Qualitative Analysis of Common Definitions for Core Advanced Pharmacy Practice Experiences

O’Sullivan, Teresa A.; Danielson, Jennifer; Weber, Stanley S.

doi:10.5688/ajpe78591

Cited by 7 publications

(5 citation statements)

References 17 publications

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“…Results of this survey were discussed among the task force members at the AACP Annual Meeting in July 2017. While only 43 schools (31%) responded to the survey about the health system pharmacy APPE, responses were consistent with prior published results, which demonstrated schools are divided among three general approaches to this APPE experience: 12 pharmacy workflow and distribution with some direct patient care (primarily an orientation to the medication-use system), clinical responsibilities blended with operations (primarily direct patient care), and administration and management (non-direct patient care only).…”

Section: Development Of the Essential Elementssupporting

confidence: 82%

“…[9][10][11] In 2014, work by O'Sullivan and colleagues revealed variability in how schools interpret standards for advanced practice experiences. 12 For instance, researchers detected variability in the types of practice sites schools use for ambulatory care APPEs (eg, up to 20% of respondents allowed community pharmacies to be categorized as clinics). Their work showed that the amount of time students spend in distribution-related activities (such as order fulfillment) during community-and hospital-based APPEs varies, which begs the question whether these experiences should be primarily direct-patient care.…”

Section: Introductionmentioning

confidence: 99%

“…Schools interpret the health-system APPE quite differently with a spread in emphasis across order fulfillment, clinical/patient care, management/administration, and general exposure to operations in the medication use system. 12 This variability across schools highlighted concerns about lack of standardization in required experiences.…”

Section: Introductionmentioning

confidence: 99%

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Essential Elements for Core Required Advanced Pharmacy Practice Experiences

Danielson

Besinque

Clarke

et al. 2019

American Journal of Pharmaceutical Education

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Since 2004, concerns and calls for greater quality assurance in experiential education have been published. The Accreditation Council for Pharmacy Education (ACPE) "Standards 2016" provide limited differentiation across the four required practice experiences, and, as such, schools interpret them differently. Both schools and accreditation site visit teams would benefit from a common set of guidance for the required Advanced Pharmacy Practice Experiences (APPEs), so that they can ensure consistency and quality in student experiences across practice sites. To address this need for greater standardization, a taskforce of the American Association of Colleges of Pharmacy (AACP) Experiential Education (EE) Section conducted a peer-reviewed, consensus-building process, including experiential faculty and staff across multiple colleges and schools of pharmacy, to determine a common set of elements that could be used to bring consistency to the experiences and expectations for student learning in practice. Over a two year period, the taskforce reviewed the relevant literature and then drafted and revised the elements through an iterative process which allowed for established EE consortia and members of the EE section to review the draft and provide input for revision. The resulting essential elements presented here can be used to guide faculty and staff within experiential education programs in their quality assurance processes in ensuring students receive consistent experience as part of their education prior to graduation.

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Section: Development Of the Essential Elementssupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

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Essential Elements for Core Required Advanced Pharmacy Practice Experiences

Danielson

Besinque

Clarke

et al. 2019

American Journal of Pharmaceutical Education

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“…A qualitative analysis evaluated the interpretation of the definition of APPEs by schools of pharmacy in the United States . Survey responses from 71 schools with active APPE programs demonstrated no consistent activities for an IGM APPE among schools, and student experience was highly variable.…”

Section: Introductionmentioning

confidence: 99%

Identification of essential knowledge for inpatient general medicine advanced pharmacy practice experiences

Moote

Knutsen

Lalama

et al. 2019

J Am Coll Clin Pharm

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Objective: With diversity in advanced pharmacy practice experience (APPE) preceptors, rotation options, and site characteristics, inpatient general medicine (IGM) APPEs provide varied experiences for students. There is a concern for continuity of essential knowledge standards across experiences. To identify essential knowledge for students to learn during an IGM APPE.Methods: Expert pharmacists in acute care and/or student precepting in an inpatient setting participated in a three-round modified Delphi process to build consensus.Through three rounds of survey consensus building, experts designated 143 pharmacotherapy topics as essential or non-essential for an IGM APPE. Topics that achieved 80% or more agreement met consensus as essential. Topics that achieved less than 80% agreement by the end of the surveys were considered non-essential.Results: Twenty-eight experts reached consensus on 70 (49%) topics as essential, 40 (28%) topics as non-essential, and 33 (23%) topics as indeterminate after round one. Three additional topics suggested by the experts were included with the 33 indeterminate topics for round two considerations. At the conclusion of round three, 73 total topics met consensus as essential for IGM APPE students. Essential topics aligned with the categories of renal, cardiovascular, gastrointestinal, and neurologic disorders as well as infectious diseases. Non-essential topic categories consisted of oncologic, dermatologic, and gynecological/obstetric disorders.Conclusion: Identified essential knowledge, as found in this study, may serve as a guide for preceptors and afford students the opportunity of consistent experiences across varying IGM APPEs. Validation with pharmacy curriculum and postgraduate competency recommendations support many of these consensus findings. More research is needed to identify the appropriate number of topics addressed during APPE rotations and how to assess that knowledge.

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“…14 Devine and Darbishire noted changes in IPPE practice activities between 2008 and 2013, including activities in community pharmacies, but this study was not designed to differentiate IPPE from APPE activities. 15 There is currently no consensus about how community pharmacy IPPE and APPE activities can and should differ, 16 nor are there evidence-based guidelines for how core and elective APPE community pharmacy experiences should differ. It would be useful to distinguish current skills in community pharmacy practice for which all pharmacy graduates should demonstrate competency and determine additional skills needed by students who plan to enter practice in this setting upon graduation.…”

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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Qualitative Analysis of Common Definitions for Core Advanced Pharmacy Practice Experiences

Cited by 7 publications

References 17 publications

Essential Elements for Core Required Advanced Pharmacy Practice Experiences

Essential Elements for Core Required Advanced Pharmacy Practice Experiences

Identification of essential knowledge for inpatient general medicine advanced pharmacy practice experiences

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

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