation, and income did not affect job satisfaction. Knowledge regarding job satisfaction will enable employers to respond to employees' needs, decrease turnover, and improve the work environment.

Ort, förlag, år, upplaga, sidor
MDPI, 2020
Nyckelord
job satisfaction, pharmacy graduate, continuous professional development
Nationell ämneskategori
Samhällsfarmaci och klinisk farmaci
Identifikatorer
urn:nbn:se:umu:diva-176301 (URN)10.3390/pharmacy8030127 (DOI)000578162800001 ()32722156 (PubMedID)
Tillgänglig från: 2020-11-05 Skapad: 2020-11-05 Senast uppdaterad: 2023-10-03Bibliografiskt granskad
Winka, K., Bränberg, A., Bek, A., Broman, K., Holmström, S., Mattsson, S., . . . Ågren, P.-O. (2020). Pedagogiskt mentorskap för hållbart lärarskap. In: nu2020: Abstractbok. Paper presented at Nätverk och utveckling (NU), Södertörns högskola,7-9 oktober, 2020 (pp. 207-208). , Article ID 117.
Öppna denna publikation i ny flik eller fönster >>Pedagogiskt mentorskap för hållbart lärarskap
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2020 (Svenska)Ingår i: nu2020: Abstractbok, 2020, s. 207-208, artikel-id 117Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [sv]

Mentorskap bygger på att en erfaren yrkesutövare (mentor) hjälper någon annan (adept) att bli mer kompetent i sitt yrke. Den grundläggande idén är att ta vara på och sprida erfarenhetsbaserad kunskap inom organisationen. Genom att bidra till en kollegas professionella utveckling kan mentorn utveckla sina egna kunskaper, förmågor och förhållningssätt. För adepten är det en möjlighet att utveckla sig och sin egen roll som lärare inom akademin (Mathisen, 2009; Eastcott, 2016).

Syftet med denna presentation är att delge erfarenheter från ett pedagogiskt mentorskapsprogram som utvecklats, genomförts och utvärderats vid Umeå universitet. Mentorskapsprogrammet är ett komplement till det högskolepedagogiska utbildningsutbudet och samtidigt ett sätt att tillvara ta de pedagogiskt meriterade lärarnas kompetens och vilja att bidra till hållbar pedagogisk utveckling.

Umeå universitet har en pedagogisk meriteringsmodell där lärare kan ansöka om prövning mot kriterier för utnämning till meriterad eller excellent lärare. Modellen har haft stort genomslag och det finns över 200 utnämnda lärare. En fråga som uppstått är hur lärosätet kan ta tillvara dessa lärares erfarenhet, engagemang och kompetens. I en undersökning av de utnämnda lärarnas förväntningar och önskemål framkom en stark vilja att dela med sig av sin kunskap och inspirera andra till pedagogisk utveckling. Detta ledde till att ett pedagogiskt mentorsprogram initierades 2019 med syftet att främja erfarenhetsutbyte och kollegial samverkan inom lärosätet.

Mentorskapsprogrammet består av en utbildning för mentorerna och ett pedagogiskt mentorstöd för adepterna. Ett intyg motsvarande en veckas högskolepedagogisk kurs utfärdas för de som genomför mentorsutbildningen och agerar mentorer. Vid antagning till mentorsplatserna prioriteras sökande med lång undervisningserfarenhet och ett reflekterande förhållningssätt till lärarrollen. Med andra ord: utnämning i Umeå universitetets pedagogiska meriteringsmodell är meriterande. För adepterna gäller inga speciella urvalskriterier förutom intresse att utveckla sin pedagogiska kompetens.

I matchningen av mentorer och adepter lades särskild vikt vid fakultets- och ämnesöverskridande konstellationer. Potentiella ämnesmässiga kopplingar undveks med argumentet att den akademiska lärarrollen och den pedagogiska verksamheten ska vara i fokus. I pilotomgången ingick sju mentor/adeptpar varav sex slutförde programmet.

Utvärderingen bekräftade vikten av att programmet är universitetsövergripande och att mentorer och adepter matchas över fakultets- och ämnesgränser. Det utgör även ett exempel på hur de meriterade och excellenta lärarnas engagemang och drivkraft för pedagogisk utveckling kan tas tillvara. Som helhet representerar det pedagogiska mentorskapsprogrammet en win-win-situation, där både adepter och mentorer växer i sin identitet och professionella roll.

Målgruppen för presentationen inkluderar alla som är nyfikna på undervisning/utbildning/högskolepedagogik, pedagogiska utvecklare samt personer med pedagogiska ledarskapsuppdrag.

 

Referenser

Mathisen, P. 2009. Mentor: i teori och praktik. Studentlitteratur: Lund

Eastcott, D. (2016). Coaching and mentoring in academic development (pp. 86–102). In: Popovic, C., & Baume, D. (2016). Advancing practice in academic development. Taylor and Francis Inc.

Nyckelord
mentorskap, adept, lärare, hållbarhet
Nationell ämneskategori
Samhällsvetenskap
Identifikatorer
urn:nbn:se:umu:diva-176203 (URN)
Konferens
Nätverk och utveckling (NU), Södertörns högskola,7-9 oktober, 2020
Tillgänglig från: 2020-10-22 Skapad: 2020-10-22 Senast uppdaterad: 2024-07-02Bibliografiskt granskad
Wamil, N., Mattsson, S. & Gustafsson, M. (2019). Assessment of potentially inappropriate medications using the EU (7)-PIM list and the Swedish quality indicators. International Journal of Clinical Pharmacy, 41(4), 903-912
Öppna denna publikation i ny flik eller fönster >>Assessment of potentially inappropriate medications using the EU (7)-PIM list and the Swedish quality indicators
2019 (Engelska)Ingår i: International Journal of Clinical Pharmacy, ISSN 2210-7703, E-ISSN 2210-7711, Vol. 41, nr 4, s. 903-912Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Background: Several tools to evaluate the appropriateness of prescriptions have been developed over the years.

Objective: To compare the prevalence of potentially inappropriate medication (PIM) among elderly, using the European Union (EU) (7)-PIM list and the Swedish quality indicators. Secondary objectives were to investigate factors associated with the use of PIMs using the two tools.

Setting: Medical ward in a hospital in Northern Sweden.

Methods: Medical records for patients aged >= 65 years admitted to the medical ward were reviewed by clinical pharmacists from September to November 2015 and from February to April 2016. PIMs were identified through the abovementioned identification tools.

Main outcome measure: Prevalence of PIMs.

Results: Of 93 patients, 18.3% had one PIM according to the Swedish quality indicators. The most common PIM class was non-steroidal anti-inflammatory drugs and diclofenac was one of the most commonly prescribed PIMs. According to the EU (7)-PIM list, 45.2% of the study population was prescribed one or more PIMs. The most common PIM class was hypnotic and sedative drugs, and the most frequently prescribed PIM was apixaban. No significant associations between PIMs and different factors were found using either identification tool.

Conclusion: The prevalence of PIMs was relatively low in the study sample according to the Swedish guidelines but high according to the EU (7)-PIM list. Different evaluation tools might give inconclusive results, but it is still important to continuously evaluate the need for PIMs in older patients in order to improve drug treatment and to decrease the risk of adverse drug reactions.

Ort, förlag, år, upplaga, sidor
Springer, 2019
Nyckelord
Aged, EU (7)-PIM list, Potentially inappropriate medication, Quality indicators, Sweden
Nationell ämneskategori
Samhällsfarmaci och klinisk farmaci
Identifikatorer
urn:nbn:se:umu:diva-162666 (URN)10.1007/s11096-019-00847-x (DOI)000478769400010 ()31183601 (PubMedID)2-s2.0-85067307312 (Scopus ID)
Tillgänglig från: 2019-09-04 Skapad: 2019-09-04 Senast uppdaterad: 2023-03-24Bibliografiskt granskad
Wallman, A., Gustafsson, M., Helgesson, E., Nilsson Lindgren, Å. & Mattsson, S. (2019). Implementing reflective professional development portfolios in pharmacy education. Research in Social and Administrative Pharmacy, 15(12), E50-E50
Öppna denna publikation i ny flik eller fönster >>Implementing reflective professional development portfolios in pharmacy education
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2019 (Engelska)Ingår i: Research in Social and Administrative Pharmacy, ISSN 1551-7411, E-ISSN 1934-8150, Vol. 15, nr 12, s. E50-E50Artikel i tidskrift, Meeting abstract (Övrigt vetenskapligt) Published
Abstract [en]

Introduction: This study aims to present an implementation of reflective professional development portfolios in pharmacy programs. The overall aim with the project is to stimulate pharmacy students’ professional development. Reflection can be a way to deal with new knowledge and increase professional confidence and competence. Since the process of learning professional values, attitudes and behaviours starts early, an emphasis on students’ development is crucial.

Methods: New written reflective assignments have been introduced in about 10 different courses in the pharmacy programs at Umeå University, Sweden. Students’ level of reflection was measured (on a 6-degree level of reflection scale) to establish students’ level without any further introduction to reflective thinking and learning in the current curricula.

Results: Preliminary results show low reflection in the first introduction course in the program (mean 3.08, 22% reflective, n¼49) and the level has only slightly increased at the 6th semester (mean 3,48, 48,8% reflective, n¼66) and on the 10th semester (mean 3,5, 50% reflective, n¼46). Interrater reliability was calculated by Cohens kappa k¼0,37-0,63. Results from more courses, feasibility, and interrater reliability are going to be evaluated and calculated this spring and presented at the conference.

Conclusions: Umeå University are introducing “Reflective professional development portfolios (RPDP)” as a learning activity integrated in all theoretical courses as writing assignments combined with mentor discussions (4 occasions) and summative portfolios (2 assignments) in the pharmacy curricula. Assessments and feedback on reflective writing of portfolios are planned to occur on several occasions and different levels including level of reflection, discussions on professionalism, and content. This baseline measurement can be used to assess the suggested curricula developments.

Ort, förlag, år, upplaga, sidor
Elsevier, 2019
Nationell ämneskategori
Farmaceutiska vetenskaper
Identifikatorer
urn:nbn:se:umu:diva-166807 (URN)10.1016/j.sapharm.2019.09.006 (DOI)000500574500054 ()
Tillgänglig från: 2020-01-03 Skapad: 2020-01-03 Senast uppdaterad: 2020-01-03Bibliografiskt granskad
Wallman, A., Gustafsson, M., Helgesson, E., Nilsson-Lindgren, Å. & Mattsson, S. (2019). Implementing reflective professional development portfolios in pharmacy education. In: Universitetspedagogiska konferensen 2019: helhetssyn på undervisning - kropp, känsla och kognition i akademin. Paper presented at Universitetspedagogiska konferensen 2019, Umeå, 10-11 oktober, 2019. (pp. 7-7). Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet
Öppna denna publikation i ny flik eller fönster >>Implementing reflective professional development portfolios in pharmacy education
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2019 (Engelska)Ingår i: Universitetspedagogiska konferensen 2019: helhetssyn på undervisning - kropp, känsla och kognition i akademin, Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet , 2019, s. 7-7Konferensbidrag, Poster (med eller utan abstract) (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet, 2019
Serie
Skriftserie från Universitetspedagogik och lärandestöd (UPL) ; 2019:1
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:umu:diva-194787 (URN)
Konferens
Universitetspedagogiska konferensen 2019, Umeå, 10-11 oktober, 2019.
Tillgänglig från: 2022-05-17 Skapad: 2022-05-17 Senast uppdaterad: 2022-05-23Bibliografiskt granskad
Gustafsson, M. & Mattsson, S. (2019). Swedish Pharmacy Students' Expectations and Perceptions of Their Education and Future Pharmacy Profession. Pharmacy, 7(4), Article ID 139.
Öppna denna publikation i ny flik eller fönster >>Swedish Pharmacy Students' Expectations and Perceptions of Their Education and Future Pharmacy Profession
2019 (Engelska)Ingår i: Pharmacy, E-ISSN 2226-4787, Vol. 7, nr 4, artikel-id 139Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Distance education is becoming more and more common, and today distance education is well established within academic settings. The aim was to investigate first-year pharmacy students' expectations and perceptions of web-based pharmacy programs and of their future profession. Furthermore, student characteristics were compared over time. A questionnaire was distributed to all first-year students admitted to the pharmacy programs at Umea University in 2017. The students were asked questions about their background, motives for choosing pharmacy education, and their expectations and perceptions of their education and profession. Factors of most importance when choosing the education were: the education is interesting, leads to an interesting job, and is web-based. The students' expectations of the education were high, and they want to learn as much as possible and be well prepared for their future profession. Regarding the students' perception of their future profession, three themes were identified: to help other people, professional development, and employment related issues. Student characteristics have changed over the years, suggesting that the web-based pharmacy education and the flexibility it entails attracts other groups of students today compared with when the programs started.

Ort, förlag, år, upplaga, sidor
MDPI, 2019
Nyckelord
pharmacy, web-based education, students, perceptions, expectations, profession
Nationell ämneskategori
Samhällsfarmaci och klinisk farmaci
Identifikatorer
urn:nbn:se:umu:diva-167950 (URN)10.3390/pharmacy7040139 (DOI)000505734200009 ()31557791 (PubMedID)
Tillgänglig från: 2020-03-02 Skapad: 2020-03-02 Senast uppdaterad: 2023-10-03Bibliografiskt granskad
Gustafsson, M., Mattsson, S., Wallman, A. & Gallego, G. (2018). Pharmacists' satisfaction with their work: Analysis of an alumni survey. Research in Social and Administrative Pharmacy, 14(7), 700-704
Öppna denna publikation i ny flik eller fönster >>Pharmacists' satisfaction with their work: Analysis of an alumni survey
2018 (Engelska)Ingår i: Research in Social and Administrative Pharmacy, ISSN 1551-7411, E-ISSN 1934-8150, Vol. 14, nr 7, s. 700-704Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Background: The level of job satisfaction among practicing pharmacists is important because it has been found to affect job performance and employee turnover. The Swedish pharmacy market has undergone major changes in recent years, and little is known about pharmacists' job satisfaction.

Objectives: The objective of this study was to investigate the level of job satisfaction and associated factors among graduates from the web-based pharmacy programs at Umea University.

Methods: Job satisfaction of pharmacists was measured as part of an alumni survey conducted with those who graduated from the pharmacy programmes between 2006 and 2014. Data analysis included descriptive statistics, and logistic regression was used to explore factors affecting job satisfaction.

Results: The total number of graduates who completed the survey was 222 (response rate 43%.) The majority of respondents were female (95%), and most were employed at a community pharmacy (85%). The mean age was 39.7 years. The majority of graduates (91%) were satisfied with their job "most of the time" or "all of the time", and 87% of the respondents would "definitely" or "maybe" choose the same career again. The multivariate analysis showed that increasing years in the current position (OR: 0.672 (0.519-0.871)) was associated with lower job satisfaction. Older age (OR: 1.123 (1.022-1.234)), the perception that the knowledge and skills acquired during university education is useful in the current job (OR: 4.643 (1.255-17.182)) and access to continuing professional development (OR: 9.472 (1.965 -45.662)) were associated with higher job satisfaction.

Conclusion: Most graduates from the web-based pharmacy programmes were satisfied with their current job. Access to continuing professional development seems to be important for the level of job satisfaction among pharmacists.

Ort, förlag, år, upplaga, sidor
Elsevier, 2018
Nyckelord
Job satisfaction, Pharmacy education, Continuing professional development
Nationell ämneskategori
Samhällsfarmaci och klinisk farmaci
Identifikatorer
urn:nbn:se:umu:diva-150749 (URN)10.1016/j.sapharm.2017.08.006 (DOI)000436607800011 ()28870444 (PubMedID)2-s2.0-85028652433 (Scopus ID)
Tillgänglig från: 2018-08-16 Skapad: 2018-08-16 Senast uppdaterad: 2018-08-16Bibliografiskt granskad
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