PHARMACY EXPERIENTIAL PLACEMENTS TOOL

HOW WELL AM I PROGRESSING: COMPETENCY GRADUATED DESCRIPTORS TOOL FOR SELF-ASSESSMENT AND FEEDBACK
What is it? Who should use it? How was it developed? A guide for assessing progress in achieving professions competencies; focuses on student characteristics in early- and late-stage placements. For self-assessment (e.g. prior to or during placements) or for preceptor feedback/discussion purposes. In workshops & in Australia-wide consultations, as part of an ALTC (Australian Learning and Teaching Council) research project.

Suggested use of the Tool

1. 2. Look at the pharmacy Functional Area (there are 8**): Practise pharmacy in a professional and ethical manner ... to ... Apply organisational skills in the practise of pharmacy. See dot points under early placement, late placement. Before starting a placement, student self-assesses (by placing ticks in the circles) in each of the 8 Functional Areas. (eg, black ticks 3 , as indicated below) Level of Support - Signicant assistance needed ... to ... Guidance (prompting, cues). Time Taken for Tasks - Signicant task time needed ... to ... Little additional time needed. Clinical Problem-solving - Has knowledge, little application ... to ... Information integrated & applied: can connect knowledge elements and apply these. Degree of Client Focus - Focused on own performance: the student is rule-bound and concentrating on themselves rather than the client in applications ... to ... Mostly client-focused: can apply processes exibly to meet client needs.

LEVEL OF SUPPORT TIME TAKEN FOR TASKS CLINICAL PROBLEM-SOLVING DEGREE OF CLIENT FOCUS
3. 4. 5. 6. 7.

3 Signicant assistance (direction)

Signicant task time needed

Minimal assistance

7 Guidance (prompting, cues)

Little additional time needed

3 7 Some additional time needed

Recognises aspects of problem-solving

3 Has knowledge, little application

Focused on own performance

3 Partly client-focused, partly self-focused

7 Information integrated & applied 7 Mostly client-focused

In the initial weeks of the placement, student discusses the tool and their self assessment and placement goals with the preceptor. Mid way through a placement, student again self assesses, using a different colour tick for each category. Preceptor separately completes tool. Discuss similarities/differences. At the end of placement, repeat steps 5,6,7 using another colour and indicator. (eg, orange crosses 7 , as indicated above)

Use the Comment box to provide clarifying remarks.

** Based on the eight competencies of the Functional Areas from the Competency Standards for Pharmacists in Australia (Pharmaceutical Society of Australia, 2003). The right side columns acknowledge the links to Internship and Newly-Registered Pharmacist, with Cues indicating that Competent status has been achieved.

Context details: Student Name: University and Program of Study: Placement Description: e.g. rst, nal, rural, hospital Purpose of Using Tool: (circle) Goals set by student: Overall Preceptor feedback:
Pre-placement self-assessment During placement self-assessment Post-placement self-assessment Preceptor feedback (interim) Preceptor feedback (nal) Other (indicate)

Functional Area 1: Practise pharmacy in a professional and ethical manner

Pharmacists practise within legal requirements, demonstrate professional integrity and act to uphold professional standards of practice and code of ethics

Developing awareness of legal, ethical and professional frameworks

Early Placement Student

With assistance & signicant additional time: maintains condentiality . . . . . complies with laws . . . . . . . follows procedures . . . . . . . behaves professionally/ethically . . . identies own learning needs . . . reects & responds to feedback . . .

Late Placement Student

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

With guidance & only some additional time: . . . . . . . . . . . . . . . & plans for further development . . . & applies learning to advance practice

I N T E R N S H I P

Newly-Registered Pharmacist COMPETENT Cues

Operates independently and efciently in identifying and applying relevant legal information, professional development needs and ethical dilemma aspects in routine contexts

LEVEL OF SUPPORT TIME TAKEN FOR TASKS CLINICAL PROBLEM-SOLVING DEGREE OF CLIENT FOCUS

Signicant assistance (direction) Signicant task time needed Has knowledge, little application Focused on own performance

Minimal assistance Some additional time needed Recognises aspects of problem-solving Partly client-focused, partly self-focused

Guidance (prompting, cues) Little additional time needed Information integrated & applied Mostly client-focused

Independence Prioritises effectively and time efcient Identies problem aspects and integrates Sufcient process skills for client focus

Comment (eg, discrepancies, areas of particular strengths, future action)

Functional Area 2: Manage work issues and interpersonal relationships in pharmacy practice
Pharmacists communicate with and provide education to individuals and groups to support optimal patient/client care and wellbeing

Developing written/oral communication skills for interacting with individuals and groups

Early Placement Student

With assistance & signicant additional time : knows and applies key principles of communication applies basic counselling protocol . . . . . . shows some awareness of client needs . . . . applies basic negotiation strategies with preceptor observes & discusses situations of conict . . . . gives presentations . . . . . . . . . . . produces accurate written records & reports . . .

Late Placement Student

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

With guidance & only some additional time: . . . . . . & adjusts; uses a conversational approach . . . & tailors according to individual situations . . . & can relate to other staff/health professionals . . . & uses some effective conict resolution strategies . . . . . .

I N T E R N S H I P

Newly-Registered Pharmacist COMPETENT Cues

Effective written and oral communication skills for various groups, monitoring impact of communication and independently planning for varied cultural situations, while seeking support in cases of complexity

LEVEL OF SUPPORT TIME TAKEN FOR TASKS CLINICAL PROBLEM-SOLVING DEGREE OF CLIENT FOCUS

Signicant assistance (direction) Signicant task time needed Has knowledge, little application Focused on own performance

Minimal assistance Some additional time needed Recognises aspects of problem-solving Partly client-focused, partly self-focused

Guidance (prompting, cues) Little additional time needed Information integrated & applied Mostly client-focused

Independence Prioritises effectively and time efcient Identies problem aspects and integrates Sufcient process skills for client focus

Comment (eg, discrepancies, areas of particular strengths, future action)

ALTC Experiential Placements in Pharmacy Project 2010

Functional Area 3: Promote and contribute to optimal use of medicines

Pharmacists in partnership with patients and other health care professionals use their unique knowledge and skills to optimise patient/client drug and health-related needs

Developing skills in therapeutic decision-making and management

Early Placement Student

With assistance & signicant additional time: identies & accesses relevant information . . . . . participates in client interaction using protocols provided processes records/information & identies various options recognises own limitations & seeks advice from preceptor

Late Placement Student

. . . . . . . . . . . . . . . .

With guidance & only some additional time: . . . & monitors & reviews drug use . . . & adapts to client needs in identifying treatment options . . . & makes several recommendations with justication . . . . . . & identies appropriate referral pathways

I N T E R N S H I P

Newly-Registered Pharmacist COMPETENT Cues

Can obtain patient history, review medication treatment, apply evidence-based guidelines, recommend changes. Assesses patient self-management and documents medication records, following up selected patients and also contributing to drug use trends information and reviews

LEVEL OF SUPPORT TIME TAKEN FOR TASKS CLINICAL PROBLEM-SOLVING DEGREE OF CLIENT FOCUS

Signicant assistance (direction) Signicant task time needed Has knowledge, little application Focused on own performance

Minimal assistance Some additional time needed Recognises aspects of problem-solving Partly client-focused, partly self-focused

Guidance (prompting, cues) Little additional time needed Information integrated & applied Mostly client-focused

Independence Prioritises effectively and time efcient Identies problem aspects and integrates Sufcient process skills for client focus

Comment (eg, discrepancies, areas of particular strengths, future action)

Functional Area 4: Dispense medicines

Pharmacists manage the drug distribution process to ensure the safety, accuracy and quality of supplied products

Developing skills in safe and accurate management of products

Early Placement Student

With assistance & signicant additional time: assesses prescription validity . . . . . . . . . . claries medication orders . . . . . . . . . . assesses appropriateness of prescribed medicines . . . follows predened systematic dispensing procedures . . carries out specic documentation tasks . . . . . . identies relevant information regarding medicines such as adverse affects, storage . . . . . . . . . . .

Late Placement Student

. . . . . . . . . . . . . . . . . . . .

With guidance & only some additional time: . . . . . . . . . . . . . . . . . . & provides information to patients as appropriate

. . . .

I N T E R N S H I P

Newly-Registered Pharmacist COMPETENT Cues

Validates prescription and claries medication orders, conrming availability and considering prescribed medicine to apply systematic dispensing procedures and maintain records

LEVEL OF SUPPORT TIME TAKEN FOR TASKS CLINICAL PROBLEM-SOLVING DEGREE OF CLIENT FOCUS

Signicant assistance (direction) Signicant task time needed Has knowledge, little application Focused on own performance

Minimal assistance Some additional time needed Recognises aspects of problem-solving Partly client-focused, partly self-focused

Guidance (prompting, cues) Little additional time needed Information integrated & applied Mostly client-focused

Independence Prioritises effectively and time efcient Identies problem aspects and integrates Sufcient process skills for client focus

Comment (eg, discrepancies, areas of particular strengths, future action)

ALTC Experiential Placements in Pharmacy Project 2010

Functional Area 5: Prepare pharmaceutical products

Pharmacists prepare formulations within the health system and quality assurance requirements

Developing skills and knowledge for product preparation

Early Placement Student

With assistance & signicant additional time: shows knowledge of ingredients, formulations, methods, equipment . . . . . . . . . . . . . . . . . . . . prepares and maintains documentation . . . . . . . . . . manufactures, labels & stores standard formulations . . . . . .

Late Placement Student

With guidance & only some additional time: . . . . . . . . . & modies & develops where no standard formulations exist

I N T E R N S H I P

Newly-Registered Pharmacist COMPETENT Cues

Identies equipment needs, develops formulations and prepares products within legislative and policy requirements and documentation, with compounding principles and aseptic techniques applied, also optimising packaging, labelling and storage

LEVEL OF SUPPORT TIME TAKEN FOR TASKS CLINICAL PROBLEM-SOLVING DEGREE OF CLIENT FOCUS

Signicant assistance (direction) Signicant task time needed Has knowledge, little application Focused on own performance

Minimal assistance Some additional time needed Recognises aspects of problem-solving Partly client-focused, partly self-focused

Guidance (prompting, cues) Little additional time needed Information integrated & applied Mostly client-focused

Independence Prioritises effectively and time efcient Identies problem aspects and integrates Sufcient process skills for client focus

Comment (eg, discrepancies, areas of particular strengths, future action)

Functional Area 6: Provide primary health care

Pharmacists provide advice and work in collaboration with other health care professionals to optimise patient/client safety and improve health outcomes

Developing skills in providing services in collaboration with other health professionals

Early Placement Student

With assistance & signicant additional time: participates in some aspects of patient primary care interaction (e.g. smoking, weight loss) . . . . . . . . . . . . shows familiarity with primary health care information . . observes primary health care activities and provision of advice & discusses options with preceptor . . . . . . . . . develops awareness of documentation . . . . . . . . gathers relevant primary health care information . . . .

Late Placement Student

. . . . . . . . . . . . . . .

With guidance & only some additional time: . . . & conducts interviews, suggests options, takes advice and feedback . . . & suggests options . . . & participates & provides health care advice . . . & completes required documentation . . . & works on some aspects of health care information programs

I N T E R N S H I P

Newly-Registered Pharmacist COMPETENT Cues

Time efcient and consistently carries out tasks for routine situations using client focus. Can develop plans and provide advice and participate in health promotion activities, while seeking support in unfamiliar and complex situations

LEVEL OF SUPPORT TIME TAKEN FOR TASKS CLINICAL PROBLEM-SOLVING DEGREE OF CLIENT FOCUS

Signicant assistance (direction) Signicant task time needed Has knowledge, little application Focused on own performance

Minimal assistance Some additional time needed Recognises aspects of problem-solving Partly client-focused, partly self-focused

Guidance (prompting, cues) Little additional time needed Information integrated & applied Mostly client-focused

Independence Prioritises effectively and time efcient Identies problem aspects and integrates Sufcient process skills for client focus

Comment (eg, discrepancies, areas of particular strengths, future action)

ALTC Experiential Placements in Pharmacy Project 2010

Functional Area 7: Provide medicines and health information and education

Pharmacists assume responsibility for accessing, retrieving, evaluating and exchanging relevant information to ensure safe and effective patient/client care

Developing awareness of frameworks required to ensure safe and effective patient/client care

Early Placement Student

With assistance & additional time: researches some aspects of relevant information . . . . . . . nds, evaluates, & synthesises research ndings and information . . . . . . . . . . . . . . . . . . identies needs when communicating relevant information to patients . . . . . . . . . . . . . . . . . . . .

Late Placement Student

With guidance & only some additional time: . . . . . . & assesses/integrates information & undertakes some aspects of information provision . . . & applies information in context using appropriate language & detail . . . & evaluates the evidence base of information provided

I N T E R N S H I P

Newly-Registered Pharmacist COMPETENT Cues

Retrieve, access relevant information and assess and integrate information, apply new information within workplace situations and in assisting patient/client care and educating members of the general public

LEVEL OF SUPPORT TIME TAKEN FOR TASKS CLINICAL PROBLEM-SOLVING DEGREE OF CLIENT FOCUS

Signicant assistance (direction) Signicant task time needed Has knowledge, little application Focused on own performance

Minimal assistance Some additional time needed Recognises aspects of problem-solving Partly client-focused, partly self-focused

Guidance (prompting, cues) Little additional time needed Information integrated & applied Mostly client-focused

Independence Prioritises effectively and time efcient Identies problem aspects and integrates Sufcient process skills for client focus

Comment (eg, discrepancies, areas of particular strengths, future action)

Functional Area 8: Apply organisational skills in the practise of pharmacy

Pharmacists apply knowledge, principles and skills of management with the goal of optimising patient/client care and inter-professional relationships

Developing awareness of management processes

Early Placement Student

With assistance & signicant additional time: has materials ready and is on time for sessions . . . . . carries out specic responsibilities reliably, respects facilities/ materials, adopts appropriate dress/behaviour . . . . . observes supervision approaches used by preceptors & others negotiates tasks & shares ideas, communicating respectfully

Late Placement Student

. . . . . . . . . . . .

With guidance & only some additional time: . . . & completes tasks promptly . . . & undertakes some managements tasks, maintaining systems . . . & reects on various approaches used . . . & takes on some specic responsibilities, working cooperatively with others

I N T E R N S H I P

Newly-Registered Pharmacist COMPETENT Cues

Independently plans and manages pharmacy resources and own time and work contribution, supporting and working collaboratively with others as appropriate and working safely and efciently to deliver quality pharmacy services within the overall health system

LEVEL OF SUPPORT TIME TAKEN FOR TASKS CLINICAL PROBLEM-SOLVING DEGREE OF CLIENT FOCUS

Signicant assistance (direction) Signicant task time needed Has knowledge, little application Focused on own performance

Minimal assistance Some additional time needed Recognises aspects of problem-solving Partly client-focused, partly self-focused

Guidance (prompting, cues) Little additional time needed Information integrated & applied Mostly client-focused

Independence Prioritises effectively and time efcient Identies problem aspects and integrates Sufcient process skills for client focus

Comment (eg, discrepancies, areas of particular strengths, future action)

ALTC Experiential Placements in Pharmacy Project 2010