Pharmacists' Perspectives on Self-Care and Minor Ailment Education in Primary Schools: A Qualitative Study

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However, the potential of pharmacists to enhance health education among primary school children is underexplored. Objective This study investigates pharmacists' perspectives on providing self-care and minor ailments education in primary schools and identifies possible roles pharmacists could play in the future. Method Seventeen UK-based pharmacists and pharmacy support staff were interviewed using qualitative semi-structured techniques. The interviews were transcribed, coded, and thematically analysed using NVivo 12. Results Five themes emerged: the perceived gap in self-care and minor ailment knowledge among children and parents, perceived positive impact of education on self-care, current health knowledge sources of children and parents, barriers to health education, and the potential role of pharmacists in self-care education in schools. Pharmacists unanimously acknowledged a significant educational role for their profession, suggesting collaborative efforts with schools to deliver tailored health education programs. Discussion Pharmacy staff agree that there is a pressing need for education on self care and minor ailments management within primary schools, with pharmacists keen to play a central role in educational role. Participants advocated for a strategy that combines the expertise of school teachers with pharmacists to foster self-care from an early age. Conclusion Pharmacists recognize the value of integrating health education into primary school curricula. A collaborative approach with educational institutions could bridge the gap in self-care and minor ailments knowledge, empowering children and reducing unnecessary healthcare resource utilization. Self-care Education Minor Ailments Children Pharmacy Introduction Pharmacists, given their expertise, have a role in enhancing health education among their communities and patients. Health education or health literacy is the ability to obtain, understand, evaluate, and apply health-related information for informed decision-making [ 1 ]. Factors such as lack of education and difficulties with digital communications can restrict health literacy [ 2 ]. There's a wide disparity in health literacy levels among populations, with poor health literacy leading to adverse health behaviours and outcomes, and greater strain on public health services [ 3 ]. Pharmacy teams enhance community health by providing essential medication information, improving individual health, and boosting healthcare efficiency [ 4 ]. Pharmacists play a key role in educating about minor ailments, chronic conditions, mental health, and complex issues like antimicrobial resistance, thereby elevating health literacy and awareness. Through such education, pharmacists have the potential to empower people to make informed health decisions and utilize available health services and support optimally [ 5 ]. Pharmacists are trained to provide advice and support for a range of minor ailments, including coughs, colds, headaches, and indigestion [ 6 ]. They can also provide advice on lifestyle changes and self-care measures to manage these conditions [ 7 ]. Studies have shown that minor ailment schemes delivered by pharmacists can promote efficiencies within the healthcare system and lead to cost savings [ 8 ]. The role of pharmacists in minor ailment and self-care has been recognized by the UK government, and policies have been developed to support and promote this role [ 9 ]. In England, the NHS Community Pharmacy Contractual Framework outlines the essential services that community pharmacies must provide, including support for self-care and the management of minor ailments. The All-Wales Common Ailments Scheme is an example of a successful minor ailment scheme that has been implemented in the UK [ 10 ]. In Scotland, the Pharmacy First service, which allows patients in Scotland to receive treatment for minor ailments from community pharmacies without the need for a prescription [ 11 ]. These services achieve high symptom resolution and have a low rate of re-consultation [ 12 ]. It is estimated that the National Health Service could save over a £Billion if all minor ailments managed in general practice are transferred to Pharmacy based Minor ailment Services [ 13 ]. Limited previous studies exist on the roles of pharmacists in educating school children. Matson et al evaluated the impact of a health education program led by student pharmacists in school children's understanding of health topics [ 14 ].The program covered nutrition, physical activity, summer safety, hygiene, medication safety, and tobacco prevention. Improvements in knowledge of health promotion strategies, communication, and the role of the pharmacist in childhood health education increased by 20.4%, 15.7%, and 1.8%, respectively. This research supports the potential for pharmacists to contribute meaningfully to child health education, enhancing knowledge and promoting healthy behaviours from a young age [ 14 ]. Another study conducted in USA evaluated a student pharmacist-led program aimed at educating young children on over the counter (OTC) medication safety [ 15 ]. The program highlighted the importance of OTC medication safety education for children and helped student pharmacists develop communication skills and community engagement. Suggestions for program enhancement included parent education. Overall, the initiative was seen as successful in teaching children about safe medication use and offering student pharmacists valuable experiential learning opportunities [ 15 ]. Aim of the study This study investigates pharmacists' perspectives on providing self-care and minor ailments education in primary schools and identifies possible roles pharmacists could play in the future. Ethics approval The University of Birmingham Science, Technology, Engineering and Mathematics Ethical Review Committee approved ethical permission for this study, approval number ERN_21-1091 on 18.10.2021. Method Qualitative semi-structured interviews were used. Recruitment focused on frontline pharmacy staff who interact with parents and children, in their everyday roles. Invites were sent out through researchers’ professional network of pharmacists in the United Kingdom and through Social Media. Any interested pharmacy staff were asked to email the lead researcher. No incentive was offered for participation in the study. The participants electronically returned all consent forms before the interviews. Using the initial literature search an interview guide was drafted and reviewed following a pilot interview. All interviews were conducted using a videoconferencing software. Interviews lasted between 30 and 40 minutes. The researcher introduced each interview with background information and reiterated key points from the information sheets and the consent forms to ensure that the interviewee was fully informed of the process. There was an opportunity to ask questions before the start of the interview and all participants were made aware of the right to stop and withdraw from the interview at any time. The Zoom videoconferencing software was used to record the interview, and this also generated a transcript. Each transcript was then checked for missing information, typographical errors and were all anonymised. The main researcher, (SO, MPharmS) conducted all interviews and coded the transcripts. A sample of transcripts were double checked by a second member of the research team (VP). NVivo 12 was used to code the transcripts to specific words and phrases. The codes were reviewed to ensure that they were representative of the experiences shared by the participants. All codes were then mapped and reviewed to merge similar codes to reduce duplications. These were then grouped into sub-themes with similar codes put into clusters of related topics. The sub-themes were used to make larger themes that represented a wider area of the research. Results Demographic Results. Seventeen participants were interviewed including 12 pharmacists, 2 pharmacy technician and 3 pharmacy dispensers. All participants were working within a pharmacy and had a patient facing role which involved interactions with children of primary school age. Most (n = 16) participants were practising in England expect one participant from Scotland. The experience ranged from newly qualified to over 20 years in the industry. There was no participants who withdrew from the study. Table 1 shows the demographic results. Table 1 Demographic results of Pharmacy staff included in the study. Initial Gender Job Role Sector Experience AA Male Pharmacist Primary Care 15–19 years AK Female Pharmacist Community 1–5 years AM Female Dispenser Community 20 + years DF Male Dispenser Community 6–10 years K Female Pharmacist Primary care 11–14 years LH Male Pharmacist Community 6–10 years MH Female Pharmacist Community 6–10 years NT Male Pharmacy technician Primary care 1–5 years RA Female Pharmacist Community 6–10 years RAH Female Pharmacist Community 11–14 years RM Male Pharmacist Primary care 15–19 years RP Female Pharmacist Community 20 + years SA Female Pharmacist Hospital 6–10 years SD Female Pharmacy Technician Community 15–19 years SP Male Dispenser Community 15–19 years T Female Pharmacist Primary care 11–14 years V Male Pharmacist Community- Scotland 20 + years Five overarching themes emerged from the analysis in relation to the aims of the study: Perceived gap in self-care and minor ailment education in school-aged children, Perceived positive impact of self-care and minor ailment education, Current health knowledge sources of children and parents, Barriers to self-care and minor ailment education, Potential role of pharmacists in school education. Current health knowledge sources of children and parents Participants had an agreed perception that social media and the internet appeared to play a key role in current health knowledge. Respondents felt that parents use these platforms for health-related information. It was emphasized that there is a need to understand the impact of social media on children's and parent’s health behaviours and the quality of information they receive, emphasizing the importance of promoting critical evaluation skills. Most participants thought that the NHS Choices website appeared to be widely used for health advice however some parents also use Google searches and can therefore attract unreliable sources of information once again highlighting the need to critically evaluate the reliability and accuracy of online sources. “It depends on which websites you are using because you can find a lot of scare stories on Google and, but it has to be accredited websites and you know, like NHS websites and that you go to for that kind of advice I wouldn't recommend going just to any kind of website for him for advice.” AK community pharmacist, female. When asked about where children gain health knowledge from; school, parents, and outside care facilitators were among the most reported common platforms. It was apparent that participants felt that there is the potential for schools to play a key role in promoting health literacy and fostering a culture of well-being among primary school children. Respondents perceived that generally parents actively engaged in providing health-related information and guidance to their primary school-aged children. They felt that parents were able to act as influential figures in shaping children's health behaviours and the significance of collaborative efforts between parents and schools in promoting health education. “I think so many children gain this type of knowledge regarding self-care from their parents because most of the time children spend time at home.” RP community pharmacist, female. Some participants suggested that religious education may contribute to children's health knowledge. It signifies that religious teachings or practices incorporate elements of self-care or health-related information. An interviewee highlighted the potential role of religious education in promoting holistic well-being and instilling health-related values and practices among primary school children. “Many children get this type of knowledge from religious education. To me, self-care is something where you have the knowledge to deal with it and you've got the confidence to deal with it, and you know when you do need help where you can ask for help. The potential role of religious education is very much involved.” RM community pharmacist, male Perceived gap in self-care and minor ailment education in primary school-aged children Participants expressed that in their experience there was a clear gap in self-care and minor ailment knowledge in families with children of primary school age. Interviewees reported that since the coronavirus pandemic there was an increased attendance at the community pharmacy for information and advice in relation to common illnesses in children. Interviewees described that parents often required reassurance for child illnesses. Respondents felt that if there was a child-friendly education program to teach parents and children how to manage self-limiting minor ailments it would reduce parent fear and empower them to self-care during a bout of illness. “I'm not so sure there's very much information on how to recognize or treat specific illnesses, and I mean I certainly think we could warn children of some of the dangers of sepsis, meningitis that kind of thing in a very appropriate child-friendly way and but in terms of treatment, I think perhaps that's better aimed at parents.” Pharmacist SD, female A small number of participants suggested that certain behavioural challenges, such as resistance, non-compliance, or lack of motivation, may contribute to the gap in self-care education. There was a recognition of the importance of understanding and addressing these behavioural issues to enhance the effectiveness of self-care education interventions. Perceived positive impact of self-care and minor ailment education Participants felt that self-care education would have a positive impact on promoting healthy living among primary school children. Interviewees suggested that through educational interventions, children are encouraged to adopt healthy lifestyle habits, such as proper nutrition, regular exercise, and good hygiene practices thereby instilling lifelong healthy behaviours. The economic advantages of self-care education were also described by participants, and it was implied that there could be a potential decrease in healthcare expenditures by educating children with the information and abilities to self-care and manage minor illnesses. There was a strong emphasis by pharmacists on the financial benefits of encouraging self-care behaviours and cutting avoidable healthcare costs such as unnecessary over-the-counter treatment. “Definitely empowering children with self-care knowledge and skills can lead to a noteworthy reduction in healthcare costs. Equipping them to address minor illnesses independently not only fosters personal well-being but also serves as a cost-effective strategy for our healthcare system. This underscores the significance of integrating comprehensive self-care education strategies into public health initiatives, ultimately leading to healthier communities and substantial savings." TM primary care pharmacist, male Participants indicated that self-care education leads to a decrease in the number of calls and patient contacts with primary and secondary healthcare for minor ailments. Interviewees suggested that when people are better equipped to manage their health independently, this results in a reduced need for medical consultations. Respondents also proposed that self-care education can positively impact the doctor-patient relationship as when children possess knowledge and skills for self-care, they can engage in more meaningful and collaborative interactions with healthcare providers. Patient empowerment and confidence were discussed by respondents as a direct impact of self-care education. Participants suggested that education fosters a sense of personal empowerment, enabling children to actively participate in their own health management thereby making informed choices and taking control of their health. “Confident at that age to be able to deal with them, then they can only build on that confidence in the long-term and. then pass that confidence on to others around them all in I'm going to start I think that's the main benefit.” RA community pharmacist, male Barriers in provision of self-care and minor ailment education The main constraint that respondents felt would affect education within schools were political factors, such as policies or regulations, which may impact the availability or accessibility of educational resources. There was a concern that procedural barriers may be a challenge in introducing this type of educational initiative within schools. This then led to the lack of financial resources, and it was widely discussed that financial barriers would restrict the introduction of new materials and resources within pharmacies as well as within schools. “Finances are obvious, isn't it? You know who sets that time aside who pays for who funds it. And then I imagine if I was a head of a middle school I'd be saying, if I have to; where do I slot that into my curriculum.” AM community pharmacist, male Participants felt that cultural beliefs, traditions, and practices may hinder the acceptance of change within the community, as people have always turned to a healthcare professional for advice, there may be barriers within the community as they believe that health care advice should only be given by a professional and people should not have to self-care for themselves. Resistance from the community of reluctance to change perspectives and behaviours was also noted as a barrier. Participants reported that busy routines may also be barriers, it was suggested that children have demanding schedules and commitments which will reduce the time that can be dedicated to gain self-care education. Interviewees suggested that schools may not have time to provide this education also. A common view amongst interviewees was that a lack of knowledge in the community would hinder the education given to children, it was indicated that parents, as well as teachers, lack knowledge therefore limiting their ability to impede self-care knowledge and skills. Another barrier stated was inconsistent or fragmented health education efforts. It was suggested that sporadic or irregular delivery of educational materials or programs may limit children's self-education. “Yeah, I think perhaps lack of knowledge is also the major barrier that we may face think it's how to teach them and what you can teach them at that age what would be acceptable to teach them if that makes sense, but how much knowledge to give them.” RA community pharmacist, male Potential role of pharmacists in education When asked about the role of pharmacy and pharmacists all respondents were unanimous in the view that there was a significant role that can be played by the pharmacy sector in providing education of self-care to schools and the wider community. “Yeah, obviously the pharmacy sector plays a pivotal role in self-care education by serving as a trusted source of knowledge and guidance for individuals. Pharmacists are uniquely positioned to provide essential information on medication management, preventive health measures, and lifestyle choices. Their expertise empowers individuals to make informed decisions about their health, fostering a culture of responsible self-care” RAH community pharmacist, female It was stated by most respondents that pharmacies can collaborate with the education sector and deliver education within schools or can train the teachers to be able to provide this education. Participants reported that the teachers are the experts in teaching and pharmacists are the healthcare professionals, therefore, a collaborative approach will work best. “In the realm of self-care education, pharmacists can play a vital role by collaborating with schools. Pharmacy's collaboration with the education sector empowers us to either directly deliver education in schools or train teachers to effectively impart this knowledge. It's a collaborative effort that can shape a healthier future." RP community pharmacist, female The interviewees were also strongly recommending the promotion of education within the community pharmacies, some respondents suggested that the healthy living sections of the pharmacy can be used to target self-care and minor ailment education to parents and school aged children. Other participants suggested that community pharmacies can run workshops in the pharmacy, school, or community centres to educate the local community. Discussion Statement of key findings This study demonstrates that a pharmacy staff identify a gap in self-care and minor ailment education exists within primary schools which in turn they feel negatively impacts on health and wellbeing of children and families. Participants suggested that pharmacy staff could fill the gap providing education on self-care and minor ailments and through collaborative efforts with teachers.. Provision of self-care of minor ailment management education has the potential to reduce the burden on health services and improve health outcomes. In England, young children of primary school age are the group with the highest number of frequent attendances to Accident and Emergency (A&E) departments [ 16 ]. Approximately 15% of all attendances to A & E have been deemed unsuitable [ 17 ]. Most attendances to healthcare professionals have been for reassurance, however frequent exposure to unnecessary health resources can cause anxiety and distress to children thereby defying the purpose of the visit in the first place [ 18 ]. Previous literature demonstrate that self-care can promote healthy lifestyle behaviours such as balanced diets, regular exercise, and good hygiene in children [ 19 ]. Participants suggested self-management of minor ailments may result in lower healthcare costs and unwarranted costs like unnecessary over-the-counter medications. Self-care education has the potential to lessen the need for medical consultations by lowering the volume of calls and patient contacts for minor ailments. Self-care education can also have a beneficial effect on the doctor-patient relationship since it empowers children to interact with healthcare professionals in more meaningful and cooperative ways [ 20 ]. Additionally, patient empowerment and confidence are fostered via self-care education, enabling children to actively participate in their own health management, make informed choices, and take charge of their health. Social media and the internet significantly impact health knowledge, with pharmacists stating that parents use these platforms for health-related information. It is crucial to understand the impact of social media on children's and parents' health behaviours and the quality of information they receive [ 21 ]. The NHS Choices website is also widely used for health advice, but some parents use Google searches, attracting unreliable sources [ 22 ]. It is important to research how Schools may play positive roles in provision of self-care and minor ailment education. Participants felt that schools are crucial for promoting health literacy and fostering a culture of well-being among primary school children. Some parents are known to provide health-related information and guidance to their children [ 23 ]. Religious education may also contribute to children's health knowledge, as religious teachings incorporate elements of self-care and health-related information, promoting holistic well-being and instilling health-related values and practices among primary school children [ 24 ]. Respondents suggested that political factors, such as policies and regulations, may impact the availability and accessibility of educational resources in schools. Financial barriers, red tape, and cultural beliefs may hinder the introduction of new materials and resources [ 25 ]. Community resistance to change and reluctance to change perspectives and behaviors are also barriers [ 26 ]. A busy routine may limit children's time and attention for self-education, while a lack of knowledge in the community may hinder education. Inconsistent or fragmented health education efforts, such as sporadic or irregular delivery of educational materials, may also limit children's self-education [ 27 ]. Addressing these challenges is crucial for promoting healthy and inclusive education in schools. The importance of children as well as parents acquiring knowledge and skills related to self-care practices for managing minor ailments was highlighted, addressing this need by developing educational interventions that empower children and parents to take care of their well-being without the need of medical interventions may be needed. It would be necessary for educational approaches to be tailored to the specific needs and preferences of primary school children as pharmacists recognize that traditional methods of teaching self-care may not effectively engage and empower young learners. There is also the understanding that children may not possess adequate knowledge about self-care practices, and their apprehension or fear of engaging in self-care may hinder their ability to manage minor ailments effectively so there is a need to address these factors to bridge the gap in self-care education. The pharmacy sector has the potential to play a significant role in providing self-care education to schools and the community. Most respondents believe that pharmacy can collaborate with the education sector to deliver education within schools or train teachers to provide it. Given the well-established link between health and education, it is imperative that health and education professionals work together to address health issues that affect school-age children and have the potential to affect their academic performance [ 28 ]. Community pharmacies can also promote education through workshops, healthy living sections, and workshops in pharmacies, schools, and community centers. Strengths and Limitations This is the first study to explore pharmacy staff views on self-care and minor ailment education in primary school aged children. The study has highlighted novel findings but involved only seventeen participants. There was a lack of demographic representation from around the UK Participants were recruited through social media and professional networks and hence data may have limited transferability. Implications for practice Pharmacists’ skills can be utilised to provide education to children directly or work with the education sector to develop an education learning plan to be delivered within schools. A collaborative approach is recommended, as teachers are experts in teaching and pharmacists are healthcare professionals. Community pharmacies can also promote education through workshops, healthy living sections, and workshops in pharmacies, schools, and community centres. Future Research Roles of pharmacists have evolved over time to become less dispensary orientated to have more patient contact. The pharmacy force is resilient and have the skills to teach and pass on their clinical knowledge to all members of the community including young children.There is a need for the development of a pharmacist-led education programme aimed at primary school children, the success of this programme can be evaluated to measure the effectiveness around increasing knowledge of self-care and minor ailment education in children. Public health services or initiatives within community pharmacies aimed at parents of primary school aged children can be explored with the aim of investigating the confidence of parents in managing minor ailments in young children. Self-care education workshops delivered by pharmacy staff within communities can be developed and evaluated. Conclusion Pharmacists are placed in the forefront of primary care and are first port of call for minor illness advice and treatment in the community. It is apparent that pharmacists see the benefit of teaching children about self-care and minor ailments in schools. Knowledge of self-care will allow children to grow up much healthier thereby reducing long-term medical conditions. Children and parents often have a lack of knowledge which leads to fear and the need for reassurance, thereby using GP appointments or gaining knowledge from online sources. There is a gap for child friendly education regarding self-care, minor ailments, and health in general, this gap can be filled by utilising the pharmacy workforce. The role of pharmacists can be evolved to work alongside the education sector and support the teaching of children in primary schools. It is believed that the main barrier to introducing education to children would be financial constraints within the health and education sector. However, a collaborative approach will ensure that children can be taught the essential self-care and minor ailment knowledge to best care for themselves. Declarations Conflicts of interest The authors declare that they have no competing interests. Funding This study received no external funding. Acknowledgements: None Availability of data and materials All data generated or analysed during this study are included in this published article (and the supplemental materials). Impact of findings on practice statements Pharmacists’ skills can be utilised to provide education to children directly or work with the education sector to develop an education learning plan to be delivered within schools. A collaborative approach between the pharmacy and teaching profession is needed. Community pharmacies can also promote education through workshops, healthy living sections, and workshops in pharmacies, schools, and community centers. References Who. 2032. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-3944240","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":272140165,"identity":"cca101e0-6391-4995-93f7-9b1a6cb53779","order_by":0,"name":"Samira Osman","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABD0lEQVRIiWNgGAWjYHAC9h8f/9iAGAYgIsEAJi6BR4/kzIY0Bh6wlgQitUjzNhwmQYv8jOQDBrw7ztvbSyRvfFz4gyHPnP10AsOPGobEmQ3YtRicOZaQIHnmdmKPRFqx8YwEhmLLntwNjD3HGBJn47DFgL3H4IAB2+0EHokcM2meBIbEDQdyNzDwNjAkzsPlsGYew4YEtnP2QC3mv8Fazr/dwPgXjxaG4z3GDAfbDjD2AG1hBmu5kbuBGWQLToedOZbG2HAmObHnzLNiaZ40iWKDG283HJY5JmGMy/vAEDvG/KfCzp69PXnjZx4bmzyD87kbH76psZGdcQCXy1ABJDIO4I/IUTAKRsEoGAWEAADdX1ugcN5MSAAAAABJRU5ErkJggg==","orcid":"https://orcid.org/0009-0003-0723-1290","institution":"University of Birmingham College of Medical and Dental Sciences","correspondingAuthor":true,"prefix":"","firstName":"Samira","middleName":"","lastName":"Osman","suffix":""},{"id":272140166,"identity":"98cba429-a961-4fba-b3d4-42aa2da366b3","order_by":1,"name":"Vibhu Paudyal","email":"","orcid":"","institution":"University of Birmingham College of Medical and Dental Sciences","correspondingAuthor":false,"prefix":"","firstName":"Vibhu","middleName":"","lastName":"Paudyal","suffix":""},{"id":272140167,"identity":"ff99a662-1ba1-4153-b068-bece045fc146","order_by":2,"name":"Zahraa Jalal","email":"","orcid":"","institution":"University of Birmingham College of Medical and Dental Sciences","correspondingAuthor":false,"prefix":"","firstName":"Zahraa","middleName":"","lastName":"Jalal","suffix":""},{"id":272140168,"identity":"7f0236c3-5332-4d4c-9085-0229711e5649","order_by":3,"name":"Christine Hirsch","email":"","orcid":"","institution":"University of Birmingham College of Medical and Dental Sciences","correspondingAuthor":false,"prefix":"","firstName":"Christine","middleName":"","lastName":"Hirsch","suffix":""}],"badges":[],"createdAt":"2024-02-09 21:28:18","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-3944240/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-3944240/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":51022278,"identity":"dd745a37-2c75-4748-a6f0-1445e47c50b7","added_by":"auto","created_at":"2024-02-12 20:39:34","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":272333,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-3944240/v1/6f3cf9b9-8714-4e57-8516-2a567281210e.pdf"}],"financialInterests":"","formattedTitle":"Pharmacists' Perspectives on Self-Care and Minor Ailment Education in Primary Schools: A Qualitative Study","fulltext":[{"header":"Introduction","content":"\u003cp\u003ePharmacists, given their expertise, have a role in enhancing health education among their communities and patients. Health education or health literacy is the ability to obtain, understand, evaluate, and apply health-related information for informed decision-making [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Factors such as lack of education and difficulties with digital communications can restrict health literacy [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. There's a wide disparity in health literacy levels among populations, with poor health literacy leading to adverse health behaviours and outcomes, and greater strain on public health services [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e \u003cp\u003ePharmacy teams enhance community health by providing essential medication information, improving individual health, and boosting healthcare efficiency [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Pharmacists play a key role in educating about minor ailments, chronic conditions, mental health, and complex issues like antimicrobial resistance, thereby elevating health literacy and awareness. Through such education, pharmacists have the potential to empower people to make informed health decisions and utilize available health services and support optimally [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e \u003cp\u003ePharmacists are trained to provide advice and support for a range of minor ailments, including coughs, colds, headaches, and indigestion [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. They can also provide advice on lifestyle changes and self-care measures to manage these conditions [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Studies have shown that minor ailment schemes delivered by pharmacists can promote efficiencies within the healthcare system and lead to cost savings [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe role of pharmacists in minor ailment and self-care has been recognized by the UK government, and policies have been developed to support and promote this role [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. In England, the NHS Community Pharmacy Contractual Framework outlines the essential services that community pharmacies must provide, including support for self-care and the management of minor ailments. The All-Wales Common Ailments Scheme is an example of a successful minor ailment scheme that has been implemented in the UK [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. In Scotland, the Pharmacy First service, which allows patients in Scotland to receive treatment for minor ailments from community pharmacies without the need for a prescription [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. These services achieve high symptom resolution and have a low rate of re-consultation [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. It is estimated that the National Health Service could save over a \u0026pound;Billion if all minor ailments managed in general practice are transferred to Pharmacy based Minor ailment Services [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eLimited previous studies exist on the roles of pharmacists in educating school children. Matson et al evaluated the impact of a health education program led by student pharmacists in school children's understanding of health topics [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e].The program covered nutrition, physical activity, summer safety, hygiene, medication safety, and tobacco prevention. Improvements in knowledge of health promotion strategies, communication, and the role of the pharmacist in childhood health education increased by 20.4%, 15.7%, and 1.8%, respectively. This research supports the potential for pharmacists to contribute meaningfully to child health education, enhancing knowledge and promoting healthy behaviours from a young age [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eAnother study conducted in USA evaluated a student pharmacist-led program aimed at educating young children on over the counter (OTC) medication safety [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. The program highlighted the importance of OTC medication safety education for children and helped student pharmacists develop communication skills and community engagement. Suggestions for program enhancement included parent education. Overall, the initiative was seen as successful in teaching children about safe medication use and offering student pharmacists valuable experiential learning opportunities [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e].\u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003eAim of the study\u003c/h2\u003e \u003cp\u003eThis study investigates pharmacists' perspectives on providing self-care and minor ailments education in primary schools and identifies possible roles pharmacists could play in the future.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eEthics approval\u003c/h2\u003e \u003cp\u003e The University of Birmingham Science, Technology, Engineering and Mathematics Ethical Review Committee approved ethical permission for this study, approval number ERN_21-1091 on 18.10.2021.\u003c/p\u003e \u003c/div\u003e"},{"header":"Method","content":"\u003cp\u003eQualitative semi-structured interviews were used. Recruitment focused on frontline pharmacy staff who interact with parents and children, in their everyday roles. Invites were sent out through researchers\u0026rsquo; professional network of pharmacists in the United Kingdom and through Social Media. Any interested pharmacy staff were asked to email the lead researcher. No incentive was offered for participation in the study. The participants electronically returned all consent forms before the interviews.\u003c/p\u003e \u003cp\u003eUsing the initial literature search an interview guide was drafted and reviewed following a pilot interview. All interviews were conducted using a videoconferencing software. Interviews lasted between 30 and 40 minutes. The researcher introduced each interview with background information and reiterated key points from the information sheets and the consent forms to ensure that the interviewee was fully informed of the process. There was an opportunity to ask questions before the start of the interview and all participants were made aware of the right to stop and withdraw from the interview at any time.\u003c/p\u003e \u003cp\u003eThe Zoom videoconferencing software was used to record the interview, and this also generated a transcript. Each transcript was then checked for missing information, typographical errors and were all anonymised. The main researcher, (SO, MPharmS) conducted all interviews and coded the transcripts. A sample of transcripts were double checked by a second member of the research team (VP).\u003c/p\u003e \u003cp\u003eNVivo 12 was used to code the transcripts to specific words and phrases. The codes were reviewed to ensure that they were representative of the experiences shared by the participants. All codes were then mapped and reviewed to merge similar codes to reduce duplications. These were then grouped into sub-themes with similar codes put into clusters of related topics. The sub-themes were used to make larger themes that represented a wider area of the research.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eDemographic Results.\u003c/p\u003e \u003cp\u003eSeventeen participants were interviewed including 12 pharmacists, 2 pharmacy technician and 3 pharmacy dispensers. All participants were working within a pharmacy and had a patient facing role which involved interactions with children of primary school age. Most (n\u0026thinsp;=\u0026thinsp;16) participants were practising in England expect one participant from Scotland. The experience ranged from newly qualified to over 20 years in the industry. There was no participants who withdrew from the study.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows the demographic results.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDemographic results of Pharmacy staff included in the study.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInitial\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eJob Role\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSector\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eExperience\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePharmacist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePrimary Care\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e15\u0026ndash;19 years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePharmacist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1\u0026ndash;5 years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAM\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDispenser\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20\u0026thinsp;+\u0026thinsp;years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDispenser\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6\u0026ndash;10 years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePharmacist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePrimary care\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e11\u0026ndash;14 years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLH\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePharmacist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6\u0026ndash;10 years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMH\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePharmacist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6\u0026ndash;10 years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNT\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePharmacy technician\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePrimary care\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1\u0026ndash;5 years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePharmacist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6\u0026ndash;10 years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRAH\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePharmacist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e11\u0026ndash;14 years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRM\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePharmacist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePrimary care\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e15\u0026ndash;19 years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePharmacist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20\u0026thinsp;+\u0026thinsp;years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePharmacist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHospital\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6\u0026ndash;10 years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePharmacy Technician\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e15\u0026ndash;19 years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDispenser\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e15\u0026ndash;19 years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePharmacist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePrimary care\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e11\u0026ndash;14 years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eV\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePharmacist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunity- Scotland\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20\u0026thinsp;+\u0026thinsp;years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eFive overarching themes emerged from the analysis in relation to the aims of the study: Perceived gap in self-care and minor ailment education in school-aged children, Perceived positive impact of self-care and minor ailment education, Current health knowledge sources of children and parents, Barriers to self-care and minor ailment education, Potential role of pharmacists in school education.\u003c/p\u003e \u003cp\u003eCurrent health knowledge sources of children and parents\u003c/p\u003e \u003cp\u003eParticipants had an agreed perception that social media and the internet appeared to play a key role in current health knowledge. Respondents felt that parents use these platforms for health-related information. It was emphasized that there is a need to understand the impact of social media on children's and parent\u0026rsquo;s health behaviours and the quality of information they receive, emphasizing the importance of promoting critical evaluation skills. Most participants thought that the NHS Choices website appeared to be widely used for health advice however some parents also use Google searches and can therefore attract unreliable sources of information once again highlighting the need to critically evaluate the reliability and accuracy of online sources.\u003c/p\u003e \u003cp\u003e \u003cem\u003e\u0026ldquo;It depends on which websites you are using because you can find a lot of scare stories on Google and, but it has to be accredited websites and you know, like NHS websites and that you go to for that kind of advice I wouldn't recommend going just to any kind of website for him for advice.\u0026rdquo;\u003c/em\u003e AK community pharmacist, female.\u003c/p\u003e \u003cp\u003eWhen asked about where children gain health knowledge from; school, parents, and outside care facilitators were among the most reported common platforms. It was apparent that participants felt that there is the potential for schools to play a key role in promoting health literacy and fostering a culture of well-being among primary school children.\u003c/p\u003e \u003cp\u003e Respondents perceived that generally parents actively engaged in providing health-related information and guidance to their primary school-aged children. They felt that parents were able to act as influential figures in shaping children's health behaviours and the significance of collaborative efforts between parents and schools in promoting health education.\u003c/p\u003e \u003cp\u003e\u003cem\u003e\u0026ldquo;I think so many children gain this type of knowledge regarding self-care from their parents because most of the time children spend time at home.\u0026rdquo;\u003c/em\u003e RP community pharmacist, female.\u003c/p\u003e \u003cp\u003eSome participants suggested that religious education may contribute to children's health knowledge. It signifies that religious teachings or practices incorporate elements of self-care or health-related information. An interviewee highlighted the potential role of religious education in promoting holistic well-being and instilling health-related values and practices among primary school children.\u003c/p\u003e \u003cp\u003e \u003cem\u003e\u0026ldquo;Many children get this type of knowledge from religious education. To me, self-care is something where you have the knowledge to deal with it and you've got the confidence to deal with it, and you know when you do need help where you can ask for help. The potential role of religious education is very much involved.\u0026rdquo;\u003c/em\u003e RM community pharmacist, male\u003c/p\u003e \u003cp\u003ePerceived gap in self-care and minor ailment education in primary school-aged children\u003c/p\u003e \u003cp\u003eParticipants expressed that in their experience there was a clear gap in self-care and minor ailment knowledge in families with children of primary school age. Interviewees reported that since the coronavirus pandemic there was an increased attendance at the community pharmacy for information and advice in relation to common illnesses in children. Interviewees described that parents often required reassurance for child illnesses. Respondents felt that if there was a child-friendly education program to teach parents and children how to manage self-limiting minor ailments it would reduce parent fear and empower them to self-care during a bout of illness.\u003c/p\u003e \u003cp\u003e \u003cem\u003e\u0026ldquo;I'm not so sure there's very much information on how to recognize or treat specific illnesses, and I mean I certainly think we could warn children of some of the dangers of sepsis, meningitis that kind of thing in a very appropriate child-friendly way and but in terms of treatment, I think perhaps that's better aimed at parents.\u0026rdquo;\u003c/em\u003e Pharmacist SD, female\u003c/p\u003e \u003cp\u003eA small number of participants suggested that certain behavioural challenges, such as resistance, non-compliance, or lack of motivation, may contribute to the gap in self-care education. There was a recognition of the importance of understanding and addressing these behavioural issues to enhance the effectiveness of self-care education interventions.\u003c/p\u003e \u003cp\u003ePerceived positive impact of self-care and minor ailment education\u003c/p\u003e \u003cp\u003eParticipants felt that self-care education would have a positive impact on promoting healthy living among primary school children. Interviewees suggested that through educational interventions, children are encouraged to adopt healthy lifestyle habits, such as proper nutrition, regular exercise, and good hygiene practices thereby instilling lifelong healthy behaviours.\u003c/p\u003e \u003cp\u003eThe economic advantages of self-care education were also described by participants, and it was implied that there could be a potential decrease in healthcare expenditures by educating children with the information and abilities to self-care and manage minor illnesses. There was a strong emphasis by pharmacists on the financial benefits of encouraging self-care behaviours and cutting avoidable healthcare costs such as unnecessary over-the-counter treatment.\u003c/p\u003e \u003cp\u003e \u003cem\u003e\u0026ldquo;Definitely empowering children with self-care knowledge and skills can lead to a noteworthy reduction in healthcare costs. Equipping them to address minor illnesses independently not only fosters personal well-being but also serves as a cost-effective strategy for our healthcare system. This underscores the significance of integrating comprehensive self-care education strategies into public health initiatives, ultimately leading to healthier communities and substantial savings.\"\u003c/em\u003e TM primary care pharmacist, male\u003c/p\u003e \u003cp\u003eParticipants indicated that self-care education leads to a decrease in the number of calls and patient contacts with primary and secondary healthcare for minor ailments. Interviewees suggested that when people are better equipped to manage their health independently, this results in a reduced need for medical consultations. Respondents also proposed that self-care education can positively impact the doctor-patient relationship as when children possess knowledge and skills for self-care, they can engage in more meaningful and collaborative interactions with healthcare providers.\u003c/p\u003e \u003cp\u003ePatient empowerment and confidence were discussed by respondents as a direct impact of self-care education. Participants suggested that education fosters a sense of personal empowerment, enabling children to actively participate in their own health management thereby making informed choices and taking control of their health.\u003c/p\u003e \u003cp\u003e \u003cem\u003e\u0026ldquo;Confident at that age to be able to deal with them, then they can only build on that confidence in the long-term and. then pass that confidence on to others around them all in I'm going to start I think that's the main benefit.\u0026rdquo;\u003c/em\u003e RA community pharmacist, male\u003c/p\u003e \u003cp\u003eBarriers in provision of self-care and minor ailment education\u003c/p\u003e \u003cp\u003eThe main constraint that respondents felt would affect education within schools were political factors, such as policies or regulations, which may impact the availability or accessibility of educational resources. There was a concern that procedural barriers may be a challenge in introducing this type of educational initiative within schools. This then led to the lack of financial resources, and it was widely discussed that financial barriers would restrict the introduction of new materials and resources within pharmacies as well as within schools.\u003c/p\u003e \u003cp\u003e \u003cem\u003e\u0026ldquo;Finances are obvious, isn't it? You know who sets that time aside who pays for who funds it. And then I imagine if I was a head of a middle school I'd be saying, if I have to; where do I slot that into my curriculum.\u0026rdquo;\u003c/em\u003e AM community pharmacist, male\u003c/p\u003e \u003cp\u003eParticipants felt that cultural beliefs, traditions, and practices may hinder the acceptance of change within the community, as people have always turned to a healthcare professional for advice, there may be barriers within the community as they believe that health care advice should only be given by a professional and people should not have to self-care for themselves. Resistance from the community of reluctance to change perspectives and behaviours was also noted as a barrier.\u003c/p\u003e \u003cp\u003eParticipants reported that busy routines may also be barriers, it was suggested that children have demanding schedules and commitments which will reduce the time that can be dedicated to gain self-care education. Interviewees suggested that schools may not have time to provide this education also.\u003c/p\u003e \u003cp\u003eA common view amongst interviewees was that a lack of knowledge in the community would hinder the education given to children, it was indicated that parents, as well as teachers, lack knowledge therefore limiting their ability to impede self-care knowledge and skills. Another barrier stated was inconsistent or fragmented health education efforts. It was suggested that sporadic or irregular delivery of educational materials or programs may limit children's self-education.\u003c/p\u003e \u003cp\u003e \u003cem\u003e\u0026ldquo;Yeah, I think perhaps lack of knowledge is also the major barrier that we may face think it's how to teach them and what you can teach them at that age what would be acceptable to teach them if that makes sense, but how much knowledge to give them.\u0026rdquo;\u003c/em\u003e RA community pharmacist, male\u003c/p\u003e \u003cp\u003ePotential role of pharmacists in education\u003c/p\u003e \u003cp\u003eWhen asked about the role of pharmacy and pharmacists all respondents were unanimous in the view that there was a significant role that can be played by the pharmacy sector in providing education of self-care to schools and the wider community.\u003c/p\u003e \u003cp\u003e \u003cem\u003e\u0026ldquo;Yeah, obviously the pharmacy sector plays a pivotal role in self-care education by serving as a trusted source of knowledge and guidance for individuals. Pharmacists are uniquely positioned to provide essential information on medication management, preventive health measures, and lifestyle choices. Their expertise empowers individuals to make informed decisions about their health, fostering a culture of responsible self-care\u0026rdquo;\u003c/em\u003e RAH community pharmacist, female\u003c/p\u003e \u003cp\u003eIt was stated by most respondents that pharmacies can collaborate with the education sector and deliver education within schools or can train the teachers to be able to provide this education. Participants reported that the teachers are the experts in teaching and pharmacists are the healthcare professionals, therefore, a collaborative approach will work best.\u003c/p\u003e \u003cp\u003e \u003cem\u003e\u0026ldquo;In the realm of self-care education, pharmacists can play a vital role by collaborating with schools. Pharmacy's collaboration with the education sector empowers us to either directly deliver education in schools or train teachers to effectively impart this knowledge. It's a collaborative effort that can shape a healthier future.\"\u003c/em\u003e RP community pharmacist, female\u003c/p\u003e \u003cp\u003eThe interviewees were also strongly recommending the promotion of education within the community pharmacies, some respondents suggested that the healthy living sections of the pharmacy can be used to target self-care and minor ailment education to parents and school aged children. Other participants suggested that community pharmacies can run workshops in the pharmacy, school, or community centres to educate the local community.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eStatement of key findings\u003c/h2\u003e \u003cp\u003eThis study demonstrates that a pharmacy staff identify a gap in self-care and minor ailment education exists within primary schools which in turn they feel negatively impacts on health and wellbeing of children and families. Participants suggested that pharmacy staff could fill the gap providing education on self-care and minor ailments and through collaborative efforts with teachers..\u003c/p\u003e \u003cp\u003eProvision of self-care of minor ailment management education has the potential to reduce the burden on health services and improve health outcomes. In England, young children of primary school age are the group with the highest number of frequent attendances to Accident and Emergency (A\u0026amp;E) departments [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Approximately 15% of all attendances to A \u0026amp; E have been deemed unsuitable [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Most attendances to healthcare professionals have been for reassurance, however frequent exposure to unnecessary health resources can cause anxiety and distress to children thereby defying the purpose of the visit in the first place [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e].\u003c/p\u003e \u003cp\u003ePrevious literature demonstrate that self-care can promote healthy lifestyle behaviours such as balanced diets, regular exercise, and good hygiene in children [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Participants suggested self-management of minor ailments may result in lower healthcare costs and unwarranted costs like unnecessary over-the-counter medications. Self-care education has the potential to lessen the need for medical consultations by lowering the volume of calls and patient contacts for minor ailments. Self-care education can also have a beneficial effect on the doctor-patient relationship since it empowers children to interact with healthcare professionals in more meaningful and cooperative ways [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. Additionally, patient empowerment and confidence are fostered via self-care education, enabling children to actively participate in their own health management, make informed choices, and take charge of their health.\u003c/p\u003e \u003cp\u003eSocial media and the internet significantly impact health knowledge, with pharmacists stating that parents use these platforms for health-related information. It is crucial to understand the impact of social media on children's and parents' health behaviours and the quality of information they receive [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. The NHS Choices website is also widely used for health advice, but some parents use Google searches, attracting unreliable sources [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIt is important to research how Schools may play positive roles in provision of self-care and minor ailment education. Participants felt that schools are crucial for promoting health literacy and fostering a culture of well-being among primary school children. Some parents are known to provide health-related information and guidance to their children [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. Religious education may also contribute to children's health knowledge, as religious teachings incorporate elements of self-care and health-related information, promoting holistic well-being and instilling health-related values and practices among primary school children [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eRespondents suggested that political factors, such as policies and regulations, may impact the availability and accessibility of educational resources in schools. Financial barriers, red tape, and cultural beliefs may hinder the introduction of new materials and resources [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. Community resistance to change and reluctance to change perspectives and behaviors are also barriers [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. A busy routine may limit children's time and attention for self-education, while a lack of knowledge in the community may hinder education. Inconsistent or fragmented health education efforts, such as sporadic or irregular delivery of educational materials, may also limit children's self-education [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. Addressing these challenges is crucial for promoting healthy and inclusive education in schools.\u003c/p\u003e \u003cp\u003eThe importance of children as well as parents acquiring knowledge and skills related to self-care practices for managing minor ailments was highlighted, addressing this need by developing educational interventions that empower children and parents to take care of their well-being without the need of medical interventions may be needed. It would be necessary for educational approaches to be tailored to the specific needs and preferences of primary school children as pharmacists recognize that traditional methods of teaching self-care may not effectively engage and empower young learners. There is also the understanding that children may not possess adequate knowledge about self-care practices, and their apprehension or fear of engaging in self-care may hinder their ability to manage minor ailments effectively so there is a need to address these factors to bridge the gap in self-care education.\u003c/p\u003e \u003cp\u003eThe pharmacy sector has the potential to play a significant role in providing self-care education to schools and the community. Most respondents believe that pharmacy can collaborate with the education sector to deliver education within schools or train teachers to provide it. Given the well-established link between health and education, it is imperative that health and education professionals work together to address health issues that affect school-age children and have the potential to affect their academic performance [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Community pharmacies can also promote education through workshops, healthy living sections, and workshops in pharmacies, schools, and community centers.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eStrengths and Limitations\u003c/h2\u003e \u003cp\u003eThis is the first study to explore pharmacy staff views on self-care and minor ailment education in primary school aged children. The study has highlighted novel findings but involved only seventeen participants. There was a lack of demographic representation from around the UK Participants were recruited through social media and professional networks and hence data may have limited transferability.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003eImplications for practice\u003c/h2\u003e \u003cp\u003ePharmacists\u0026rsquo; skills can be utilised to provide education to children directly or work with the education sector to develop an education learning plan to be delivered within schools. A collaborative approach is recommended, as teachers are experts in teaching and pharmacists are healthcare professionals. Community pharmacies can also promote education through workshops, healthy living sections, and workshops in pharmacies, schools, and community centres.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003eFuture Research\u003c/h2\u003e \u003cp\u003eRoles of pharmacists have evolved over time to become less dispensary orientated to have more patient contact. The pharmacy force is resilient and have the skills to teach and pass on their clinical knowledge to all members of the community including young children.There is a need for the development of a pharmacist-led education programme aimed at primary school children, the success of this programme can be evaluated to measure the effectiveness around increasing knowledge of self-care and minor ailment education in children.\u003c/p\u003e \u003cp\u003ePublic health services or initiatives within community pharmacies aimed at parents of primary school aged children can be explored with the aim of investigating the confidence of parents in managing minor ailments in young children. Self-care education workshops delivered by pharmacy staff within communities can be developed and evaluated.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003ePharmacists are placed in the forefront of primary care and are first port of call for minor illness advice and treatment in the community. It is apparent that pharmacists see the benefit of teaching children about self-care and minor ailments in schools. Knowledge of self-care will allow children to grow up much healthier thereby reducing long-term medical conditions. Children and parents often have a lack of knowledge which leads to fear and the need for reassurance, thereby using GP appointments or gaining knowledge from online sources. There is a gap for child friendly education regarding self-care, minor ailments, and health in general, this gap can be filled by utilising the pharmacy workforce. The role of pharmacists can be evolved to work alongside the education sector and support the teaching of children in primary schools.\u003c/p\u003e \u003cp\u003eIt is believed that the main barrier to introducing education to children would be financial constraints within the health and education sector. However, a collaborative approach will ensure that children can be taught the essential self-care and minor ailment knowledge to best care for themselves.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e \u003ch2\u003eConflicts of interest\u003c/h2\u003e \u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e \u003cp\u003eThis study received no external funding.\u003c/p\u003e\u003ch2\u003eAcknowledgements:\u003c/h2\u003e \u003cp\u003eNone\u003c/p\u003e\u003ch2\u003eAvailability of data and materials\u003c/h2\u003e \u003cp\u003eAll data generated or analysed during this study are included in this published article (and the supplemental materials).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eImpact of findings on practice statements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePharmacists\u0026rsquo; skills can be utilised to provide education to children directly or work with the education sector to develop an education learning plan to be delivered within schools.\u003c/p\u003e\n\u003cp\u003eA collaborative approach \u0026nbsp;between the pharmacy and teaching profession is needed.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eCommunity pharmacies can also promote education through workshops, healthy living sections, and workshops in pharmacies, schools, and community centers.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eWho. 2032. 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Health Promot Pract. 2019;20:818\u0026ndash;23. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/1524839919870184\u003c/span\u003e\u003cspan address=\"10.1177/1524839919870184\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":true,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"international-journal-of-clinical-pharmacy","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"ijcp","sideBox":"Learn more about [International Journal of Clinical Pharmacy](https://www.springer.com/journal/11096)","snPcode":"11096","submissionUrl":"https://submission.nature.com/new-submission/11096/3","title":"International Journal of Clinical Pharmacy","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"Self-care, Education, Minor Ailments, Children, Pharmacy","lastPublishedDoi":"10.21203/rs.3.rs-3944240/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-3944240/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eIn the UK, community pharmacists significantly contribute to managing minor ailments and self-care, with government policies supporting this role. However, the potential of pharmacists to enhance health education among primary school children is underexplored.\u003c/p\u003e\u003ch2\u003eObjective\u003c/h2\u003e \u003cp\u003eThis study investigates pharmacists' perspectives on providing self-care and minor ailments education in primary schools and identifies possible roles pharmacists could play in the future.\u003c/p\u003e\u003ch2\u003eMethod\u003c/h2\u003e \u003cp\u003eSeventeen UK-based pharmacists and pharmacy support staff were interviewed using qualitative semi-structured techniques. The interviews were transcribed, coded, and thematically analysed using NVivo 12.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eFive themes emerged: the perceived gap in self-care and minor ailment knowledge among children and parents, perceived positive impact of education on self-care, current health knowledge sources of children and parents, barriers to health education, and the potential role of pharmacists in self-care education in schools. Pharmacists unanimously acknowledged a significant educational role for their profession, suggesting collaborative efforts with schools to deliver tailored health education programs.\u003c/p\u003e\u003ch2\u003eDiscussion\u003c/h2\u003e \u003cp\u003ePharmacy staff agree that there is a pressing need for education on self care and minor ailments management within primary schools, with pharmacists keen to play a central role in educational role. Participants advocated for a strategy that combines the expertise of school teachers with pharmacists to foster self-care from an early age.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003ePharmacists recognize the value of integrating health education into primary school curricula. A collaborative approach with educational institutions could bridge the gap in self-care and minor ailments knowledge, empowering children and reducing unnecessary healthcare resource utilization.\u003c/p\u003e","manuscriptTitle":"Pharmacists' Perspectives on Self-Care and Minor Ailment Education in Primary Schools: A Qualitative Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-02-12 20:31:27","doi":"10.21203/rs.3.rs-3944240/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewerAgreed","content":"","date":"2024-02-09T10:16:29+00:00","index":0,"fulltext":""},{"type":"reviewersInvited","content":"","date":"2024-02-09T09:20:22+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-02-09T03:53:14+00:00","index":"","fulltext":""},{"type":"submitted","content":"International Journal of Clinical Pharmacy","date":"2024-02-08T12:36:56+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"international-journal-of-clinical-pharmacy","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"ijcp","sideBox":"Learn more about [International Journal of Clinical Pharmacy](https://www.springer.com/journal/11096)","snPcode":"11096","submissionUrl":"https://submission.nature.com/new-submission/11096/3","title":"International Journal of Clinical Pharmacy","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"2889de13-9bd0-4c33-8c10-f3eb09567407","owner":[],"postedDate":"February 12th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2024-05-11T05:58:03+00:00","versionOfRecord":[],"versionCreatedAt":"2024-02-12 20:31:27","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-3944240","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-3944240","identity":"rs-3944240","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}