SPE II: Pharmacy 302W Preceptor s Evaluation of Student

Transcription

1 School of Pharmacy SPE II: Pharmacy 302W Preceptor s Evaluation of Student Student: Site: Preceptor: As a preceptor, you play a vital role in the education of our students and also in assessing their proficiency and competency in the practice environment. You are asked to please carefully consider the level of performance of your student and to provide an honest, unbiased assessment. The School appreciates your professional judgment and will support you in your evaluation. The preceptor s evaluation constitutes one component of the grade assignment for Pharmacy 403W. About the form This evaluation form was developed using the Association of aculties of Pharmacy of Canada document, Educational Outcomes for Entry-to-Practice Pharmacy Programs in Canada, It is comprised of seven sections, with each section corresponding to a required educational outcome. Students are expected to demonstrate specific knowledge, skills and behaviours as described in each section to meet the competencies required of Canadian pharmacists. or each competency area, a description is provided to assist in identifying performance in students which indicates the learning outcome has been met. The preceptor is asked to check the specific activities in which the student has been involved at the midpoint () and end () of the SPE and circle a corresponding number from 1-5 to assess the level at which the student has demonstrated his/her ability in that area. Comments are encouraged to help the student appreciate his/her strengths or weaknesses. Both a midpoint and final evaluation are required to be completed by the preceptor (preferably using the same form). An evaluation must be submitted to the School at the midpoint of the SPE only when a student needs improvement in a competency area. In this case, for each competency area where the student fails to achieve the learning outcome, the preceptor should indicate the specific area(s) of weakness and provide comments to support the evaluation. It is critical that potential problems are identified and acknowledged in a timely manner so that appropriate measures can be taken to help the student succeed. At the end of the SPE all evaluations are required to be completed in full and submitted to the School. This includes completion of the summary table (p. 7) where the preceptor, taking into account the various components of each outcome, advises whether the student meets the overall educational outcome. Please use the following guide for assessment ratings to complete the evaluation: (1) Student s knowledge and ability to perform the task is below expectations (i.e. demonstrates critical gaps in knowledge or inability to apply knowledge). Student repeatedly requires assistance/ intervention to complete the task. Student performs the task independently. (2) arginally meets expectations. (3) Adequately meets expectations. (4) Effectively and consistently meets expectations. (5) Performs the task efficiently. Uses innovative strategies. Consistently above expectations. Not Assessed: If unable to assess the student in a specific area, omit checking off that particular activity. This should occur only at the idpoint Evaluation. It is expected that by the inal Evaluation, the student will have been able to be assessed in all areas (unless not applicable). 2015

2 1. As Care Providers pharmacy students use their knowledge, skills and professional judgment to provide pharmaceutical care and to facilitate management of patient s medication and overall health needs. A. Assesses patients to determine the patient s medication-related and other health needs Demonstrates professional, caring behaviour towards patients and/or caregivers Accurately and completely gathers and assesses relevant medical and medication information from the patient, his/her chart, or other care providers Is able to identify drug-related problems (DRPs) consistent with therapeutic knowledge id inal B. Develops & implements care plans that address patient s drug-related problems and priority health and wellness needs (for assigned case; see activities ) Prioritizes a patient s medication-related needs Determines desired therapeutic goals Compares therapeutic alternatives; creates and rationalizes therapeutic recommendations Is able to formulate a plan to monitor for safety and efficacy of the care plan id inal C. Documents information Clearly and accurately documents information, in accordance with existing policies id inal

3 2. As Communicators pharmacy students communicate with diverse audiences (i.e. with patients, peers, other health professionals), using various strategies that take into account the situation, intended outcomes of the communication and the target audience. A. Effectively communicates verbally and nonverbally with others Speaks in a clear, organized manner, using appropriate vocabulary Uses nonverbal language appropriately Uses active listening skills and responds appropriately Exhibits empathy, tact and respect in their dealings with others Shows unbiased behaviours regarding race, sex, language and age of patients Deals sensitively with embarrassing or disturbing topics Tailors the content of their communication to specific audiences and contexts Adapts communications to effectively address communication barriers (e.g., hard of hearing) or challenging situations (e.g., conflict, anger, confusion or errors), where applicable B. Communicates effectively in writing Writes clearly, in an organized manner Uses appropriate vocabulary Uses correct grammar, punctuation, spelling and style id inal id inal As Collaborators students work collaboratively with others to provide quality health care. This includes collaborating effectively with the patient and other members of the patient care team; co-workers, and; professional groups/ associations. unctions effectively as a member of a team Demonstrates interpersonal skills required for harmonious, effective working relationships Integrates into workplace - contributes to performing of work to be done; actively shares own knowledge and points of view Recognizes and respects the roles, responsibilities and competence of all team members Demonstrates leadership abilities consistent with personal experience; accepts only appropriate roles Effectively deals with conflict, if applicable id inal

4 4. As anagers students use management skills in daily practice to optimize the care of patients and make efficient use of health resources. A. anages his/her own time and recognizes the importance of efficiency in the workplace anages his/her own time and appropriately establishes priorities (i.e. completes responsibilities in an organized, efficient manner) Demonstrates a knowledge of, and adherence to, policies related to delegation of duties in the practice environment Understands and demonstrates acquired skill in the use of technology in the practice setting (drug distribution systems, drug information databases) id inal B. Contributes to safe and effective distribution of medications Can discuss the drug distribution system and the roles of the various health professionals involved Correctly interprets medication orders; evaluates for completeness and appropriateness Accurately performs drug distribution activities, including medication repackaging, compounding and sterile product preparation, where applicable Performs pharmaceutical calculations accurately Demonstrates an understanding of the use and maintenance of the hospital formulary Is able to compare and contrast various types of medication distribution Demonstrates an understanding of inventory management, including drug procurement; accountability and record keeping procedures (e.g., for narcotics); and procedures for returning medications to stock Demonstrates an understanding of resource allocation and policy development within the pharmacy department C. Becomes familiar with quality assurance and improvement programs Can describe basic principles of quality improvement; can give examples of initiatives to improve quality Supports documentation and reporting of medication incidents id inal id inal

5 5. As Advocates students use their expertise to advance the health and well-being of individual patients, communities, and populations, and to support pharmacist s professional roles Supports the role of pharmacists in the health care system Recognizes the role of the pharmacist in supporting patient access to health services (e.g., advocating for access to medication the patient cannot afford ) Acknowledges the impact of the pharmacist on patient health outcomes id inal As Scholars students have and can apply the core knowledge and skills required to be a medication therapy expert, and are able to master, generate, interpret and disseminate pharmaceutical and pharmacy practice knowledge. A. Demonstrates understanding of the fundamental knowledge required of pharmacists and is able to apply this knowledge in daily practice Demonstrates understanding of core knowledge learned to date Can apply his/her knowledge and skills in daily practice Is able to rationalize recommendations and decisions with appropriate explanations/ facts Appropriately seeks assistance when needed id inal B. Provides drug information and recommendations Conducts a systematic search for information using a variety of drug information resources Critically analyzes information Determines plausible solutions and selects the most appropriate recommendation Effectively documents/communicates information Educates regarding medications and appropriate medication use (e.g., ensures patients know how to use medication properly by appropriately counseling), where applicable id inal

6 7. As Professionals, students honour their roles as self-regulated professionals through both individual patient care and fulfillment of their professional obligations to the profession, the community and society at large. A. Practices in a professional and ethical manner Shows respect for patients by acknowledging the patient as a person Provides patient-centered care consistent with ethical guidelines of the profession Gives patients needs priority (i.e. over his/her own personal interests and convenience) Protects patient privacy and confidentiality aintains appropriate professional boundaries (with both patients and colleagues) Considers situations presenting ethical dilemmas and determines an appropriate course of action; exhibits personal and professional integrity id inal B. Demonstrates acceptance of the need for continual professional development Seeks and graciously accepts feedback to identify limitations or strengths in own performance Recognizes when additional learning is required and takes action to achieve it id inal C. Demonstrates professional accountability Complies with the legal and regulatory requirements of practice ulfills tasks and commitments in a diligent, timely, reliable, manner; is punctual and in regular attendance Accepts responsibility for own actions and decisions aintains a professional image, using appropriate language and demeanor; including maintaining composure in difficult situations Personal appearance meets professional standards; wears ID (e.g., name tag (required by law in NL)) id inal

7 Preceptor s Summary Dear Preceptor: Based on your assessment of student performance on the competency components on the preceding pages of this form, please indicate whether, for each broad Educational Outcome category listed below, you believe the outcome has been Achieved. If for example, as a Communicator, the student is assessed as Needing Improvement in the Communicates effectively in writing section, or has difficulty Tailoring the content of his/her communication to specific audiences, consider whether these deficiencies are such that the overall outcome of Communicator is met. Where the overall outcome is deemed not to be achieved, please ensure specific examples are provided including the actual or potential consequences of actions/behaviors in practice. Educational Outcome 1.Care Provider: student uses his/her knowledge, skills and professional judgment to provide pharmaceutical care and to facilitate management of patient s medication and health needs 2. Communicator: student communicates with diverse audiences (i.e. patients, peers, other health professionals), using various strategies that take into account the situation, intended outcomes of the communication and the target audience 3. Collaborator: student works collaboratively with teams to provide care. This includes collaborating effectively with the patient and a range of health professionals on the patient care team; co-workers; and professional groups/ associations 4. anager: student uses management skills in daily practice to optimize the care of patients and make efficient use of health resources 5. Advocate: student uses expertise to advance the health and well-being of individual patients, communities, or populations, and to support pharmacist s professional roles 6. Scholar: student has and can apply the core knowledge and skills required to be a medication therapy expert, and is able to master, generate, interpret and disseminate pharmaceutical and pharmacy practice knowledge 7. Professional: student honours his/her role as a professional through both individual patient care and fulfillment of professional obligations to the profession, the community and society at large Outcome Achieved Where outcome Not Achieved, please provide rationale 7

8 Attendance Certification I certify that has completed four weeks of Structured Practice (Student s Name) Experience under my supervision according to the SPE Program policies and guidelines. SPE Start Date: SPE Completion Date: Please indicate any absences and the reason for the absence (e.g., medical, compassionate) below: Absence was made up Absence was not made up Preceptor s This evaluation has been discussed with the student by the preceptor: Yes No Preceptor s Signature: Date: Student s Student s Signature: Date: Please return at the end of the SPE to: Wanda Spurrell School of Pharmacy, emorial University of Newfoundland St. John s, NL A1B 3V6 ax: (709)