Practice‐Readiness of <scp>U.S.</scp> Pharmacy Graduates to Provide Direct Patient Care

Murphy, John E.

doi:10.1002/phar.1667

Cited by 10 publications

(14 citation statements)

References 13 publications

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“…Discussion within the pharmacy academy and the profession is ongoing regarding whether Pharm.D. graduates are prepared to engage in direct patient care in team‐based environments if they have not completed accredited postgraduate clinical training or obtained equivalent postgraduate clinical experience . Nonetheless, clinical pharmacists generally agree that the competence necessary to practice in these settings and provide CMM requires postgraduate clinical training or equivalent experience .…”

Section: Introductionmentioning

confidence: 99%

“…graduates are prepared to engage in direct patient care in team-based environments if they have not completed accredited postgraduate clinical training or obtained equivalent postgraduate clinical experience. 10,11 Nonetheless, clinical pharmacists generally agree that the competence necessary to practice in these settings and provide CMM requires postgraduate clinical training or equivalent experience. 8,9,12,13 The ACCP definition of clinical pharmacy presumes that clinical pharmacists provide care to patients as members of interprofessional patient care teams, assuming responsibility and accountability for optimizing medication-related outcomes.…”

Section: Introductionmentioning

confidence: 99%

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ACCP Clinical Pharmacist Competencies

et al. 2017

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The purpose of the American College of Clinical Pharmacy (ACCP) is to advance human health by extending the frontiers of clinical pharmacy. Consistent with this mission and its core values, ACCP is committed to ensuring that clinical pharmacists possess the knowledge, skills, attitudes, and behaviors necessary to deliver comprehensive medication management (CMM) in team-based, direct patient care environments. These components form the basis for the core competencies of a clinical pharmacist and reflect the competencies of other direct patient care providers. This paper is an update to a previous ACCP document and includes the expectation that clinical pharmacists be competent in six essential domains: direct patient care, pharmacotherapy knowledge, systems-based care and population health, communication, professionalism, and continuing professional development. Although these domains align with the competencies of physician providers, they are specifically designed to better reflect the clinical pharmacy expertise required to provide CMM in patient-centered, team-based settings. Clinical pharmacists must be prepared to complete the education and training needed to achieve these competencies and must commit to ongoing efforts to maintain competence through ongoing professional development. Collaboration among stakeholders will be needed to ensure that these competencies guide clinical pharmacists' professional development and evaluation by educational institutions, postgraduate training programs, professional societies, and employers.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

ACCP Clinical Pharmacist Competencies

et al. 2017

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“…There is an ongoing debate as to the “practice readiness” of doctor of pharmacy graduates [ 17 , 18 ]. It likely depends on the area of pharmacy practice; however, students learn more through active learning than passive methods [ 19 ].…”

Section: Discussionmentioning

confidence: 99%

Simulation as a Central Feature of an Elective Course: Does Simulated Bedside Care Impact Learning?

Thomas

Hughes

2018

Pharmacy

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A three-credit, simulation-based, emergency medicine elective course was designed and offered to doctor of pharmacy students for two years. The primary objective was to determine if there was a difference in exam performance stratified by student simulation experience, namely either as an active observer or as part of bedside clinical care. The secondary objective was to report student satisfaction. Examination performance for simulation-based questions was compared based on the student role (evaluator versus clinical) using the Student’s t-test. Summary responses from Likert scale-based student satisfaction responses were collected. A total of 24 students took the course: 12 in each offering. Performance was similar whether the student was assigned to the evaluation team or the clinical team for all of the comparisons (mid-term and final 2015 and 2016, all p-values > 0.05). Students were very satisfied with the course. Of the 19 questions assessing the qualitative aspects of the course, all of the students agreed or strongly agreed to 17 statements, and all of the students were neutral, agreed, or strongly agreed to the remaining two statements. Direct participation and active observation in simulation-based experiences appear to be equally valuable in the learning process, as evidenced by examination performance.

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“…[1][2][3][4][5][6] Practice readiness is a concept implicit in the 2013 Center for Advancement of Pharmacy Education (CAPE) educational outcomes, 7 and a specifically-stated requirement in of the Accreditation Council for Pharmacy Education (ACPE) Standards 2016, where Standard 24 states that schools or colleges must develop, resource, and implement a plan to assess attainment of educational outcomes to ensure that graduates are prepared to enter practice. 8 In their report to the American Association of Colleges of Pharmacy (AACP), members of the 2014-2015 Professional Affairs Committee proposed that AACP encourage its member schools and colleges to define and inform the practice readiness of professional pharmacy program graduates.…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Study Designed to Build an Experiential Education Curriculum for Practice-Ready Community Pharmacy-Bound Students

O’Sullivan

Bacci

2017

American Journal of Pharmaceutical Education

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Objective. To design an experiential education curriculum that sequentially and deliberately prepares community pharmacy-bound graduates to practice at the level of the care provider and display the skills needed to be a pharmacist-in-charge. Methods. Semi-structured interviews were conducted with community pharmacy stakeholders. Transcriptions from the interviews were analyzed to identify common themes in needed community pharmacy training for core and elective advanced pharmacy practice experiences (APPEs). The themes were used to distinguish key elements of a community pharmacy experiential education curriculum that would meet the project objective. Results. Forty-two individuals were interviewed: 11 were interviewed individually and 31 in focus groups, with each group comprising two to six individuals. There were 11 focus groups. Theme analysis allowed differentiation of activities and performance levels for the community pharmacy introductory pharmacy practice experience (IPPE) and the core APPE as well as the goal of the core APPE for all program graduates. Participants identified two important elective APPEs for students planning to practice in community pharmacy after graduation: an advanced patient care experience and a management experience. Participants emphasized the importance of sequencing the core and advanced elective APPEs so that the advanced electives could build upon the skills demonstrated in the core APPE. Participants identified knowledge, skills, and attitudes needed for practice-readiness upon graduation. Conclusion. The identified experiential education curriculum for students planning to practice in the community pharmacy setting upon graduation will prepare them to provide care to complex communitydwelling patients and function as a pharmacist-in-charge in this setting.

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Practice‐Readiness of U.S. Pharmacy Graduates to Provide Direct Patient Care

Cited by 10 publications

References 13 publications

ACCP Clinical Pharmacist Competencies

ACCP Clinical Pharmacist Competencies

Simulation as a Central Feature of an Elective Course: Does Simulated Bedside Care Impact Learning?

A Qualitative Study Designed to Build an Experiential Education Curriculum for Practice-Ready Community Pharmacy-Bound Students

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