Pharmacy-Based Medication Administration Services

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Identify the varying roles of a preceptor at a rotation site.
• Evaluate the reasons for becoming a preceptor.
• Provide examples of appropriate behavior and attitudes to serve as an effective role model.
• Describe key attributes and skills of effective preceptors in various pharmacy practice settings and strategies to apply best practices to a spectrum of learners.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Identify information about the student pharmacist’s expectations and goals for the rotation.
• Create a rotation syllabus and calendar.
• Recognize ways to introduce student pharmacists to the practice site and community.
• Explain the essential components of an experiential orientation process.

• Identify tasks, activities, and services in a practice setting that offer opportunities for student pharmacist involvement and learning.
• List examples of possible rotation activities for common aspects of pharmacy practice, such as dispensing, patient counseling, patient care, and practice management.
• Describe ways to tailor rotation activities to individual student pharmacists based on the type of practice experience (introductory versus advanced) and the student pharmacist’s interests, goals, and previous experiences.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Describe the Accreditation Council for Pharmacy Education (ACPE) standards that must be met by all preceptors who deliver and evaluate student pharmacists in the experiential component of the curriculum.
• List expectations of the Introductory Pharmacy Practice Experience (IPPE) and Advanced Pharmacy Practice Experience (APPE) curricula, and highlight differences between the two.
• Identify core experiences and competencies that should be achieved in IPPE and APPE to prepare student pharmacists for entry-level pharmacist positions.
• Discuss practical ways that preceptors can elevate the rigor of an IPPE or APPE for advanced learners, including incorporation of the layered learning model.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Recognize the signs and symptoms of stress and burnout.
• List sources of stress that lead to preceptor burnout.
• Describe strategies to prevent burnout.
• Review ways to fit work into your life while precepting.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Define elements of constructive communication for preceptors.
• Discuss common barriers to communication.
• Describe effective communication strategies that may be used to overcome barriers with student pharmacists.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Identify types of student pharmacist assessment tools and evaluation techniques.
• Describe ways to provide constructive feedback.
• Review ways to adjust feedback based on student pharmacist performance level.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Describe effective communication strategies that may be used to overcome barriers with student pharmacists.
• Define the concept of “motivational interviewing,” and describe key underlying principles and assumptions.
• Describe specific motivational interviewing techniques that can be used to explore and resolve a patient’s ambivalence about needed health behavioral changes.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Describe key concepts related to cultural competence, including culture, traditional health beliefs, and health literacy.
• Identify strategies to promote self-awareness about attitudes, beliefs, biases, and behaviors that may influence the clinical care of patients.
• Examine barriers to care, common pitfalls to culturally competent care, and medical errors related to culturally incompetent care.
• Identify strategies to enhance skills toward the provision of care in a culturally competent clinical practice.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Describe the goals of the Pharmacists’ Patient Care Process.
• List the five steps of the process for patient-centered care described in the Pharmacists’ Patient Care Process.
• Identify ways to apply the Pharmacists’ Patient Care Process in the practice setting and while precepting.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Identify ways to apply the Pharmacists’ Patient Care Process in the practice setting and while precepting.
• Identify the key skills needed while interacting with a patient.
• Describe activities used to engage student pharmacists in introductory and advanced pharmacy practice experiences in the provision of comprehensive medication review services.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Describe the role of journal club presentations in experiential education.
• Discuss important aspects of a journal club assignment, including a written assignment description, journal article selection, and presentation logistics.
• List the essential components of journal club presentations.
• Identify approaches for assessing a student pharmacist’s journal club presentation performance and providing constructive feedback.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Describe the preparation process necessary for practice-based research projects.
• Provide examples of student pharmacist, resident, and preceptor responsibilities when conducting practice-based research.
• List the steps that need to be taken to implement and finalize a research project.
• Describe how mentees can be involved in the dissemination of research.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Define the tenets of professionalism and character traits for student pharmacists and preceptors.
• Identify attitudes and behaviors that detract from professionalism.
• Describe professionalism in the context of technology and social media.
• Describe key attributes and skills of effective preceptors in various pharmacy practice settings and strategies to apply best practices to a spectrum of learners.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Explain motivation and its sources for student pharmacists and preceptors.
• Describe active learning strategies that may enhance the learning experience.
• Identify barriers to student pharmacist motivation and discuss strategies to overcome those barriers.
• Explain strategies of self-directed learning.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Define the tenets of professionalism and character traits for student pharmacists and preceptors.
• Identify attitudes and behaviors that detract from professionalism.
• Describe professionalism in the context of technology and social media.
• Describe key attributes and skills of effective preceptors in various pharmacy practice settings and strategies to apply best practices to a spectrum of learners.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• State risk management questions to be answered before accepting a student pharmacist at the practice site.
• Discuss the variety of ways that student pharmacists and preceptors are regulated and ensure personal compliance with the statutes and regulations governing the practice site, pharmacist, and student pharmacist.
• Identify a plan for ensuring student pharmacist compliance with HIPAA (Health Insurance Portability and Accountability Act).
• Discuss risk management and legal issues at the practice site.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Identify characteristics of preceptors’ and student pharmacists’ learning styles.
• Summarize intergenerational issues for learners (student pharmacists) and instructors.
• Identify ways to tailor educational activities to the learning stages and learning styles.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Review the principles common in team-based learning (TBL).
• Define the value of using TBL within the context of a layered learning model.
• Describe how TBL can be used in conjunction with interprofessional education.
• Identify opportunities and challenges of incorporating TBL in the experiential setting.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Identify difficulties in communicating with other health care providers.
• Review ways preceptors can serve as examples for effective communication.
• Recognize approaches for effective written and verbal communication.

At the completion of this ​Knowledge-Based​ activity, participants will be able to:

• Define interprofessional education (IPE) and its place in the 2016 Accreditation Council for Pharmacy Education Standards.
• Describe evidence to support IPE models on rotation.
• Identify barriers and challenges to implementation of IPE.
• Review critical elements for successful implementation of IPE in a practice site.