10/2/2016 1 Tracy S. Hunter, RPh, MS, PhD Assistant Dean, Experiential Education UNM College of Pharmacy October 2016 2 I do NOT have, nor does my family have, financial interests to disclose. 1
10/2/2016 Organization of Discussion 3 Vision External Forces S trategies Vision 4 Prepare UNM S tudent Pharmacists to be Leaders in Pharmacy Practice Today & Tomorrow 2
10/2/2016 Vision 5 Design experiences that benefit both the preceptor and student pharmacist. Organization of Discussion 6 Vision External Forces S trategies 3
10/2/2016 Converging Forces 7 Health Care Environment Health Care Environment ACPE 2016 Standards ACPE 2016 Standards ASHP Residency Standards ASHP Residency Standards NAPLEX Blueprint NAPLEX Blueprint EPAs EPAs Changes in Health Care Environment 8 Expanding role of Pharmacists on Health Care Expanding role of Pharmacists on Health Care Team Team Reimbursement Changes Reimbursement Changes Patient expectations & access to information Patient expectations & access to information Aging of the population Aging of the population Bottom line Bottom line 4
10/2/2016 Changes in Health Care Environment 9 Expanding role of Pharmacists on Health Care Expanding role of Pharmacists on Health Care Team Team Reimbursement Changes Reimbursement Changes Patient expectations & access to information Patient expectations & access to information Aging of the population Aging of the population All doing more with less All doing more with less Forces on Education: ACPE Outcomes: 2016 10 The curriculum prepares all students to The curriculum prepares all students to provide entry-level, patient-centered care in provide entry-level, patient-centered care in a variety of practice settings as a contributing a variety of practice settings as a contributing member of an interprofessional team. member of an interprofessional team. Team exposure includes prescribers as well as Team exposure includes prescribers as well as other healthcare professionals. other healthcare professionals. 5
10/2/2016 The ACPE Outcomes: 2016 11 Practice- Practice- • Provide direct patient care in a ready ready variety of healthcare settings • Contribute as a member of an Team-ready Team-ready interprofessional collaborative patient care team Focus on Experiential learning 12 Doing is primary focus Knowing 6
10/2/2016 IPPEs: Pre-Advanced Pharmacy Experience 13 Curriculum Prepares for APPE Prepares for APPE IPPE exposure to contemporary practice models: IPPE exposure to contemporary practice models: • Interprofessional shared patient care decision making • Professional ethics • Expected behaviors • Intentionally structured sequenced “ … purposely integrated into didactic curriculum” IPPEs: Pre-Advanced Pharmacy Experience 14 Curriculum P1: Community in S P1: Community in S ummer ummer P2: Institutional in S P2: Institutional in S ummer ummer P3: Concurrent Transitions of Care 2016 P3: Concurrent Transitions of Care 2016 7
10/2/2016 New Postgraduate Y ear One (PGY1) Residency 15 Accreditation S tandards • Purpose of revision: • Align standards to current pharmacy practice trends • Global changes: Design and Conduct of the Residency Program 16 • NEW statement: 3.3.a.(6) • “ Residents must spend two thirds or more of the program in direct patient care activities” • NEW preceptor qualifications (“ 6 of 6” vs. “ 4 of 7” ) • NEW designation of “ Preceptors-in-Training” 8
10/2/2016 NAPLEX Blueprint: 2 Areas 17 Ensure S Ensure S afe & Effective Pharmacotherapy & afe & Effective Pharmacotherapy & Outcomes Outcomes S S afe & Accurate Preparation, Compounding, afe & Accurate Preparation, Compounding, Dispensing, & Admin of Meds & Provision of Health Dispensing, & Admin of Meds & Provision of Health Care Products Care Products http:/ / www.nabp.net/ programs/ examination/ naplex/ naplex-blueprint NAPLEX Blueprint 18 : Ensure Safe & Effective Pharmacotherapy & Outcomes 9
10/2/2016 NAPLEX Exam November 2016 19 • Increase in length for clinical cases • 185 to 250 items • 4.25 to 6 hours time Which of the following most closely matches 20 your knowledge of EP As? • I am Well-versed about what EPAs are & how to use them? • I have some understanding of what EPAs are and & how to use • I have very minimal understanding of what EPAs are or how to use them • This is my first time learning about EPAs 10
10/2/2016 What are EP As? 21 • Entrustable Professional Activities • EP As -- units of practice or descriptors of work. • Defined as specific task or responsibilities that trainees are “ trusted” to perform with direct supervision • Independently executable, observable & measurable in their process & outcome What are EP As? 22 • EP As for New Pharmacy Graduates • discreet, • essential activities & tasks • that ALL new graduates Must be able to perform without direct supervision upon entering practice or graduation. 11
10/2/2016 Entrustable Professional Activities 23 1 • Patient Care Provider Domain 2 • Population Health Promoter Domain 3 • Information Master Domain 4 • Practice Manager Domain 5 • S elf-Developer Domain EP A Example: Patient Care Provider Domain 24 Analyze info. Analyze info. Establish Establish Implement Implement Collect Collect patient- patient- care plan in care plan in to determine to determine information information effects of effects of centered goals, centered goals, collaboration collaboration to identify a to identify a create a plan create a plan with the with the med therapy, med therapy, patient’s patient’s identify med- identify med- for a patient for a patient patient, patient, medication medication with patient, with patient, caregivers, & caregivers, & related related related related problems, & problems, & caregiver(s), & caregiver(s), & other health other health problem problem prioritize prioritize other hps that other hps that professionals professionals is evidence- is evidence- health- health- related related based & cost- based & cost- effective. effective. needs. needs. 12
10/2/2016 Converging Forces 25 Health Care Environment Health Care Environment ACPE 2016 Standards ACPE 2016 Standards ASHP Residency Standards ASHP Residency Standards NABPLEX Blueprint NABPLEX Blueprint EPAs EPAs Organization of Discussion 26 Vision External Forces S trategies 13
10/2/2016 Qualified Preceptors 27 Demonstrate expertise Demonstrate expertise Enthusiastic for Teaching Enthusiastic for Teaching S S trong communication skills trong communication skills Willingness to provide feedback Willingness to provide feedback Willingness to receive feedback Willingness to receive feedback How many Preceptor roles & Responsibilities 28 can you name? 14
10/2/2016 Preceptor Roles & Responsibilities 29 Teacher/ educator Teacher/ educator S S killed Communicator killed Communicator Facilitator -- Motivator Facilitator -- Motivator S S ocializer ocializer Role Model Role Model Expert patient care provider Expert patient care provider Teacher educator roles 30 Assessor Assessor Planner Planner Implementer Implementer Evaluator Evaluator 15
10/2/2016 Assessor Role 31 Determine current level Determine current level Determine Determine Learning needs Learning needs Assess early: Assess early: EDOC EDOC Listen Listen Assessment Activities 32 Diagnose S Diagnose S tudent deficits and strengths tudent deficits and strengths Determine what works well or not for you Determine what works well or not for you Develop & implement a assessment system for competency Develop & implement a assessment system for competency development over the experiences development over the experiences Chart student progress Chart student progress 16
10/2/2016 Planner: Preventative Care 33 Design Orientation Design Orientation S S elect learning activities elect learning activities Create learning contract Create learning contract Organization of Discussion 34 Vision External Forces S trategies 17
10/2/2016 Concrete S teps: The preceptor’s role & tasks 35 S S etting suitable experiences etting suitable experiences Posing problems to solve Posing problems to solve S S etting boundaries etting boundaries S S upporting learners upporting learners Insuring physical & emotional safety Insuring physical & emotional safety Facilitating the learning process Facilitating the learning process Gass MA, Gillis HL, Russell KC (2012) The preceptor’s role & tasks 36 S S triving to be aware of our: triving to be aware of our: Biases Biases Judgments Judgments Pre-conceptions & Pre-conceptions & How these influence the learner. How these influence the learner. Gass MA, Gillis HL, Russell KC (2012) 18
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