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Quick Assignment Index
- Student Performance Evaluation
- Therapeutic Protocol Activity
- Drug Use Guideline
- Medication Safety Best Practices
- Drug Use Evaluation/Medication Use evaluation DUE/MUE Activity
- Shadow a RN during Med Administration
- Drug Shortages and Hazardous Waste
- Continuing Professional Development (CPD)
- Sterile Products Experience
- Supervision, Oversight and Direction of the Medication Dispensing and Distribution System
- Health-System Pharmacy Management
- Discussion Items
- Student Rotation Self-Evaluation
- Reflection on Rotation
Student Performance Evaluation (SPE) (50%)
Explanation: In addition to frequent informal feedback student performance in this course will be formally evaluated at the midpoint and at the end of the rotation.
Expectations: The clinical instructor will use the Midpoint evaluation to provide formative feedback around the 3-week point in the course. The Final evaluation will be summative and reflect performance throughout the rotation. This score will factor into the student’s course grade.
Evaluation: The clinical instructor will use the online SPE tool to evaluate the student. The score will be entered in the Grading Record. More information about the Student Performance Evaluation is in the General Manual.
Therapeutic Protocol Activity (6%)
Explanation: Numerous protocols can improve the standardization and efficiency of interventions in the health care setting. Examples include: inpatient anticoagulation monitoring, therapeutic interchange, conversion of IV to PO, etc.
Expectations: Choose a medication-related protocol used at the institution.
Consider the following and discuss your understanding of:
- The rationale for the protocol
- How the protocol impacts on the activities of pharmacy personnel and patient care
- Initiating and/or monitoring the protocol
You will submit a written summary of this activity which will include your initial thoughts and additional learnings after your discussion.
Evaluation: This activity will be assigned a score of 0 to 12 using the Institutional Activities Rubric.
This score will be recorded on the student’s electronic grading record.
Drug Use Guideline (6%)
Explanation: These are a way to provide standardized recommendations for safe and therapeutically and cost-effective approaches to managing particular conditions.
Expectations: Review the institution’s policy and requirements for developing and analyzing a drug use guideline.
Read the Required Reading for this activity.
Analyze 1 drug use guideline OR assist in the development of a drug use guideline.
Note: It is not expected that students will independently develop a drug guideline.
If you assist in guideline development, prepare a 1-2 page written report to include:
- The title of the guideline and what portion you assisted with.
- Does the guideline contain the newest drugs and/or the most recent evidence for use? (A literature search will need to be completed including FDA MedWatch drug alerts)
- How does the guideline apply to the practice site?
- What is the process followed by the institution for developing, approving, and implementing a clinical drug guideline?
If you only analyze a drug guideline currently in use by the practice site: Prepare a 1-2 page descriptive referenced analysis to include:
- The title of the site’s guideline and the date of approval or when guideline was most recently reviewed.
- Does the guideline contain the newest drugs and/or the most recent evidence for use? (A literature search will need to be completed including FDA MedWatch drug alerts and the most recent drug developments)
- How is the guideline implemented at the practice site?
- What is the process followed by the institution for developing, approving, and implementing a clinical drug guideline?
If you analyze a drug use guideline created by a United States organization select a drug or drug class (NOT a disease state) and search in Google for a reputable US professional or government guideline about that drug/drug class as used for a specific disease state (Examples: opioids, thrombin inhibitor, zoledronic acid, etc.)
Prepare a 1-2 page descriptive referenced analysis to include:
- The title of the guideline and provide the internet link to the guideline.
- Does the guideline contain the newest drugs and/or the most recent evidence for use? (A literature search will need to be completed including FDA MedWatch drug alerts and the recent drug developments)
- How does this guideline apply to the practice site?
You will submit your written summary of this activity.
Evaluation: This activity will be assigned a score of 0 to 12 using the Institutional Activities Rubric.
This score will be recorded on the student’s electronic grading record.
Medication Safety Best Practices (6%)
Explanation: Medication safety is perpetually reevaluated as new information becomes available. This happens within an organization and is partially guided by national recommendations.
Expectations: Using the 2020-2021 Targeted Medication Safety Best Practices for Hospitals Implementation Assessment, determine if your institution has implemented those practices by completing the Targeted Best Practices Template.
- Read the Required Reading for this activity.
- During your time completing activities Sterile Products Experiences, Supervision, Oversight and Direction of the Medication Dispensing and Distribution System, and Shadow a RN during Med Administration, identify what you believe may be a vulnerability in the Med Use System that could contribute to medication errors. In 2 paragraphs, identify the vulnerability and a possible solution to the vulnerability that could be evaluated using PDCA. Discuss your observations with your preceptor and/or pharmacy management.
- You will submit your written summary of this activity and the completed table.
Evaluation: This activity will be assigned a score of 0 to 12 using the Institutional Activities Rubric
Students MUST earn a final score of 6 or better on each activity. The assignment should be repeated until a score of 6 or better is earned. If an activity must be repeated, the maximum score that can be earned is “6”. (For example, if the first attempt at completing an activity earns a score of 4 and the repeated activity earns a score of 10, the instructor will enter a score of 6 on the grading record).
This score will be recorded on the student’s electronic grading record
Drug Use Evaluation/Medication Use Evaluation DUE/MUE Activity (5%)
Explanation: After implementing protocols and using guidelines it is important to reevaluate how these tools are impacting safe use within an organization. These evaluations can also be prompted by medication safety reports.
Expectations: Review the pharmacy’s policy for completing a DUE/MUE and read the Required Reading for this activity.
Complete one DUE/MUE focused on the appropriate use of a medication. At a minimum, the DUE should include an assessment of appropriate indication, appropriate dosing, and appropriate monitoring (process and outcome measures).
IF the institution is not working on a DUE, you MUST be assigned one of the many quality measures used to assess the institution’s performance as a surrogate for a DUE. For example, a CheckPoint measure or a Joint commission measure, etc.
Discuss the results of the DUE or quality measure assessment with an appropriate member of the pharmacy management team (i.e. the manager who assigned the DUE/Quality Measure).
Write a reflection about the usefulness, challenges and barriers associated with designing and completing a DUE and how this could impact the formulary management process. The reflection should include general observations and should also reflect on the specific DUE performed.
You will submit your written summary of this activity which will include your initial thoughts and additional learnings after your discussion.
Evaluation: This activity will be assigned a score of 0 to 12 using the Institutional Activities Rubric.
This score will be recorded on the student’s electronic grading record.
Shadow a RN during Med Administration (5%)
Explanation: Designing optimal medication safety processes requires consideration of all steps in medication use. Spend time with nursing staff to see and discuss how technology can impact medication administration.
Expectations: Read the Required Reading for these activities.
By the completion of this activity a student MUST:
- Observe how bar code technology is used to support the 5 rights.
- Observe the use of pump technology to administer medications. Find out who is responsible for establishing the dosing thresholds (upper and lower end of the dose range) for the drug library. This may require inquiry from the pharmacy department rather than the nurse.
- Observe the administration of various dosage forms.
- In addition to bar code technology and IV pumps, observe and work with at least 3 other institutional technologies. For example: health information technologies/applications (HIT), automated dispensing cabinets, carousels, dispensing and intravenous compounding robots, remote dispensing, or others that would be described as technologies/automation used in the various stages of the medication use system (prescribing, transcribing, dispensing, administering, and monitoring).
Consider the following and discuss your understanding of:
- Administration devices that you observed and any special administration techniques used for medication administration.
- How are special administration instructions noted in the medication administration record?
- Are special instructions included automatically with the order entry or is it a manual process? What is the pharmacist’s role?
- How does the technology support the 5 rights and/or reduce med error vulnerabilities in the system.
- Reflect on the nurse’s use of and adherence to the rights of medication administration (right patient, right drug, right dose, right route, right time, and right documentation) as a medication safety practice.
You will submit your written summary of this activity.
Evaluation: This activity will be assigned a score of 0 to 12 using the Institutional Activities Rubric
Students MUST earn a final score of 6 or better on each activity. The assignment should be repeated until a score of 6 or better is earned. If an activity must be repeated, the maximum score that can be earned is “6”. (For example, if the first attempt at completing an activity earns a score of 4 and the repeated activity earns a score of 10, the instructor will enter a score of 6 on the grading record).
This score will be recorded on the student’s electronic grading record
Drug Shortages and Hazardous Waste (5%)
Explanation: Medication shortages have become more common for numerous reasons and can create challenges in acquiring supplies and providing care to patients. Safe disposal of medications is critical and mandatory.
Expectations: Shortage-participate in evaluating and resolving a drug shortage issue with the person (or people) designated as the drug shortage “fixer”. This will involve considering anticipated duration of the shortage, treatment alternatives, supply sources, technology changes and communication about the plan. As you work through this together be sure to ask questions and learn more about the complexity of these situations first hand.
Hazardous waste- observe the disposal of drug/hazardous waste. Consider the type of waste and where/how it was disposed. How does this compare with what you know and have learned about waste disposal. As you observe be sure to ask questions such as who facilitates the waste disposal after it leaves the pharmacy, how much is generated on a weekly basis, etc.
Read the Required Reading for this activity.
You will submit a written summary of these activities which will include your initial thoughts and additional learnings after your discussions.
Evaluation: This activity will be assigned a score of 0 to 12 using the Institutional Activities Rubric.
Students MUST earn a final score of 6 or better on each activity. The assignment should be repeated until a score of 6 or better is earned. If an activity must be repeated, the maximum score that can be earned is “6”. (For example, if the first attempt at completing an activity earns a score of 4 and the repeated activity earns a score of 10, the instructor will enter a score of 6 on the grading record).
This score will be recorded on the student’s electronic grading record.
Continuing Professional Development (CPD) (5%)
Explanation: Upon graduation you will be completely or almost completely independent with determining your ongoing approach to learning. The CPD cycle can help identify opportunities and systematically pursue and reevaluate your progress.
Expectations: Complete the Reflect component and the Personal Learning Plan from the CPD Portfolio for your learning as a whole. Include at least two SMART objectives.
Complete the Activity Completion Tracker worksheet, select an APPE seminar, or grand round, or inservice, etc. that you have attended as the learning opportunity.
Read the Required Reading for this activity.
Discuss your approach to this activity and your plan. Find out more from your instructor about how they guide their own professional development.
You will submit your CPD portfolio as completed above.
Evaluation: This activity will be assigned a score of 0 to 12 using the Institutional Activities Rubric.
Students MUST earn a final score of 6 or better on each activity. The assignment should be repeated until a score of 6 or better is earned. If an activity must be repeated, the maximum score that can be earned is “6”. (For example, if the first attempt at completing an activity earns a score of 4 and the repeated activity earns a score of 10, the instructor will enter a score of 6 on the grading record).
This score will be recorded on the student’s electronic grading record.
Sterile Products Experience (4%)
Explanation: The majority of sterile products made in the health system are compounded and prepared by pharmacy technicians. As a student pharmacist you will observe and may provide oversight in this process.
Expectations: Students will spend at least 8 hours in the sterile products area. The goal is to observe preparation of small and large volume parenteral products, demonstrate aseptic (sterile) technique, observe and participate in the pharmacy’s unit of use (batch) packaging of parenteral products that are not commercially available. Consider how this is similar or different from your classroom learning about sterile technique.
Read the Required Reading for this activity.
Select one of the best practices from the ISMP sterile products document and assess the institution’s compliance with the best practice.
You will submit a written summary of this activity which will include your observations and additional learnings after your discussion.
Evaluation: This activity will be assigned a score of 0 to 12 using the Institutional Activities Rubric. Be sure to share your observations with your instructor so they can evaluate your completion of this activity.
Students MUST earn a final score of 6 or better on each activity. The assignment should be repeated until a score of 6 or better is earned. If an activity must be repeated, the maximum score that can be earned is “6”. (For example, if the first attempt at completing an activity earns a score of 4 and the repeated activity earns a score of 10, the instructor will enter a score of 6 on the grading record).
This score will be recorded on the student’s electronic grading record
Supervision, Oversight and Direction of the Medication Dispensing and Distribution System (4%)
Explanation: There are numerous elements required to make medications available in timely and accurate ways. Some of these you may be directly involved with and for others you will be supervising others. This is a chance to learn more about these facets of medication distribution.
Expectations: By the completion of this activity a student MUST:
- Fill and check medication carts
- Observe/restock dispensing cabinets
- Restock and operate robotics (if applicable)
- Deliver/distribute medications to a diverse patient population by shadowing pharmacy technicians
- Perform activities within a typical hospital drug distribution system, including order, receipt, evaluation, and review, and describe the appropriate roles of pharmacy technicians and pharmacists in these processes.
Read the Required Reading for this activity.
As you interact with colleagues while participating in these activities find out more about their roles and their ideas to further strengthen the distribution process(es).
You will submit your written summary of this activity which will include your thoughts and additional learnings after your discussions.
Evaluation: This activity will be assigned a score of 0 to 12 using the Institutional Activities Rubric.
Students MUST earn a final score of 6 or better on each activity. The assignment should be repeated until a score of 6 or better is earned. If an activity must be repeated, the maximum score that can be earned is “6”. (For example, if the first attempt at completing an activity earns a score of 4 and the repeated activity earns a score of 10, the instructor will enter a score of 6 on the grading record).
This score will be recorded on the student’s electronic grading record.
Health-System Pharmacy Management (4%)
Explanation: Pharmacists are key contributors to group decision making within and outside their departments
Expectations: By the completion of this activity a student MUST:
- Attend one or more pharmacy manager meetings
- Attend one or more interprofessional meetings (such as Pharmacy and Therapeutics, Institutional Review Board, Infection Prevention)
- your observations about how the meetings are run
- how responsibilities are delegated
- the department of pharmacy reporting structure
- perceived knowledge, skills, and abilities necessary to be a pharmacy services manager
- A BASELINE self-evaluation is done ONCE prior to the start of the first APPE rotation of the year. The baseline self-evaluation must be reviewed with the site clinical instructor during the first week of the first block.
- SMART Goals must be entered by the end of week 2 for each block.
- In subsequent blocks, the post-rotation self-evaluation from the previous block must be reviewed with the site clinical instructor during the first week.
Read this activity’s Required Reading
Consider the following as you attend, participate and observe these interactions:
You will submit your written summary of this activity.
Evaluation: This activity will be assigned a score of 0 to 12 using the Institutional Activities Rubric.
Students MUST earn a final score of 6 or better on each activity. The assignment should be repeated until a score of 6 or better is earned. If an activity must be repeated, the maximum score that can be earned is “6”. (For example, if the first attempt at completing an activity earns a score of 4 and the repeated activity earns a score of 10, the instructor will enter a score of 6 on the grading record).
This score will be recorded on the student’s electronic grading record.
Discussion Items (Required)
Explanation: through the projects, meetings and observations many topics will organically come up pertinent to health-systems practice. This list has been created to help fill in gaps that have not already been covered.
Expectations: Successful discussions on these topics require student pharmacist preparation and active engagement. Many times readings have been suggested to provide foundational knowledge. Being prepared with this information will allow for a more meaningful discussion. Bringing personal experiences and questions/curiosities to the conversation can help enrich the look at the institution specific approach/philosophy.
Evaluation: There is no formal assessment for this activity. Achievement here can be incorporated in the Student Performance Evaluation (SPE).
Student Rotation Self-Evaluation (Required)
Explanation: As professionals and lifelong learners, developing a sound process of self-evaluation is important to your development throughout your career. Soon your assessments will be more internally driven and this is an opportunity to develop and refine your approach.
Expectations: See the Student Rotation Self-Evaluation Process for details. It is particularly valuable to compare your evaluation to that of your Clinical Instructor and look for and discuss similarities and differences.
The following is an overview of the process:
Evaluation: A post-rotation self-evaluation must be completed at the end of each rotation. It must be reviewed by the student and Clinical instructor during the last week of each block. Failure to complete the self-evaluation will result in an “incomplete” for the block until this is satisfactorily resolved.
Reflection On Rotation (Required)
Explanation: Impactful moments will be different for each individual depending on the experiences they bring and take from their rotation.
Expectations: Students will write a paragraph reflecting on a learning opportunity or memorable professional development event that occurred during the rotation. You will submit this to Canvas.
Evaluation: The reflection will be posted to the course page. It will not be formally evaluated though does serve as a snapshot of your experience and may inform changes to the rotation and its activities.