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Pharm 305 Preceptor Course Review
APRIL 2015
Experiential Education Program
Faculty of Pharmacy , UofA
Marlene Gukert; [email protected]
Course Coordinator
Renette Bertholet: [email protected]
Community Practice Coordinator
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Agenda
What’s New?
Course Information
Student Information
Faculty Expectations
Preceptor Responsibilities
Course Activities & Assignments
Assessment Information
Course Policies and Guide
Preceptor Resources
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What’s New? …not too much….
Cheryl Cox has retired.. well kind of…
Manual format changed; aligns with other courses;
New format is “Course Syllabus”
New “Policies & Procedures Guide”
Assessments shortened again!
Radio buttons instead of drop downs on assessment
forms; quicker & easier!
You will be emailed receiving a “Preceptor Quick Reference
Guide” prior to start of placement
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First of All!
Preceptors are the HEART of our program………..
guide, coach, mentor, teacher, assessor, role model
UofA Pharmacy Faculty Website: http://pharm.ualberta.ca/preceptors
Course Information: syllabi, course information
Preceptor Guide
Preceptor Newsletters
Preceptor Faculty appointments
Preceptor award recipients
Preceptor workshops
Library Access Information
Training and Resources ……
Some also posted in RxPreceptor Documents Library 4
Pharm 305 – What is it? Early exposure beneficial
Opportunities
o Practice communication skills
o Participate Patient Care
o Socialization in the profession
o Involvement in community practice; including interactions
with the community
Placement Dates: -‐ Block 1: May 4 – 29, 2015
-‐ Block 2: June 1 -‐ 26, 2015 * Stat: May 18; preceptor discreCon
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First Year Courses
Introduction Courses Med Chem Biomed & biotech sciences Immunology Pharmaceutical analysis & pharmaceutics Pharmacy Practice Role of pharmacist – Pharmaceutical Care Process Drug Use Processes Core Skills- communication, drug Information Therapeutic Module EENT/ Derm
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Faculty Expectations
Guide student through the course; optimize the experience
students have had orientation; should be aware of course
Supervision: guiding principle: ensure patient safety
Provide other healthcare opportunities; i.e. Inter-Professional
Provide regular feedback to coach student on their skills; debriefing sessions after activities is key to learning
Review documentation: care plans, DI questions
Assess the student; formally & informally
Contact us if needed
You exceeded expectations!! student survey comments; extremely positive
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Pre-‐Placement Planning Ensure you can log into RxPreceptor; contact
Gaenor: [email protected] with login or viewing
difficulties
Syllabus posted on RxPreceptor Documents Library
& Faculty website http://pharm.ualberta.ca/preceptors/course-information
Students instructed to post their picture, profile & resume on RxPreceptor by March 27
Preceptors were emailed instructions to confirm review of student’s resume/profile by April 10
also provide information they need to know for their placement
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Pre-placement Planning ... Netcare; ensure form has been sent
o Netcare follows up
Develop schedule template: evenings & weekends OK
Coordinate activities with team:
o co-preceptor if applicable, other HCPs
Before placement preceptors emailed “Course Quick
Reference Guide” o orientation checklist, activity & discussion summaries & schedules,
assessment information, etc.
o Quick Reference Guide also posted in RxPreceptor & on
Preceptor webpage
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Orientation
Orientation Checklist in Quick Reference Guide
Discuss
o expectations: yours & student’s
o the practice & interests: your & students
o Student Self Assessment I: students informed to complete prior to placement & bring to placement for review
o schedule: activities & assessments: schedule in Quick Reference Guide & syllabus
introduce co-preceptors (if applicable) & team
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Co-Precepting Often we are not precepting alone
- You as primary preceptor may work with other pharmacists in
the pharmacy to mentor students
Important to consider:
Planning - meet together prior to placement
- Try to schedule preceptors in time blocks vs changing daily if delegating precepting responsibilities to co-preceptor
Communication - establish how you will communicate as precepting team; especially in transition between preceptors (email, phone call, meet in person)
- regular communication about student progress is important
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Co-Precepting Expectations - discuss having consistent expectations of each
other as preceptors & of student; daily routines, workflow, documentation,
deadlines, feedback, etc.
Assessment - Primary preceptor is only person with
RxPreceptor access to assessments.
o if primary preceptor is not completing an assessment, determine
how it will be done
o determine who will complete early, mid & final assessments
o have communication plan for each preceptor involved to contribute
to assessment regardless of who completes the form
o if student is struggling, preceptors develop an action plan
Debrief- after placement, what went well? improvements?
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Student Performance Assessments RxPreceptor allows only 1 primary preceptor to be
assigned to student
Options we have seen teams do to address this: ◦ Primary preceptor logs in for other preceptor to review RxP (student profile/ resume & assessment). Enter their comments & assessment. ◦ Primary Preceptor shares their RxPreceptor password with team so each has access. PWord can be changed after placement to maintain access privacy. ◦ Print assessment forms; share with other preceptors to write comments &
submit back to primary preceptor. (comments can also be emailed)
NOTE: Your RxPreceptor password can be changed before & after placement. Preceptors can set up ‘temporary password’ to maintain own password integrity & privacy; contact Gaenor for more info
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Pharm 305: The Course
Focus: introduction to community practice o Build basic skills & applying what was they learned in
classroom & skills labs
Core Skills: developed & organized around 7 outcomes
Professionalism o ethical behaviours, appropriate appearance, punctual
o patient accountabilities
o demonstrates initiative
Communication o written: documentation, computer, assignments
o talking to you, your team, patients or groups, other HCPs:
- formal & informal
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Care Provider Patient Medication History: PRIMARY ACTIVITY Minimum 3; one prior to midpoint: for feedback & assessment
Assist with patient recruitment – at least first
Preceptor should directly observe first session beginning of placement
& provide feedback.
Dermatology; only therapeutic module completed
Following session; student should develop assessment from information
gathered & develops care plan (worksheet)
Review with preceptor (prior to giving patient advice unless it is very
obvious (ie change to snap caps)
Student completes Medication Record in MedRec pamphlet;
- consider as a BPMH. Vaccination/other medical information can
also be added to the record
Document finding on patient profile – brief & for continuity 15
Care Provider Primary Focus: assess student’s ability to gather information. Students should: Determine adherence, administration, patient goals, medical conditions
Address effectiveness & safety: i.e. Do you think this medication is
working for you? Develop a care plan, including DRPs & documentation
o Likely need preceptor support beyond assessment o Focus is on determination of DRPSs related to above, medical conditions & patient goals o Other columns on careplan worksheet (alternatives, monitoring, etc)
beyond their abilities…but they can try!
Write up as many care plan worksheets as needed for practice o preceptor review helpful
o document care onto computer profile - note ie DAP ASSIGNMENT: post 1 care plan with narrative & 5 questions related to their experience
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Care Provider – Other Activities Counselling of Topical Rxs
o all types of topicals
o role play if needed
OTC Counseling of OTC Dermatological Preparations
o role play if needed
Pharmacy Care Plan worksheet
o use for all 3 care provider activities
o helps to develop systematic process skills
DISCUSSION ACTIVITIES: about practice
Reminder: Patient Care Process eModules on Faculty webpage
http://pharm.ualberta.ca/preceptors/training-and- resources
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Collaborator Introducing concept of inter-professional practice early
Discussions with techs & assistants (Intra-professional) about
roles & Scope of Practice
ACTIVITY: Identify health care practices in the community available
to patients i.e. physiotherapists, chiropractors, dieticians, well baby
clinics, etc.
o Visit the practice for about 15-20 mins to discuss healthcare professional collaboration
o Prior to visit: discuss their expectations with you
o After the visit: debrief with you
o Were given IP Student Shadowing cards to use to guide the discussion
ASSIGNMENT 1: Reflection of Experience
ASSIGNMENT 2: Self assessment that builds on IP self assessments
they were doing in Pharm 300 (Service Learning)
DISCUSSION ACTIVITIES 19
Advocate ACTIVITY: Prepare or participate in health
promotion initiative at pharmacy OR in community
Examples:
o creating sun safety or first aid display, having diabetes
or blood pressure screening day at the pharmacy
o giving a presentation to seniors group or a school
DISCUSSION ACTIVTIES
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Scholar ACTIVITY: students should be completing all drug
information questions; DI form in syllabus
ACTIVITY: Learning Goal
students identify learning goal they want to achieve
goal should be:
o related to practice or patient scenario
o just beyond their current level of knowledge
o focused & able to be completed during placement i.e list 5 new drugs that came to market last year; quick synopsis on each
discuss with preceptor
ASSIGNMENT: questions related to experience
DISCUSSION ACTIVITIES: resources, Netcare
Provide preceptors with overview of U of A Library: upon request
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Manager – Rx Requirements
Review patient information (profiles) & Rx requirements
Participate with dispensing; not formally assessed on
dispensing or compounding proficiency
ACTIVITY: Patient Information Requirements
Complete “Patient Information” section of the Institute for Safe Medication Practices (ISMP) Self-Assessment for Community & Ambulatory Pharmacy
Discuss findings from Patient Information Self-Assessment with preceptor
o purpose is to have positive discussion about requirements of practice as well as some of challenges
o not to determine aspects of practice that need to be “fixed”
DISCUSSION ACTIVITIES: profiles, Rx requirements, forgeries
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Manager- Quality Assurance
ACTIVITY complete “Quality Processes & Risk Management” section of ISMP Medication Safety Self-Assessment for Community/ Ambulatory Pharmacy
o Discuss findings with preceptor
o Following discussion choose 3 “characteristics” from assessment to include in Medication Assignment
DISCUSSION: documentation of errors or incidents
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Assessments You roared ….. we heard
Shortened them again
Thank you for the feedback! We are also learning
Assessments posted in RxPreceptor; can review them
2 weeks prior to start of placement
Radio buttons now
Forms can be printed
Remember to SAVE; can return & complete later
Viewable by student after submitted
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Assessment Process Who is doing it is important! Primary preceptor has login ID; OK
to collaboration with team members
o important to list co-preceptors who completed assessment
Important to discuss & review with student
o acknowledgement on each form indicating discussion occurred
Comment Boxes: provide feedback – as much as you can!
Assessment Instructions will be emailed in Quick Reference Guide
Different forms submitted at different times: week 1, week 2 & end (week 4)
RxPreceptor questions: contact Gaenor: [email protected]
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Assessments: Preceptors Complete
End of Week 1: Early Assessment of Student
o quick check (10min)
End of Week 2: Midpoint Student Performance Assessment(1hr) o assess behaviours/skills
o identification of expectations & areas for focus for rest of placement
o NO GRADE GIVEN (Pass or Fail)
End of Week 4: Final Student Performance Assessment (1 hr)
o placement grade given; pass or fail
o behaviours/skills assessed same as midpoint
Preceptor Survey: link sent post placement; not on RxPreceptor
o comments appreciated! (30 mins)
o anonymous but can request Faculty to contact you
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Student Performance Assessments
6 Learning Outcomes are assessed: not Advocate
Provided descriptors for each outcome to assist you
Preceptors provide overall mark for that outcome: Not Meeting an Acceptable Level of Performance
Needs Improvement
Meets Acceptable Level of Performance
Exceeds an Acceptable Level of Performance
To pass student must achieve at least “Meets Acceptable Level of Performance” on all outcomes at the final
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Assessment Tips
Needs Improvement OK at MIDPOINT: not at FINAL
o at midpoint means that with more effort & time you think
the student will pass, just not there yet
o may be contacted by Faculty; just to be sure things are OK
Needs Improvement at Final is a FAIL
Not Meeting an Acceptable Level of Performance: indicates major concerns, Faculty must be notified by midpoint at the latest
o if it is questionable whether student may pass notify Faculty
ASAP; either Renette or Marlene
o IMPT to discuss difficulties with students, concerns should not be a surprise; specific feedback helpful for student
o encourage student to contact Faculty; [email protected]
o documentation important: comment boxes on forms; be specific
o develop plan & work together: Faculty, preceptors & student
Assessment Tips Midpoint Identification of Goals:
o after midpoint assessment important to discuss an “action plan”
with goals for areas that “need improvement”
Important to review student performance assessments prior
start of placement; know what you will be assessing student on
Comment boxes on performance assessment forms, comments helpful for Faculty & students; please be specific
Discourage use of “Exceeds” at midpoint unless student is “outstanding”
Preceptors provide “Placement Grade”
Faculty provides “Course Grade” based on assessment & assignment review
Remember to review Student Self Assessments with Student Performance Assessments; good comparator 30
Assessments Students Complete Student Self Assessments
o students advised to complete, print, bring to site
o discuss at orientation
o compare with midpoint & final Preceptor Student Performance assessments
Early Assessment of Preceptor; quick o end of Week 1
Midpoint & Final Assessments of Preceptor & Site o discuss with preceptor
Two surveys completed after placement by student o overall placement experience
o course
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ExEd Policies & Procedures Guide Posted RxPreceptor, outlines student responsibilities, policies
& procedures i.e. Netcare procedures
Students advised to review prior to placement
Scheduling
o 40 hours/week; 5 x 8 hour days
o evenings & weekends OK; complete assignments etc
o sickness, bereavement 1 day OK; > 1 day time must be made up
o changes to accommodate personal holidays not allowed
o change of schedule outside of stated timelines must be
approved by course coordinator in advance of change
o routine medical/dental visits should be scheduled outside of
course time
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Preceptor Resources http://pharm.ualberta.ca/preceptors
o Course Information: Syllabi & Policies Guide
o Newsletters
o Preceptor Faculty appointments
o Preceptor award recipients
o Preceptor workshops
Training & Resources: http://pharm.ualberta.ca/preceptors/training-and-resources
o Preceptor Guide
o Patient Care Process Module Podcasts
o UBC Etips
o Library Resources; Library Homepage; databases & resources
- Library Access Form; 120 days UofA library access
- other on-line precepting resources 33
What To Do? If you think you have a problem ….you usually
do!!
Call Faculty early
Renette Bertholet: [email protected]; 780-492-8066
Marlene Gukert: [email protected]; 403-254-6449
you might not have experienced the issue before but we likely have!
Contacts listed in policy guide/preceptor guide, website or contact Gaenor; triage
780.492.9780
THANK YOU!! 34