SCHOOL OF PHARMACY OFFICE OF EXPERIENTIAL EDUCATION ADVANCED PHARMACY PRACTICE EXPERIENTIAL (APPE) EDUCATION MANUAL

Transcription

1 SCHOOL OF PHARMACY OFFICE OF EXPERIENTIAL EDUCATION ADVANCED PHARMACY PRACTICE EXPERIENTIAL (APPE) EDUCATION MANUAL Available on the Regis University School of Pharmacy E*Value Home Page at Megan Leeds, PharmD, BCACP Director of Experiential Education Assistant Professor of Pharmacy Practice Christine Feltman, PharmD Assistant Director of Experiential Education Assistant Professor of Pharmacy Practice Experiential Office Fax: Web Site: Address: 3333 Regis Blvd, H-28 Denver, Colorado

2 Table&of&Contents& Background... 4! Welcome... 5! History of Regis University... 5! Regis University Mission... 5! Regis University School of Pharmacy Vision... 6! The School of Pharmacy s vision is to educate graduates who will become leaders in the pharmacy profession, and who will excel in public service and interprofessional health care. We support this vision with faculty who excel in teaching, scholarship, and service, and by being the premier innovator in integrated team-based education.... 6! Regis University School of Pharmacy Mission... 6! To support the university s mission, the mission of Regis University School of Pharmacy (SOP) is to educate men and women to become exceptional and socially responsible pharmacists. We commit to the Jesuit tradition of values-centered education focusing on personal development and leadership in the service of others, including the underserved. Through our commitment to teambased education, we develop knowledgeable, skillful, and principled practitioners. Our learners excel in critical thinking and communication skills and are prepared to improve and transform health care in a global community. We are committed to community engagement, professional leadership, and scholarly activities that contribute to the advancement of pharmacy education, pharmaceutical sciences, and pharmacy practice.... 6! Regis University School of Pharmacy - Values... 6! APPE Information... 8! APPE Outcomes... 9! Patient Care... 9! General... 9! Required APPEs... 10! Rotation Dates... 11! Rotation Schedule... 11! Student-specific Information... 13! Overview of Responsibilities... 13! Rotation Timeline... 15! Learning Principles/Tips for Success... 16! Preceptor-Specific Information... 17! Overview of Responsibilities... 17! Specific Requirements & Responsibilities... 19! A.! Professionalism... 19! B.! Dress Code... 19! D.! Communication... 23! E.! Intern License... 24! F.! Assessment of Progress and Development... 24! G.! Grading Scale... 26! H.! Proof of Health Status, Immunity and Certification... 26! I.! Housing Arrangements... 28! J.! ! K.! Addresses/Phone Numbers... 28! L.! Legal Responsibilities... 28! M.! Ethics... 28! N.! Technology... 29! O.! Conflict of Interest/Employment at APPE site... 29! Syllabi, Objectives & Activities... 30! Ambulatory Care APPE... 34! Acute Care APPE... 44! Elective APPE Patient Care... 47! Elective APPE Non-Patient Care... 47! Forms... 48! Regis SOP APPE Student Pre-Assessment of Self- Day 1 of Rotation... 49! Regis SOP APPE Preceptor/Student Orientation Checklist... 51! Regis SOP APPE Preceptor Mid-Point Assessment of Student Form... 53! Regis SOP APPE Preceptor and Student Assessment of Student- Final Form... 54! 2

3 Regis SOP APPE Student Assessment of Preceptor and Site- Final Form... 60! Regis SOP APPE Absence Report Form... 64! Regis SOP APPE Professional Activity or Interview Absence Request Form... 65! Praise Card About An Educator... 67! Concern Card About An Educator... 68! Praise Card About A Student... 70! Concern Card About A Student... 71! Assignments... 74! PHRM 767 Syllabus:... 75! Advanced Pharmacy Practice Experience VIII... 75! Student PHRM 767 Assignment Tracker... 80! Students: How to Access PHRM 767 D2L Online Content... 82! Regis SOP APPE Blood Pressure Evaluation... 83! Regis SOP APPE Drug Information... 85! Regis SOP APPE Education Piece... 90! Regis SOP APPE Journal Club... 91! Regis SOP APPE MTM Form... 95! Regis SOP APPE Topic Presentation... 98! Regis SOP APPE Other Activity Form ! Regis SOP APPE Wellness Activity/Community Service/Service Learning Opportunity ! Notes: ! 3

4 Background

5 Welcome This manual serves as a guide for both preceptors and students for the final year of Advanced Pharmacy Practice Experiences (APPE) for Regis University School of Pharmacy. Please review this document carefully. APPE allows a student to demonstrate acquired knowledge, skills, and principles in a professional setting. Take the time to prepare before actually beginning each experience. Each student must complete and pass all the practice experiences in order to qualify for graduation. Do not hesitate to call the Office of Experiential Education (OEE) if issues or problems arise which cannot be solved without mediation. History of Regis University In 1540, Ignatius Loyola founded the Society of Jesus, a community of companions and scholars known as the Jesuits, resolved to serve their fellow men. The guiding principle of the Society was that its members would meet the needs of their age and form leaders who would carry forth into their personal and professional lives a mission of service to others. For over four centuries, the Jesuits have been committed to a tradition of academic excellence, value-centered education, and service to the community. In 1877, a group of Jesuit missionaries from Naples, Italy carried the Jesuit tradition to America when they carved out a college, named Las Vegas College, on the edge of the New Mexico desert. In 1884, the college was moved to Morrison, Colorado and renamed College of the Sacred Heart. Four years later, the Morrison site proved too remote and the college was again moved to its present location in northwest Denver, where eventually it was named Regis College. As one of 28 Jesuit colleges and universities nationwide, Regis exemplifies the special qualities that an independent Jesuit educational institution can bring to the society it serves. Regis mission is to provide high quality, value-centered education and community service. It is inspired by the Jesuit tradition that challenges the University to seek excellence in the continuing tasks of higher education; to nurture the life of the mind and the pursuit of truth; to provide an environment suited to effective teaching and learning; to apply knowledge to human needs and problems in accord with the highest Judeo-Christian principles; and to conserve the best of human heritage, combining it with the search for better values, greater truth, and a more just existence. The Regis University mission challenges faculty, students, and graduates to answer the fundamental question: How ought we to live? It is a vision that encourages students abilities to learn efficiently and well, to think logically and critically, to define personal standards of values and social responsibility, and to develop the skills and leadership abilities necessary for distinguished professional performance and significant contributions to society. On July 1, 1991 the Board of Trustees changed the name Regis College to Regis University to acknowledge the tremendous growth in new educational offerings as well as the addition of new campus sites. The transition to a university occurred in a way that honored and maintained the 113-year tradition of small classes and individual attention that had characterized Regis. Regis University Mission Regis University educates men and women of all ages to take leadership roles and to make a positive impact in a changing society. Standing within the Catholic and United States traditions, we are inspired by the particular Jesuit vision of Ignatius Loyola. This vision challenges us to attain the inner freedom to make intelligent choices. 5

6 We seek to provide value-centered undergraduate and graduate education, as well as to strengthen commitment to community service. We nurture the life of the mind and the pursuit of truth within an environment conducive to effective teaching, learning, and personal development. Consistent with Judeo-Christian principles, we apply knowledge to human needs and seek to preserve the best of the human heritage. We encourage the continual search for truth, values, and a just experience. Throughout this process, we examine and attempt to answer the question: How ought we to live? As a consequence of Ignatius Loyola s vision, particularly as reflected in his Spiritual Exercises, we encourage all members of the Regis community to learn proficiently, think logically and critically, identify and choose personal standards of values, and be socially responsible. We further encourage the development of skills and leadership abilities necessary for distinguished professional work and contributions to the improvement and transformation of society. Regis University School of Pharmacy Vision The School of Pharmacy s vision is to educate graduates who will become leaders in the pharmacy profession, and who will excel in public service and interprofessional health care. We support this vision with faculty who excel in teaching, scholarship, and service, and by being the premier innovator in integrated team-based education. Regis University School of Pharmacy Mission To support the university s mission, the mission of Regis University School of Pharmacy (SOP) is to educate men and women to become exceptional and socially responsible pharmacists. We commit to the Jesuit tradition of values-centered education focusing on personal development and leadership in the service of others, including the underserved. Through our commitment to team-based education, we develop knowledgeable, skillful, and principled practitioners. Our learners excel in critical thinking and communication skills and are prepared to improve and transform health care in a global community. We are committed to community engagement, professional leadership, and scholarly activities that contribute to the advancement of pharmacy education, pharmaceutical sciences, and pharmacy practice. Regis University School of Pharmacy - Values Integrity honest, fairness, respect for individual worth Quality excellence, ability, reputation Initiative purpose, innovation, life-long learning Commitment justice, engagement, community Service spirituality, compassion, caring Leadership inspiration, collaboration, accomplishment The School of Pharmacy commits itself to: Prepare professionals able to practice effectively in the changing health care environment. Encourage exploration of ethical issues, spiritual dimensions, and cultural differences. Provide educational opportunities that facilitate learning, critical thinking and effective communication. Promote a student-centered learning environment that respects the unique needs of the individual. Cultivate the development of leadership skills in service of others. Collaborate with the broader community to meet current and anticipated health care needs. Foster respect for human diversity. 6

7 Regis University School of Pharmacy - Educational Outcomes A Regis pharmacist recognizes the relationship of trust and responsibility he or she has with patients and the community. In order to engage fully in this relationship he or she will be knowledgeable, skillful, and principled. He /She will be proficient in the biological, chemical, clinical, and administrative sciences that are fundamental to pharmacy practice. A Regis pharmacist will also have exceptional problem solving, communication and interpersonal skills that will enable him or her to provide optimal patient-centered care. She/he will have a well-defined set of principles that guides his or her thinking, decision-making, and conduct throughout his or her professional career and personal life. With these attributes, a Regis pharmacist will be a socially responsible leader in the service of others, prepared to improve and transform healthcare in a global community. A Regis Pharmacist Must Be Knowledgeable Regis University School of Pharmacy must prepare students so that they know how: to acquire and process information to solve problems efficiently; the pharmacy profession fits into the interdisciplinary healthcare system; to integrate knowledge from different scientific and academic disciplines into pharmacy practice; the economic, psychological, social, and cultural factors affect all aspects of healthcare; scientific and clinical principles dictate disease management strategies; and the business, social and administrative aspects affect pharmacy practice. A Regis Pharmacist Must Be Skillful Regis University School of Pharmacy must ensure that students will: acquire and critically evaluate information related to patient care; provide pharmaceutical care using evidence-based principles; accurately communicate drug therapy information to healthcare professionals, patients and their caregivers; be proficient in drug compounding, distribution, and administration; demonstrate ability to manage business aspects of pharmacy practice; be able to adapt to changes in the healthcare system; and collaborate with all members of the healthcare team. A Regis Pharmacist Must Be Principled Regis University School of Pharmacy must foster students who are: aware of his or her and others emotions and respond to them appropriately; accountable to, responsible to, and respectful of others; committed to continuous professional and personal development; empathetic towards others; trustworthy; prepared for leadership roles in the profession and in the community; ethical and socially responsible; culturally aware when interacting with others; sensitive to issues of social justice; and willing to accept the crucial role that pharmacists play in achieving a common good within society. 7

8 APPE Information

9 APPE Outcomes The OEE, with guidance from both the Experiential Advisory Committee and Curriculum Committee have taken into account the overall Regis SOP Outcomes and have set the following APPE Outcomes. Each advanced experiential learning opportunity shall focus on the following outcomes to promote the student becoming more Knowledgeable, Skillful, and Principled within reason and scope of services provided: PATIENT CARE 1. Patient Assessment - The student shall acquire and contribute to the database of information related to patient care, taking into consideration medical, psychosocial, behavioral, and economic principles. 2. Pharmaceutical Care Plan Development - The student shall develop pharmaceutical care plans that maximize the patient s response to drug therapy and prevent or resolve a drug-related problem(s) in order to ensure positive outcome(s) using evidenced-based medicine. The pharmaceutical care plan shall include medical devices, as needed and educational information (e.g., nutrition, lifestyle, etc.) intended to promote general health and prevent or minimize disease progression. 3. Drug Therapy Evaluation - The student shall assess and monitor the patient s drug therapy, including a consideration of the chemical, pharmaceutical, pharmacokinetic, and pharmacological characteristics of the administered medications. 4. Pharmacotherapy Decision-Making - The student shall make pharmacotherapy decisions and support those decisions using scientific and clinical principles. The student shall recommend, when applicable, patient use of prescription and nonprescription medications, as well as nondrug therapy. 5. Medication Preparation, Distribution, and Administration The student shall prepare, compound, administer and/or dispense drug products consistent with patient needs and in compliance with the law. 6. Systems Management - The student shall use and evaluate acquisition, inventory control and distribution systems. The student shall demonstrate the ability to manage business, social, and administrative aspects of pharmacy practice. GENERAL 7. Communication Skills - The student shall read, write, speak, listen and use multimedia to communicate effectively with patients, caregivers, and other healthcare professionals. Students should be aware of his or her and others emotions and respond to them appropriately. 8. Critical Thinking - The student shall acquire, comprehend, apply, analyze, synthesize, and evaluate information to solve problems efficiently. 9. Professional Ethics and Responsibility - The student shall represent the profession in a trustworthy, ethical, and socially responsible manner understanding the role that pharmacists play in achieving a common good within society. The student shall identify, analyze, and resolve ethical problems. 10. Social Interaction, Citizenship, Leadership, and Professionalism - The student shall demonstrate appropriate interpersonal skills, preparing the student for leadership roles in the profession and community. The student shall be proactive in collaborating with other health care professionals integrating knowledge from different scientific and academic disciplines into pharmacy practice. Students should be culturally aware and sensitive to issues of social justice being accountable to, responsible to, and respectful of others. 11. Life-long Learning - The student shall continuously strive to expand his or her knowledge to maintain professional competence, adapt to changes, and understand how pharmacy fits into the interprofessional healthcare system. 12. Information Management The student shall apply technology to pharmacy practice and science. 9

10 Required APPEs All students are required to complete and pass eight advanced practice experiences. According to the ACPE standards four of the eight must be in the following areas: APPE Community APPE Institutional APPE Ambulatory Care APPE Acute Care/ Internal Medicine In addition, three APPEs are considered elective and may involve both direct patient care and indirect patient care opportunities; however only one of the three may be in non-patient care. The eighth APPE (PHRM 767) is a longitudinal experience that will culminate during the five weeks prior to graduation in the spring semester. Students will be required to participate in many activities that will be assessed and evaluated by course directors, instructors, the student s faculty advisor, and other APPE preceptors, leading to an overall grade for the experience. Students may be expected to complete experiential rotations outside of the Denver Metro area. OEE reviews these rotations prior to the start of the APPE year. Students are encouraged to seek out experiences in all areas of pharmacy but preference is given to those experiences that may not be available within the Denver Metro area or State of Colorado. Examples of unique experiences are: FDA, Indian Health Services, Military Hospital/Clinic, other governmental agency or reputable health systems, etc. Students must complete a minimum of one APPE with a full time RUSOP faculty, as either an elective or required experience, depending on availability. Only one APPE can be completed internationally, outside the United States. International APPEs can expand the horizons of student learning and enhance a global appreciation of the pharmacy profession. Students, however, are reminded that international rotations may not be allowed as qualifying hours by other state boards of pharmacy and must past the OEEs criteria before becoming approved opportunities. The OEE remains the final arbiter of all pharmacy practice experience placements. In the event that a preceptor or institution/site finds it necessary to cancel a rotation after the student(s) are assigned, the OEE will re-assign students based on available sites and student(s) requirements. This includes domestic and international placements. Displaced students may be required to travel a distant to sites within or outside Colorado, depending on availability. Additionally, in any event the OEE and Regis University School of Pharmacy will not accept responsibility for reimbursement of any fees incurred by the student for travel and housing arrangements. This includes airline fare expenditures. 10

11 Rotation Dates Summer Spring 2018 Block Dates Block 1 May 22 through June 30 Block 2 July 3 through Aug 11 *(Aug 11- Students to be released by midday for oncampus APPE event) Block 3 Aug 14 through Sep 22 Block 4 Sep 25 through Nov 3 *(Nov 3- Students to be released midday for on-campus APPE event) Block 5 Nov 6 through Dec 15 2 weeks break Dec 16 through Dec 31 Block 6 Jan 1 through Feb 9 Block 7 Feb 12 through Mar 23 2 weeks break March 24 through April 8 Block 8 (Campus-based) April 9 through May 4** 2018 RHCHP Doctoral Commencement Saturday, May 5, 2018 *All students (exception of those who are on an out of area APPE) are required to attend these on-campus APPE events. These will be used to allow a time for P4s to reconnect with their peers, faculty and reflection. **Note this is a five-week campus based APPE (PHRM 767) and not a rotation offering. There will be assigned activities that the student must participate in for progression to commencement. Changed calendar The Regis University holiday calendar does not apply to the APPE rotation schedule. Students are expected to attend APPE on holidays that fall during the rotation period depending on preceptor schedule and site hours. If a student does not attend the APPE on a holiday due to the site being closed or preceptor being off for that holiday, those hours MUST be made up before the end of the APPE rotation. ALL rotations are six-weeks in duration for a minimum of 40 hours per week. More hours may be required to successfully complete the requirements of the experience. Rotation Schedule Students and Preceptors can view their APPE rotation schedule for the year through E*Value at Value.net under the Schedules Icon, then select Reports in the sub-menu, then select Rosters, and then click Next. To designate a specific time frame once in Rosters choose APPE under Curriculum and under start and end date, enter the dates for the rotation year (ex: 5/22/2017 to 5/4/2018). Click Next. Once OEE releases the APPE schedule to preceptors and students in the P3 spring semester the rotation schedule is final for the year. Scheduling changes may occur due to uncontrollable circumstances (e.g., preceptor resignation, site unable to accommodate a student, maternity leave, etc.). The OEE will contact the student if his/her schedule is affected during the P4 experiential year. It is important that students and preceptors check their accounts daily in order that the OEE can communicate important issues in a timely manner. Students must use their regis.edu account when communicating with preceptors and OEE. 11

12 As a change in the schedule will affect the P4 student, sites, preceptors, and other students, the OEE strives to keep rotation changes to a minimum. The OEE reviews changes for serious extenuating circumstances and reserves the right to deny a student s request for a change to the schedule. If a change request is not approved, the P4 student is expected to complete the rotations as scheduled. If a student fails a rotation, either out-of-area or in-area, or cannot complete a rotation due to illness or family emergency, the OEE reserves the right to schedule a repeat rotation with a Regis faculty member in the Denver Metro area. For medical leave and family emergencies, the OEE will review each case with the Assistant Dean of Student Affairs to determine if the student is eligible for leave as well as a withdrawal grade. The opportunity to repeat the rotation for a passing grade for either failures and/or excused leaves will occur during the first block of the following P4 APPE academic year, pending rotation availability. Each student must successfully complete each APPE with a minimum of 70% on the preceptor evaluation. Any APPE for which the minimum grade is not achieved must be repeated, and will result in a delay in the Doctor of Pharmacy Degree being conferred as well as meeting the requirements of sitting for NAPLEX and specific state jurisprudence exams. Depending on repeat rotation availability, graduation may also be delayed. Any circumstance (professionalism or otherwise) where a student is asked to not return to a site or is removed from a site will result in a failure of the APPE. Failure of more than one APPE will result in dismissal from the program. Please refer to the Regis University School of Pharmacy Supplemental Student Handbook for academic dismissal policy. 12

13 Student-specific Information OVERVIEW OF RESPONSIBILITIES Students can use this as a guide for completing key responsibilities of the APPE rotation. This list is not allinclusive. Activity to be completed Required Documentation E*Value Student Responsibility Prior to the start of an APPE, or as requested by COMPLIO, OEE or APPE site, the student is expected to comply with all institutional and University requests to prepare for starting APPE at the specific site. The student will be responsible for assuring all documentation is provided to the OEE and APPE site as well as any outstanding health screening, immunizations, background checks and certification requirements (e.g., CPR) required and tracked by student via COMPLIO. Home Page- Make sure that E*Value has the most up to date address and contact information of the student prior to each APPE. This includes emergency contact information. (edits can be made through the welcome page of E*Value) My Folio-Each student will update their curriculum vitae to include all prior completed experiences, listing projects and presentations, etc. During the P4 year, students will be expected to update their Portfolios and other assignments by the deadlines set by PHRM 767 faculty. Colorado and Out-of-State (if applicable) Intern Licenses Student Initial Experiential Site Contact via and/or phone Completed APPE Assessment Forms Time Tracking- Students are expected to track APPE hours every week. In the event of a planned or unplanned absence, the student should discuss absence with preceptor and file an absence request (see forms section for example). Submit the form to OEE as an On-The-Fly Evaluation Form through E*Value and indicate plan for makeup work. All make-up hours should be tracked in E*Value as well as absences. It is the student s responsibility to obtain enough hours to graduate. Students are required to carry their intern pharmacist license to all sites. It is the student s responsibility to obtain and maintain all licensure, regardless of which state. See pg. 24-Sec E for further information CONTACT (via phone and/or ) the site or preceptor 2-3 weeks prior to the start of the APPE. (Remember to ask about readings PRIOR to starting the experience, parking, and handbooks needed, etc.) Students are able to complete Praise/Concern cards about the site or preceptor at any time during an APPE. These are available under Evaluations tab, then Initiate Ad hoc Evaluations through E*Value. Final Assessment of site and preceptor are due on LAST day of the APPE. The student s grade is contingent on the timely completion of this assessment, as well as the constructive comments provided. These will be auto-generated to the student during the last week of the APPE. The student is to be proactive and request formal feedback from the preceptor during any time during the rotation to ensure midpoint and final APPE feedback is on par with current performance. E*Value will auto-generate to preceptors both midpoint and final assessments. Please ask for formal feedback prior to leaving rotation site. 13

14 Review with preceptor -Student Pre-Assessment of Self, APPE Orientation Checklist, APPE Experiential Education Manual and electronic portfolio Student Pre-Assessment of Self This Assessment is auto-generated by E*Value to the student one-week prior to the start of the APPE. The student is required to complete and be prepared to discuss with the preceptor during the first-day/first-week of the rotation. Students are to remind preceptors to sign off on this assessment form once it is sent to them through E*Value by the student. APPE Orientation Checklist This checklist is auto-generated by E*Value to the student on the first/second day of APPE. The student is required to complete and be prepared to discuss with the preceptor during the first day/week of the rotation. Students are to remind preceptors to sign off on this assessment form once it is sent to them through E*Value by the student. APPE Manual Electronic Portfolio Review with preceptor for specific rotation goals, objectives, and assignments as defined in the proposed APPE syllabi. Preceptor has access to your Folio through E*Value. Please review Folio with preceptor and provide any questions or further documentation if requested (copy of immunization certificate, etc.) PHRM 767 Requirements Students are required to participate in many activities, as part of their PHRM 767 Course. Activities that are planned as part of any rotation may be used to fulfill PHRM 767 Requirements (e.g., Journal Clubs, Drug Information Questions, MTM Consults, etc.). For a complete list of assignments see PHRM 767 Syllabus. Please review with preceptor particular assignments that need to be completed. It is the student s responsibility to assure that assessment forms that are used to track completion of these assignments are sent to the preceptor through E*Value. The student will submit these forms through E*Value (Initiate Ad hoc Coursework, under Learning Modules. Students should prompt preceptors to routinely check the YOU HAVE area under the E*Value Home Page for any outstanding evaluations, assessments and/or coursework that may require sign-off prior to the end of the APPE rotation. 14

15 ROTATION TIMELINE Three Weeks before Rotation: Contact the APPE preceptor, two-three weeks before the start date to find out specific information on when and where to report. DO NOT wait until the Thursday or Friday before the start date, as the preceptor may not be available that day. For your January rotation (Block 6), contact your preceptor by the second week of December - many preceptors take vacation over the Christmas holidays and will not be available the week or two before the start of the January rotations. Students should request information regarding scheduling, dress code, portfolio requirements and any other additional prerequisites. Prior to arrival at a new APPE rotation, review the objectives of the rotation listed in the syllabus and any other materials provided to by the preceptor or OEE. Students are reminded that a site may require additional background checks and drug screens, which scheduling and funding are the student s responsibility. Failure to comply with these requirements may result in course failure. Students cannot be paid for any APPE rotation for which academic credit is given. When a student must page a preceptor, please be cautious when providing a long-distance return number, as many preceptors may not have a long-distance code for returning calls. In these events, it would be best to follow through with an or office voic . When a student contacts a site and is directed to someone other than the preceptor whom the OEE has indicated, it is the student s responsibility to contact the OEE to provide notification of a change in the preceptor. This is very important to ensure that the new preceptor has received the appropriate paperwork from OEE! If there is a problem with a rotation, and the OEE is not notified immediately, this may delay graduation. Day One /Week One of Rotation: The student should discuss background experience, career goals, and an initial self-assessment relative to the objectives of this rotation with the preceptor. Inform the preceptor of expectations, areas requiring improvement and/or where confidence is demonstrated but requires further development. The student and preceptor should agree on areas of focus (i.e., areas to expand by doing special projects). Verify that the preceptor has received information sent from the OEE. If needed, contact OEE as soon as possible to have any needed information sent to the preceptor. Students may also print any of the forms, such as the assessment form and rotation syllabi, from the experiential website or through E*Value. Additionally, the student is required to complete a Pre-APPE Assessment of Self prior to the start of the rotation. This assessment will be auto-generated to the student by E*Value for the student to complete. Once generated the student can find the assessment form through the Learning Modules section of E*Value ( After logging in, click on Learning Modules and then Complete Pending Coursework submenu tab. Additionally, any outstanding assessment or coursework to be completed can be found under URGENT TASKS on the E*Value Home Page. Once the student completes and submits, the preceptor will receive the assessment/form for review and sign-off. The student is required to complete the APPE Orientation Checklist by the end of the week of the first APPE. The Checklist will be auto-generated to the student through E*Value. The same procedure above for Pre-APPE Assessment of Self can be followed here to access the checklist. 15

16 Rotation Mid-Point: Discuss progress with preceptor. If the student has not received specific feedback from the preceptor regarding progress and performance at the Mid-Point assessment the student should, respectfully invite the preceptor to offer an interim evaluation of strengths and areas needing improvement. The student should encourage the preceptor to submit the mid-point evaluation in E*Value, which has been auto-generated and sent by E*Value to the preceptor. Graciously accept constructive feedback and ask for opportunities to work on areas requiring improvement. Contact Next APPE Preceptor- 2-3 weeks prior to arrival at the next rotation, contact new preceptor as previously instructed. Last Day of Rotation: Discuss final student assessment with preceptor. Remind the preceptor to electronically submit assessments and grades through E*Value. If electronic submission is unavailable, the preceptor must contact OEE. Complete Site and Preceptor Assessment. These will be auto-generated to the student by E*Value. To access other than through generated , go to E*Value web site ( After logging in, click on Evaluations > Complete Pending Evaluations. The student will receive an from E*Value on the last week of the rotation with a direct link to the evaluation form. **PHRM 767 Requirements: Remind preceptor to sign off on all submitted coursework for PHRM 767 Credit.** LEARNING PRINCIPLES/TIPS FOR SUCCESS Obtaining a pharmacy degree includes learning the technical and clinical skills required in each APPE rotation. The student must keep in mind that learning is not a passive process but requires an active, motivated, and assertive involvement in all expectations and responsibilities of the APPE rotation. Each P4 rotation site and preceptor style is unique and different, which means that the specific activities that the students participate in will vary depending on the type of environment. For example, a small private hospital pharmacist may have different coverage requirements and responsibilities compared to a large teaching hospital pharmacist therefore the activities that the student participates in will be different. However, the overall objectives of learning in the hospital pharmacy environment are the same. The P4 year provides a chance to obtain pharmacy practice experience in different settings to create a competent and well-rounded pharmacist. The following are recommendations from Regis University faculty to enhance your learning experiences throughout the P4 year: Utilize Board Review Materials to their fullest. During the course of the P4 year, the PHRM 767 faculty will be asking you to submit to monthly online quizzes for Board Preparation as well as Top 200 Drug Quizzes. It is recommended to study throughout the P4 year for the NAPLEX using materials provided by OEE and PHRM 767 faculty. 16

17 Students are responsible for all material covered in curriculum as well as researching topics not covered that may be relevant to a particular rotation. Students are encouraged to utilize the online Regis pharmacy library for primary literature, guidelines, or drug databases when reviewing or researching health topics during APPE rotations. Preceptor-Specific Information OVERVIEW OF RESPONSIBILITIES Preceptors can use this as a guide for completing key responsibilities of the APPE rotation. This list is not allinclusive. Additionally, see APPE Orientation Checklist in FORMS section of this manual for specific first week activities that should be completed with student and signed by the preceptor. Activity to be completed Notify OEE if Primary Preceptor on Record needs to be changed Respond to Student Experiential Site Contact Review and Discuss with Student Student s Pre- APPE Assessment of Self, Experiential Education Manual, and student s electronic portfolio Review and Discuss APPE Orientation Checklist with student Review and sign off on Time Tracking and Absence Requests Due Date Any time during the APPE P4 Year (preferably before the start of the rotation so appropriate information is sent to correct individual) Minimally one-week prior to start of rotation. Students are instructed to contact site/preceptor 2-to-3 weeks prior. If you have not received any contact from the student please contact OEE. Before start of rotation or during first day orientation On first day or during first week of rotation Any time during the rotation Preceptor Responsibility The preceptor is to notify the OEE of changes with respect to primary preceptor on record, licensure disciplinary action, and change of preceptor status with State Board of Pharmacy. Respond to student s initial outreach at least one week prior to the APPE. Please provide any required readings, important instructions and other information needed for first day of the APPE. Student is to provide Pre-assessment of Self prior to start of rotation and will be sent to preceptor via E*Value. Preceptor is to discuss and sign off. The student will be reviewing online electronic portfolio with preceptor, discussing career goals. Preceptor should discuss with student activities that are available during the APPE rotation that will help the student meet goals and objectives set by the school, as well as ones set by the student. Student will fill out their portion of checklist and will send checklist to preceptor via E*Value. Preceptor is to discuss and sign off. Preceptors will review and sign off on hours tracked by students. It is preferred to sign off weekly but minimally should be done at midpoint and final. Preceptors should review any absence requests provided by student and notify OEE of any concerns. OEE will also routinely message preceptors for approval/consent. 17

18 Complete and Discuss APPE Assessment Forms. Concern with Student Assess PHRM 767 Requirements Any time during the APPE rotation End of third week of APPE rotation Last day of APPE rotation Any time during the APPE rotation By end of APPE rotation Praise/Concern cards about student- To be completed by preceptor at any time during an experience. These are available as On-the-Fly Evaluations through E*Value. The Midpoint Assessment of the APPE student is due at end of the 3rd week of an APPE. Assessments are autogenerated and sent through E*Value to preceptor. (Comprehensive written midpoint is required for students who is not successfully progressing, i.e., failing or poor academic performance, at midpoint mark. Contact OEE as soon as possible if progression is a concern.) Final Assessment of the student is due at the end of each APPE. Assessments are auto-generated and sent through E*Value to preceptor. Preceptors should verbally provide feedback to the student, even though assessment forms might not be able to be fully completed through E*Value prior to student leaving the site. (Assessments are due no later than 5 days after APPE is completed due to grading requirements of the Regis University Office of the Registrar. Preceptor is to contact OEE, as soon as possible, with any concerns of a student progressing (failing or poor academic performance) through rotation. Students are required to participate in many activities, as part of their PHRM 767 Course. Activities that are planned as part of the rotation may be used to fulfill PHRM 767 Requirements (e.g., Journal Clubs, Drug Information Questions, MTM Consults, etc.). For a complete list of assignments see the PHRM 767 Syllabus. Please review the YOU HAVE area under the E*Value Home Page for any outstanding evaluations, assessments and/or coursework that the student may have sent for assessment and sign-off. 18

19 Specific Requirements & Responsibilities A. PROFESSIONALISM Students working within a particular institution during APPE rotations will be recognized as part of the pharmacy operation. The student s conduct and actions directly reflect upon the pharmacy department and Regis University. The student must always follow all policies and procedures of the pharmacy in a professional manner. During the P4 year, students are still subject to the university s drug/alcohol policies. The School of Pharmacy reserves the right to request a background check and/or drug screen at any time and for any reason. Any associated costs are the responsibility of the student. Students must be respectful, kind and courteous to pharmacists, technicians, physicians, nurses, staff and other students always during rotations. Arguing with pharmacists, technicians, physicians, nurses, staff or other students is unprofessional and will not be tolerated. Students must direct any concerns about preceptors, staff or other students to the Experiential Education Director or Coordinator. Complaining about preceptors and/or the rotation in an open public area or at the site is unprofessional and will not be tolerated. Students are expected to display a positive attitude, motivation and a willingness to learn. Negative, demanding, or entitled attitudes are unprofessional and will not be tolerated. Students are expected to arrive on time as directed by the preceptor. Tardiness, leaving earlier than expected, or not showing up for any rotation responsibilities (e.g., patient care activities, preceptor meetings) are unacceptable and will be considered unexcused absences, which are grounds for failure of a rotation. The preceptor will assign responsibilities, expectations, activities, and assignments for the rotation to meet the overall objectives/outcomes of the APPE. If the student has any concerns about these, he/she should contact the Experiential Education Director or Coordinator. Students must ask the permission of the preceptor to be absent from the rotation for any personal reason (e.g., residency interview, doctor appointment, etc.). The student must make up the time that is missed to meet the requirement of 240 hours per rotation. The preceptor has the right to deny a student's request. All students are expected to behave in a professional and ethical manner during all rotations. If the student behaves in an unprofessional or unethical manner, he/she may be asked to leave the site therefore putting the student at risk for not progressing, delaying graduation and failing the APPE rotation. B. DRESS CODE General Appearance The student must exhibit a professional appearance both in manner and dress. Additionally, students must adhere at all times to any professionalism standards specified by his or her preceptor. The student's general appearance and hair must be clean and well groomed. Offensive body odor and poor personal hygiene is not acceptable. Additionally, many sites have policies in 19

20 place with limiting the application of after-shave, perfumed lotions, colognes/perfumes that could be hazardous to the health of a respiratory-compromised patient, employee, fellow student, etc. Students must abide by these policies. Appearance must not distract from a patient-centered focus. Students are required to wear a clean, pressed, short white lab coat and must wear their Regis University name badge at all times (unless otherwise directed by the preceptor). If a new name badge is needed, please notify OEE. Students will be responsible for fees associated with issuing a new badge. Clothing and Shoes Men must wear a collared shirt, tie, and dress pants for all rotations unless instructed otherwise by the preceptor. At all times, clothing must be neat and clean, moderate style and color. Women must wear dress pants, skirt or dress. Skirt lengths must be of a conservative nature; no mini-skirts are allowed. Approved professional clothing includes business casual attire, which is pressed, clean and in good condition with no tears or stains. Clothing must fit properly and be loose enough to allow performance of rotation activities. Closed-toe shoes are required. Unacceptable clothing includes: Logo t-shirts, which include t-shirts with pictures/printing and undershirts of any color (except when worn under another approved garment). Shorts, carpenter pants, leggings, stirrup pants, wind pants, sweats or jogging suits, capris, miniskirts and skorts. Jeans or any pants made to resemble jeans, regardless of color or fabric. Denim material shirts, skirts or dresses (includes chambray material). Halter tops, tank tops/camisoles (unless worn under a jacket), midriff tops. Thermal or flannel shirts. Lycra or tight attire. Any clothing where cleavage, bras, or briefs/underwear are consistently visible. Flip-flops and sandals. Hair, Nails and Jewelry Hair (including facial hair) is to be neatly trimmed and styled. Length may be individualized but extreme looks are not permitted. Fingernails are to be neat, clean and well maintained. All visible tattoos need to be covered. All visible body piercing/adornments (other than in the ears) are not to be worn during rotation hours, including nail, tongue, eyebrow, nose, lip or any other facial piercing/adornments. Visible ear adornments are limited to three per ear. All unapproved piercing/adornments must be removed while at the rotation site. Jewelry and other accessories need to be conservative/moderate style and not excessive. Pins and insignia are permitted. Any student not following the above dress code may be asked to leave the rotation until they meet the appropriate codes listed above. Any time lost from being asked to leave a rotation must be made up. If time cannot be made up during the rotation, the student s progression through the program will be delayed, potentially impacting graduation from the program. 20

21 C. Time Requirements General Requirements The student is required to devote a minimum of 40 hours per week to each rotation. Students are expected to be punctual and prepared for all APPE activities. Rotation hours are specific for each site and dictated by the preceptor(s). Please note that the specific hours/schedule will vary from site to site. In addition, the student may need to arrive earlier or stay later than the scheduled start time or end time to prepare for rotation activities and/or follow-up with specific responsibilities of the rotation. For example, the student may need to come in early to review patient charts before rounds begin (rounds may begin at 7:00 or 8:00 a.m. so the student may need to arrive as early as 6:00 a.m.). APPE hours are not granted outside of the normal work schedule unless dictated by the preceptor. Hours for reading, project time, etc. are only to count towards the rotation if explicitly stated and approved by the preceptor. All APPE hours must be tracked in E*Value. Students are to track hours on a weekly basis at a minimum. Students are to remind preceptors to sign off on hours tracked throughout the rotation and provide a final reminder at the end of the rotation. The student may be asked to complete assignments that require additional work outside of APPE rotation hours. Outside job and family responsibilities do not excuse the student from completing responsibilities, expectations and assignments on time. Failure to comply with the schedule and/or time requirements set by the preceptor is grounds for failure of the APPE rotation. Depending on site placements, some students may need to commute an hour or more one-way to the APPE rotation site. This is not unreasonable and sometimes necessary to provide a variety of quality experiences for all students. Commuting and travel time does not count towards APPE hours. The student is responsible for all associated traveling and housing costs for APPE and should plan enough commute/travel time to arrive at the site on time for the APPE rotation day. The student is responsible for arranging any necessary child-care/adult-care to meet the time/schedule requirements of the APPE rotation. There is not a sick day benefit that applies to the experiential year. If no support is available and the student must miss the rotation for illness or caring for a child/dependent, the time will need to be made up. Students can request an absence for extenuating circumstances, which will be reviewed by OEE. In any event, the preceptor will determine how and when the student will make up the missed time. OEE will discuss absence requests with impacted preceptor(s) and the Office of Student Affairs, if needed, to assure the student is on track for completing the rotation /site requirements, including number of hours needed for internship and graduation requirements. 21

22 Attendance Policy The following chart highlights specific details on procedures that should be taken for both excused absences and unexcused absences. Excused Absences Absence Description Comments Medical Necessity Unpredictable or serious illness of the student. Students are recommended to schedule medical and/or dental visits at the end of the day to avoid missing a full day of APPE whenever possible. If medical appointments are necessary on a recurrent basis, see Extenuating Circumstances. Death or severe illness of an immediate family member Professional Activity (Includes local, state or national pharmacy meetings) Employment and residency interviews Inclement weather Other Extenuating Circumstances Includes parent, child, spouse, grandparent, or sibling. A maximum of 3 days (excluding weekends and including travel time) per P4 rotation year is allowed. A maximum of 5 days (excluding weekends and including travel time) per P4 rotation year is allowed. The OEE and ASDA in consultation with the preceptor may approve a request for an excused absence for situations deemed extenuating. Documentation (physician letter) may be required upon request for absences. The OEE will review all cases and determine, along with preceptor, if days need to be made up. Work as an employee does not constitute participation in a professional activity. The preceptor will use his/her discretion to decide whether to excuse the student. 1. If circumstances prevent the student from providing prior notification, the student or his/her designate must contact the preceptor by phone first thing during the morning of the absence. Messages must include the student s name, a summary of the reason for the absence, and anticipated date of return. Although a follow up is encouraged, a phone call MUST be made to the preceptor. It is encouraged for the student to discuss with the preceptor during the APPE orientation the best way to contact them in the event of an emergency. It is the responsibility of the student to make every effort to ensure the preceptor has been notified of the absence. 2. Within 24 hours of returning to the rotation site, the student must complete the Regis SOP APPE Request Form, available through E*Value as an On-The-Fly Evaluation. Failure to submit this form to OEE within 24 hours of returning to the rotation will result in a grade reduction and/or overall failure of the APPE rotation. It is the student s responsibility to insure the form is received by OEE on time. 3. All absences should be made up if feasible. The preceptor will determine how and when the student will make up the time. The preceptor may require the student to be present at the site during an evening,

23 night, or weekend to make up the missed time, or require the student to complete an additional assignment to make up for missed time. Failure to make up missed hours and any related projects or assignments may result in a failing grade for the rotation. 4. For professional activities, interviews, or other extenuating circumstance/events, requests should be made to OEE and the preceptor as soon as the student is aware of the event. The Regis SOP APPE Professional Activity or Interview Absence Request Form should be submitted through E*Value. 5. A maximum of three (3) days including travel time per P4 year may be used for professional activities. Additional days to be considered excused must receive prior authorization from OEE, and all missed time must be made up. The preceptor will determine how and when the student will make up the time (see #3) or may allow the student to count the hours from the professional activity towards the rotation. 6. A maximum of five (5) days including travel time per P4 year may be used for employment/residency interviews. Additional days to be considered excused must receive prior authorization from OEE, and all missed time must be made up. The preceptor will determine how and when the student will make up the time (see #3). 7. Any additional days must be approved by OEE and MUST be made up. The OEE Director and/or Clinical Coordinator will notify the student and preceptor regarding the approval or denial of the request. Please note that work as an employee does NOT constitute participation in a professional activity. Additionally, it recommended that the student do not request off for both professional activities and interviewing during the same APPE block. 8. Failure to complete the absence request form and submit to OEE prior to the event will result in the absence being unexcused. It is the student s responsibility to insure the form is sent to and received by the OEE. You are required to have completed 1,680 hours (240 hours per rotation) by the end of APPE Block 7. It is expected that you complete 240 hours per rotation block. In the event of an excused absence, it is expected that you make up missed hours during that same rotation block. However, if you are unable to meet the 240-hour expectation for that rotation, you may compensate missed hours with hours exceeding 240 from another rotation. Ultimately you are required to have all 1,680 hours by the end of APPE Block 7. Unapproved/ Unexcused Absences Any unapproved/unexcused absences may result in one or more grade reductions and/or failure of the APPE (see grading section for more details). Regardless of the situation, all unapproved/unexcused absences must be made up at the current rotation site and students must file an absence request form with the OEE. The preceptor will determine how and when the student will make up the time. The preceptor may require the student to be present at the site during an evening, night or weekend to make up the missed time. Failure to make up the missed hours and any related projects or assignments may result in a failing grade for the rotation. D. COMMUNICATION The student is obligated to respect all confidences revealed during his/her training period including patient/customer information, pharmacy records, pricing systems, professional policies, etc. as detailed in the Student Agreement. HIPAA violations will be grounds for failure of the rotation. Patient confidentiality must be maintained always in accordance with HIPAA, state regulations and RUSOP policies. Students must be aware of site-specific policies regarding confidentiality. Discussion of patient specific information must take place in areas where confidentiality can be maintained (i.e., not in 23

24 cafeteria/elevator/etc.) Students are reminded that no identifying patient information may be given in any presentations or patient discussions. Violation of patient confidentiality represents a breech in professional conduct and will result in disciplinary action, course failure, or dismissal from the program. Each student will be asked to sign a "Student Agreement" indicating their acceptance and adherence to the details specified in this manual and associated syllabi. The OEE will keep this on file. Students may also be asked to sign additional confidentiality agreements for the site. The student must always be respectful of his/her preceptors, pharmacists, technicians, and other health care professionals at the site. Students must never question the advice or directions of the preceptor in public, but discuss any disagreements in a private, courteous, and respectful manner. All criticism and feedback is to be viewed as a means of learning and not embarrassment. It is expected that students communicate with all persons involved in his/her training including the pharmacists, physicians, other health professionals, and patients. Taking initiative in communicating with health professionals and patients is encouraged, but must not step beyond the realm of professional courtesy or common sense. In all circumstances, the student must check with his/her preceptor first before making any professional judgments or decisions. The student must never be hesitant to admit that he/she does not know something, and is encouraged to seek help whenever he/she needs it. Resources may include faculty at the school, the preceptor, or various drug information sources. E. INTERN LICENSE Students are expected to maintain an active Colorado Intern License for the entire APPE year. If the student is scheduled to complete a rotation outside of Colorado, he/she is responsible for obtaining an intern license for that state. The student will need to contact that state s Board of Pharmacy to find out the appropriate procedures for obtaining an intern license for that state. This must be completed prior to the start of the P4 year. Contact information for each state board of pharmacy is located on the NABP web site at under Boards of Pharmacy. F. ASSESSMENT OF PROGRESS AND DEVELOPMENT Preceptor Assessment of Student A student will be assessed using a standardized grading form, which is based on outcomes created for the APPE program (see Outcomes in this document). The assessment form can be found in the FORMS section of this manual and in E*Value. Please note that the specific assessment will be based on the type of APPE rotation. For competencies that do not match the rotation, the preceptor should select No Value, and these items will not be included in the final grade. Preceptors should review the grading criteria at the beginning of the APPE with the student, and should give the student an assessment of performance at the mid-point and at the end of the rotation. The preceptor should also give the student verbal feedback throughout the rotation. If a student does not 24

25 receive feedback about how he/she is doing, politely ask the preceptor for feedback. If this is not successful, please contact the OEE for more direction. Keep in mind that an integral part of the learning process is assessment and feedback for improvement. The student should not view this as negative personal criticism but as a positive way to become a better pharmacist. Preceptors can have up to one week after the end of APPE to complete the Final Assessment of the Student through E*Value. Preceptors cannot see or read comments from student assessments until grades have been submitted for the given semester. Assessments must be completed for the student to receive a grade for the APPE. If assessments are not submitted, an Incomplete/Failure will be assigned to the student for that rotation. OEE will make every attempt to notify preceptors and students when assessments are due. Student Assessment of Preceptor and Site As previously indicated, the student is to complete a self-assessment at the beginning and at the end of each rotation. The goal is to stimulate student self-assessment, problem-recognition and solving, and independent learning to enhance the teaching learning experience between preceptors and students. In other words, when students are engaged and responsible for their own learning, the relationship between the student and preceptor as learner and teacher is enriched. Assessment of preceptors and sites is a required component of all APPEs. Remember the name given as a contact person for the site may not be the pharmacist who precepts the student on the rotation and the assessment form should be adjusted accordingly. Complete the assessment form on the person/s with whom the greatest amount of time has been spent. Please be honest and constructive. If an assessment item does not relate to the objectives of an APPE leave it blank or choose No Value. Once generated to the student through by E*Value these assessments can be found in E*Value under the Evaluations, then Initiate Ad hoc Evaluations. Assessments of all rotations are mandatory, as the student s grade is dependent on these. The OEE will keep track of who does/does not submit an assessment form and grade reductions may result. Students are not to hold back an assessment of the preceptor and site because a preceptor has not assigned a grade. The student s grade will be reduced if the end of the rotation does not submit assessments. Additionally, students are to provide constructive feedback on all assessments. Failure to do so will result in grade deductions. An Incomplete/Failure will be assigned to the student for that rotation until all assessments have been submitted. OEE will make every attempt to notify preceptors and students when assessments are due. 25

26 G. GRADING SCALE! Grading criteria established by Regis University School of Pharmacy should be shared within 48 hours of beginning the APPE rotation. OEE will give final grades according to the following scale: A!!!93%100!(4.00)! A%!!90%92!!(3.67)! B+!87%89!!(3.33)! B!!!83%86!!(3.00)! B%!!80%82!!(2.67)! C+!77%79!!(2.33)! C!!!73%76!!(2.00)! C%!!70%72!!(1.67)! (Below!70!is!unacceptable!and!the!APPE!will!need!to!be!repeated.!!Failing!any!two!APPE!rotations!will!result! in!removal!from!program.)! D+!67 69%!! D!!63!!66%!! D%!60!!62%!! F!!!Below!60%!! Z!!Failure!by!absence!(no!credit)! See grading section of syllabus, as well as the Final Preceptor Assessment of Student Form for breakdown of assigned grades. In general, excluding PHRM 767, the breakdown of grades is as follows: Student Assessment of self 5% Student Assessment of site/experience and 5% Preceptor Preceptor Assessment of Student 90% Total 100% The Office of Experiential Education reserves the right to reduce the student s final grade by one or more letter grades in the event a significant professionalism issue that cannot be corrected occurs, if absences are unexcused, absences are not made up or documented fully with OEE, or if assessments and timetracking are not completed in full during the experience. It is the student s responsibility to comply with requirements and assure all deadlines are met. For each infraction listed above, the student s course grade will be reduced by one letter grade. Students failing an APPE rotation will be required to repeat and pass that experience to qualify for graduation. As previously mentioned, rotations will be repeated during the first APPE block of the following academic year. Students are reminded that all repeated rotations are dependent on the availability of sites and preceptors. The repeated rotation will be completed with a full-time faculty or another designated preceptor. If a student fails a rotation precepted by a full-time faculty, the repeated experience will be precepted by another full-time faculty preceptor. The OEE will work with guidance from the Assistant Dean of Student Affairs and the School of Pharmacy Dean in the placements of these students. Please see the RUSOP Student Handbook on further details of the policies for progression. H. PROOF OF HEALTH STATUS, IMMUNITY AND CERTIFICATION Students will work with the Office of Admissions, Regis University Student Operations, and the OEE to satisfy both university and experiential site requirements for immunizations, tuberculosis screening, drug screening, and background checks. The student handbook provides more detailed information outlining 26

27 these general requirements. Students are expected to pay all fees incurred for services provided. In some instances, the student s medical insurance may cover these services. Keep in mind, the list below is not all-inclusive as some sites may require additional immunizations, certifications, etc., prior to starting APPE. Students are asked to comply with requests, including responding to RHComply@regis.edu s. Failure to do so will result in grade deductions as dictated by OEE, which could result in failure of the rotation. Medical /Hospital Insurance- Students shall carry and can show proof of adequate personal medical and hospital insurance. Tuberculosis Screening- It is the responsibility of the student to obtain a current TST (tuberculin skin test also known as PPD) assessment at the end of the P3 year prior to starting the P4 APPE year. Readings are only good for one year. Whether a negative or positive result has been obtained, documentation of these results, assessment and action towards treatment should be on file. In the event of a past positive or recent conversion from negative to positive result, students may be asked to submit for a chest x-ray, further evaluation, and/or treatment. A physician note must accompany a chest x-ray indicating no active disease is present. Many hospitals will require proof of TB screening and results on the first day of the rotation. Records from Admissions or OEE are available to be sent directly to the experiential site if documentation is requested. (Due to the variance of recommendations from experiential sites, it is preferred that students obtain a TST and not the whole-blood interferon gamma release assay (IGRA) and/or the Quanti FERON-TB Gold test (QFT-G) tests. Only if the practice site specifies these methods as the preferred screening tool would a student be required to obtain screening through these methods). Tetanus, diphtheria and acellular pertussis (Tdap). All Health Care Professional (HCP) students should receive a single dose of Tdap as soon as feasible if they have not previously received Tdap and regardless of the time since their most recent Td vaccination. Vaccinating with Tdap will protect them against pertussis and is expected to reduce transmission to patients, other HCP, household members, and persons in the community. Tdap is not licensed for multiple administrations; therefore, after receipt of Tdap, HCP students should receive Td for future booster vaccination every 10 years against tetanus and diphtheria. Hepatitis B immunity- Students may be asked to provide immunity records for Hepatitis B. All students should have met this requirement upon entrance into the Doctor of Pharmacy program and for IPPE. Influenza- Annual influenza vaccine, either trivalent inactivated vaccine or live-attenuated influenza vaccination, is recommended for all HCP students who have no medical contraindications. Students must receive the annual vaccine and provide documentation to COMPLIO by Oct 1 st of each year. Background and Drug Screenings- All students will be asked to submit for annual background and drug screenings after the end of the P3 year and prior to the start of the P4 APPEs, even though a full year may not have passed since their previous screening for IPPE requirements. Regis University School of Pharmacy also reserves the right to request a random drug screen from the Office of Compliance for any student at any time. Students are asked to use the preferred vendor of Regis University as provided by the Office of Admissions and/or COMPLIO. American Heart Association (AHA) Basic Life Support (BLS) for Health Care Providers All students are required to have an active up-to-date certification for BLS by AHA. BLS Certification is good for two years, so generally the student would have obtained original certification during the P1 year and recertification during the P3 year. In some instances, i.e., academic progression or medical leave, 27

28 students may need to submit for recertification prior to starting the P4 APPE year. Students shall provide documentation of a valid certification to the Office of Admissions. OSHA and HIPAA Training- All students will continue to meet the annual requirements set forth by the Office of Admissions, Office of Student Affairs and the OEE for OSHA and HIPAA Training. Specifically, these trainings are available through the Pharmacist s Letter. It is recommended that the students complete these trainings at the end of the P3 year, prior to the start of the APPE P4 year. I. HOUSING ARRANGEMENTS The student is responsible for making transportation and housing arrangements for all rotations. J. It is the student's responsibility to maintain his/her account with Regis. Please be sure that the mailbox is cleaned out on a regular basis and make sure to check Regis frequently (at least once daily). The OEE, as well as other administrators and faculty, frequently send messages to the entire class through the list-serve and to individual students. K. ADDRESSES/PHONE NUMBERS Students are expected to keep their address and evening phone number/cell number updated in E*Value. It is very important that OEE has a way to contact students when necessary. The student needs to inform the Office of Student Affairs of any address and phone changes throughout the P4 year. L. LEGAL RESPONSIBILITIES It is the student s responsibility to be aware of and follow all state and federal laws relating to the practice of pharmacy. Specific information is available through Department of Regulatory Agencies (DORA) Board of Pharmacy website at If the student is unsure about the regulations regarding their practice site, they should confer with the preceptor. Ignorance of the law is not an excuse for an illegal act. All students must possess a Colorado Pharmacy internship license. The intern license card should be always be carried by the student during all their experiential activities. If the student is practicing outside Colorado, it is their responsibility to follow the laws pertaining to the state in which they are practicing, which may include obtaining a separate internship license for that state. M. ETHICS The practice of pharmacy is founded on ethical principles. These principles of ethics are based on moral obligation, virtues and responsibilities of a pharmacist to his/her patients. Respect, compassion, confidentiality, dignity, honesty and integrity are components of ethical behavior. As a student of Regis University School of Pharmacy, a student represents themselves, the school, the college, and the profession of pharmacy. Ethical and professional behavior is mandated and unethical behaviors will not be tolerated. Any breech of ethical standards will be referred to the Office of Student Affairs and may result in disciplinary action, course failure or dismissal from the program. 28

29 N. TECHNOLOGY Use of technology for personal use, including cell phones, must be used only during the student s personal time (i.e., lunch/breaks) or at the discretion of the preceptor. At all other times, cell phones should be shut off or kept in an area to be non-disruptive to the work environment. O. CONFLICT OF INTEREST/EMPLOYMENT AT APPE SITE Students are discouraged from participating in an APPE rotation in the same department/unit at a site where they are currently employed under their own supervisor or a conflict of interest exists. In the event a conflict of interest evolves or is made known, the student and/or preceptor should contact OEE immediately. The student is required to submit to OEE a Conflict of Interest Form. Students must not receive compensation / remuneration for participating in APPE activities at the experiential site and students must not be directly precepted by a preceptor where a first-relative relationship exists or who serves as primary supervisor for the student s employment at the experiential site. In the event the student fails to report a conflict of interest or accepts compensation / remuneration for APPE activities will result in an automatic failure of the APPE rotation (Please see FORMS section of Student Version of APPE Manual located in E*Value for the form that can be used by student and preceptor to communicate with OEE a conflict of interest).! 29

30 Syllabi, Objectives & Activities 30

31 31 TEMPLATE: For use as a general APPE syllabus (Preceptors!may!insert!their!own!site/rotation!specific!information!to!use!as!a!syllabus!for!their!rotation)! Course'Title' Advanced!Pharmacy!Practice!Experience!!!<INSERT!NAME!OF!ROTATION>!! Rotation'!PHRM!760%766!! Location' <Insert!Site!Name>! <Insert!Site!Address>! <Site!web!address>! <Site!telephone!number>! Preceptor(s):' <Preceptor!Name!and!Degrees>! <Preceptor!Title>! Preceptor(s)'Contact'Information' <Insert!Office!phone>! <Insert!Pager/cell>! <Insert! >! (indicate!preferred!communication!method)! Credits' 6! Semester' P%4!Year! Prerequisites' All!P%1!thru!P%3!coursework,!including! IPPE!requirements! Course'Description' This!Advanced!Pharmacy!Practice!Experience!(APPE)!will!primarily!involve!!!!Activities!commonly!included!in! this!experience!include:!!.!! Experiential'Course'Outcomes' Each!advanced!experiential!learning!opportunity!shall!!focus!on!the!following!outcomes!(within!reason!and!scope!of! services!provided)!to!promote!the!student!becoming!more!knowledgeable,!skillful,!and!principled:!!! Patient'Care'Abilities' 1.' Patient'Assessment!%!The!student!shall!acquire!and!contribute!to!the!database!of!information!related!to! patient!care,!taking!into!consideration!medical,!psychosocial,!behavioral,!and!economic!principles.! 2.' Pharmaceutical'Care'Plan'Development'6'The!student!shall!develop!pharmaceutical!care!plans!that!maximize! the!patient s!response!to!drug!therapy!and!prevent!or!resolve!a!drug%related!problem(s)!in!order!to!ensure! positive!outcome(s)!using!evidenced%based!medicine.! 3.' Drug'Therapy'Evaluation!%!The!student!shall!assess!and!monitor!the!patient s!drug!therapy.! 4.' Pharmacotherapy'Decision6Making!%!The!student!shall!make!pharmacotherapy!decisions!and!support!those! decisions!using!scientific!and!clinical!principles.!! 5.' Medication'Preparation,'Distribution,'and'Administration! The!student!shall!compound!and/or!dispense! drug!products!consistent!with!patient!needs!and!in!compliance!with!the!law.! 6.' Systems'Management'%!The!student!shall!use!and!evaluate!acquisition,!inventory!control!and!distribution! systems.!!the!student!shall!demonstrate!the!ability!to!manage!business,!social,!and!administrative!aspects!of! pharmacy!practice.! General'Abilities' 7.' Communication'Skills!%!The!student!shall!read,!write,!speak,!listen!and!use!multimedia!to!communicate! effectively!with!patients,!caregivers,!and!other!healthcare!professionals.!!students!should!be!aware!of!his!or! her!and!others!emotions!and!respond!to!them!appropriately.!! 8.' Critical'Thinking!%!The!student!shall!acquire,!comprehend,!apply,!analyze,!synthesize,!and!evaluate! information,!literature,!and!research!to!solve!problems!efficiently.! 9.' Professional'Ethics'and'Responsibility!%!The!student!shall!represent!the!profession!in!a!trustworthy,!ethical,! and!socially!responsible!manner!understanding!the!role!that!pharmacists!play!in!achieving!a!common!good! within!society.!!the!student!shall!identify,!analyze,!and!resolve!ethical!problems.!! 10.' Social'Interaction,'Citizenship,'Leadership,'and'Professionalism!%!The!student!shall!demonstrate!appropriate! interpersonal!skills,!preparing!the!student!for!leadership!roles!in!the!profession!and!community.!!the!student! shall!be!proactive!in!collaborating!with!other!health!care!professionals!integrating!knowledge!from!different! scientific!and!academic!disciplines!into!pharmacy!practice.!!students!should!be!culturally!aware!and!sensitive! to!issues!of!social!justice!being!accountable!to,!responsible!to,!and!respectful!of!others.!!! 11.' Life6long'Learning'%!The!student!shall!continuously!strive!to!expand!his!or!her!knowledge!to!maintain! professional!competence,!adapt!to!changes,!and!understand!how!pharmacy!fits!into!the!interprofessional! healthcare!system.! 12.''''''''Information'Management'!The!student!shall!apply!technology!to!pharmacy!practice!and!science.!!

32 32 ' Course'Objectives' Understanding!that!each!site!varies!in!specific!practice!experiences,!these!objectives!are!to!be!completed!if!the!site! has!the!ability!to!provide!the!opportunity!to!the!student.!!in!some!cases,!not!all!objectives!will!be!able!to!be!met!by! each!site.!!ideally,!at!the!completion!of!this!experiential!learning!opportunity!the!student!will!be!able!to:!! 1. Example7Evaluate!patient!information!for!drug7related!problems;!assess!urgency!and!risk!associated!with! drug7related!problems.!!(skillful)! 2.! 3.! ***Preceptors:''Please'direct'your'attention'to'the'APPE'Manual'section,'labeled'Objectives,'for'more'information' on'how'to'create'objectives.***' Topics' A!pharmacist!in!this!setting!will!have!exposure!to!many!disease!states!and!drug!topics!during!direct!or!indirect!patient! care!encounters,!requests!for!drug!information,!and!discussions!with!other!health!care!professionals.!topics!related! to!the!experience!may!include,!but!are!not!limited!to:! 1..! 2.! 3...! Schedule' The!student!is!required!to!devote!a!minimum!of!40!hours!per!week!to!each!rotation.!!Students!are!expected! to!be!punctual!and!prepared!for!experiential!activities.!!!!!!! Please!note!that!the!specific!hours/schedule!will!vary!from!site!to!site.!!In!addition,!the!student!may!need!to! arrive!earlier!or!stay!later!than!the!scheduled!start!time!or!end!time!to!prepare!for!rotation!activities!and/or! follow%up!with!specific!responsibilities!of!the!rotation.! Academic'Progression' Each!student!must!successfully!complete!the!minimum!necessary!hours!as!stated,!achieve!a!passing!grade!of! C!or! better!on!the!preceptor!evaluation,!and!complete!all!assignments!within!the!given!semester!the!student!is!enrolled!in! the!specific!advanced!practice!experience.!!any!advanced!practice!experience!for!which!the!minimum!grade!and! completed!hours!are!not!achieved!must!be!repeated,!which!may!result!in!a!delay!in!graduation.! Evaluation/Assessment'Procedures' The!following!evaluations!are!to!be!completed!within!E*Value!during!the! experience.!!in!addition,!student!is!responsible!for!tracking!time!in! E*Value!and!preceptor!is!responsible!for!signing!off!hours.!!The!last!day! of!the!experience,!time!should!be!set!aside!to!complete!and!review! evaluations!with!students.!!students!are!required!to!have!all! documented!assessments!completed!in!e*value!by!midnight!of!the!last! day!of!the!experience.!!preceptors!may!have!up!to!one!week!prior!to!end! of!experience!to!document!all!information!in!e*value.!!!! Student!Assessment!of!Self%Midpoint!and!Final! 5%' Student!Assessment!of!Site/Experience!and!Preceptor% Final! 5%' Preceptor!Formative!Assessment!of!Student%!Midpoint!! 90%' Preceptor%Summative!Assessment!of!Student%!Final!! OEE!reserves!the!right!to!adjust!the!student s!final!grade!by!one!or!more! letter!grades.!!a!reduction!in!the!grade!will!occur!in!the!event!a! significant!professionalism!issue!that!cannot!be!corrected!occurs,!if! absences!are!unexcused,!absences!are!not!made!up!or!documented!fully! with!oee,!or!if!assessments!and!time%tracking!are!not!completed!during! the!experience.!!it!is!the!student s!responsibility!to!comply!with! requirements!and!assure!all!deadlines!are!met.!!for!each!event!above,! the!student s!course!grade!will!be!reduced!by!one!letter!grade.!!three!or! more!events!will!result!in!failure!of!the!course.!! Grading'System' A!!!93%100!(4.00)! A%!!90%92!!(3.67)! B+!87%89!!(3.33)! B!!!83%86!!(3.00)! B%!!80%82!!(2.67)! C+!77%79!!(2.33)! C!!!73%76!!(2.00)! C%!!70%72!!(1.67)! (Below!70!is!unacceptable!and! the!appe!will!need!to!be! repeated.!!failing!any!two!appe! rotations!will!result!in!removal! from!program.)! D+!67 69%!! D!!63!!66%!! D%!60!!62%!! F!!!Below!60%!! Z!!Failure!by!absence!(no!credit)!!

33 Course'Format/Method'of'Instruction'' Requirements!of!the!Course:! Students!are!expected!and!required!to:! <List!all!activities!the!student!will!be!exposed!to!during!the!rotation.>! 1. (Example)!Complete!a!minimum!of!one!formal!presentation.! 2.! 3.! (Please!see!specific!assignments!that!students!need!to!complete!over!the!course!of!the!year.!This!might!help!serve!as! a!guide!in!helping!you!choose!which!requirements!to!include!in!the!rotation.)! Course'Materials' Required:' RUSOP!APPE!Manual! Professional!attire!(see!dress!code!policy),!Regis!white!coat,!and!identification!badge! Electronic!access!to!drug!information,!pharmacotherapy,!and!evidence!based!medicine!resources!via!the! Regis!University!library!site.! Preceptors!may!require!and/or!recommend!additional!resources!for!their!rotations.!Students!are!expected!to! communicate!with!the!preceptor!regarding!such!requirements!prior!to!the!rotation!start!date.!! Optional:' Handheld!electronic!device!with!medical!and!pharmacy!references!and/or!databases!(e.g.!smartphone,! Palm!device,!etc.)! Reference!texts!and!resources!to!aid!in!medication!therapy!assessment!and!development!of! pharmacotherapeutic!plans.!!citing!of!references!should!be!done!per!ama!standards!(see:! o Suggested!Text!Resources! Pharmacotherapy:!A!Pathophysiologic!Approach! Drug!Information!Handbook! The!Sanford!Guide!to!Antimicrobial!Therapy!! Academic'Honor'Code' Refer!to!APPE!Manual!and!Regis!University!Student!Handbook!for!more!information.!!!! Violations'of'Academic'Integrity' Refer!to!APPE!Manual!and!Regis!University!Student!Handbook!for!more!information.!!! Attendance'Policy'! Refer!to!APPE!Manual!and!Regis!University!Student!Handbook!for!more!information.!! The!site/preceptor!may!have!additional!requirements.!!These!must!be!discussed!in!detail!during!the!first!few!days!of! the!experience.!! Special'Policies' Refer!to!APPE!Manual!and!Regis!University!Student!Handbook!for!more!information.!!! Notes/Additional'Comments'!!!!!!!!!!! 33

34 APPE Objectives/Activities Course Description AMBULATORY CARE APPE This Advanced Pharmacy Practice Experience (APPE) will primarily involve direct patient care experiences that build on the introductory experiences. This is one of eight experiences offered during the P4 year. The experience is designed to expand students knowledge and practice skills needed to perform activities commonly encountered in an ambulatory care pharmacy practice setting. Activities commonly included in this experience include: practicing as part of multidisciplinary team, obtaining patient medical and medication histories, evaluating drug therapies, developing and updating pharmaceutical care plans, monitoring therapeutic outcomes, and providing education to patients and other health care professionals. Course Objectives Understanding that each ambulatory care site varies in specific practice experiences, these objectives are to be completed if the site has the ability to provide the opportunity to the student. In some cases, not all objectives will be able to be met by each site (e.g., not all sites are able to provide immunizations and this could vary seasonally). At the completion of this experiential learning opportunity the student will be able to be more knowledgeable, skillful and /or principled by being able to: 1. Describe the roles and responsibilities of pharmacists in the ambulatory care practice setting. (Knowledge) 2. Carry out duties, as it pertains to pharmacy, in accordance with legal, ethical, social, economic, and professional guidelines. (Knowledge/Skillful/Principled) 3. Collect and analyze pertinent data from the literature, medical chart, the patient, other health care providers, or other sources as needed to provide patient care. (Knowledge/Skillful) 4. Conduct patient interviews to assess a patient s medical needs. (Knowledge/Skillful) 5. Discuss and/or demonstrate the administration of intramuscular, subcutaneous, intravenous, rectal, inhaled and topical medications. (Knowledge/Skillful) 6. Describe and/ or apply the general principles of immunizations, including appropriate schedules as well as immunizations required in specific patient populations. (Knowledge/Skillful) 7. Provide point-of-care services and counsel patients on specific results. (Knowledge/Skillful) 8. Educate patients on how to self-monitor using commonly prescribed monitoring devices. (Knowledge/Skillful) 9. Perform physical assessment skills as relevant to practice site (i.e. blood pressure, weight, height, etc.). (Knowledge/Skillful) 10. Identify, prioritize, and report drug related problems, adverse drug reactions, medication errors, drug interactions, and recommend strategies to resolve or avoid such issues. (Knowledge/Skillful) 34

35 11. Describe the patient s pharmacotherapy (e.g., noting trade/generic names, monitoring, available dosage forms, pharmacologic classification and appropriate indications and dosage regimens). (Knowledge) 12. Appropriately develop and monitor a patient specific therapeutic pharmaceutical care plan using patient interview, medical history, assessment and application of pharmacologic, pharmacokinetic and therapeutic principles. (Knowledge/Skillful) 13. Suggest appropriate monitoring parameters for drug therapy and control of particular disease states. (Knowledge/Skillful) 14. Utilize available guidelines, protocols, medication policies, critical pathways and/or other forms of evidence-based medicine (i.e. primary literature) in order to recommend appropriate evidence-based and cost-effective treatments. (Knowledge/Skillful) 15. Accurately and professionally document clinical interventions in patient medical records in a timely manner, using the method established by the clinic/site (e.g., SOAP note, etc.) (Knowledge/Skillful) 16. Describe the impact of a medical problem and/or drug or non-drug treatment on the quality of life of a selected patient. (Knowledge) 17. Provide counseling to patient and/or caregivers relative to proper therapeutic self-care management, therapeutic treatment plan, and/or proper use of medical goods and devices. (Knowledge/Skillful) 18. Effectively counsel patients on medication use including: route, dose, side effects, drug interactions, and duration of therapy, safe storage, and compliance. (Knowledge/Skillful) 19. Demonstrate strategies to effectively communicate with persons who have barriers or disabilities (i.e., financial barriers, those who are non-english speaking, aphasic, visually or hearing impaired, distracted, disgruntled, etc.). (Knowledge/Skillful) 20. Discuss clinical issues that arise outside the scope of the clinical pharmacist with the primary care provider or appropriate member of the health care team. (Knowledge/Skillful) 21. Retrieve, analyze, and interpret the professional, lay, and scientific literature to make informed, rational, and evidence-based decisions. (Knowledge/Skillful) 22. Complete a minimum of one formal presentation to the preceptor(s), students, and/ or health care team. This could also be counted towards longitudinal APPE PHRM 767course requirement. (Knowledge/Skillful). Presentations may include but is not limited to: a journal club presentation on a preceptor approved article from primary literature, a brief presentation on a current ambulatory topic/ disease state including: pathophysiology, pharmacologic therapy, and current primary literature a case presentation reviewing the presentation and clinical course of a patient followed during the advanced practice experience Topic(s) must be pre-approved and the oral presentation should be supplemented with a formal handout, and or other visual aids when applicable. 23. Provide medication therapy management and/or medication reconciliation services in accordance to national guidelines and standards. Students are to complete, a minimum of one Medication Therapy Management consultation, documenting a personal medication record, medication action plan, and plans for follow-up and referral. (Students are expected to complete five (5) MTM for the longitudinal APPE course requirement and 35

36 submit to OEE. Please see student APPE manual/ PHRM 767 syllabus for more specifics.) (Knowledge/Skillful) 24. Respond to drug information requests in an accurate, efficient, and timely manner under the supervision of the preceptor. It is recommended that minimally one Drug Information question be answered and documented completely, assessed by preceptor and submitted as a longitudinal DI course requirement. (Knowledge/Skillful) 25. Design, develop, and present educational materials tailored to the needs and educational background of a given audience (i.e., patients, nursing staff, physicians, residents, students, pharmacists, etc.). This will be contingent on site-specific requirements. (Knowledge/Skillful) 26. Self-assess attainment of course outcomes. (Skillful/Principled) 27. Complete all assessment and time-tracking activities, established by OEE. (Skillful/Principled) 28. Assist with on-going research and administrative projects, when applicable. 29. Assist with teaching assignments/ case presentation at pharmacy school, when applicable for faculty-led experiences. Topics Will vary depending on setting ' Core Competencies The following major disease sates/conditions may be encountered in the ambulatory care APPE: Diabetes Mellitus (Types 1 and 2, gestational diabetes) Allergic Rhinitis Antiplatelet Pharmacotherapy Arthritis Asthma Chronic Obstructive Pulmonary Disease Depression & Anxiety Disorders Dyslipidemia Gout Heart Failure Hypertension Men s Health (Erectile Dysfunction, Benign Prostatic Hypertrophy) Osteoporosis Pain Management Peptic Ulcer Disease/GERD/Gastrointestinal Bleeding Prophylaxis Primary/Secondary Prevention of Cardiovascular Disease Sexually Transmitted Infections Skin and Soft-Tissue Infections Thromboembolic Disorders & Anticoagulation Thyroid Disorders 36

37 Upper & Lower Respiratory Tract Infections Urinary Tract Infections Vaccine Criteria and Recommendations Women s Health (Contraception, Pregnancy & Lactation) Other topics specific to the type of ambulatory care practice. 37

38 Community APPE Course Description This Advanced Pharmacy Practice Experience (APPE) will primarily involve direct patient care experiences that build on the introductory experiences. This is one of eight experiences offered during the P4 year. The experience is designed to expand students knowledge and practice skills needed to perform activities commonly encountered in a community pharmacy practice setting. Activities commonly included in this experience include: providing pharmaceutical care, identifying potential drug-related problems, managing a community pharmacy, managing medication use systems, promoting public health, communicating drug information and education. Course Objectives Understanding that each community pharmacy site varies in specific practice experiences, these objectives are to be completed if the site can provide the opportunity to the student. In some cases, not all objectives will be able to be met by each site. At the completion of this experiential learning opportunity the student will be able to be more knowledgeable, skillful and /or principled by being able to: 4. Describe the roles and responsibilities of pharmacists in community setting. (Knowledge) 5. Obtain and interpret patient information taking into account cultural, social, educational, economic, and other patient-specific factors to determine medication use (OTC, herbal and prescription), adherence, presence of a disease, and drug-related problem(s) e.g., drug allergies, and allergic reactions. (Skillful/Principled/Knowledgeable) 6. Assess the appropriateness of a patient s specific pharmacotherapeutic agents, dosing regimens, dosage forms, routes of administration, and delivery systems. (Knowledgeable) 7. Promote the importance of health, wellness, disease prevention, disease management, and medication adherence to optimize patient outcomes. (Knowledgeable/Principled) 8. Evaluate patient information for drug-related problems; assess urgency and risk associated with drug-related problems. (Skillful) 9. Describe the mechanism of common drug interactions clarifying which are clinically significant and important for patients and healthcare providers to be aware of. (Knowledgeable) 10. Accurately prepare and dispense medications, verify information is correct and evaluate acceptability and accuracy of a prescription based on patient specific data. (Skillful/Knowledgeable) 11. Accurately complete pharmaceutical calculations and apply mathematical principles in pharmacy practice. (Skillful/Knowledgeable) 12. Use effective written, visual, verbal and nonverbal communication skills to provide patient (or caregiver) education of prescription and OTC medications (including alternative therapies). 13. Explain and participate in inventory management and purchasing including ordering, receiving and returning merchandise. (Skillful) 38

39 14. Administer medications where practical and consistent with the practice environment and where legally permitted. (Skillful) 15. Identify and report any medication errors and adverse drug reactions. (Skillful) 16. Educate the public and health care professionals regarding medical conditions, wellness, dietary supplements, durable medical equipment, and medical and drug devices. (Skillful/Knowledgeable) 17. Work with technology used in community practice such as computer physician order entry, bar coding, etc. (Skillful) 18. Participate in the design, development, marketing and reimbursement process for new patient services. (Skillful) 19. Recommend prescription and nonprescription medications, dietary supplements, diet, nutrition, traditional nondrug therapies, and complementary and alternative therapies. (Skillful/Knowledgeable) 20. Carry out duties in accordance with legal, ethical, social, economic, and professional guidelines as it pertains to pharmacy. (Principled) 21. Perform verification of a prescription order for completeness and legality. (Skillful/Knowledgeable) 22. Evaluate the unique cultural and socioeconomic situation of patients as pertinent to health literacy and patient counseling. (Skillful/Principled) 23. Develop a plan for monitoring patient progress based on the treatment plan. (Skillful/Knowledgeable) 24. Evaluate point-of-care monitoring parameters (e.g. blood glucose, peak flow meters) when appropriate and perform disease-specific physical assessment. (Skillful/Knowledgeable) 25. Triage and refer patients appropriately within the pharmacist s scope of practice working with other healthcare professionals for continuity of care. (Skillful/Knowledgeable) 23. Complete a minimum of one formal presentation to the preceptor(s), students, and/ or health care team. This could also be counted towards longitudinal APPE PHRM 767course requirement. (Knowledge/Skillful). Presentations may include but is not limited to: a journal club presentation on a preceptor approved article from primary literature, a brief presentation on a current ambulatory topic/ disease state including: pathophysiology, pharmacologic therapy, and current primary literature a case presentation reviewing the presentation and clinical course of a patient followed during the advanced practice experience Topic(s) must be pre-approved and the oral presentation should be supplemented with a formal handout, and or other visual aids when applicable. 24. Provide medication therapy management and/or medication reconciliation services in accordance to national guidelines and standards. Students are to complete, a minimum of one Medication Therapy Management consultation, documenting a personal medication record, medication action plan, and plans for follow-up and referral. (Students are expected to complete five (5) MTM for the longitudinal APPE course requirement and submit to OEE. Please see student APPE manual/ PHRM 767 syllabus for more specifics.) (Knowledge/Skillful) 39

40 25. Respond to drug information requests in an accurate, efficient, and timely manner under the supervision of the preceptor. It is recommended that minimally one Drug Information question be answered and documented completely, assessed by preceptor and submitted as a longitudinal DI course requirement. (Knowledge/Skillful) 26. Design, develop, and present educational materials tailored to the needs and educational background of a given audience (i.e., patients, nursing staff, physicians, residents, students, pharmacists, etc.). This will be contingent on site-specific requirements. (Knowledge/Skillful) 27. Self-assess attainment of course outcomes. (Skillful/Principled) 28. Complete all assessment and time-tracking activities, established by OEE. (Skillful/Principled) 29. Assist with on-going research and administrative projects, when applicable. 30. Assist with teaching assignments/ case presentation at pharmacy school, when applicable for faculty-led experiences. Topics Will vary depending on setting Core Competencies The following major disease sates/conditions may be encountered in the community APPE: Diabetes Mellitus (Types 1, 2, and gestational) Dyslipidemia Hypertension Over the counter-self-care and Herbal products Asthma 40

41 HOSPITAL/ INSTITUTIONAL APPE Course Description This Advanced Pharmacy Practice Experience (APPE) will primarily involve experiences that build on the introductory experiences. This is one of eight experiences offered during the P4 year. The Hospital Pharmacy Practice Rotation is an inpatient hospital experience in an approved hospital pharmacy, which provides experience in the provision of pharmaceutical care in an acute inpatient setting. Emphasis is placed on the preparation, distribution and control of medications, medication monitoring, and the ability to communicate with other health care professionals. Course Objectives At the completion of this experiential learning opportunity the student will be able to be more knowledgeable, skillful and /or principled by being able to: 1. Describe the roles and responsibilities of pharmacists in the hospital setting. (Knowledge) 2. Carry out duties, as it pertains to pharmacy, in accordance with legal, ethical, social, economic, and professional guidelines. (Knowledge/Skillful/Principled) 3. Prepare and check original and continuing medication orders accurately and appropriately. This includes drug product selection and evaluation for individual patients, taking into consideration dosing, disease, age, weight, contraindications, allergies, and labs (when appropriate).(knowledge/skillful) 4. Demonstrate good aseptic technique to compound sterile dosage forms and IV medications. (Knowledge/Skillful) 5. Utilize and maintain patient medication profiles to monitor and evaluate drug therapy as well as identify drug-related problems. (Skillful) 6. Collect and analyze pertinent data from the literature, medical chart, the patient, other health care providers, or other sources as needed to provide patient care. (Knowledge/Skillful) 7. Conduct patient interviews to assess a patient s medical needs. (Knowledge/Skillful) 8. Identify, prioritize, and report drug related problems, adverse drug reactions, medication errors, drug interactions, and recommend strategies to resolve or avoid such issues. (Knowledge/Skillful) 9. Describe the patient s pharmacotherapy (e.g., noting trade/generic names, monitoring, available dosage forms, pharmacologic classification and appropriate indications and dosage regimens). (Knowledge) 10. Appropriately develop and monitor a patient specific therapeutic pharmaceutical care plan using patient interview, medical history, assessment and application of pharmacologic, pharmacokinetic and therapeutic principles. (Knowledge/Skillful) 11. Suggest appropriate monitoring parameters for drug therapy and control of disease states. (Knowledge/Skillful) 12. Utilize available guidelines, protocols, medication policies, critical pathways and/or other forms of evidence-based medicine (i.e. primary literature) to recommend appropriate evidence-based and cost-effective treatments. (Knowledge/Skillful) 41

42 13. Accurately and professionally document clinical interventions in patient medical records in a timely manner, using the method established by the clinic/site (e.g., SOAP note, etc.) (Knowledge/Skillful) 14. Describe the impact of a medical problem and/or drug or non-drug treatment on the quality of life of a selected patient. (Knowledge) 15. Provide counseling to patient and/or caregivers relative to proper therapeutic self-care management, therapeutic treatment plan, and/or proper use of medical goods and devices. (Knowledge/Skillful) 16. Effectively counsel patients on medication use including: route, dose, side effects, and drug interactions, duration of therapy, safe storage, and compliance. (Knowledge/Skillful) 17. Demonstrate strategies to effectively communicate with persons who have barriers or disabilities (i.e., financial barriers, those who are non-english speaking, aphasic, visually or hearing impaired, distracted, disgruntled, etc.). (Knowledge/Skillful) 18. Discuss clinical issues that arise outside the scope of the clinical pharmacist with the primary care provider or appropriate member of the health care team. (Knowledge/Skillful) 19. Retrieve, analyze, and interpret the professional, lay, and scientific literature to make informed, rational, and evidence-based decisions. (Knowledge/Skillful) 20. Complete a minimum of one formal presentation to the preceptor(s), students, and/ or health care team. This could also be counted towards longitudinal APPE PHRM 767course requirement. (Knowledge/Skillful). Presentations may include but is not limited to: a journal club presentation on a preceptor approved article from primary literature, a brief presentation on a current ambulatory topic/ disease state including: pathophysiology, pharmacologic therapy, and current primary literature a case presentation reviewing the presentation and clinical course of a patient followed during the advanced practice experience Topic(s) must be pre-approved and the oral presentation should be supplemented with a formal handout, and or other visual aids when applicable. 21. Provide medication therapy management and/or medication reconciliation services in accordance to national guidelines and standards. Students are to complete, a minimum of one Medication Therapy Management consultation, documenting a personal medication record, medication action plan, and plans for follow-up and referral. (Students are expected to complete five (5) MTM for the longitudinal APPE course requirement and submit to OEE. Please see student APPE manual/ PHRM 767 syllabus for more specifics.) (Knowledge/Skillful) 22. Respond to drug information requests in an accurate, efficient, and timely manner under the supervision of the preceptor. It is recommended that minimally one Drug Information question be answered and documented completely, assessed by preceptor and submitted as a longitudinal DI course requirement. (Knowledge/Skillful) 23. Design, develop, and present educational materials tailored to the needs and educational background of a given audience (i.e., patients, nursing staff, physicians, residents, students, pharmacists, etc.). This will be contingent on site-specific requirements. (Knowledge/Skillful) 42

43 24. Self-assess attainment of course outcomes. (Skillful/Principled) 25. Complete all assessment and time-tracking activities, established by OEE. (Skillful/Principled) 26. Assist with on-going research and administrative projects, when applicable. 27. Assist with teaching assignments/ case presentation at pharmacy school, when applicable for faculty-led experiences. Topics Will vary depending on setting Core Competencies The following major disease sates/conditions may be encountered in the hospital/institutional APPE: Medication dose adjustments for renally excreted drugs Pharmacokinetic dosing Antibiotic selection and dosing Parenteral nutrition Insulin dosing Unfractionated heparin dosing LMW Heparin dosing Coumadin dosing Weight-based dosing calculations (adults and peds) 43

44 ACUTE CARE APPE Course Description This Advanced Pharmacy Practice Experience (APPE) will primarily involve direct patient care experiences that build on the introductory experiences. This is one of eight experiences offered during the P4 year. The experience is designed to expand students knowledge and practice skills needed to perform activities commonly encountered in an acute care pharmacy practice setting. Activities commonly included in this experience include: practicing as part of multidisciplinary team, obtaining patient medical and medication histories, developing and updating pharmacy care plans, participating in formulary processes, and providing education to patients and other health care professionals. Course Objectives Understanding that each acute care site varies in specific practice experiences, these objectives are to be completed if the site has the ability to provide the opportunity to the student. In some cases, not all objectives will be able to be met by each site. At the completion of this experiential learning opportunity the student will be able to be more knowledgeable, skillful and /or principled by being able to: 1. Describe the roles and responsibilities of pharmacists in the acute care/internal medicine practice setting. (Knowledge) 2. Carry out duties in accordance with legal, ethical, social, economic, and professional guidelines as it pertains to pharmacy. (Knowledge/Principled) 3. Collect and analyze pertinent data from the medical chart, the patient, other health care providers, or other sources as needed to provide patient care. (Knowledge/Skillful) 4. Develop and analyze clinical drug guidelines as they pertain to disease state management. (Knowledge/Skillful) 5. Identify and prioritize medical problems in the acute care/internal medicine setting. (Knowledge/Skillful) 6. Appropriately develop and monitor a patient specific therapeutic plan using patient interview, medical history, assessment and application of pharmacologic, pharmacokinetic and therapeutic principles. (Knowledge/Skillful) 7. Utilize available guidelines, protocols, medication policies, critical pathways and/or other forms of evidence-based medicine (i.e. primary literature) to recommend appropriate evidence-based and cost-effective treatments. (Knowledge/Skillful) 8. Identify different reimbursement programs available to patients including when facilitating hospital discharge. (Knowledge) 9. Describe the impact of a medical problem and/or drug or non-drug treatment on the quality of life of a selected patient. (Knowledge) 10. Participate in the health system s formulary process. (Skillful) 11. Conduct patient interviews to assess a patient s medical needs. (Skillful) 12. Discuss and/or demonstrate the administration of intramuscular, subcutaneous, intravenous, rectal, inhaled and topical medications. (Knowledge/Skillful) 13. Perform physical assessment skills as relevant to practice site. (Skillful) 44

45 14. Describe the patient s pharmacotherapy, noting trade/generic names, available dosage forms, pharmacologic classification and appropriate indications and dosage regimens. (Knowledge) 15. Recognize possible drug effects, adverse effects or drug interactions and recommend appropriate management. (Knowledge/Skillful) 16. Accurately and professionally document clinical interventions in patient medical records in a timely manner, including the effective use of SOAP notes. (Skillful) 17. Provide counseling to patient and/or caregivers relative to proper therapeutic self-care management, therapeutic treatment plan, and/or proper use of medical goods and devices. (Knowledge/Skillful) 18. Effectively counsel patients on medications use including: route, dose, side effects, and drug interactions, duration of therapy, safe storage, and compliance. (Knowledge/Skillful) 19. Demonstrate strategies to effectively communicate with persons who have barriers such as those who are non-english speaking, aphasic, hard-of-hearing, distracted, or disgruntled. (Knowledge/Skillful) 20. Discuss clinical issues that arise outside the scope of the clinical pharmacist with the primary care provider or appropriate member of the health care team. (Skillful) 21. Complete a minimum of one formal presentation to the preceptor(s), students, and/ or health care team. This could also be counted towards longitudinal APPE PHRM 767course requirement. (Knowledge/Skillful). Presentations may include but is not limited to: a journal club presentation on a preceptor approved article from primary literature, a brief presentation on a current ambulatory topic/ disease state including: pathophysiology, pharmacologic therapy, and current primary literature a case presentation reviewing the presentation and clinical course of a patient followed during the advanced practice experience Topic(s) must be pre-approved and the oral presentation should be supplemented with a formal handout, and or other visual aids when applicable. 22. Provide medication therapy management and/or medication reconciliation services in accordance to national guidelines and standards. Students are to complete, a minimum of one Medication Therapy Management consultation, documenting a personal medication record, medication action plan, and plans for follow-up and referral. (Students are expected to complete five (5) MTM for the longitudinal APPE course requirement and submit to OEE. Please see student APPE manual/ PHRM 767 syllabus for more specifics.) (Knowledge/Skillful) 23. Respond to drug information requests in an accurate, efficient, and timely manner under the supervision of the preceptor. It is recommended that minimally one Drug Information question be answered and documented completely, assessed by preceptor and submitted as a longitudinal DI course requirement. (Knowledge/Skillful) 24. Design, develop, and present educational materials tailored to the needs and educational background of a given audience (i.e., patients, nursing staff, physicians, residents, students, pharmacists, etc.). This will be contingent on site-specific requirements. (Knowledge/Skillful) 25. Self-assess attainment of course outcomes. (Skillful/Principled) 45

46 26. Complete all assessment and time-tracking activities, established by OEE. (Skillful/Principled) 27. Assist with on-going research and administrative projects, when applicable. 28. Assist with teaching assignments/ case presentation at pharmacy school, when applicable for faculty-led experiences. Topics Will vary depending on setting Core Competencies The following major disease sates/conditions may be encountered in the internal medicine/acute care APPE: Diabetes Mellitus (Types 1 and 2) Asthma/COPD Infectious Diseases (such as community acquired pneumonia, hospital acquired pneumonia, acute bronchitis, urinary tract infection, cellulitis, bacteremia, and meningitis) Cardiovascular: Hypertension, congestive heart failure, ischemic heart disease, thromboembolism Anemia Pain Management Acute and chronic renal failure 46

47 Course Description ELECTIVE APPE PATIENT CARE This Advanced Pharmacy Practice Experience (APPE) will primarily involve direct patient care experiences that build on the introductory experiences. This is one of eight experiences offered during the P4 year. The experience is designed to expand students knowledge and practice skills needed to perform activities commonly encountered in a unique pharmacy practice setting. Activities will vary among specific sites. Course Objectives Understanding that each elective experience varies, the preceptor will develop specific objectives that are unique to the experiential site, helping the student meet outcomes set for APPE. Objectives should help the student become more knowledgeable, skillful and /or principled. Topics Will vary depending on setting Core Competencies Will vary depending on setting Course Description ELECTIVE APPE NON-PATIENT CARE This Advanced Pharmacy Practice Experience (APPE) will primarily involve non-direct patient care experiences that build on the introductory experiences. This is one of eight experiences offered during the P4 year. The experience is designed to expand students knowledge and practice skills needed to perform activities commonly encountered in a unique pharmacy practice setting. Activities will vary among specific sites. Course Objectives Understanding that each elective experience varies, the preceptor will develop specific objectives that are unique to the experiential site, helping the student meet outcomes set for APPE. Objectives should help the student become more knowledgeable, skillful and /or principled. Topics Will vary depending on setting Core Competencies Will vary depending on setting 47

48 Forms 48

49 Regis SOP APPE Student Pre-Assessment of Self- Day 1 of Rotation This coursework is auto-generated to student by E*Value to be completed prior to each rotation. Once the student completes and submits the form in E*Value it will be routed to the preceptor for review and final submission. 49

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51 Regis SOP APPE Preceptor/Student Orientation Checklist This coursework is auto-generated to the student by E*Value to be completed at the beginning of each APPE rotation. Students should review all items listed with the preceptor on the first day of rotation. Once the student completes and submits the form in E*Value it will be routed to the preceptor for review and final submission. 51

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53 Regis SOP APPE Preceptor Mid-Point Assessment of Student Form This evaluation will be auto-generated to the preceptor by E*Value to complete. This form can be used to provide the student with feedback, strengths or areas of improvement for that current rotation. (Please complete through E*Value. If you need to submit this form manually, please contact OEE.) Please review the student's performance at mid-term and evaluate their strengths and opportunities for improvement which you feel the student must achieve. Strengths: (Question 1 of 5 - Mandatory ) Opportunities for improvement: (Question 2 of 5 - Mandatory ) Is the student in danger of failing this Experience? (Question 3 of 5 - Mandatory, Confidential ) No Yes Please comment if YES (Question 4 of 5, Confidential ) I have reviewed student's plan of action: (Question 5 of 5 - Mandatory ) N/A No Yes Review your answers in this evaluation. If you are satisfied with the evaluation, click the SUBMIT button below. Once submitted, evaluations are no longer available for you to make further changes. 53

54 Regis SOP APPE Preceptor and Student Assessment of Student- Final Form This evaluation will be auto-generated. Both the preceptor and the student will receive identical forms from E*Value as an Evaluation to complete. The evaluation will be utilized to calculate the student s final APPE grade. (Please complete through E*Value. If need to submit manually, please contact OEE.) *NOTE: If rotation is Academic, Administrative or Research in origin, the preceptor may use an alternative assessment (see Regis SOP APPE Preceptor Final Assessment of Student on Academic/Administrative/ Research Rotation forms under Additional Forms) Evaluation Criteria ES Exceeds Standard-Student consistently/independently completes all tasks: confident/automatic use of knowledge/skills MS Meets Standard-Student requires limited prompting to complete complex tasks; independently completes basic/routine tasks PMS Partially Meets Standard -Student requires guidance/directed questioning to complete complex tasks; independently completes basic tasks DNMS Does Not Meet Standard-Student unable to satisfactorily complete basic/routine tasks despite directed questioning. (Question 1 of 16 - Mandatory ) Professional Behavior (20% of Grade) ES MS PMS DNMS N/A Exhibits a professional demeanor Displays a professional appearance Exhibits a positive attitude Demonstrates a willingness to learn Protects and maintains confidentiality with patients and providers Exhibits critical thinking skills/problem solving skills Portrays management, organization and leadership skills Completes assignments and other projects in a timely manner Demonstrates collaboration and works well on a team Displays competency in handling confrontational situations and conflict management Accepts responsibility and is accountable for their actions 54

55 Knows and adheres to pharmacy law in addition to understands and follows proper ethical behavior Attends the required hours or classes, is punctual, and does not ask for special accommodations to their schedule or to leave early Seeks and accepts all types of feedback, then incorporates the feedback in order to optimize learning and improve performance Respects the diversity of race, gender, religion, sexual orientation, age, disability or socioeconomic status of all people Comments on overall Professional Behavior skills: (Question 2 of 16 ) (Question 3 of 16 - Mandatory ) Patient Care Skills (40% of Grade) ES MS PMS DNMS N/A Review medication list for appropriate indications, dosages, potential ADR, and/or economic impact. Obtains and understands the complete medication history Conducts or participates in physical assessment activities when appropriate Defines and prioritizes drug related problems Provides an understanding of pathophysiology knowledge Demonstrates pharmacology knowledge of mechanism of action, drug interactions, and rationale for dosage formulations Performs dosage and kinetic calculations Develops a patient specific pharmaceutical care plan to educate the patient following the collection of evidence and patient data Implements patient care plans promptly, efficiently, and accurately Effectively documents patient care activities (e.g. Phone order new script, accurate patient charting, transferring scripts, proper 55

56 formula for compound) in an organized and timely manner Prepares compounds, administers, and/or dispenses drug products consistent with patient needs Demonstrates the ability to manage business, social and administrative aspects of pharmacy practice Comments on overall patient care skills: (Question 4 of 16 ) (Question 5 of 16 - Mandatory ) Drug Information Skills (10% of Grade) ES MS PMS DNMS N/A Completes a drug information response that is accurate and appropriate Critically analyzes and evaluates biomedical literature Utilizes literature and resources appropriately to solve problems Reviews or prepares at least one written assignment such as a bulletin, newsletter, or patient education handout Recognizes medication errors; knows how to report and analyze the information Discusses the steps or completes a submission of at least one ADR/ADE Comments on overall Drug Information Skills: (Question 6 of 16 ) (Question 7 of 16 - Mandatory ) Communication Skills (15% of Grade) ES MS PMS DNMS N/A 56

57 Communicates effectively and professionally with patients and caregivers, (introduces self, asks open-ended questions, uses appropriate terminology for recipient, avoids medical jargon, provides clear instructions) Communicates effectively with the team, staff and other health care professionals in the healthcare site, (introduces self, displays appropriate demeanor, asks appropriate questions) Identifies and overcomes possible barriers in communication, (environmental, cultural or health literacy barriers) Listens with empathy and compassion then tailors communication appropriately Communicates with confidence, (proper tone of voice, language, proper phone etiquette, pronunciation and appropriate nonverbal behaviors) Demonstrates good written communication abilities (appropriate grammar/spelling, etiquette, pharmacy specific documentation) Displays effective communication skills to or with a group and is able to present all the pertinent material in an organized manner for the audience Comments on overall communication skills: (Question 8 of 16 ) (Question 9 of 16 - Mandatory ) Other Activities/Performance Review (15% of Grade) ES MS PMS DNMS N/A MTM Consultations End-of-Block Exam Wellness Event based on patient demographics to support public health Compounding technique Academic leadership (mentoring students, classroom preparation) 57

58 Research skills Drug monograph prepared for formulary consideration Completes a journal club or article report properly cited with evidence Completes a Power Point or oral presentation properly cited with evidence (Question 10 of 16 ) 1. If Other Activities, please specify: ES MS PMS DNMS N/A Comments on student activities: (Question 11 of 16 ) (Question 12 of 16 ) Professional Behavior Score Patient Care Skills Score Student Score Multiplier Total Drug Information Skills Score Communication Skills Score Other Activities Score Multiplier Total Score (Question 13 of 16 ) 58

59 Multiplier Total Score Immediate Learning Needs (Question 14 of 16 ) (Brief descriptions of how student can improve in any area of practice) Long Term Learning Needs (Question 15 of 16 ) General Comments (Question 16 of 16 ) Review your answers in this evaluation. If you are satisfied with the evaluation, click the SUBMIT button below. Once submitted, evaluations are no longer available for you to make further changes. 59

60 Regis SOP APPE Student Assessment of Preceptor and Site- Final Form This evaluation is auto-generated to student by E*Value to be completed during the last week of each rotation. Upon completion and submission by the student it will be available for OEE review. (Final Preceptor Assessments of Student evaluations cannot be viewed unless this form has been completed.) Please read each of the statements carefully, and then indicate your level of agreement or disagreement. This must be completed before viewing Preceptor Assessment of Student- Final and should be completed before beginning next rotation or graduation. (Question 1 of 3 - Mandatory ) Evaluation of Primary Preceptor: Strongly Disagree Disagree Agree Strongly Agree N/A Communicated clearly goals and objectives of the experience. Reviewed the preceptor's expectations with me (e.g., course outcomes, portfolio, and mid-term review). Introduced me to the other personnel, provided directions, and contact information. Reviewed my abilities and needs, on a continuous basis and inquired about career goals. Gave me specific assignments. Provided a calendar for specific tasks (i.e., scheduled meetings and presentations). Emphasized performance standards (i.e., my daily responsibilities, reporting medicationrelated problems, patient history, MTM, journal club). My preceptor was sufficiently accessible to facilitate attainment of objectives. My preceptor spent sufficient time with me to guide me through the experiences. Stimulated problem solving through interaction. Had an organized approach to precepting. Treated me with respect. Promoted an environment conducive for 60

61 independent learning. Provided me with feedback on my performance frequently and in a timely manner. Acknowledged my strengths and worked with me to improve my areas of weakness. Rated my performance based on interactions and feedback from other professionals. My preceptor had qualities of a good role model. (Question 2 of 3 - Mandatory ) Evaluation of Site: Strongly Disagree Disagree Agree Strongly Agree N/A The site provided sufficient opportunity for me to meet all objectives. The site provided an opportunity to collaborate with other professionals. Resources were adequate to complete the experiential objectives. Site was conducive to learning. Site was staffed appropriately which allowed me ample time to achieve all course objectives. In the space provided, please identify the primary strengths and suggestions for enhancement of the Experiential site and the instructor. Please make specific comments on the following: (Question 3 of 3 - Mandatory ) Site Strengt hs and Suggest ions for Enhanc ement: Precept or Strengt hs and Suggest ions for Enhanc 61

62 ement: Review your answers in this evaluation. If you are satisfied with the evaluation, click the SUBMIT button below. Once submitted, evaluations are no longer available for you to make further changes. 62

63 Regis SOP Conflict of Interest Form This form, found on the E*Value homepage, is used by the student/preceptor to notify OEE in the event of a conflict of interest. Students must fill it out the form, have the preceptor sign the form and send this form to OEE. 63

64 Regis SOP APPE Absence Report Form This form is available in E*Value under Initiate Ad hoc Evaluations. (Click on the Evaluations tab and select Initiate Ad hoc Evaluations.) 64

65 Regis SOP APPE Professional Activity or Interview Absence Request Form This form is available in E*Value under Evaluations. (Click on the Evaluations tab and select Initiate Ad hoc Evaluations.) 65

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67 Praise Card About An Educator This form is available in E*Value under Initiate Ad hoc Evaluations. (Click on the Evaluations tab and select Initiate Ad hoc Evaluations.) The form is intended to identify extraordinary preceptors that go above and beyond during an APPE rotation. 67

68 Concern Card About An Educator This form is available in E*Value under Initiate Ad hoc Evaluations. (Click on the Evaluations tab and select Initiate Ad hoc Evaluations.) The form is intended to confidentially identify concerns about preceptors during APPE rotations by the student to the OEE team. 68

69 Preceptor of the Year Award Nomination Form This form is available in E*Value under Initiate Ad hoc Evaluations (Click on the Evaluation tab and select Initiate Ad hoc Evaluations.) 69

70 Praise Card About A Student This form is available in E*Value under Initiate Ad hoc Evaluations (Click on the Evaluation tab and select Initiate Ad hoc Evaluations.) The form is intended to identify extraordinary students that go above and beyond during an APPE rotation. 70

71 Concern Card About A Student This form is available in E*Value under Initiate Ad hoc Evaluations (Click on the Evaluation tab and select Initiate Ad hoc Evaluations.) The form is intended to confidentially identify concerns about students during APPE rotations by the preceptor to the OEE team. 71

72 Student of the Year Award Nomination Form This form is available in E*Value under Initiate Ad hoc Evaluations (Click on the Evaluation tab and select Initiate Ad hoc Evaluations.) 72

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74 Assignments 74

75 PHRM 767 Syllabus: Advanced Pharmacy Practice Experience VIII 75

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80 Student PHRM 767 Assignment Tracker 80

81 Notes: 81

82 Students: How to Access PHRM 767 D2L Online Content Below is a depiction of how the D2L home screen will look like during APPEs upon logging in. The black arrow indicates the course you should select to not only view your assignment grades, but also to also access APPE resources and educational content for the longitudinal PHRM 767 course that spans the entire APPE year. Items that can be found on D2L include things such as: Assessment of patient interview form SOAP Note Assessment Medication therapy management forms/information 82

83 Regis SOP APPE Blood Pressure Evaluation 83

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85 Regis SOP APPE Drug Information 85

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90 Regis SOP APPE Education Piece 90

91 Regis SOP APPE Journal Club 91

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95 Regis SOP APPE MTM Form 95

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98 Regis SOP APPE Topic Presentation 98

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100 Regis SOP APPE Other Activity Form 100

101 Regis SOP APPE Wellness Activity/Community Service/Service Learning Opportunity 101