standard #14 pharmacy practice experiences...simulation is used appropriately as a component of...

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Standard No. 14: Curricular Core—Pharmacy Practice Experiences: The college or school must provide a continuum of required and elective pharmacy practice experiences throughout the curriculum, from introductory to advanced, of adequate scope, intensity, and duration to support the achievement of the professional competencies presented in Standard 12.

The pharmacy practice experiences must integrate, apply, reinforce, and advance the knowledge, skills, attitudes, and values developed through the other components of the curriculum. The objectives for each pharmacy practice experience and the responsibilities of the student, preceptor, and site must be defined. Student performance, nature and extent of patient and health care professional interactions, where applicable, and the attainment of desired outcomes must be documented and assessed.

In aggregate, the pharmacy practice experiences must include direct interaction with diverse patient populations in a variety of practice settings and involve collaboration with other health care professionals. Most pharmacy practice experiences must be under the supervision of qualified pharmacist preceptors licensed in the United States.

1) Documentation and Data:

Required Documentation and Data: The objectives for each introductory and advanced pharmacy practice experience with the responsibilities of the

student, preceptor, and site, as applicable

APPENDIX 14A: IPPE I: Institutional Practice Experience Objectives and Responsibilities APPENDIX 14B: IPPE II: Community Practice Experience Objectives and Responsibilities APPENDIX 14C: IPPE III: Public Health Practice Experience Objectives and Responsibilities APPENDIX 14D: IPPE IV: Simulated Practice Experience Objectives and Responsibilities APPENDIX 14E: APPE: Acute Care Practice Experience Objectives and Responsibilities APPENDIX 14F: APPE: Ambulatory Care Practice Experience Objectives and Responsibilities APPENDIX 14G: APPE: Institutional Advanced Practice Experience Objectives and Responsibilities APPENDIX 14H: APPE: Community Advanced Practice Experience Objectives and Responsibilities APPENDIX 14I: APPE: Rural Advanced Practice Experience Objectives and Responsibilities APPENDIX 14J: APPE: Patient Care Elective Practice Experience Objectives and Responsibilities APPENDIX 14K: APPE: Non-Patient Care Elective Practice Experience Objectives and Responsibilities

A map/crosswalk of all pharmacy practice experiences (introductory and advanced) against the activities listed in Appendix C of the Standards. (Note: Each practice experience should be mapped to the activities listed and the map should demonstrate that students’ experiences will cover all the activities. The list of activities mapped, however, can include activities not specifically listed in Appendix C.)

APPENDIX 14M: Experiential Education Curriculum Map to Appendix C

Required Documentation for On-Site Review: Introductory and advanced pharmacy practice experience manuals, including assessment forms List of current preceptors with details of credentials (including licensure) and practice site

Data Views and Standardized Tables: It is optional for the college or school to provide brief comments about each chart or table (see Directions).

AACP Standardized Survey: Student – Questions 37, 38, 40 – 46, 48 – 52 (Appendix 14N) AACP Standardized Survey: Alumni – Questions 25, 27 AACP Standardized Survey: Preceptor – Questions 11, 12, 18 – 21, 23, 24, 36, 38

Optional Documentation and Data: Other documentation or data that provides supporting evidence of compliance with the standard Examples could

include assessments and documentation of student performance, nature and extent of patient and health care professional interactions, and the attainment of desired outcomes; aggregate data from students about the type (diversity) and number of patients, problems encountered, and interventions; evidence of assuring, measuring, and maintaining the quality of site used for practice experiences; and quality improvements resulting from practice site assessments.

APPENDIX 14L: District V Quality Assurance

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2) College or School’s Self-Assessment: Use the checklist below to self-assess the program on the requirements of the standard and accompanying guidelines:

S N.I. U

The college or school provides a continuum of required and elective pharmacy practice experiences throughout the curriculum, from introductory to advanced, of adequate scope, intensity, and duration to support the achievement of the professional competencies presented in Standard 12.

The pharmacy practice experiences integrate, apply, reinforce, and advance the knowledge, skills, attitudes, and values developed through the other components of the curriculum.

Pharmacy practice experiences include periods for preparation and guided reflection.

The objectives for each pharmacy practice experience and the responsibilities of the student, preceptor, and site are defined.

Goals and outcomes for each pharmacy practice experience are mapped to activities listed in Appendix C to ensure that students’ experience will cover, at a minimum, all the listed activities.

Student performance, nature and extent of patient and health care professional interactions, where applicable, and the attainment of desired outcomes are documented and assessed.

In aggregate, the pharmacy practice experiences include direct interaction with diverse patient populations in a variety of practice settings and involve collaboration with other health care professionals.

Most pharmacy practice experiences are under the supervision of qualified pharmacist preceptors licensed in the United States.

The college or school ensures that all preceptors (especially first-time preceptors prior to assuming their responsibilities) receive orientation regarding the outcomes expected of students and the pedagogical methods that enhance learning, ongoing training, and development.

A quality assurance procedure is in place that facilitates standardization and consistency of experiences and outcomes while allowing for individualization of instruction, guidance, and remediation by the preceptor based on student needs.

Students do not receive remuneration for any pharmacy practice experiences (introductory or advanced) for which academic credit is assigned.1

The introductory pharmacy practice experiences involve actual practice experiences in community and institutional settings and permit students, under appropriate supervision and as permitted by practice regulations, to assume direct patient care responsibilities.

Introductory pharmacy practice experiences account for not less than 300 hours over the first three professional years. The majority of students’ time (minimum 150 hours) is balanced between community pharmacy and institutional health system settings.

The length of the advanced pharmacy practice experiences is not less than 1440 hours (36 weeks) during the last academic year and after all pre-advanced pharmacy practice experience requirements (i.e., introductory pharmacy practice experiences and required core didactic course work) are completed.

All required advanced pharmacy practice experiences in all program pathways are conducted in the United States or its territories and possessions (including the District of Columbia, Guam, Puerto Rico, and U.S. Virgin Islands).

Required experiences include primary, acute, chronic, and preventive care among patients of all ages and develop pharmacist-delivered patient care competencies in the following settings: community pharmacy hospital or health-system pharmacy ambulatory care inpatient/acute care general medicine

Simulation is used appropriately as a component of introductory pharmacy practice experiences; it does not account for greater than 20% of total introductory pharmacy practice experience time and does not substitute for the hours devoted to actual experiences in community pharmacy and institutional health system settings.

N/A (simulation does not count toward the required minimumnumberof hours for introductory pharmacy practice experiences)

1 A professional degree program in an institution that meets the definition and characteristics of “cooperative education” (www.co-op.edu) may apply to ACPE for a waiver of this requirement.

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3) College or School’s Comments on the Standard: The college or school’s descriptive text and supporting evidence should specifically address the following. Use a check to indicate that the topic has been adequately addressed. Use the text box provided to describe: areas of the program that are noteworthy, innovative, or exceed the expectation of the standard; the college or school's self-assessment of its issues and its plans for addressing them, with relevant timelines; findings that highlight areas of concern along with actions or recommendations to address them; and additional actions or strategies to further advance the quality of the program. For plans that have already been initiated to address an issue, the college or school should provide evidence that the plan is working. Wherever possible and applicable, survey data should be broken down by demographic and/or branch/campus/pathway groupings, and comments provided on any notable findings.

How student performance is assessed and documented, including the nature and extent of patient and health care professional interactions, and the attainment of desired outcomes

How, in aggregate, the practice experiences assure that students have direct interactions with diverse patient populations in a variety of health care settings

How the college or school ensures that the majority of students’ IPPE hours are provided in and balanced between community pharmacy and institutional health system settings

How the college or school uses simulation in the curriculum

How the college or school establishes objectives and criteria to distinguish introductory from advanced practice experiences.

How the college or schools assures, measures, and maintains the quality of sites used for practice experiences

How quality improvements are made based on assessment data from practice sites

How the goals and outcomes for each pharmacy practice experience are mapped to the activities listed in Appendix C of Standards 2007 to ensure that students’ experience will cover, at a minimum, all the listed activities

How the college or school is applying the guidelines for this standard, and the additional guidance provided in Appendix C, in order to comply with the intent and expectation of the standard

Any other notable achievements, innovations or quality improvements

Interpretation of the data from the applicable AACP standardized survey questions, especially notable differences from national or peer group norms

Overview

An experiential education committee that includes experiential education directors, faculty

members and practicing pharmacists assists the College in providing a continuum of required and

elective pharmacy practice experiences. ABOs and criteria for introductory and advanced practice

experiences were developed in collaboration with experiential education committee members

based on student education level and skill sets necessary to be successful in all experiential

education experiences and the practice of pharmacy. This included differentiation between the

introductory and advanced experiences as outlined in the practice experience objectives

(Appendices 14A-14K). The experiential education committee also establishes preceptor and site

standards and reviews experiential education evaluation forms. Lastly, the committee routinely

reviews and revises rotation objectives, rotation activities and evaluation criteria to ensure optimal

student learning in experiential education and integration with didactic curriculum.

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Student performance in experiential education is assessed and documented using multiple

measures, including one or more of the following: Self-evaluation, peer evaluation, preceptor

evaluation, and faculty evaluation. Standardized preceptor and student evaluations are completed

and documented in an electronic student management system. Electronic student portfolios are

used to encourage and foster the practice of continuing professional development as students self-

assess learning needs and reflect on their practice experiences and progress toward

accomplishment of their individualized goals and objectives and curricular ABOs. Portfolio

components are evaluated by preceptors, faculty members, and for students who choose to

become licensed in the state of North Dakota, the North Dakota Board of Pharmacy.

Introductory Pharmacy Practice Experience (IPPE)

IPPEs are integrated within the first three years of the didactic curriculum and provide a scope,

intensity and duration that exceed the required standards for preparation for APPEs, which occur

during the fourth year. Rotation objectives and recommended activities provide students with

opportunities to demonstrate the attainment of programmatic ABOs in a progressive fashion

through the synthesis and application of knowledge, skills, attitudes and values learned throughout

the curriculum. Table 14-1 outlines the hours in the curriculum allocated to IPPEs.

Table 14-1. Introductory Pharmacy Practice Experience (IPPE)

IPPE Coursework Placement Area of Focus Allocated IPPE Hours PHRM 355: Introductory Pharmacy Practice Experience I

Summer following P1 year

Institutional Pharmacy Practice

120 hour practice experience 4 hours reflection

PHRM 455: Introductory Pharmacy Practice Experience II

Summer following P2 year

Community Pharmacy Practice

120 hour practice experience 4 hours reflection

PHRM 555: Introductory Pharmacy Practice Experience III

Fall P3 year Public Health 27 hour practice experience 3 hours reflection

PHRM 552L: Introductory Pharmacy Practice Experience IV/ Pharmaceutical Care Laboratory

Spring P3 year Simulated/Actual Pharmacy Practice Experiences

30 hour simulated/actual experiences/reflection

TOTAL IPPE HOURS: 308 Hours

Prior to their institutional IPPE, students are prepared through didactic coursework, laboratory

instruction, experiential education lectures and online interactive continuing professional

development (CPD) modules. These CPD modules train students to write individualized rotation

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objectives, give and receive informal feedback and reflect on their practice experiences. In addition

to the required practice experience objectives (Appendix 14A), students prepare individualized

rotation objectives which are refined first with peers through an online discussion board, and then

discussed and further refined with their preceptor during the first days of the practice experience.

The community IPPE emphasizes dispensing, patient/provider communication and over-the-

counter product recommendations. Prior to their community IPPE, students are prepared through

didactic coursework, laboratory instruction and experiential education lectures. In addition to the

required practice experience objectives (Appendix 14B), students prepare individualized rotation

objectives which are discussed and further refined with their preceptor during the first days of the

practice experience

The third IPPE occurs during fall semester of the P3 year and provides students with a 30-hour

introduction to public health (Appendix 14C). Students gain experiences in public health from a

patient perspective, attending an addiction support group (e.g., Alcoholics Anonymous) and a

community based chronic disease support group/educational session (e.g., Diabetes Support

Group) to familiarize themselves with community resources available to patients. In addition,

students gain experiences in public health from a provider perspective through participation in

public health outreach activities under the guidance of an IPPE mentor with an elderly population

by conducting patient interviews, health screening activities, and documentation of patient care.

Finally, students continue their professional development in this experience by self-identifying a

public health poster topic, preparing a public health poster for presentation (including a poster

abstract and objectives), and presenting the public health poster at two meetings/events. A

substantial portion of the current public health poster project has been evaluated and documented

in the literature.

Throughout the first, second, and third years of the curriculum, students participate in simulated

practice experiences in a licensed pharmacy overseen by licensed pharmacists where didactic

learning is bridged with experiential learning. Students’ 30 hours of simulated experiences in this

environment are integrated with direct patient care experiences and constitute the fourth IPPE in

the spring semester of the third year. Standardized simulated and/or direct patient care activities

connect the pharmacy activity and/or delivery of medications to a patient. Activities conducted in

this pharmacy are structured around a specific set of learning objectives (Appendix 14D), involve

structured assessments and constitute learning experiences difficult to achieve in other settings.

The quality of this IPPE from both student and patient perspectives has been documented in the

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literature.2,3 Following the simulated practice experiences, professional development is self-

assessed by the student and documented through reflection in an electronic student portfolio.

Responses to the 2011 AACP Graduating Student Survey question numbers 37 and 38 regarding

IPPE are low compared to all AACP schools and peer institutions (Appendix 14N). However, it is

important to note that IPPE was not fully implemented as defined by the 2007 standards in this

cohort of students. The students completing this survey were still in the old curriculum that

contained short shadowing experiences as the primary IPPE. Despite lower scores on the AACP

Graduating Student Survey questions 37 and 38, 93.03% of students rated their 2011 institutional

IPPE good or excellent, and 97.59% rated their 2011 community IPPE good or excellent. Further

data obtained from student evaluations of the preceptor and site supports that students did find

value in their IPPE (Table 14-2).

Table 14-2. Student Evaluations of IPPE Preceptor and Site 2011

Evaluation Question % of students agree/strongly agree

Institutional IPPE Community IPPE:

I believe this experience will help me to be a better pharmacist.

95.35% 97.59%

I had adequate patient or guardian contact on this rotation to meet the learning objectives.

88.37% 97.59%

I had access to necessary patient information. 96.52% 100%

My clinical skills were enhanced on this rotation. 93.02% 90.36%

Advance Pharmacy Practice Experience (APPE)

In the P4 year, students complete eight APPE rotations comprising a total of 40 weeks (1,600

hours), which exceed the ACPE requirements for APPE. Required APPE rotations include

community, institutional, acute care, ambulatory care and rural. In addition to the required

rotations, students complete three elective rotations in a variety of locations and practice settings.

Each rotation has defined objectives (Appendices 14E – 14K). Students are prepared for APPE

rotations through didactic coursework, IPPE experiences, laboratory coursework and experiential

education lectures. Additionally, didactic days are utilized throughout the fourth professional year to

continue student development. Most pharmacy practice experiences are under the supervision of

qualified pharmacist preceptors licensed in the United States. Cumulatively, IPPE and APPE

rotations provide students with opportunities for collaboration with other healthcare professionals,

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allow for direct interaction with diverse patient populations, and provide practice experiences that

are valuable in achieving professional competencies.

The College uses a quality assurance system (Appendix 14L) developed in coordination with other

colleges in AACP/NABP District V. This quality assurance program includes criteria for the

evaluation of sites/preceptors for student placement, routine site visits and mechanisms for

providing feedback to preceptors. Assessment data, including quality assurance and preceptor

evaluations from practice sites, provide opportunities for individual site quality improvement

through electronic, written or verbal communication with the preceptor/site. As a whole, quality

assurance document data (based on aggregate site data) drive regional and statewide preceptor

development opportunities.

AACP Preceptor Survey data indicates preceptor training and communications are improving

(Appendix 14N). All preceptors, including new preceptors, receive training information and program

updates through E*Value and are routinely offered opportunities for live preceptor training and/or

preceptor training through written/electronic means. Preceptors have access to and are provided

with information on rotation objectives and teaching methods through E*Value prior to taking

students on rotation. The 2009-2010 rotation year was the first year that students used E*Value to

complete preceptor evaluations, and not all preceptors were aware of how to retrieve them. An

annual email reminder is sent to preceptors regarding this functionality. Additional preceptor

training will be necessary on E*Value as the College continues to expand the experiential

education features used through this system.

References

1. Kelsch MP, Werremeyer AB. Poster Project to Emphasize Public Health in the Pharmacy Curriculum. American Journal of Pharmaceutical Education 2011; 75 (1)

2. Eukel HN, Skoy ET, Frenzel JE. Provision of Medication Therapy Management to University Faculty and Staff Members by Third-year Pharmacy Students. American Journal of Pharmaceutical Education 2010; 74 (10)

3. Frenzel, JE. Using Electronic Medical Records to Teach Patient-Centered Care. American Journal of Pharmaceutical Education 2010; 74 (4)

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4) College or School’s Final Self-Evaluation: Self-assess how well the program is in compliance with the standard by putting a check in the appropriate box :

Compliant Compliant with Monitoring Partially Compliant Non Compliant

No factors exist that compromise current compliance; no factors exist that, if not addressed, may compromise future compliance.

• No factors exist that compromise current compliance; factors exist that, if not addressed, may compromise future compliance /or

• Factors exist that compromisecurrent compliance; an appropriate plan exists to address the factors that compromise compliance; the plan has been fully implemented; sufficient evidence already exists that the plan is addressing the factors and will bring the program into full compliance.

Factors exist that compromise current compliance; an appropriate plan exists to address the factors that compromise compliance and it has been initiated; the plan has not been fully implemented and/or there is not yet sufficient evidence that the plan is addressing the factors and will bring the program into compliance.

• Factors exist that compromise current compliance; an appropriate plan to address the factors that compromise compliance does not exist or has not yet been initiated /or

• Adequate information was not provided to assess compliance

Compliant Compliant with Monitoring Partially Compliant Non Compliant

5) Recommended Monitoring: If applicable, briefly describe issues or elements of the standard that may require further monitoring.

NA

Appendices Appendix 14A: IPPE I: Institutional Practice Experience Objectives and Responsibilities

Appendix 14B: IPPE II: Community Practice Experience Objectives and Responsibilities

Appendix 14C: IPPE III: Public Health Practice Experience Objectives and Responsibilities

Appendix 14D: IPPE IV: Simulated Practice Experience Objectives and Responsibilities

Appendix 14E: APPE: Acute Care Practice Experience Objectives and Responsibilities

Appendix 14F: APPE: Ambulatory Care Practice Experience Objectives and Responsibilities

Appendix 14G: APPE: Institutional Advanced Practice Experience Objectives & Responsibilities

Appendix 14H: APPE:Community Advanced Practice Experience Objectives & Responsibilities

Appendix 14I: APPE:Rural Advanced Practice Experience Objectives and Responsibilities

Appendix 14J: APPE:Patient Care Elective Practice Experience Objectives and Responsibilities

Appendix 14K: APPE:Non-Patient Care Elective Practice Experience Objectives & Responsibilities

Appendix 14L: District V Quality Assurance

Appendix 14M: Experiential Education Curriculum Map to Appendix C

Appendix 14N: AACP Survey Data

APPENDIX 14A

North Dakota State University Institutional Introductory Pharmacy Practice Experience Objectives

Description: Introductory Pharmacy Practice Experience I is designed to be an introduction to patient care in the institutional setting. The first component of this course is a 3 week, 120 hour unpaid pharmacy practice experience in an institutional pharmacy practice setting. The second component of this course includes assignments designed to enhance practice experiences. This course meets the requirements for 120 hours of IPPE in the practice setting with an additional four hours of IPPE credit given for reflection which occurs immediately following the experience. Goal: The goal of the Institutional Introductory Pharmacy Practice Experience is to provide students with an introduction to pharmacy practice in an institutional setting following their first year in the pharmacy program. ABILITY-BASED OUTCOME DOMAIN

STUDENT OBJECTIVES AND RESPONSIBILITIES

Attitudes, Values, Professionalism 1. Evaluate career opportunities within the profession of pharmacy and self-assess alignment of opportunities with personal strengths and goals.

2. Self-assess learning needs and design, implement, and evaluate strategies to promote intellectual growth and continued professional development in the area of hospital and health systems pharmacy practice.

3. Demonstrates the knowledge and abilities to function in accordance with pharmacy laws and regulations

4. Demonstrates regard for patients, superiors, colleagues, other personnel and property

5. Develop and display empathy for patients. Communication Skills 1. Engage in written reflection of introductory pharmacy practice

experiences. 2. Engage in appropriate verbal communication with professional peers. 3. Practice appropriate verbal, nonverbal, listening, and written

communication skills within the health care system. 4. Demonstrate the ability to actively and appropriately engage in

dialogue or discussion, respectfully expressing his/her viewpoint. Scientific Foundation 1. Apply knowledge and principles of pathophysiology, pharmaceutics,

biochemistry, and pharmacodynamics to practice patient centered care.

Patient Centered Care 1. Identify and evaluate the role of both pharmacy and non-pharmacy providers as members of an interdisciplinary health care team within the health system setting.

2. Retrieve drug information to solve drug related questions. Systems Management 1. Demonstrate knowledge and understanding of the activities of a

hospital pharmacy including drug delivery systems, medication unit dosing, and sterile intravenous admixture preparation (USP <797> Guidelines).

2. Evaluate prescriptions for legal requirements and appropriate dosing. 3. Practice choosing, filling, and dispensing appropriate medications. 4. Perform pharmacy calculations accurately. 5. Apply concepts of HIPAA in situations involving disclosure of patient

health information

It is the responsibility of the preceptor to provide learning opportunities at his/her practice site that allow the student to achieve the objectives and responsibilities outlined above. Please refer to the IPPE Preceptor Handbook for additional preceptor guidance. Site responsibilities are identified in the affiliation agreement.

APPENDIX 14B North Dakota State University

Community Introductory Pharmacy Practice Experience Objectives Description: Introductory Pharmacy Practice Experience II is designed to be an introduction to patient care in the community setting. The first component of this course is a 3 week, 120 hour unpaid practice experience in a community practice setting. The second component of this course includes assignments designed to enhance practice experiences. This course meets the requirements for 120 hours of IPPE in the practice setting with an additional 4 hours of IPPE credit given for reflection which occurs immediately following this experience. Goal: The goal of the Community Introductory Pharmacy Practice Experience is to provide students with an introduction to pharmacy practice in the community setting following their second year in the professional program.

ABILITY-BASED OUTCOME DOMAIN


Attitudes, Values, Professionalism 1. Self-assess learning needs and design, implement, and evaluate strategies to promote intellectual growth and continued professional development in the area of community based pharmacy practice.

2. Demonstrates the knowledge and abilities to function in accordance with pharmacy laws and regulations.


4. Develops and displays empathy for patients. Communication Skills 1. Engages in written reflection of introductory pharmacy practice

experiences. 2. Engages in appropriate verbal communication with professional peers. 3. Practices appropriate verbal, nonverbal, listening, and written

communication skills with patients in the community setting. 4. Demonstrates the ability to actively and appropriately engage in

dialogue or discussion, respectfully expressing student viewpoints. Scientific Foundation 1. Apply knowledge and principles of pathophysiology, pharmaceutics,

biochemistry, and pharmacodynamics to practice patient centered care.

Patient Centered Care 1. Obtain, interpret, and evaluate patient information to determine the presence of a disease or medical condition, assess the need for self-treatment and/or referral, and identify patient-specific factors that affect health, pharmacotherapy, and/or disease management.

2. Assess and optimize patient’s therapeutic self-management plan. 3. Retrieve, analyze, and interpret the professional, lay, and scientific

literature to provide drug information to other health care providers and to the public.

Systems Management 1. Demonstrate knowledge and understanding of community pharmacy practice while completing activities in a community pharmacy including accurate dispensing of outpatient prescription medications, selecting and recommending appropriate over-the-counter medications, patient consultation, and non-sterile compounding (USP <795> Guidelines).

2. Evaluate prescriptions for legal requirements and appropriate dosing. 3. Practice choosing, filling, and dispensing appropriate medications. 4. Perform pharmacy calculations accurately. 5. Provide counseling to patients, families and caregivers. 6. Apply concepts of HIPAA in situations involving disclosure of patient

health information. Public Health 1. Perform blood pressure screenings accurately.

2. Provide appropriate recommendations for self-care products. It is the responsibility of the preceptor to provide learning opportunities at his/her practice site that allow the student to achieve the objectives and responsibilities outlined above. Please refer to the IPPE Preceptor Handbook for additional preceptor guidance. Site responsibilities are identified in the affiliation agreement.

APPENDIX 14C North Dakota State University

Public Health Introductory Pharmacy Practice Experience Objectives Description: Introduction to patient care opportunities focused on population and public health opportunities for pharmacists. This course consists of 30 hours of public health IPPE as outlined below:

1. Public Health Poster Project (12 hours) a. Prepare a public health poster, objective and abstract during fall semester. Present public health

poster to audiences of university peers, university faculty, and healthcare professionals twice during spring semester 2012.

2. Public Health Patient Perspective: Support Group/Community Health Education Resources (3 hours) a. Attend community support groups available to patients including addiction support groups and chronic

disease support groups. 3. Public Health Provider Perspective: Public Health Outreach Activities (12 hours)

a. Work with assisted living facilities in the community to address health needs of an elderly population. i. Each student will work longitudinally with one-two residents, the assisted living community at

large, and the IPPE mentor for 12 hours during the semester to complete the following public health activities:

1. Complete a medication history, social history, CVD risk assessment, medication review, and health literacy assessment.

2. Document resident visits and findings in the form of a SOAP note. 3. Educate residents on Medicare Part D, Influenza, and the Ask Me 3 Campaign. 4. Provide Blood Pressure Screenings. 5. Participate in a population specific journal club.

4. Reflection: Public Health Perspectives (3 hours) Goal: The goal of the Public Health Introductory Pharmacy Practice Experience is to provide students with an introduction to the role of the pharmacist in improving patient health within a population. ABILITY-BASED OUTCOME DOMAIN


Attitudes, Values, Professionalism 1. Self-assess learning needs and design, implement, and evaluate strategies to promote intellectual growth and continued professional development in the area of community based pharmacy practice.

2. Demonstrates the knowledge and abilities to function in accordance with pharmacy laws and regulations.


4. Develops and displays empathy for patients. Communication Skills 1. Engage in written reflection of introductory pharmacy practice

experiences. 2. Engage in appropriate verbal communication with professional peers. 3. Practice appropriate verbal, nonverbal, listening, and written

communication skills with patients and providers. 4. Demonstrate the ability to actively and appropriately engage in

dialogue or discussion, respectfully expressing his/her viewpoint. 5. Develop an organized public health poster that represents the current

and best evidence available. 6. Demonstrate the ability to prepare a descriptive abstract of the public

health poster. 7. Demonstrate the ability to present a poster on a public health topic.

Patient Centered Care 1. Retrieve drug information to solve drug related questions. Systems Management 1. Apply concepts of HIPAA in situations involving disclosure of patient

health information. Public Health 1. Promote health improvement, wellness, and disease prevention in

cooperation with patients, communities, at-risk populations, and other members of an inter-professional team.

2. Assure the availability of effective health promotion and disease prevention services.

3. Assess the health literacy of patients. 4. Promote public awareness of health and disease. 5. Provide health services/health education to underserved and/or at-risk

populations.

APPENDIX 14D North Dakota State University

PHRM 552L: Pharmaceutical Care Laboratory IV/Introductory Pharmacy Practice Experience IV Objectives Description: PHRM 552L: Pharmaceutical Care Laboratory IV/Introductory Pharmacy Practice Experience IV consists of 30 hours of simulated and direct patient care experiences in a licensed pharmacy overseen by licensed pharmacists where didactic learning is bridged with experiential learning. Standardized simulated and/or direct patient care activities connect the pharmacy activity and/or delivery of medications to a patient. Activities conducted in this pharmacy are structured around a specific set of learning objectives, and involve structured assessments. Goal: The goal of PHRM 552L: Pharmaceutical Care Laboratory IV/Introductory Pharmacy Practice Experience IV is to provide students with learning experiences which are difficult to achieve in other introductory pharmacy practice experiences, but require an introductory experience and/or simulated student practice prior to advanced pharmacy practice experiences. ABILITY-BASED OUTCOME DOMAIN


Attitudes, Values, Professionalism 1. Demonstrates the knowledge and abilities to function in accordance with pharmacy laws and regulations.


Communication Skills 1. Communicate professionally with patients, caregivers, and healthcare professionals using written and verbal communication.

Patient Centered Care 1. Retrieve, analyze, and interpret the professional, lay, and scientific literature to provide drug information to patients, caregiver, and health care providers.

2. Obtain, interpret, and evaluate patient information and nonprescription/prescription medication information to determine the presence of a disease or medical condition, assess the need for treatment and/or referral, and identify patient-specific factors that affect health, pharmacotherapy, and/or disease management.

3. Design, implement, monitor, evaluate, and adjust patient-centered care plans that are evidence-based.

4. Provide information regarding the selection, use and care of medical/surgical appliances and devices, self-care products, and durable medical equipment, as well as products and techniques for self-monitoring or health status and medical conditions.

5. Document patient-centered care activities to facilitate communication and collaboration among the health care team.

6. Retrieve, analyze, and interpret the professional, lay, and scientific literature to accurately compound a medication and provide drug information to patients, caregiver, and other involved health care providers.

7. Apply quality assessment methods to the evaluation of patient-centered care.

8. Demonstrate the ability to perform a comprehensive medication review and interpret findings to identify medication related problems.

9. Demonstrate the ability to integrate the core elements of Medication Therapy Management in the documentation of an encounter.

Systems Management 1. Assure the accuracy of a dispensed medication in a manner that promotes it’s safe and effective use.

2. Accurately prepare and compound individual or bulk medications in a manner that promotes safe and effective use.

3. Accurately select, prepare, and dispense medications in a manner that promotes safe and effective use.

4. Prepare, store, and assure quality of sterile dosage forms. 5. Accurately measure a patient’s blood pressure using manual and

electronic blood pressure monitoring devices. 6. Properly perform cholesterol and glucose screenings 7. Evaluate and educate recipient on cholesterol and glucose screening

results 8. Screen patient for indications, precautions, and contraindications for

immunization and demonstrate subcutaneous and intramuscular vaccine administration.

2/8/2012 9:49 AM APPE Acute Care Objectives

APPENDIX 14E North Dakota State University

Acute Care Advanced Pharmacy Practice Experience Objectives Goal: The goal of the Acute Care Advanced Pharmacy Experience is to provide students with a practical and culturally competent experience in applying their pharmacotherapeutic knowledge for the treatment of patients in an acute care setting. ABILITY-BASED OUTCOME DOMAIN


Attitudes, Values, Professionalism 1. Demonstrate professional behavior and work ethic. Communication Skills 1. Effectively communicate with patients, care givers and health professionals.

2. Effectively educate and counsel patients, patients’ families and health professional on drug therapy.

3. Develop and expand communication skills through interactions with other health care professional and patients.

4. Present patient cases to the preceptor in an organized, concise manner. Scientific Foundation 1. Accurately interpret the medical literature and applies data to clinical practice

2. Retrieve, critically evaluate, and accurately present information from the medical literature resources on pharmacotherapeutic topics both verbally and in writing in a timely fashion.

Patient Centered Care 1. Understand the pathophysiology and apply clinical guidelines for the following conditions/diseases and public health encountered in the acute care setting. a. Cardiovascular Diseases: congestive heart failure, stroke, hypertension,

hyperlipidemia, anticoagulation, angina. b. Pulmonary Diseases: asthma, COPD c. Neurology: depression, generalized anxiety disorder d. Gastrointestinal Diseases: GERD e. Infectious Diseases: UTIs, pneumonia, skin/soft tissue infections f. Endocrine Disease: diabetes g. Pain management h. Osteoarthritis i. Osteoporosis j. Nutrition

2. Conduct a thorough patient-specific medical and medication history 3. Accurately assess patient-specific medical conditions. 4. Effectively evaluate a patient’s current therapy. 5. Appropriately identify monitoring parameters for patient therapy. 6. Develop appropriate patient-specific therapeutic plans. 7. Recommend an appropriate approach to correct drug related problems and

common medical problems. 8. Demonstrates initiative and responsibility for ensuring optimal patient care

outcomes. Systems Management 1. Apply patient and population-specific data, quality assurance strategies, and

research processes to optimize patient outcomes.

It is the responsibility of the preceptor to provide learning opportunities at his/her practice site that allow the student to achieve the objectives and responsibilities outlined above. Please refer to the APPE Handbook for additional preceptor guidance. Site responsibilities are identified in the affiliation agreement.

APPENDIX 14F North Dakota State University

Ambulatory Care Advanced Pharmacy Practice Experience Objectives Goal: The goal of the Ambulatory Medicine Advanced Pharmacy Practice Experience is to provide students with a practical and culturally competent experience which facilitates their application of pharmacotherapeutic knowledge for the treatment of patients in an ambulatory care setting. ABILITY-BASED OUTCOME DOMAIN







Patient Centered Care 1. Understand the pathophysiology and apply clinical guidelines for the following conditions/diseases and public health encountered in the ambulatory care setting. a. Cardiovascular Diseases: congestive heart failure, stroke, hypertension,

hyperlipidemia, anticoagulation, angina. b. Pulmonary Diseases: asthma, COPD, smoking cessation c. Neurology: depression, migraines d. Gastrointestinal Diseases: ulcers, GERD e. Infectious Diseases: STDs, otitis media, UTIs, community-acquired

pneumonia f. Endocrine Disease: diabetes, thyroid disease g. Geriatrics h. Women’s Health Issues: contraception, hormone replacement,

osteoporosis2. Conduct a thorough patient-specific medical and medication history 3. Accurately assess patient-specific medical conditions. 4. Effectively evaluate a patient’s current therapy. 5. Appropriately identify monitoring parameters for patient therapy. 6. Develop appropriate patient-specific therapeutic plans. 7. Recommend an appropriate approach to correct drug related problems and





APPENDIX 14G

North Dakota State University Institutional Advanced Pharmacy Practice Experience

Goal: The goal of the Institutional Pharmacy Practice Experience is to provide students with a practical and culturally competent experience which facilitates their application of pharmacotherapeutic knowledge, standards and prescription processing/distribution, and systems management for the treatment of patients in an institutional setting. ABILITY-BASED OUTCOME DOMAIN



2. Effectively educate and counsel patients, patients’ families and health professionals on drug therapy.

3. Develop and expand communication skills through interactions with other health care professionals and patients.



Patient Centered Care 1. Understand the pathophysiology and apply clinical guidelines for the following conditions/diseases encountered in the institutional setting. a. Cardiovascular Diseases: congestive heart failure, stroke, hypertension,

hyperlipidemia, anticoagulation, angina. b. Pulmonary Diseases: asthma, COPD, smoking cessation c. Neurology: depression, migraines d. Gastrointestinal Diseases: ulcers, GERD e. Infectious Diseases: STDs, otitis media, UTIs, community-acquired

pneumonia f. Endocrine Disease: diabetes, thyroid disease g. Geriatrics h. Women’s Health Issues: contraception, hormone replacement,

osteoporosis2. Conduct a thorough patient-specific medical and medication history 3. Accurately assess patient-specific medical conditions. 4. Effectively evaluate a patient’s current therapy. 5. Appropriately identify monitoring parameters for patient therapy. 6. Develop appropriate patient-specific therapeutic plans. 7. Recommend an appropriate approach to correct drug related problems and



research processes to optimize patient outcomes 2. Accurately select, prepare, and dispense medications in a manner that

promotes safe and effective use. 3. Describe legal and regulatory requirements as they pertain to the distribution,

disposal, and transfer of controlled substances and investigational medications.

4. Demonstrate knowledge of Quality Assurance (QA) and Medication Use Evaluation (MUE)

5. Demonstrate knowledge and skills regarding unit dose and IV admixture systems.

6. Demonstrate knowledge and understanding regarding purchasing and inventory control systems.


APPENDIX 14H North Dakota State University

Community Advanced Pharmacy Practice Experience Goal: The goal of the Community Advanced Pharmacy Experience is to provide students with a practical and culturally competent experience in applying their pharmacotherapeutic knowledge for the treatment of patients in a community setting. ABILITY-BASED OUTCOME DOMAIN

STUDENT OBJECTIVES






Patient Centered Care 1. Understand the pathophysiology and apply clinical guidelines for the following conditions/diseases and public health encountered in the community setting. a. Cardiovascular Diseases: congestive heart failure, stroke, hypertension,

hyperlipidemia, anticoagulation, angina. b. Pulmonary Diseases: asthma, COPD c. Neurology: depression, migraines, diabetic peripheral neuropathy d. Gastrointestinal Diseases: GERD, IBS, colitis, ulcers e. Infectious Diseases: otitis, chronic sinusitis, chronic bronchitis, UTIs,

community-acquired pneumonia f. Endocrine Disease: diabetes, thyroid disease g. Geriatrics

2. Conduct a thorough patient-specific medical and medication history 3. Accurately assess patient-specific medical conditions. 4. Effectively evaluate a patient’s current therapy. 5. Demonstrates knowledge and skills in assisting patients in the selection and

use of non-prescription medications and health related products. 6. Recommend an appropriate approach to correct drug related problems and

common medical problems. 7. Demonstrate initiative and responsibility for ensuring optimal patient care

outcomes; Clinical intervention documentation and follow up. Systems Management 1. Apply patient and population-specific data, quality assurance strategies, and

research processes to optimize patient outcomes. 2. Demonstrates an understanding of professional and administrative activities. 3. Accurately select, prepare, and dispense medications in a manner that

promotes safe and effective use.Public Health 1. Promote public awareness of health and disease.

2. Provide immunizations and health related screenings.

APPENDIX 14I North Dakota State University

Rural Advanced Pharmacy Practice Experience Objectives Goal: The goal of the Rural Health Pharmacy Experience is to provide students with a practical and culturally competent experience in applying their pharmacotherapeutic knowledge for the treatment of patients in a rural setting. ABILITY-BASED OUTCOME DOMAIN







Patient Centered Care 1. Understand the pathophysiology and apply clinical guidelines for the following conditions/diseases and public health encountered in the community setting. a. Cardiovascular Diseases: congestive heart failure, stroke, hypertension,

hyperlipidemia, anticoagulation, angina. b. Pulmonary Diseases: asthma, COPD c. Neurology: depression, migraines, diabetic peripheral neuropathy d. Gastrointestinal Diseases: GERD, IBS, colitis, ulcers e. Infectious Diseases: otitis, chronic sinusitis, chronic bronchitis, UTIs,

community-acquired pneumonia f. Endocrine Disease: diabetes, thyroid disease g. Geriatrics

2. Conduct a thorough patient-specific medical and medication history 3. Accurately assess patient-specific medical conditions. 4. Effectively evaluate a patient’s current therapy. 5. Demonstrates knowledge and skills in assisting patients in the selection and

use of non-prescription medications and health related products. 6. Recommend an appropriate approach to correct drug related problems and

common medical problems. 7. Demonstrate initiative and responsibility for ensuring optimal patient care

outcomes; Clinical intervention documentation and follow up. Systems Management 1. Apply patient and population-specific data, quality assurance strategies, and

research processes to optimize patient outcomes. 2. Demonstrates an understanding of professional and administrative activities. 3. Accurately select, prepare, and dispense medications in a manner that

promotes safe and effective use.Public Health 1. Promote public awareness of health and disease.

2. Provide immunizations and health related screenings. It is the responsibility of the preceptor to provide learning opportunities at his/her practice site that allow the student to achieve the objectives and responsibilities outlined above. Please refer to the APPE Handbook for additional preceptor guidance. Site responsibilities are identified in the affiliation agreement.

2/8/2012 9:54 AM APPE Acute Care Objectives

APPENDIX 14J North Dakota State University

Elective (Clinical) Advanced Pharmacy Practice Experience Objectives Goal: The goal of any Elective Advanced Pharmacy Practice Experience is to provide students with a practical and culturally competent experience in applying their pharmacotherapeutic knowledge for the treatment of patients in various clinical settings. ABILITY-BASED OUTCOME DOMAIN

STUDENT OBJECTIVES AND RESPONSIBILTIES






Patient Centered Care 1. Understand the pathophysiology and apply clinical guidelines for the following conditions/diseases and public health encountered in various settings. a. Cardiovascular Diseases: congestive heart failure, stroke, hypertension,

hyperlipidemia, anticoagulation, angina. b. Pulmonary Diseases: asthma, COPD c. Neurology: depression, generalized anxiety disorder d. Gastrointestinal Diseases: GERD e. Infectious Diseases: UTIs, pneumonia, skin/soft tissue infections f. Endocrine Disease: diabetes g. Pain management h. Osteoarthritis i. Osteoporosis j. Nutrition

2. Conduct a thorough patient-specific medical and medication history 3. Accurately assess patient-specific medical conditions. 4. Effectively evaluate a patient’s current therapy. 5. Appropriately identify monitoring parameters for patient therapy. 6. Develop appropriate patient-specific therapeutic plans. 7. Recommend an appropriate approach to correct drug related problems and





2/8/2012 9:54 AM

APPENDIX 14K North Dakota State University

Elective (Non-Patient Care) Advanced Pharmacy Practice Experience Objectives Goal: The goal of any Elective (Non-Patient Care) Advanced Pharmacy Practice Experience is to provide students with a practical and culturally diverse experience in applying their knowledge and expertise within the scope of a practice or population. ABILITY-BASED OUTCOME DOMAIN


Attitudes, Values, Professionalism 1. Demonstrate professional behavior and work ethic. Communication Skills 1. Effectively communicate with all colleagues and associates.

2. Present information in an organized, concise manner. 3. Develop and expand written, oral, and listening communication skills. 4. Participate in conflict resolution, if appropriate.

Scientific Foundation 1. Accurately interpret the medical literature and apply data to practice 2. Retrieve, evaluate, and accurately present information from the literature

resources on various topics both verbally and in writing in a timely fashion. 3. Use appropriate scientific terminology to convey concepts of pathophysiology,

medicinal chemistry, pharmaceutics, pharmacology, and pharmacokinetics. Patient/Population Centered Care 1. Understand the pathophysiology and apply clinical guidelines for the

conditions/diseases and public health encountered in various settings. 2. Develop and implement population-specific, evidence-based disease

management programs and protocols based upon analysis of epidemiologic and pharmacoeconomic data, medication use criteria and review, and risk reduction strategies.

3. Apply quality assessment methods to the evaluation of patient-centered care. 4. Demonstrates initiative and responsibility for ensuring optimal patient care

outcomes. Systems Management 1. Effectively utilize information related to drugs and pharmacy business

processes. 2. Understand the value of relationships with organizations important to the

pharmacist. 3. Manage human, physical, medical, information, fiscal, and technological

resources using relevant legal, ethical, social, cultural, economic, and professional principles/issues to assure efficiency and cost-effectiveness.

4. Apply patient and population-specific data, quality assurance strategies, and research processes to: a) assure that medication use systems minimize drug misadventuring and optimize patient outcomes. b) develop drug use and health policy, design pharmacy benefits, and formulary systems.

Public Health 2. Promote public awareness of health and disease. 3. Understand the role of pharmacist in alternative practice settings. 4. Apply population-specific data, quality assurance strategies, and research

processes to identify and resolve public health problems and influence public health policy.


APPENDIX 14L Professional Experience Site and Preceptor Quality Assurance

Provision of quality professional experiential education to student pharmacists requires ongoing oversight regarding the quality of preceptors for these experiences and the practice settings in which they practice. Standard No. 14. Curricular Core: Pharmacy Practice Experiences, of the ACPE Draft Revised Doctor of Pharmacy Standards and Guidelines proposes minimum components of this quality assurance process. Preceptors practice in a wide variety of practice settings, provide these experiences to varying numbers of students and different educational institutions, and have a range of relationships with colleges/schools of pharmacy. A general quality assurance process compliant with current ACPE Standards, yet applicable to the diverse nature of the professional experience environment is proposed. Additionally, since many sites provide experiential education for students from a number of educational institutions, a common methodology used by regional institutions will minimize duplication of effort in completing the quality assurance requirements for all programs. Initiation of New Experience Site The Director of Experiential Education or their designate will evaluate all new sites before being approved for experiential education. Whenever possible this will be done in person at the practice site after review of submitted materials. In cases where the site is not within driving distance, or for other reasons it is impractical to do in person, the Director or their designate will evaluate the site and the preceptor via telephone conversations after review of submitted materials. Evaluation will be completed in the same manner for all practice sites wishing to provide experiential education. Established criteria (see the attached Experiential Site and Preceptor Evaluation form) will be used to complete the process. This information will supplement the demographic and descriptive information the Experiential Office maintains on all practice sites and preceptors. The individual school/college will determine the specific site and preceptor demographic and descriptive information that is obtained. If a new experience site and preceptors are concurrently approved by another institution in the Region for the delivery of experiential education, that approval may be deemed as acceptable in meeting this requirement. Specific expectations of this institution would still need to be discussed with the site. Recommended topics to be discussed in the approval process include but are not limited to the following:

orientation to the educational institutions mission and goals as it applies to experiential education

applicability of an available syllabus, or development of a site specific syllabus for the experience (experience goals, learning objectives, student activities, assessment and grading criteria)

defined expectations of the site and preceptor in the education of the student pharmacist

o curriculum requirements and integration o experience goals and objectives o assessment and feedback expectations of preceptors, students and the

educational institution discussion of the expected types and volume of patients in the practice setting defined roles and responsibilities of the student pharmacist in the practice setting discussion of student supervision in the practice setting guidance on setting expectations with students, assessment strategies, provision of

feedback and grading methodologies.

An abbreviated version of the process will be used if it is anticipated the site will be used on a limited basis. Following the site visit, the Director will send the preceptor a letter that summarizes their discussions during the visit. If it is approved as a new site, a Site Agreement will be sent to the site for appropriate administrative signatures. Current Sites The Director or their designate will evaluate all routinely used experience sites in person at least once every two years. Sites taking less than five students per year, and those not within driving distance may be evaluated via telephone conversations. Sites may be evaluated more frequently if needed (e.g., poor student evaluations, change in preceptor at the site). This biennial evaluation is to determine continued approval for completion of student pharmacist experiential education at the practice site. The Director of Experiential Education or their designate will evaluate the site and preceptor according to established criteria (see the attached Experiential Site and Preceptor Evaluation form). During the site visit, the preceptor’s completed self-evaluation (see attached form) in addition to student evaluations of the site and preceptor will be discussed. Roles and responsibilities of both the preceptor and the institution will be reviewed. The preceptor will be commended for areas in which the preceptor and/or site are meeting or exceeding expectations. Constructive feedback that addresses specific areas that need improvement will also be discussed with the preceptor. Working with the Director or their designate, the preceptor will develop an improvement plan, if necessary. Preceptor feedback regarding the School’s experiential program will be solicited during the evaluation discussion. Following the site visit, the Director will send the preceptor a letter that summarizes their discussions during the visit. A copy of the experiential site and preceptor evaluation form, student evaluations, the preceptor’s self-evaluation, and the letter will be placed in the site’s file at the school. Experiential sites not granted approval, or those granted conditional approval and not meeting those conditions will not be used as a training site for the program. Ongoing Communication with Experience Sites and Preceptors Preceptors at experiential sites will be routinely provided with summative data from student pharmacist completed evaluations of the site and preceptors. Preceptors at the site will routinely complete self-evaluation of their site, and their performance as preceptors and provide this to the Director of Experiential Education. This exchange of information should occur at least annually, and allow for ongoing quality improvement at the site. Professional Experience Program Advisory (PEP) Committee: The Professional Experience Program Advisory (PEP) committee will provide oversight of the QA process for the experiential program.

Quality Assurance Documentation Experiential Site and Preceptor Evaluation

Name of Site: Type of Rotation: Preceptor/Contact Person: Title: Address: Phone Number: E-Mail: Site Information Comments Adequate patient volume and breadth for student learning

Y N NA

The student has access to patient information Y N NA The student has the opportunity to interact with other health professionals as is pertinent to the specific experience

Y N NA

The student has access to a computer with Internet capabilities

Y N NA

The student has access to appropriate drug and medical information resources

Y N

Adequate space for student involvement with pharmacy activities and interaction with pharmacists, other health professionals and patients

Y N

The site displays a professional image Y N The site administration support student involvement at the site

Y N

The staff (i.e., pharmacists and technicians) support student interactions and involvement

Y N

Pharmaceutical care philosophy evident in practice activities

Y N

Activities, projects and assignments will fulfill learning objectives of the learning experience

Y N

Amount and quality of time with the student is appropriate

Y N NA

Appropriate role-modeling by pharmacists is available to the student pharmacist

Y N

The student is evaluated by direct observation when appropriate (e.g., dispensing skills)

Y N NA

Regular and consistent feedback is given to the student

Y N NA

A written or verbal evaluation is discussed with the student at the middle of the rotation

Y N NA

A written evaluation is discussed with the student at the end of the rotation

Y N NA

Student expectations and responsibilities are clear and are expressed to the student at the beginning of the experience

Y N NA

Has served as an experience site for student pharmacists previously? If yes, when and how many:

Y N NA

What schools/colleges of pharmacy send students to the site on a regular basis?

Rotation Preceptors at the Site

Student Pharmacist Activities: (check all that apply) Prepare, dispense, and distribute medications. Provide pharmacotherapy management as part of a multidisciplinary patient-care team. Routinely assess patients and drug therapy to formulate drug therapy recommendations. Implement pharmacotherapy or drug policy plans. Monitor and modify pharmacotherapeutic or drug policy plans. Educate patients, students, and other health care professionals about the purpose and safe, effective, and

economic use of medications. Prepare and disseminate written drug information (e.g., consultations, drug monographs, newsletters, etc.). Provide expertise to or serve on patient-care committees (e.g., Pharmacy and Therapeutics, Infection Control,

etc.).

Activities, projects, and assignments that are required of the student: Comments: Follow-up Required No Yes, in months Site Approved for Period to Experiential Director Date:

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APPENDIX 14M: Experiential Education Map/Crosswalk to Appendix C of ACPE Standards 2007 Version 2.0

Advanced Pharmacy Practice Experience Activities ABOInstitutional Advanced

Community Advanced

Acute Care

Ambulatory Care

Rural Health

Practicing as a member of an interprofessional team 4D X X X X X

Identifying, evaluating, and communicating to the patient and other health care professionals the appropriateness of the patient’s specific pharmacotherapeutic agents, dosing regimens, dosage forms, routes of administration, and delivery systems. 4D X X X X X

Consulting with patients regarding self-care products 4C X X X X

Recommending prescription and nonprescription medications, dietary supplements, diet,nutrition, traditional nondrug therapies, and comlementary and alternative therapies. 4C X X X X X

Recommending appropriateness medication dosing utilizing practical pharmacokinetic principles. 4A X X X X X

Administering medications where practical and consistent with the practice environment and where leglly permitted. 4A X X X X X

Identifying and reporting medication errors and adverse drug reactions 4A X X X X XManaging the drug regimen through monitoring and assessing patient information 4A X X X X X

Providing pharmacist-delivered patient care to a diverse patient population4 X X X X X

Providing patient education to a diverse patient population 4 X X X X XEducating the public and health care professionals regarding medical conditions, wellness, dietary supplements, durable medical equipment, and medical and drug devices. 6 X X X X XRetrieving, evaluating, managing, and using clinical and scientific publications in the decision-making process 4C X X X X X

Accessing, evaluating, and applying information to promote optimal health care 4/5F X X X X X

Ensuring continuity of pharmaceutical care among health care settings 5 X X X X X

Participating in discussions and assignments regarding compliance with accreditation, legal, regulatory/legislative, and safety requirements. 5 X X X X XParticipating in discussions and assignments regarding the drug approval process and the role of key organizations in public safety and standards setting 6B X X X X XParticipating in discussions and assignments concerning key health care policy matters that may affect pharmacy 6B X X X X X

Working with the technology used in pharmacy practice 2B X X X X X

Preparing and dispensing medications 5A X X X

Managing systems for storage, preparation, and dispensing of medications 5 X X X

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Advanced Pharmacy Practice Experience Activities ABOInstitutional Advanced

Community Advanced

Acute Care

Ambulatory Care

Rural Health

Allocating and using key resources and supervising pharmacy technical staff 2A/5 X X X X

Participating in purchasing activities 5E X X X

Creating a business plan to support a patient care service, including determining the need, feasibility, resources, and sources of funding 5F X X X X

Managing the medication use system and applying the systems approach to medication safety. 5 X X X X

Participating in the pharmacy’s quality improvement program 5F X X X X XParticipating in the design, development, marketing, and reimbursement process for new patient services 5F X X X X XParticipating in discussions and assignments of human resources management, medication resources management, and pharmacy data management systems, including pharmacy workload and financial performance 5E X X X X X

Participating in the pharmacy’s planning process 5F X X X X

Conducting a drug use review 5F X X X X X

Managing the use of investigational drug products 5F X X

Participating in the health system’s formulary process 5F X X X X X

Participating in therapeutic protocol development 5F X X X X X

Participating in the management of medical emergencies 5F X X X X X

Performing prospective and retrospective financial and clinical outcomes analyses to support formulary recommendations and therapeutic guideline development

5F X X X X

Developing and analyzing clinical drug guidelines 5F X X X X X

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Introductory Pharmacy Practice Experience Activities ABO

PHRM 355: IPPE I Institutional Pharmacy Practice

PHRM 455: IPPE II Community Pharmacy Practice

PHRM 555: IPPE III Public Health Pharmacy Practice

PHRM 552L: IPPE IV/PHRM 552L (Simulated Pharmacy Practice)

Processing and Dispensing New/Refill Medication Orders 5A X X

Conducting Patient Interviews to Obtain Patient Information 4A X X X

Creating Patient Profiles Using Information Obtained 4B X X X X

Responding to Drug Information Inquiries 4E/6B2 X X X X

Interacting with other health care professionals 4D X XParticipating in educational offerings designed to benefit the health of the general public 4A X

Interpreting and Evaluating Patient Information 4A X X X XTriaging and assessing the need for treatment or referral, including referral for a patient seeking pharmacist-guided self-care 4A X X XIdentifying patient-specific factors that affect health, pharmaqcotherapy, and/or disease state management 4A X X X X

Assessing Patient Health Literacy and Compliance 5D X XPerforming calculations required to compound, dispense, and administer medications 5B X X

Administering Medications 6A4 XEvaluating appropriateness of medication dosing utilizing basic dosing principles 4A X X X X

Providing point-of-care and patient-centered services 4 X X

Conducting Physical Assessments 4A X XPreparing and compounding extemporaneous preparations and serile products 5A/5B/5C X X

Communicating with patients and other health care providers 2A X X X X

Interacting with pharmacy technicians in the delivery of pharmacy services 2A X XDocumenting interventions in patient records in a concise, organized format that allows readers to have a clear understanding of the content 4D X X

Presenting patient cases in an organized format covering pertinent information 4B X

Billnig third parties for pharmacy services 5E X

Billing third parties for pharmacy services 5E X

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Graduating Student Survey

Question: 37. My introductory pharmacy practice experiences were valuable in helping me to prepare for my advanced pharmacy practice experiences.

Appendix 14N: AACP Surveys

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Question: 38. My introductory pharmacy practice experiences permitted my involvement in direct patient care responsibilities in both community and institutional settings.


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Question: 40. The process by which I was assigned sites for introductory pharmacy practice experiences was fair.


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Question: 41. In the community pharmacy setting, I was able to apply my patient care skills.


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Question: 42. In the ambulatory care setting, I was able to apply my patient care skills


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Question: 43. In the hospital or health-system pharmacy setting, I was able to apply my patient care skills.


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Question: 44. In the inpatient/acute care setting, I was able to apply my patient care skills.


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Question: 45. The need for continuity of care throughout the health care system was emphasized in the advanced pharmacy practice experiences.


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Question: 46. The variety of the available advanced pharmacy practice experience electives met my needs as a student.


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Question: 48. The sites available for advanced pharmacy practice experiences were of high quality.


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Question: 49. The process by which I was assigned sites for advanced pharmacy practice experiences was fair.


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Question: 50. Overall, my advanced practice experiences were valuable in helping me to achieve the professional competencies.


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Question: 51. My pharmacy practice experiences allowed me to have direct interaction with diverse patient populations (e.g., age, gender, ethnic and/or cultural background, disease states, etc.).


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Question: 52. My pharmacy practice experiences allowed me to collaborate with other health care professionals.


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Preceptor Student Survey

Question: 11. I know the process for documenting and addressing student performance from the college/school.


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Preceptor Survey

Question: 12. I receive the results from student evaluations of my rotation.


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Preceptor Survey

Question: 18. The responsibilities of the student have been defined at my site.


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Preceptor Survey

Question: 19. The responsibilities as a preceptor have been defined at my site.


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Preceptor Survey

Question: 20. The objectives for my pharmacy practice experience have been defined at my site.


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Preceptor Survey

Question: 21. I use feedback about my site to make improvements to my student practice experience.


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Preceptor Survey

Question: 23. Students at my site are encouraged to assume responsibility for their own learning.


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Preceptor Survey

Question: 24. The assessment tools provided to me for my site are suitable for measuring student performance.


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Preceptor Survey

Question: 36. I have ongoing contact with the Office of Experiential Education.


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Preceptor Survey

Question: 38. The student-to-preceptor ratios at my site are appropriate to maximize learning.


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Alumni Survey

Question: 25. When I was a student the courses I took prepared me to enter my first pharmacy job.


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Alumni Survey

Question: 27. When I was a student pharmacy related elective courses met my needs as a Pharm.D. student.


standard #14 pharmacy practice experiences...simulation is used appropriately as a component of...

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