ARNOLD & MARIE SCHWARTZ COLLEGE OF PHARMACY

AND HEALTH SCIENCES

Long Island University

Division of Pharmacy Practice

PH629-Ambulatory Care ElectiveAdvanced Pharmacy Practice Experience

(Specialty Pharmacy)

Course Faculty:

Pharmacy Practice Faculty and Volunteer/Adjunct Community Pharmacy Preceptors

Revised:June 2015
I.Course Name:

Specialty Pharmacy Advanced Pharmacy Practice Experience Elective

II.Course Number:

PH

III.Course Credits:

Five (5)

IV.Course Coordinators and Faculty:

Course Coordinators:

Stanley Feifer, MS:

Office room number: HS 507

Telephone: (718) 488-1243

Email:

Edgar Schwartz, RPh:

Office room number: HS 507

Telephone: (718) 488-1244

VI.Course Overview:

This is a 5-week elective APPE in specialty pharmacy. This experience will prepare students to practice in the community or institutional setting with a focus on serving specific patient population(s). Students will have the opportunity to participate in and possibly assist in developing various patient care andpopulation care activities. Such activities may include participation in disease state management programs, medication therapy management programs, health screenings/wellness programs, contribution to operations and resource management of available programs, collection, assessment, and/or dissemination of pertinent information, program outcomes assessment, and/or initiatives involving improvement of medication safety. Activities will vary depending on setting and may also include, dispensing activities, production activities, and sterile and non-sterile compounding.

VII.Course Time Commitments:

A. Experiential Hours: Five days per week (full time; 8-hours per day) for one 5-week block of time.

B.Homework/self-study: 10 hours/week

VIII.Prerequisite and Co-requisite Courses:

Prerequisite Courses: 6th year standing

IX.Prerequisite Knowledge:

Basic pharmacy computer skills and knowledge of third party billing.

A working knowledge of legal and ethical issues affecting the profession of pharmacy

Basic pharmacy compounding skills

General knowledge of disease states and their treatment

General knowledge of self-care products and their appropriate use

General knowledge of home diagnostic and monitoring devices sold in pharmacies

X.Attendance Policy:

Attendance at the practice site is required except for prearranged College functions. All missed hours have to be made up at the discretion of the preceptor. Students must notify the preceptor of any absence the morning of the absence or as soon as possible and provide written documentation afterwards, (e.g. physician’s note). Failure to do so could result in receiving an incomplete in the course. Attendance at professional meetings is allowed with permission from the preceptor, although time may need to be made up. For information on attendance policy and policy concerning attendance at professional meetings please refer to the Experiential Education Policy and Procedure Manual.

XI.Policy Concerning Students with Special Needs:

Inaccordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, including changes made by the Americans with Disabilities Amendments Act of 2008, the Office of Experiential Education does not discriminate against qualified individuals with disabilities.

If you are a student with a documented disability/impairment(Psychological, Neurological, Chronic Medical, Learning Disability, Sensory, Physical)andrequire reasonable accommodations, please contact Student Support Services

Location: Pratt Building - 410

Contact Number: (718) 488-1044

Hours of operation: Monday – Thursday 9-7, & Friday 9-5

Email address:

Website:

Students receiving accommodations for didactic coursework through the Office of Student Support Services must request separate accommodations, where necessary, for experiential education courses.An accommodation letter must be submitted to the Office of Experiential Education prior to receiving such accommodations.Copies of the accommodation letter will be necessary for each individual preceptor. The letter submitted to the Office of Experiential Education serves as documentation for accommodations as well as informed consent to disclose this information to potential or actual preceptors for purposes of placement.

XII.Required Texts/Other Sources:

  • Text from previous courses
  • A list of references available at each site will be provided

XIII.This Course will Assist the Student in Meeting the Following Curricular Endpoints:

  • Prepare, dispense, and/or administer a pharmaceutical product for patient use based on professional practice guidelines. (A1d)
  • Counsel patients to ensure appropriate pharmaceutical care outcomes, and institute programs to maximize compliance to drug regimens. (A1e)
  • Educate patients about behaviors that promote health (including drug adherence), maintain wellness, prevent, and control disease. (A1f)
  • Display respect and sensitivity for patient and family attitudes, behaviors and lifestyles, paying particular attention to cultural, ethnic and socioeconomic influences while incorporating cultural preferences, spiritual, and health beliefs and behaviors into the patient care plan. (A1h)
  • Provide clinical preventive services (based on pharmacists practice activity domains) to improve outcomes and quality of life. (C1b)
  • Identify the needs for patient follow-up and referral to other health and disease prevention programs and be able to provide the follow-up and referral when necessary. (C1c)
  • Communicate and collaborate with patients, care givers, physicians, nurses, other health care providers, policy makers, members of the community and administrative and support personnel to engender a team approach to patient care. (D1)
  • Retrieve, analyze, and interpret the professional, lay, and scientific literature to provide drug information and counseling to patients, their families or care givers, as well as other health care providers. (D2)

XV.Course-specific Learning/Behavioral Objectives:

The overall goal of this course is to ensure that the student pharmacist is developing the knowledge, skills, attitudes, and behaviors required to practice in a specialty pharmacy environment with an emphasis on providing services to specific population(s).

Each student will be evaluated on the ability to perform the following competencies at the conclusion of the course.

  1. Gather relevant patient information.
  2. Collects and interprets all necessary and pertinent information from patient medication profiles and/or other healthcare providers, and where applicable patient medical records, patient labs, physical assessment findings, diagnostic tests, etc.
  3. Assess patient’s pharmacotherapy.
  4. Identifies problems, assesses appropriateness of medication therapy, and determines therapeutic endpoints.
  5. Explains drug therapy including assessment of all medications, evidence-based literature, and standards of treatment.
  • Uses information about patient’s medical and socio-behavioral preferences, and economic status to encourage medication adherence and optimize patient’s health outcomes.
  1. Provision / interpretation of drug information and/or scientific literature.
  • Effectively retrieves and evaluates medical literature to further apply information to solve therapeutic problems.
  • Effectively describes how practice guidelines are incorporated into patient-centered care.
  1. Written communication skills.
  2. Effectively documents professional knowledge, and patient care related activities and outcomes appropriately (i.e. interventions, counseling sessions).
  3. Verbal communication skills.
  4. Verbally communicates with patients, caregivers, and other healthcare providers accurately and effectively.
  5. Professionalism.
  • Patient and provider communication
  • Introduces self to healthcare professionals and patients
  • Speaks cordially and respectfully to other healthcare providers
  • Maintains patient confidentiality
  • Demonstrates effective listening skills
  • Personal appearance and attire
  • Wears professional attire in accordance with standards defined by preceptor, site dress code, and/or professional norms
  • Well groomed
  • Wears clean white coat and displays name badge
  • Timeliness
  • Completes assignments on or before assigned deadlines
  • Arrives to site at designated time OR notifies appropriate preceptor if delayed
  • Initiative
  • Accepts responsibility and demonstrates accountability without repeated reminders
  • Demonstrates a sense of duty and self-awareness
  • Demonstrates persistence and flexibility in all situations; engaging in help seekingbehavior when appropriate
  • Demonstrates an earnest desire to learn
  • Other
  • Participate in and contribute to programs such as, but not limited to, disease state management, medication therapy management, patient counseling and education, medication adherence, and health/wellness screenings
  • Participate in prescription dispensing, distribution, and where applicable sterile and non-sterile compounding

XVI.Course Assessment:

EVALUATION OF STUDENT PERFORMANCE

Midpoint Evaluation:

  • Midpoint evaluations are to be completed using the competencies assessment form to document student performance and allow for areas of focus and improvement during the latter half of the APPE.
  • Each student should also perform a self-evaluation to assess his or her own progress and compare to the preceptor’s evaluation of the student’s performance.
  • A plan should be made to assist the student to achieve these outcomes during the remaining portion of the APPE.
  • The midpoint evaluation will NOT be used in the calculation of the student’s grade.

Final Evaluation:

  • The student and preceptor should review together the competencies assessment form to discuss areas where the student’s skills have improved, as well as areas the student needs further develop in subsequent APPEs.
  • The preceptor’s final evaluation assessing the course-specific competencies determines the student’s grade for the APPE.

COMPETENCY-BASED PERFORMANCE ASSESSMENT DEFINITIONS

  • Each course-specific competency will be assessed (or rated) using the rubric provided
  • Use whole numbers only: no fractions
  • Account for student performance on both daily activities and assignments while assessing each competency.
  • Professionalism will be assessed separately from the performance assessment.
  • Once a score is determined for each competency, use the comment section to document further insight regarding the performance of the student.
  • If you assign a rating of 1 or 2, it is required to provide documentation that includes areas that need development and significant growth.

COMPETENCY-BASED ASSESSMENT RUBRIC
Rating / Performance Levels / Definition
5 / Exemplary / Student has excelled in performing the competency in effectiveness and/or consistency (i.e. The student is able to independently complete all basic and routine tasks and engages in additional challenges and activities. The student is able to formulate and/or communicate information to various audiences in a cohesive, organized manner based on audience needs and factors).
4 / Exceeds Expectations / Student performed the competency at an
above average level in effectiveness and/or consistency (i.e. The student is able to independently complete all basic and routine tasks. The student is able to formulate and/or communicate information to various audiences in a cohesive, organized manner).
3 / Meets Expectations / Student performed the competency at an
acceptable level in effectiveness and/or consistency (i.e. The student requires limited guidance, instruction, and supervision to perform most basic and routine tasks. Most of the time, the student is able to formulate and/or communicate information to an audience in a cohesive, organized manner).
2 / Needs Development / Student attempted, but did not perform the competency in effectiveness and/or consistency (i.e. The student is able to perform some of the very basic functions but requires continuous guidance, provision of instruction, and supervision to complete many routine tasks. The student is sometimes able to formulate and/or communicate information to an audience in a cohesive, organized manner).
Student needs further development to perform the competency at an acceptable level.
1 / Unacceptable OR Needs Significant Development / Student failed to perform the competency at an
acceptable level (i.e.The student requires extensive guidance and continuous provision of instruction and supervision to complete basic and routine tasks. Student is unable to formulate and/or communicate information to any audience in a cohesive, organized manner).
Student needs significant development to perform the competency at an acceptable level.
N/A / Not-applicable / Not-applicable to this site/APPE; Not enough evidence to evaluate

XVII.Grading Policy:

Course grades will be based upon student’s daily performance, documented activities, and professionalism throughout the APPE. Formal feedback will be provided midway through the APPE and at any other time as deemed necessary by preceptor. At the end of the experience, students will receive a final course grade. Students who score a 3 or higher on each applicable competence will receive a Pass for the experience. Students who score a 1 or 2 on any of the competencies will receive a Fail for the experience. The competencies grade and the professionalism grade are independent of each other. Students must pass the professionalism competency to pass the APPE.

Miscellaneous Facts/Announcements

  • Students will be required to formally register prior to beginning the APPE
  • Students will provide proper health documentation to the preceptor prior to beginning the course
  • Students must complete HIPAA training as dictated by the College, and may need to complete additional HIPAA training at the experiential site

XVIII: Professional Behavior Expectations

For further information on dress code, rules and regulations at experiential sites, confidentiality, professional integrity & academic dishonesty, refer to the Experiential Education Policy and Procedure Manual.

XVIII.Course Outline:

Due to the “real-life” nature of this course, it is not possible to predict exactly which activities will be available for individual students. Course activities will vary depending on site. Nevertheless, it is anticipated that most of the learning objectives outlined earlier will be met and all assignments will be developed. Questions concerning site-specific issues should be discussed with the preceptor and with the course coordinator if needed.

Possible activities may include.

Patient Care Activities

-Participate in disease state management and/or medication therapy management activities and programs

-Provide patient counseling and education

-Participate in health screening/wellness promotion

-Assess, analyze, and contribute to medication adherence

-Participate in medication dispensing

-Assess patient information to identify active problems and provide appropriate recommendations to manage and/or resolve them

-Communicate with patients, caregivers, and healthcare providers to decrease medication related problems and improve patient outcomes

-Document patient care activities (i.e. interventions, counseling)

-Utilize appropriate resources to provide drug information verbally and in writing to a variety of individuals

Operational Activities

-Conduct a needs assessment for implementation of possible programs and/or improvement of existing programs

-Participate in resource allocation and management

-Conduct a program outcomes assessment

-Participate in inventory management

-Participate in compliance training and inspections

-Participate in committees

Other

-Prepare and/or participate in providing education of health care providers

-As assigned by the preceptor

Students may also have an opportunity to be involved in longitudinal projects and be required to do presentation(s).

The student will be required to document activities of the practice experience and further maintain a portfolio of his/her best work, which includes (at minimum) the following assignments:

Intervention Log

Patient Counseling Log

Drug Information requests

Education/presentation material(s)

Preceptor Evaluation of Student

PH629- Ambulatory Care Elective APPE (Specialty Pharmacy)

Student Name:

Preceptor:

Site:

Evaluating / Rating Student Performance:

  • Select appropriate rating (1, 2, 3, 4, or 5) in each column for each item and add comments as needed.
  • If you assign a rating of 1 or 2, it is required to provide documentation that includes areas that need development and significant growth.
  • The midpoint evaluation tracks student progress, provides formative feedback for students to improve performance, and guides activities for the remainder of the APPE.
  • The final evaluation will determine the student’s final grade.

Performance Level Definitions:

  • Each competency listed below, with the exception of “Professionalism,” will be rated using the following rubric:

COMPETENCY-BASED ASSESSMENT RUBRIC
Rating / Performance Levels / Definition
5 / Exemplary / Student has excelled in performing the competency in effectiveness and/or consistency (i.e. The student is able to independently complete all basic and routine tasks and engages in additional challenges and activities. The student is able to formulate and/or communicate information to various audiences in a cohesive, organized manner based on audience needs and factors).
4 / Exceeds Expectations / Student performed the competency at an
above average level in effectiveness and/or consistency (i.e. The student is able to independently complete all basic and routine tasks. The student is able to formulate and/or communicate information to various audiences in a cohesive, organized manner).
3 / Meets Expectations / Student performed the competency at an
acceptable level in effectiveness and/or consistency (i.e. The student requires limited guidance, instruction, and supervision to perform most basic and routine tasks. Most of the time, the student is able to formulate and/or communicate information to an audience in a cohesive, organized manner).
2 / Needs Development / Student attempted, but did not perform the competency in effectiveness and/or consistency (i.e. The student is able to perform some of the very basic functions but requires continuous guidance, provision of instruction, and supervision to complete many routine tasks. The student is sometimes able to formulate and/or communicate information to an audience in a cohesive, organized manner).
Student needs further development to perform the competency at an acceptable level.
1 / Unacceptable OR Needs Significant Development / Student failed to perform the competency at an
acceptable level (i.e. The student requires extensive guidance and continuous provision of instruction and supervision to complete basic and routine tasks. Student is unable to formulate and/or communicate information to any audience in a cohesive, organized manner).
Student needs significant development to perform the competency at an acceptable level.
N/A / Not-applicable / Not-applicable to this site/APPE; Not enough evidence to evaluate

PART 1A: Competencies Assessment Form – Midpoint

STUDENT COMPETENCIES (based on desired skills) / MIDPOINT RATING / COMMENTS
PHARMACIST-DELIVERED PATIENT-CENTERED CARE
1. Gather relevant patient information:
  • Collects and interprets all necessary and pertinent information from patient medication profiles and/or other healthcare providers, and where applicable, patient medical records, patient labs, physical assessment findings, diagnostic tests, etc.

2. Assess patient’s pharmacotherapy:
  • Identifies problems, assesses appropriateness of medication therapy, and determines therapeutic endpoints.
  • Explains drug therapy including assessment of all medications, evidence-based literature, and standards of treatment.
  • Uses information about patient’s medical and socio-behavioral preferences, and economic status to encourage medication adherence and optimize patient health outcomes.

DRUG INFORMATION
3. Provision / interpretation of drug information and/or scientific literature:
  • Effectively retrieves and evaluates medical literature to further apply information to solve therapeutic problems.
  • Effectively describes how practice guidelines are incorporated into patient-centered care.

COMMUNICATION SKILLS
4. Written communication skills:
  • Effectively documents professional knowledge, and patient care related activities and outcomes appropriately (e.g. interventions, counseling sessions, MTM)

5. Verbal communication skills:
  • Verbally communicates with patients, caregivers, and other healthcare providers accurately and effectively.

Student Signature: ______Date: ______