LE *Orientation Preceptor(s): Davis, Jennifer L. - Primary PGY1 - Community Pharmacy (94007) Training Site: Oregon State University College of Pharmacy Status: Active Type/Duration: Core/Concentrated Block (1 month) Time: Four 40 hour weeks (8 hour days) in July Description: Prior to beginning independent staffing/operations and ambulatory care experiences for the residency, there will be an orientation period during the month of July (4 weeks). This time will be devoted to familiarizing the residents to the operations of the residency program along with their practice sites- Oregon State University College of Pharmacy (OSU-COP), Salud Medical Center (SMC), Community Health Centers of Linn/Benton Counties (CHC) and OSU Student Health Services (SHS). The Residency Program Director (RPD) and Site Coordinators will work together to determine the orientation schedule for the resident. The resident will be responsible for completing the required employee training requirements for OSU-COP, SMC, CHC and SHS during this time period. The resident will also receive training on all pharmacy software and EMR programs used at SMC, CHC and SHS as applicable. The resident will also meet with the appropriate staff and administrators in reference to Human Resource issues. The purpose of this rotation is to introduce the resident to the objectives of each learning experience. The resident is not expected to act independently but should start to show comprehension of workflow processes, demonstrate appropriate progression towards expectations of each rotation and understand the policies and procedures of the various services provided at their sites. Role of Pharmacists: Pharmacists are educated and trained in the areas of practice for which they serve as preceptors. During orientation, residents will interact with preceptors from each of the core residency learning experiences. All preceptors utilize the four preceptor roles (i.e., instructing, modeling, coaching, facilitating). Community/Ambulatory Care preceptors serve as an integrated part of the care teams within their clinics/pharmacies and work closely with primary care providers at their clinics. Research preceptors serve as a resource for students, residents, and pharmacists alike in developing research protocols and manuscripts while also navigating the IRB process. Practice Management/Professional Development preceptors are highly engaged in the professional pharmacy community and serve as leaders within their respective organizations. Teaching/Academia preceptors are involved in didactic instruction and precepting of students enrolled in the College of Pharmacy. All preceptors involved in site orientations will provide orientation checklists that allow the resident to acquire the knowledge needed prior to patient care skills are employed. For non direct-patient care experiences the resident will be taught the steps needed for successful completion of learning activities. Preceptors in all roles will demonstrate new skills or processes while "thinking out loud" so the resident can witness the thoughts or problem-solving process of the preceptor, as well as the observable actions. Once the resident has demonstrated the ability to think through the problem solving process, the preceptor will begin coaching the resident. The
resident will perform skill(s) while being observed by the preceptor, who provides ongoing feedback during the process. When the preceptor no longer feels the need to provide corrective feedback to the resident while they perform the task at hand, they will allow the resident perform independently, while the preceptor remains available if needed and de-briefing with the resident after the fact. Core Content: The activities assigned to this learning experience were selected to help you understand your benefits and residency responsibilities and to achieve specific objectives, which in turn will help you achieve the goals assigned to the learning experience. There is not usually one discrete activity assigned to help achieve an objective and/or goal. Expectation of Learners: The resident is expected to arrive on time and dress professionally and appropriately for activities. The resident needs to communicate promptly and thoroughly by phone/text/email (when sick for example). The resident will actively participate in orientation sessions and will complete orientation assignments and PharmAcademic evaluations in a timely fashion. The resident should become familiar with all residencyrequired materials. Expected progression of resident responsibility on this learning experience: Week 1: Complete all pre-work assigned for orientation (ie. training modules, readings, etc). Participate in formal orientation to program with RPD. Week 2-3: Visit each site and review learning experience(s) applicable to each site with precptor. Begin to work on site-specific orientation checklists. Week 4: Complete site-specific orientation checklists. Resident is able to function at each site at the level of an APPE student who has completed ~2 weeks of an APPE rotation. Required Reading(s): 1. Residency Program Manual (includes purpose/practice environment; accreditation standards, competencies, goals and objectives; design of the residency program; description of required/elective Learning Experiences; evaluation strategy/process; policies, terms and conditions 2. Other readings as listed in the learning activities assigned to this learning experience for details. Site Specific Orientations: During the orientation period, the resident will begin visiting each learning experience site. Each site is expected to orient the resident to the following: 1. Introduction(s): Resident should be personally introduced to all colleagues/associates the resident will interact with at the site, including professional work experience/background. 2. Introduction to Work Area: Tour site, ensure resident knows how to use computer and phone systems. Logistics including, storage of personal items, restrooms/break areas, dress code 3. Resident review: Use entering interests and preference/learning style assessments to review resident strengths/weaknesses, go over resident previous experience in practice similar to site, and find out resident specific interest areas. 4. Role of RPh for each site: Discuss the different roles pharmacists fill at each site (ie. clinical, dispensing, administrative). 5. Goals and Objectives for each site: Go over learning activities that will support accomplishing each goal, expected outcomes for each objective, and assessment strategy. 6. Scheduling: Hours/schedule at site, calendar with deadlines, absence policy, holidays 7. Certification/Training: Intern license, specialized certification, any site required training courses 8. Legal and Regulatory Issues: HIPAA, OSHA, etc. In addition, each longitudinal learning experience has an orientation guide that the preceptors will discuss with the residents on their first day in detail.
Preceptor Interaction: The resident will spend time with the Residency Program Director (RPD) discussing expectations for the residency year and the proposed calendar. The resident and RPD will review the initial selfevaluation during this time period. The RPD will ensure the resident has adequate support and a contact person(s) to touch-base with for all required activities. The resident is expected to participate in weekly conference call meetings of the OSU Residency Conference (ie. RSD call- Residents, Site Coordinators & Director). The resident is expected to become increasingly independent throughout the residency year in managing his/her time, communicating with stakeholders and completing required activities. Communication: E-mail: Preferred route to communication to set up necessary meeting requests through calendar appointments. E-mail should be checked at least twice daily (beginning and end of work). Personal cell phone: Residents must call (no texting) preceptor for urgent/emergency personal situations. Residents may communicate non-urgent situations via text outside of office/clinic hours. Notify residency program director and call preceptor for site by 7am if unable to come to work due to illness or personal emergency. Evaluation Strategy: What type of evaluation Who When Formative + Formative Self Preceptor, Resident Daily Summative Preceptor End of Rotation Summative Self-evaluation Resident End of Rotation Preceptor, Learning Experience Evaluations Resident End of Rotation
2016 GOAL 2016 GOAL DESCRIPTION 2016 OBJ R1.1 Provide safe and R1.1.9 effective patient care services including medication management, health and wellness, immunization, and disease state management including medication management following the JCPP Pharmacists Patient Care Process. Services are provided to a diverse range of patients in collaboration with the health care team. 2016 OBJECTIVE DESCRIPTION 2016 ACTIVITY 2016 LE REPET- ITIONS T/T E (Valuing and Applying) Collaborate (O) Utilize the Principles of Team Based 1 T and communicate effectively with Healthcare AMCARE other health care team members. (https://www.nationalahec.org/pdfs/vs rt-team-based-care-principlesvalues.pdf) to write a clinic summary (Examples of VA, El Rio, etc. in document) of team based health care practices at your primary practice site. (O) Utilize and self-reflect on new learnings/practices from information learned while reading The Health Care Handbook: A Clear and Concise Guide to the United States Health Care System, 2nd Edition by Elisabeth Askin MD (Author), Nathan Moore MD (Author), Vikram Shankar (Author), William Peck MD (Preface) (O) Utilize knowledge gained from reading "Recognition of communitybased pharmacist practitioners: Essential health care providers." J Am Pharm Assoc (2003). 2016 Sep- Oct;56(5):580-3. (http://www.japha.org/article/s1544-3191(16)30649-5/pdf) to identify areas for growth and improvement of pharmacist services at clinic and
R1.2 Provide safe and effective patient care during the delivery of patient-centered dispensing. R2.1 Manage operations and services of the practice. R1.2.1 R2.1.1 R2.1.2 (Analyzing) Prior to dispensing a medication, perform an effective drug utilization review aligned with the JCPP Pharmacists Patient Care Process to identify, detect, and address therapeutic problems. (Applying) Manage dispensing and patient care services at the community-based practice site. (Applying) Participate in organizational level management activities, functions, and/or decision-making. pharmacy site and discuss with preceptor (ie. four tenets- direct patient care, team-based care delivery, patient care services management, and leadership for advancing patient care) Related articles- )http://www.pharmacytoday.org/articl e/s1042-0991(16)31227-0/pdf) and (http://www.wsparx.org/general/custo m.asp?page=ccp) (O) Discover the definition for Pharmacists' Patient Care Process (PPCP) and describe the elements of PPCP. Explain the rationale for using a consistently delivered patient care process and factors to consider when implementing PPCP. (https://www.pharmacist.com/sites/de fault/files/files/patientcareprocess.pdf) (O) Demonstrate basic competency in use after completing all formal training on pharmacy software, electronic medical records and web platforms (as available). (O) Demonstrate understanding of pharmacy policies and procedures through consistent utilization after completing review of all P&P. (O) Utilize "Optimizing Patient Safety & Reducing Medication Errors in Oregon" (http://www.oregon.gov/pharmacy/im ports/optimizingpatientsafety_10-08.pdf) to identify areas for QI and discuss with preceptor. (O) Utilize site orientation checklists for new hires/residents to complete onboarding process STAFF STAFF STAFF STAFF AMCARE 1 T 1 T 1 T 2 TE
R2.2 Demonstrate personal and professional leadership skills. R2.2.1 R2.2.2 (Valuing and Applying) Manage one s self effectively and efficiently. (Valuing and Applying) Apply a process of on-going selfevaluation and personal performance improvement. (O) Utilize policies and procedures related specifically to the residency program, ASHP accreditation, and affiliated practice sites when practicing as a pharmacy resident (O) Demonstrate ability to self-reflect by appropriately identifying and talking through strengths and opportunities for improvement pertaining to your knowledge, values, qualities, skills and behaviors with preceptors at the beginning of each Learning Experience (LE). (O) Implement an e-portfolio for documentation of Continuous Professional Development and residency learning activities (ie. presentations, plans, projects). (O) Implement an integrated system for staying current with, arranging, and storing pertinent practice-related literature (O) Practice according to clinic policies and procedures after reading disease state specific trainings and passing any examinations required for credentialing by practice site (ie. anticoagulation, oral contraception, diabetes). (O) Use information gained by completing StrengthFinders survey, VARK and H-PILS to complete selfreflection on your learning style, areas of strength/need development, short/long term career goals, and practice interests. AMCARE
R3.1 Conduct a quality improvement project in the medication use system or in a patient care service to improve care and safety. R2.2.3 R2.2.4 R2.2.5 R3.1.1 (Valuing and Applying) Demonstrate effective leadership skills and behaviors. (Valuing and Applying) Demonstrate commitment to the profession through active participation in the activities of a national, state, and/or local professional association. (Valuing and Applying) Demonstrate commitment to the community through service. (Creating) Identify the need and develop a plan for a quality improvement project focused on the medication-use process and/or patient care services. (O) Utilize Peer/Self Summative Evaluation Form to accurately selfreflect and self-assess ability to comment on strengths and areas for improvement (O) During site orientation(s), utilize a networking strategy to introduce yourself to everyone. (O) Articulate the purpose and benefits of active participation in professional associations at the local, state and national levels. (O) Identify and choose a community service organization. (O) Employ knowledge gained by completing volunteer training requirements. (O) Utilize Continuous Quality Improvement (CQI) Strategies to Optimize your Practice by NLC (https://www.healthit.gov/sites/defaul t/files/nlc_continuousqualityimprovem entprimer.pdf) and The Pharmacist's Role in Quality Improvement - ASHP (https://www.ashp.org/- /media/assets/pharmacypractice/pharmacytopics/leadership/leadership-ofprofession-pharmacists-role-qualityimprovement-guide.pdf) to explain the EHR Implementation Lifecycle and strategies for CQI (ie. PDSA, Lean, Six Sigma, Baldrige)
R3.2 Contribute to the development, implementation, and evaluation of a new pharmacy service or to the enhancement of an existing service. R3.3 Complete a practice innovation or research project that advances community-based practice using effective project management skills. R3.2.1 R3.3.1 (Creating) Identify the need and develop a business plan for a new or enhanced service. (Creating) Identify and design a practice-related project significant to community-based practice. (O) Generate ideas and identify need for a new or enhanced service(s) (can be CQI Project), perceived benefits, outcomes and resources to be used in the development of a business plan (O) Utilize APhA s Writing a Business Plan for a New Pharmacy Service (https://www.pharmacist.com/sites/de fault/files/files/mtm_writing_business_ plan.pdf) and review ASHP's Developing a Business Case for Advancing Pharmacy Services (http://www.ashpmedia.org/pai/csuite toolkit/docs/developing_a_business_c ase_for_advancing_pharmacy_practice.pptx) to explain the necessary elements of a business plan in a community pharmacy, including resources needed, compensation strategies and projected fiscal impact (O) Articulate importance of conducting research and in collaboration with project preceptors and stakeholders utilizing appropriate data and information (evidence based resources, internal/external databases, etc) to formulate a research question with relevance to practice that can be completed within residency year. (O) Complete CITI training (ie. human subjects training) and read recommended articles related to resident research projects RSCH RSCH
(O) Conduct a literature search to assess published literature related to project, to describe anticipated outcomes/benefits of implementing the service/project, and aid in designing the project by August 15th. RSCH