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Introduction. New Zealand pharmacists must complete a joint prescribing course offered by Otago and Auckland universities only, to be qualified as pharmacist prescribers. Aim. To identify knowledge and perceptions of New Zealand registered pharmacists, who are not pharmacist prescribers, on: pharmacist prescribing roles, courses and perceived barriers and facilitators to course uptake. Methods. Participants comprised registered practising New Zealand pharmacists (n = 4025), across all New Zealand regions. Invitations to participate in a questionnaire survey were sent in March 2021. Data were analysed using thematic analysis and descriptive statistics. Results. The response rate was 12% (482/4025), with 94% community pharmacists. Almost twothirds (65%) had over 10 years of working experience. Nearly all (95%) agreed that pharmacist prescribing would improve healthcare delivery in New Zealand. Most reported that barriers to pharmacist prescribing course uptake were funding, lack of institutional support, up-to-date pharmacological/pharmaceutical knowledge, and 2 years of experience in collaborative health team prerequisites for enrolment, finding medical supervisors, and lack of remuneration for prescribing roles. Discussion. Pharmacist prescribing in New Zealand is still in its growing phase. Optimising uptake of prescribing courses and role requires a multi-level approach including all stakeholders. Government/policymakers should consider pharmacist prescribing training and remuneration in their funding plans. Employing institutions should provide required time and human resources (staff backfills). Training providers should consider methods of course delivery and assessment that are suitable for trainees in full-time employment. [ABSTRACT FROM AUTHOR]

Background: The concept of global citizenship aims to prepare learners to be able to function and be competitive within a global environment. Successful learners may effectively "think globally" but "act locally," aiming to contribute to positive global change. Objective: The goal of this project was to develop research‐informed curricular content for global citizenship tailored to pharmacy students using a pre‐established pedagogical framework. The intended learning outcome for the content was for students to "generate local responses to global problems for a more peaceful and sustainable world." Methods: This study occurred over three phases. Phase 1 consisted of semi‐structured interviews with practicing pharmacists in Brazil (n = 4), Canada (n = 4), New Zealand (n = 4), and Qatar (n = 4) to identify global issues for case development. Phase 2 consisted of pilot testing developed cases from Phase 1 via individual interviews with target students in Canada (n = 2) and a focus group in New Zealand (n = 5). Phase 3 consisted of implementation of a 1.5‐hours teaching event in New Zealand using the refined case material and formative assessment of final‐year pharmacy students (n = 120). Results: Phase 1 resulted in five case scenarios (antimicrobial resistance, drug shortages, ocean pollution, climate change, and rise of nationalism) across three categories (global health and wellbeing, climate and environment, and geopolitics and power) that were tested and refined in Phase 2. Phase 3 resulted in student groups being able to achieve the intended learning outcome on a median of 4 (range, 2‐5) of the developed cases. Students' interventions included new dispensing models, use of technology, community engagement, education initiatives, and others. Conclusion: Findings support the notion that when tasked to "think globally," students are able to "act locally" by designing pharmacy practice interventions to reduce the impact of political, environmental, and health‐related global problems. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Sexually transmitted infection (STI) rates continue to rise in New Zealand. To effectively prevent, test and diagnose STIs in a timely manner to limit their health effects, health services must be appropriate and accessible for all. AIM: The aim of this review was to identify and collate the existing literature and identify gaps in research relating to STI health service delivery in New Zealand. METHODS: A critical narrative literature review was conducted. A keyword search of PubMed (2010 to October 2020), EMBASE (2010 to October 2020) and Google Scholar (2010 to October 2020) was conducted. The electronic search was supplemented with manual screening of references from identified articles. Eligible studies reported on STI service delivery in New Zealand. Articles not meeting these criteria were excluded. Articles solely reporting on the human papillomavirus vaccine or condom use statistics or perceptions were also excluded. Data extracted included study year, authors, aim, methods and outcome results. RESULTS: A total of 179 articles were identified, including 16 that met study inclusion criteria. Nine studies focused on STI testing, five on health-seeking behaviours and two had other foci. The results reflected substantial gaps in the funding and delivery of best-practice STI management across all New Zealand. DISCUSSION: New strategies are needed to improve access to low-cost or free services for sexual health care in general and clinic-wide systems implemented to enable routine delivery of advice about STI prevention and testing by clinicians to patients. [ABSTRACT FROM AUTHOR]