SPE II: Pharmacy 302W Preceptor s Evaluation of Student
|
|
- Jason Scott
- 6 years ago
- Views:
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)
SPE IV: Pharmacy 500X Preceptor s Evaluation of Student 2018
School of Pharmacy SPE IV: Pharmacy 500X Preceptor s Evaluation of Student 2018 Student: Site: Preceptor: Rotation: First Second As a preceptor, you play a vital role in the education of our students and
More informationSPE III: Pharmacy 403W Preceptor s Evaluation of Student
SPE III: Pharmacy 403W Preceptor s Evaluation of Student School of Pharmacy Student: Site: Preceptor: As a preceptor, you play a vital role in the education of our students and in assessing their competency
More informationAPPE Acute Care Rotation Evaluation of Student
West Virginia University School of Pharmacy Student: Preceptor: Site: Date: APPE Acute Care Rotation Evaluation of Student General overview Directions: Consider the individual criteria listed under each
More informationThis document applies to those who begin training on or after July 1, 2013.
Objectives of Training in the Subspecialty of Occupational Medicine This document applies to those who begin training on or after July 1, 2013. DEFINITION 2013 VERSION 1.0 Occupational Medicine is that
More informationCore competencies* for undergraduate students in clinical associate, dentistry and medical teaching and learning programmes in South Africa
Core competencies* for undergraduate students in clinical associate, dentistry and medical teaching and learning programmes in South Africa Developed by the Undergraduate Education and Training Subcommittee
More informationEssential Skills and Abilities Requirements for Admission, Promotion, and Graduation in the Pharmacy Program
Essential Skills and Abilities Requirements for Admission, Promotion, and Graduation in the Pharmacy Program INTRODUCTION The College of Pharmacy at the University of Manitoba is responsible to society
More informationUNMC COLLEGE OF PHARMACY ADVANCED PHARMACY PRACTICE EXPERIENCE SYLLABUS (Revised November 2014)
UNMC COLLEGE OF PHARMACY ADVANCED PHARMACY PRACTICE EXPERIENCE SYLLABUS (Revised November 2014) COURSE TITLE: Drug Information at Medscape by WebMD Advanced Pharmacy Practice Experience (APPE) COURSE NUMBER:
More informationStudent Name ID# CRITICAL THINKING DESCRIPTORS IN NURSING (1/21/04) Rating Sources: Clinical Preceptor and Faculty. Identifies missing information
CRITICAL THINKING DESCRIPTORS IN NURSING (//0) Assesses systematically and Comprehensively Distinguishes normal from abnormal Checks for accuracy and reliability Identifies missing information Adequacy
More informationPolicies and Procedures for In-Training Evaluation of Resident
Policies and Procedures for In-Training Evaluation of Resident First Edition Dec. 2013 This policy and procedure was approved by the Board of Trustee of Kuwait Institute for Medical Specialization (KIMS)
More informationPharmacy Technician Structured Practical Training Program
Pharmacy Technician Structured Practical Training Program Logbook Updated August 2016 *To be reviewed by Supervisor and Pharmacy Technician-in-Training and used in conjunction with the Pharmacy Technician
More informationCAPE/COP Educational Outcomes (approved 2016)
CAPE/COP Educational Outcomes (approved 2016) Educational Outcomes Domain 1 Foundational Knowledge 1.1. Learner (Learner) - Develop, integrate, and apply knowledge from the foundational sciences (i.e.,
More informationCONTINUING PHARMACY EDUCATION (CPE) Project Planning Form for Live and Enduring Activities
CONTINUING PHARMACY EDUCATION (CPE) Project Planning Form for Live and Enduring Activities More information about this form may be found at http://cpe.pharmacy.ufl.edu. NOTE: Minimum time before activity
More informationStructured Practical Experiential Program
2017/18 Structured Practical Experiential Program PHARMACY STUDENT AND INTERN ROTATIONS RESOURCE COLLEGE OF PHARMACISTS OF MANITOBA COLLEGE OF PHARMACY RADY FACULTY OF HEALTH SCIENCES UNIVERSITY OF MANITOBA
More informationCANADIAN OTA AND/OR PTA STUDENT FIELDWORK EVALUATION FORM
REHABILIATION ASSISTANTS PROGRAM (OTA and PTA) CANADIAN OTA AND/OR PTA STUDENT FIELDWORK EVALUATION FORM Lucy Miller B.Sc. OT(c), M.Ed. and Frank Knox B.Sc. PT, FCAMT Rehabilitation Assistants Program,
More informationUNMC COLLEGE OF PHARMACY ADVANCED PHARMACY PRACTICE EXPERIENCE (APPE) SYLLABUS (Revised February 2013, Approved April 2013)
UNMC COLLEGE OF PHARMACY ADVANCED PHARMACY PRACTICE EXPERIENCE (APPE) SYLLABUS (Revised February 2013, Approved April 2013) COURSE TITLE: Drug Utilization Review at Nebraska Pharmacists Association (NPA)
More informationUNMC COLLEGE OF PHARMACY ADVANCED PHARMACY PRACTICE EXPERIENCE (APPE) SYLLABUS (November 2014) (Approved December 2014)
UNMC COLLEGE OF PHARMACY ADVANCED PHARMACY PRACTICE EXPERIENCE (APPE) SYLLABUS (November 2014) (Approved December 2014) COURSE TITLE: Elective Managed Care Pharmacy at HMS Federal Advanced Pharmacy Practice
More informationCanadian Pharmacy Residency Board. Accreditation Standards for Pharmacy (Year 1) Residencies
Canadian Pharmacy Residency Board Accreditation s for Pharmacy (Year 1) Residencies Last updated May 6, 2018 2018 Canadian Society of Hospital Pharmacists 2018 Société canadienne des pharmaciens d hôpitaux
More informationTORONTO GENERAL HOSPITAL/ McGILL UNIVERSITY HEALTH CENTRE HIV SPECIALTY RESIDENCY PROGRAM CLINICAL ROTATION RESIDENT ASSESSMENT FORM
TORONTO GENERAL HOSPITAL/ McGILL UNIVERSITY HEALTH CENTRE HIV SPECIALTY RESIDENCY PROGRAM CLINICAL ROTATION RESIDENT ASSESSMENT FORM NAME OF ROTATION: REPORT COVERS PERIOD FROM: TO NAME OF RESIDENT: NAME
More informationFlorida A&M University College of Pharmacy & Pharmaceutical Sciences
Florida A&M University College of Pharmacy & Pharmaceutical Sciences Advanced Medication Therapy Management Preceptors: Angela Singh, Pharm.D. Angela Hill, Pharm.D., BCCP 1 Florida A&M University College
More informationPsychiatric Nurse. Competency Assessment Document (CAD) for the Undergraduate Nursing Student. Year One. (Pilot Document, 2017)
Psychiatric Nurse Competency Assessment Document (CAD) for the Undergraduate Nursing Student Year One (Pilot Document, 2017) WELCOME TO YOUR COMPETENCY ASSESSMENT DOCUMENT This guide has been developed
More informationFERRIS STATE UNIVERSITY COLLEGE OF PHARMACY APPROVED BY FACULTY AUGUST 20, 2014
FERRIS STATE UNIVERSITY COLLEGE OF PHARMACY APPROVED BY FACULTY AUGUST 20, 2014 1.0.0 DOMAIN 1 - FOUNDATIONAL KNOWLEDGE 1.1.0 Learner (Learner) Apply knowledge from the foundational sciences (i.e., pharmaceutical,
More informationTHE CODE. Professional standards of conduct, ethics and performance for pharmacists in Northern Ireland. Effective from 1 March 2016
THE CODE Professional standards of conduct, ethics and performance for pharmacists in Northern Ireland Effective from 1 March 2016 PRINCIPLE 1: ALWAYS PUT THE PATIENT FIRST PRINCIPLE 2: PROVIDE A SAFE
More informationUPMC Passavant POLICY MANUAL
UPMC Passavant POLICY MANUAL SUBJECT: Organizational Plan, Patient Care Services POLICY: 200.142 DATE: November 2015 INDEX TITLE: Nursing MISSION: Patient Care Services at UPMC Passavant is integral to
More informationPROFESSIONAL PRACTICE 1. SAFETY Practices in a safe manner that minimizes the risk to patient, self, and others.
PERFORMANCE CRITERIA PROFESSIONAL PRACTICE 1. SAFETY Practices in a safe manner that minimizes the risk to patient, self, and others. a. Establishes and maintains safe working environment. b. Recognizes
More informationAmbulatory Care Advanced Pharmacy Practice Experience Course Title: PHAR 9981
Ambulatory Care Advanced Pharmacy Practice Experience Course Title: PHAR 9981 Preceptor: Office: Office Phone: Cell Phone: Email: Current Semester/Year: Office Hours: By arrangement with preceptor Credit
More informationAmerican Journal of Pharmaceutical Education 2003; 67 (3) Article 88.
APPENDIX 1. FOCUS GROUP QUESTIONS 1. Lets introduce ourselves by sharing with the group your name, where you currently practice, and what you enjoy doing when you are not practicing pharmacy; 2. When we
More informationPOSITION DESCRIPTION. Generic Registered Nurse
POSITION DESCRIPTION Generic Registered Nurse This role is considered a core children s worker and will be subject to safety checking as part of the Vulnerable Children Act 2014 or Position Holder's Name:...
More informationHealth Care Foundation Standards: 1 Academic Foundation 2 Communications 3 Systems 4 Employability Skills 5 Legal Responsibilities 6 Ethics
Health Care Foundation Standards: Eleven standards comprise the Health Care Foundation Standards category of the National Health Care Skill Standards. Prior to entering the health care workforce or entering
More informationPROFESSIONAL STANDARDS FOR MIDWIVES
Appendix A: Professional Standards for Midwives OVERVIEW The Professional Standards for Midwives (Professional Standards ) describes what is expected of all midwives registered with the ( College ). The
More informationContribute to society, and. Act as stewards of their professions. As a pharmacist or as a pharmacy technician, I must:
Code of Ethics Preamble Pharmacists and pharmacy technicians play pivotal roles in the continuum of health care provided to patients. The responsibility that comes with being an essential health resource
More informationCOMPETENCIES FOR HEALTHCARE ASSISTANT IN SEXUAL HEALTH (BAND 3)
COMPETENCIES FOR HEALTHCARE ASSISTANT IN SEXUAL HEALTH (BAND 3) Dimension Level Indicators Areas of application to nursing practice Achieved - Signature and Date 1. Communication Level 2 Communicate with
More informationAntimicrobial EUHM Learning Activities:
Antimicrobial Stewardship @ EUHM Learning Activities: Preceptor: Steve Mok, PharmD, BCPS (AQ-ID) Office: EUHM Clinical Pharmacy office, 2 nd fl Peachtree Building Hours: 8:00 17:00 Desk: 404-686-8904 Pager:
More informationThe Practice Standards for Medical Imaging and Radiation Therapy. Medical Dosimetry Practice Standards
The Practice Standards for Medical Imaging and Radiation Therapy Medical Dosimetry Practice Standards 2017 American Society of Radiologic Technologists. All rights reserved. Reprinting all or part of this
More information!!!!!!!!!!!!!!!!!!!!!!!!!!! For Physician Assistant Practitioners in Australia !!!!!!!!!!!!!!!!!! !!! Effective from September 2011 Version 1
For Physician Assistant Practitioners in Australia Effective from September 2011 Version 1 "ASPA Incorporated 2011 Published by The Australian Society of Physician Assistants Incorporated (ASPA), September
More informationCanadian Pharmacy Residency Board
Canadian Pharmacy Residency Board Accreditation s For General (Year 1) Pharmacy Residencies (TENTATIVE DOCUMENT TITLE) Last updated December 28, 2016 Canadian Society of Hospital Pharmacists 2016 Société
More informationThe ASRT is seeking public comment on proposed revisions to the Practice Standards for Medical Imaging and Radiation Therapy titled Medical Dosimetry.
The ASRT is seeking public comment on proposed revisions to the Practice Standards for Medical Imaging and Radiation Therapy titled Medical Dosimetry. To submit comments please access the public comment
More informationCourse Outline and Syllabus for Students
Course Outline and Syllabus for Students Name: Medication Therapy Management I Course Number: PHM 105H Course Title: Medication Therapy Management I Course Time and Location: Winter term: Lectures: Tuesdays
More informationCOMPETENCY BASED PROFESSIONAL PRACTICE STANDARDS
COMPETENCY BASED PROFESSIONAL PRACTICE STANDARDS Revised June 2015 TABLE OF CONTENTS INTRODUCTION TO PRACTICE STANDARDS page 2-3 EXPERT page 4 COMMUNICATOR page 6 COLLABORATOR page 7 MANAGER page 8 ADVOCATE
More informationOsteopathie. Professional Competency Profile Osteopathy
Osteopathie DEC. 2015 1 To establish competencies in the field of osteopathy, we have drawn on the CanMEDS Framework 1, which defines seven main Roles that the physician is to fulfill: that of Medical
More informationCollege of Registered Psychiatric Nurses of British Columbia. REGISTERED PSYCHIATRIC NURSES OF CANADA (RPNC) Standards of Practice
REGISTERED PSYCHIATRIC NURSES OF CANADA (RPNC) Standards of Practice amalgamated with COLLEGE OF REGISTERED PSYCHIATRIC NURSES OF BC (CRPNBC) Standards of Practice as interpretive criteria The RPNC Standards
More informationAPPENDIX B. Physician Assistant Competencies: A Self-Evaluation Tool
APPENDIX B Physician Assistant Competencies: A Self-Evaluation Tool Rate your strength in each of the competencies using the following scale: 1 = Needs Improvement 2 = Adequate 3 = Strong 4 = Very Strong
More informationSICU Curriculum for CA2 West Virginia University Department of Anesthesiology
SICU Curriculum for CA2 West Virginia University Department of Anesthesiology Description of Rotation or Educational Experience One month rotation in SICU as CA1 and another month in SICU as a CA2. During
More informationTHE NURSING PROCESS EVALUATION
N4612 Senior Practicum (jm/2007) 1 University of Texas at El Paso College of Health Sciences School of Nursing THE NURSING PROCESS EVALUATION Student: Term: Preceptor: Faculty: Site: Date: INSTRUCTIONS:
More informationPatient Care. PC5 F1. Practice the basic principles of universal precautions in all settings
Patient Care PC1 F1. Gather basic histories from patients, families, and electronic health record relevant to clinical presentation, patient concerns, and structural factors that impact health PC1 F2.
More informationROTATION DESCRIPTION - PGY1 Adult Internal Medicine
ROTATION DESCRIPTION - PGY1 Adult Internal Medicine PURPOSE The IM rotation provides the opportunity for PGY1 residents to improve their knowledge base and pharmacotherapeutic skills while enhancing care
More informationGuidance on the provision of pharmacy services affected by religious and moral beliefs
Guidance on the provision of pharmacy services affected by religious and moral beliefs September 2010 Guidance on the provision of pharmacy services affected by religious and moral beliefs The General
More informationREGISTERED NURSES AND NURSE PRACTITIONERS - AIDING IN MEDICAL ASSISTANCE IN DYING
2016 REGISTERED NURSES AND NURSE PRACTITIONERS - AIDING IN MEDICAL ASSISTANCE IN DYING This document was approved by the ARNNL Council in July 2016. Registered Nurses and Nurse Practitioners - Aiding in
More informationThe Practice Standards for Medical Imaging and Radiation Therapy. Quality Management Practice Standards
The Practice Standards for Medical Imaging and Radiation Therapy Quality Management Practice Standards 2017 American Society of Radiologic Technologists. All rights reserved. Reprinting all or part of
More informationClinical Evaluation Criteria Clinical Nursing II NUR 1242L
Clinical Evaluation Criteria Clinical Nursing II NUR 1242L Student Name Semester Year Clinical Instructor(s) Rate the student on a 1-4 scale for each of the following items. 1 - Inadequate. does not meet
More informationCLINICAL EVALUATION TOOL
FLORIDA INTERNATIONAL UNIVERSITY NICOLE WERTHEIM COLLEGE OF NURSING AND HEALTH SCIENCES NURSING CLINICAL EVALUATION TOOL Clinical instructors will provide feedback at midterm and end of semester. standards
More informationUniversity of Illinois College of Medicine SURGERY CLERKSHIP STUDENT EVALUATION FORM
University of Illinois College of Medicine SURGERY CLERKSHIP STUDENT EVALUATION FORM Student's Name: Evaluation Date Rotation Time Period: Name: Attending Resident Intern Fellow Inpatient Outpatient Subspecialty
More informationUses a standard template but may have errors of omission
Evaluation Form Printed on Apr 19, 2014 MILESTONE- BASED FELLOW EVALUATION Evaluator: Evaluation of: Date: This is a new milestone-based evaluation. To achieve a level, the fellow must satisfy ALL the
More informationBaptist Health Nurse Leader Competency Model
Baptist Health Nurse Leader Competency Model Strategic Visionary Systems Thinking Quality Care and Performance Improvement Fiscal and Management Excellence Management of Self and Others 1 - Strategic,
More informationDescribe the scientific method and illustrate how it informs the discovery and refinement of medical knowledge.
1 Describe the scientific method and illustrate how it informs the discovery and refinement of medical knowledge. Apply core biomedical and social science knowledge to understand and manage human health
More informationGeneric Registered Nurse
POSITION DESCRIPTION Generic Registered Nurse Date Produced/Reviewed: July 2007 Position Holder's Name : Position Holder's Signature :... Manager / Supervisor's Name : Manager / Supervisor's Signature
More informationLPN Continuing Competence Program
LPN Continuing Competence Program Self-Assessment Tool and Record of Professional Development & Learning Activities College of Licensed Practical Nurses of Nova Scotia http://clpnns.ca Starlite Gallery,
More informationNURS 147A NURSING PRACTICUM PSYCHIATRIC/MENTAL HEALTH NURSING CLINICAL EVALUATION CRITERIA. SAN JOSE STATE UNIVERSITY School of Nursing
SAN JOSE STATE UNIVERSITY School of Nursing NURS 147A - Nursing Practicum IVA - 2 Units Psychiatric/Mental Health Nursing Based on Scope and Standards of Psychiatric-Mental Health Nursing Practice (AP,
More informationUniversity of Virginia Health System Department of Pharmacy Services PGY2 Drug Information Residency Residency Purpose Statement
University of Virginia Health System Department of Pharmacy Services PGY2 Drug Information Residency Residency Purpose Statement Pharmacists completing this program will be equipped with the skills and
More informationCompassion, Hospitality, Respect, Innovation, Stewardship, Teamwork. Date: February Positions reporting to this one:
POSITION DESCRIPTION Core Mercy Values: Compassion, Hospitality, Respect, Innovation, Stewardship, Teamwork Position title: Clinical Nurse Manager Employee name: Entity/Group: Business Unit/Department:
More informationSAULT COLLEGE OF APPLIED ARTS AND TECHNOLOGY SAULT STE. MARIE, ONTARIO COURSE OUTLINE
SAULT COLLEGE OF APPLIED ARTS AND TECHNOLOGY SAULT STE. MARIE, ONTARIO COURSE OUTLINE COURSE TITLE: Fieldwork Practicum III CODE NO. : SEMESTER: 3 PROGRAM: AUTHOR: Occupational Therapist Assistant and
More informationAPPROACHES TO ENHANCING THE QUALITY OF DRUG THERAPY A JOINT STATEMENT BY THE CMA ANDTHE CANADIAN PHARMACEUTICAL ASSOCIATION
APPROACHES TO ENHANCING THE QUALITY OF DRUG THERAPY A JOINT STATEMENT BY THE CMA ANDTHE CANADIAN PHARMACEUTICAL ASSOCIATION This joint statement was developed by the CMA and the Canadian Pharmaceutical
More informationEvanston General Pediatrics Inpatient Rotation PL-2 Residents
PL-2 Residents The General Pediatrics Inpatient experience has been designed to develop the needed competencies for a resident to manage patients with a wide array of conditions requiring hospitalization,
More informationIntroduction to Pharmacy Practice
Introduction to Pharmacy Practice Learning Outcomes Compare & contrast technician & pharmacist roles Understand licensing, certification, registration terms Describe advantages of formal training for technicians
More informationClinical Transition Practicum Packet General Information Policies and Procedures Preceptor and Nursing Student Forms
Clinical Transition Practicum Packet General Information Policies and Procedures Preceptor and Nursing Student Forms Fall 2014 1 Description The McLennan Community College Clinical Transition Practicum
More informationObjectives of Training in Ophthalmology
Objectives of Training in Ophthalmology 2004 This document applies to those who begin training on or after July 1 st, 2004. (Please see also the Policies and Procedures. ) DEFINITION Ophthalmology is that
More informationUniversity of Alabama School of Medicine Goals and Objectives for the Educational Program Leading to the MD Degree
University of Alabama School of Medicine Goals and Objectives for the Educational Program Leading to the MD Degree Vision The University of Alabama School of Medicine aspires to achieve national recognition
More informationAFMRD Guidelines for Individual Areas of Concentration
AFMRD Guidelines for Individual Areas of Concentration Background Many family medicine residents have specific areas of interest within the breadth of family medicine. At present there is no uniform framework
More informationClinical Nurse Leader (CNL ) Certification Exam. Subdomain Weights for the CNL Certification Examination Blueprint (effective February 2012)
Clinical Nurse Leader (CNL ) Certification Exam Subdomain Weights for the CNL Certification Examination Blueprint (effective February 2012) Subdomain Weight (%) Nursing Leadership Horizontal Leadership
More informationCode of Ethics for Nurses in India
Code of Ethics for Nurses in India 1.The nurse respects the uniqueness of individual in provision of care - Nurse 1.1 Provides care of individuals without consideration of caste, creed, religion, culture,
More informationJOB DESCRIPTION. Out of Hours Emergency Care Practitioner (Non-prescriber ECP)
JOB DESCRIPTION JOB TITLE: RESPONSIBLE TO: LOCATION(S): JOB PROFILE: Out of Hours Emergency Care Practitioner (Non-prescriber ECP) Head of Nursing Based at BrisDoc Operational bases throughout Bristol,
More informationHEMATOLOGY / ONCOLOGY
HEMATOLOGY / ONCOLOGY INTRODUCTION: Residents are required to take a minimum of a one month rotation through the Hematology/Oncology service at Huntington Hospital. Residents will also spend a month rotating
More informationDefinitions: In this chapter, unless the context or subject matter otherwise requires:
CHAPTER 61-02-01 Final Copy PHARMACY PERMITS Section 61-02-01-01 Permit Required 61-02-01-02 Application for Permit 61-02-01-03 Pharmaceutical Compounding Standards 61-02-01-04 Permit Not Transferable
More informationDimension Standard Indicators
Canadian Nurse Continence Advisor Association s Nurse Continence Advisor Standards for Practice Approved at the CNCA AGM May 3, 2008 MISSION The Nurse Continence Advisor (NCA) provides quality, holistic
More informationAPPLICATION FOR REGISTRATION
INTERNATIONALLY EDUCATED NURSES APPLICATION FOR REGISTRATION Below is a brief description of what is required to begin the application and what to expect throughout the process. Please read through carefully.
More informationQuality Standards and Practice Principles for Senior Care Pharmacists
Quality Standards and for Senior Care Pharmacists Preamble The purpose of this document is to complement the current practice and professional standards of the American Society of Consultant Pharmacists
More informationSELF-ASSESSMENT TOOL. Continuing Competency Program
SELF-ASSESSMENT TOOL Continuing Competency Program TABLE OF CONTENTS SELF-ASSESSMENT TOOL - RATING SCALE... 1 STEP 1: SELF-ASSESSMENT WITHIN STANDARDS OF PRACTICE... 1 A: Nursing Knowledge... 1 B: Nursing
More informationDalhousie School of Health Sciences. Halifax, Nova Scotia. Curriculum Framework
Halifax, Nova Scotia Approved: June 2001 Revised: May 2006 Reviewed: Sept. 06 Revised/Approved August 2010 Revised: Sept. 2016 Revised: Nov. 2017 Page 1 Preamble This document was created to provide a
More informationU.H. Maui College Allied Health Career Ladder Nursing Program
U.H. Maui College Allied Health Career Ladder Nursing Program Progress toward level benchmarks is expected in each course of the curriculum. In their clinical practice students are expected to: 1. Provide
More informationThe Practice Standards for Medical Imaging and Radiation Therapy. Radiography Practice Standards
The Practice Standards for Medical Imaging and Radiation Therapy Radiography Practice Standards 2017 American Society of Radiologic Technologists. All rights reserved. Reprinting all or part of this document
More informationDepartment of Pharmacy Services PGY1 Residency Program. Residency Manual
Department of Pharmacy Services PGY1 Residency Program Residency Manual 1 TABLE OF CONTENTS I. Introduction II. General Program Goals III. Residency Program Purpose Statement IV. Program s Goals V. Residency
More informationPatient Advocate Certification Board. Competencies and Best Practices required for a Board Certified Patient Advocate (BCPA)
Patient Advocate Certification Board Competencies and Best Practices required for a Board Certified Patient Advocate (BCPA) Attribution The Patient Advocate Certification Board (PACB) recognizes the importance
More informationDRAFT CORE CNS COMPETENCIES November 1, Patient - Represents patient, family, health care surrogate, community, and population.
1 DRAFT CORE CNS COMPETENCIES November 1, 2017 Patient - Represents patient, family, health care surrogate, community, and population. Direct Care - Direct interaction with patients, families, and groups
More informationUniversity of Kansas Medical Center Department of Physical Therapy & Rehabilitation Science
University of Kansas Medical Center Department of Physical Therapy & Rehabilitation Science PTRS 730: Integrated Clinical Experience II Course Coordinator: Jason Rucker, PT, PhD jrucker2@kumc.edu Semester:
More informationGUILD CARE JOB DESCRIPTION
GUILD CARE JOB DESCRIPTION Job Title Unit Responsible To Responsible For Salary Hours of Work Role Category Deputy Care Home Manager Care Homes Homes Manager Supervision of all staff involved in Care Services
More informationInternational Pharmaceutical Federation Fédération internationale pharmaceutique. Standards for Quality of Pharmacy Services
International Pharmaceutical Federation Fédération internationale pharmaceutique PO Box 84200, 2508 AE The Hague, The Netherlands Standards for Quality of Pharmacy Services Standards are an important part
More informationOHSU SoM UME Competencies YourMD
Preamble: In August, 2014, Oregon Health & Science University (OHSU) School of Medicine (SoM) launched a new curriculum for its entering medical school class. This curriculum transformation was the result
More informationCardiology Fellowship Manual. Goals & Objectives -Exercise Physiology- 1 P a g e
Cardiology Fellowship Manual Goals & Objectives -Exercise Physiology- 1 P a g e Pediatric Cardiology Fellowship EXERCISE PHYSIOLOGY Goals & Objectives Introduction/Purpose The goal of the exercise rotation
More informationPractice Problems. Managing Registered Nurses with Significant PRACTICE GUIDELINE
PRACTICE GUIDELINE Managing Registered Nurses with Significant Practice Problems Practice Problems May 2012 (1/17) Mission The Nurses Association of New Brunswick is a professional regulatory organization
More informationResearch Co-ordinator Orthopaedics Position Description
Date: January 2017 Job Title : Research Co-ordinator Department : Orthopaedic Service Location : North Shore and Waitakere Hospitals Reporting To : Research Director for management of North Shore Hospital
More informationCOMMUNICATION KNOWLEDGE LEADERSHIP PROFESSIONALISM BUSINESS SKILLS. Nurse Executive Competencies
COMMUNICATION KNOWLEDGE LEADERSHIP PROFESSIONALISM BUSINESS SKILLS Nurse Executive Competencies Suggested APA Citation: American Organization of Nurse Executives. (2015). AONE Nurse Executive Competencies.
More informationMcGill University Department of Neurology & Neurosurgery. Pediatric EEG/Epilepsy Fellowship, 1 and 2-year
McGill University Department of Neurology & Neurosurgery Pediatric EEG/Epilepsy Fellowship, 1 and 2-year Location: Montreal Children s Hospital/McGill University Health Centre Glen Site (with some time
More informationThe Practice Standards for Medical Imaging and Radiation Therapy. Radiologist Assistant Practice Standards
The Practice Standards for Medical Imaging and Radiation Therapy Radiologist Assistant Practice Standards 2017 American Society of Radiologic Technologists. All rights reserved. Reprinting all or part
More informationSOUTH FLORIDA STATE COLLEGE DENTAL ASSISTING PROGRAM APPLICATION REQUIREMENTS
SOUTH FLORIDA STATE COLLEGE DENTAL ASSISTING PROGRAM APPLICATION REQUIREMENTS This is a limited access program that admits 12 students in the fall of each year. Application packets will be available the
More informationCanMEDS- Family Medicine. Working Group on Curriculum Review
CanMEDS- Family Medicine Working Group on Curriculum Review October 2009 1 CanMEDS-Family Medicine Working Group on Curriculum Review October 2009 Members: David Tannenbaum, Chair Jill Konkin Ean Parsons
More informationDISPENSING BY REGISTERED NURSES
1999 DISPENSING BY REGISTERED NURSES This Interpretive Document was approved by ARNNL Council in 1999. Dispensing By Registered Nurses Dispensing is a practice of pharmacy in the province of Newfoundland
More informationMaster of Nursing (MN) Graduate Degree. Clinical Nurse Leader
Master of Nursing (MN) Graduate Degree Clinical Nurse Leader Clinical Manual for Students 2016-2017 Reviewed and Approved August, 2016 Associate Dean for Research and Graduate Education Table of Contents
More informationHealth Science Career Cluster (HL) Therapeutic Services - Patient Care Career Pathway (HL-THR) 13 CCRS CTE
Health Science Career Cluster (HL) 1. Determine academic subject matter, in addition to high school graduation requirements, necessary for pursuing a health science career. 2. Explain the healthcare worker
More informationEducational Outcomes, Goals, and Objectives for Postgraduate Year Two (PGY2) Pharmacy Residencies in Emergency Medicine
Educational Outcomes, Goals, and Objectives for Postgraduate Year Two (PGY2) Pharmacy Residencies in Emergency Medicine Overview of PGY2 Pharmacy Residencies in Emergency Medicine The PGY2 residency in
More informationSurgical Critical Care Sub I
Course Goals Goals 1. Develop the attitude, skills, and knowledge to be able to recognize the impact of the global and local health care system and its impact on patient outcomes. 2. Develop the attitude,
More informationPGY1 Medication Safety Core Rotation
PGY1 Medication Safety Core Rotation Preceptor: Mike Wyant, RPh Hours: 0800 to 1730 M-F Contact: (541)789-4657, michael.wyant@asante.org General Description This rotation is a four week rotation in duration.
More information