An Advanced Professional Pharmacy Experience in a Community Setting Using an Experiential Manual

Abstract

Objectives. To determine the usefulness of a teaching and learning tool used to create structure for advanced pharmacy practice experiences (APPEs) in community pharmacy settings, and to identify differences between respondents' perspectives on the relevance and practicality of implementing specific community pharmacy-related topics during the experience. Design. Community practice faculty members designed a manual that outlined a week-by-week schedule of student activities, consistent with the Center for the Advancement of Pharmaceutical Education (CAPE) outcome-based goals, and included associated teaching, documentation, and assessment tools. The manual was distributed to site preceptors and students. Assessment. Eighty-six PharmD students responded to a questionnaire upon completion of their community APPE. Student feedback concerning the impact of the manual relative to interactions with site preceptors and their overall learning experience was relatively positive. Conclusion. The manual was an effective teaching and learning tool for students completing a community APPE.

Promoting direct patient care services at community pharmacies through advanced pharmacy practice experiences

“…Consistent with these goals, the accreditation standards require pharmacy students to become proficient in such activities as (1) assessing patients, (2) identifying their drug‐related needs, (3) determining relevant therapeutic outcomes, (4) documenting the care plans and (5) providing follow‐up to ensure desired outcomes are achieved . As a result, colleges and schools of pharmacy have undertaken a variety of initiatives to create learning environments within institutional and community settings that enable students to apply and rehearse PC competencies in the practice setting . However, such educational transitions within community pharmacy settings have not always been easy because full implementation of PC practices still remains unachieved for large numbers of British Columbia community pharmacies and because of still‐limited evidence quantifying the value‐added incentive for managers to commit their staff time to support students' PC learning activities in community pharmacies …”

“…[3] As a result, colleges and schools of pharmacy have undertaken a variety of initiatives to create learning environments within institutional and community settings that enable students to apply and rehearse PC competencies in the practice setting. [4][5][6] However, such educational transitions within community pharmacy settings have not always been easy because full implementation of PC practices still remains unachieved for large numbers of British Columbia community pharmacies and because of still-limited evidence quantifying the value-added incentive for managers to commit their staff time to support students' PC learning activities in community pharmacies. [7][8][9] In 1999, the University of British Columbia Faculty of Pharmaceutical Sciences' Structured Practice Education Program (SPEP) joined the effort of other schools and colleges to introduce a PC-focused advanced pharmacy practice experience (APPE) curriculum.…”

An Enhanced Community Advanced Pharmacy Practice Experience Model to Improve Patient Care

“…Some of these challenges include time-consuming third-party billing, lack of reimbursement models to allow pharmacy staff members to engage in direct patient care activities, insufficient staffing to handle high prescription volume, inability to access patient information, lack of adequate software, lack of private areas for confidential patient consultations, and lack of education programs to support preceptors in their new role as educators. 2,[6][7][8] Based on these findings, the question is: How do colleges and schools of pharmacy gain buy-in from managers to commit their pharmacists' time to providing students with the much-needed comprehensive patient care experience?…”

An online module series to prepare pharmacists to facilitate student engagement in patient-centered care delivery: development and evaluation

“…Experiential learning environments are complex because preceptors must deal with two sets of needs: the health care needs of patients and the learning needs of students 6,9,10. Because most pharmacists are simultaneously evolving their own knowledge, skills, and PC practices, it can be difficult to engage students in PC activities that are not fully implemented in the routine environment of the practice site.…”