Standard No 28 Practice Facilities - North Dakota … · differences from national or peer group norms . ... During 2009-2010, ... To foster the development of preceptors, preceptor

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Standard No. 28: Practice Facilities: To support the introductory and advanced pharmacy practice experiences (required and elective) and to advance collaboratively the patient care services of pharmacy practice experience sites (where applicable), the college or school must establish and implement criteria for the selection of an adequate number and mix of practice facilities and secure written agreements with the practice facilities.

1) Documentation and Data:

Use a check to indicate the information provided by the college or school and used to self-assess this standard:

Required Documentation and Data (Uploads):

Examples of agreements or statements of understanding with practice affiliates: Appendix 28A: Standard NDSU Affiliation Agreement

ACPE IPPE Capacity Chart: Appendix 28B: 2009 – 2011 ACPE IPPE Capacity Charts ACPE APPE Capacity Chart: Appendix 28C: 2009 – 2011 ACPE APPE Capacity Charts Criteria used for selection of various types of practice facilities: Appendix 28D: District V Quality Assurance Policy Appendix 28E: APPE Acute Care APPE Objectives Appendix 28F: APPE Ambulatory Care APPE Objectives Appendix 28G: APPE Community Advanced APPE Objectives Appendix 28H: APPE Institutional Advanced APPE Objectives Appendix 28I: APPE Rural APPE Objectives Appendix 28J: Elective APPE Objectives

Required Documentation for On-Site Review:

A list of practices sites (classified by type of practices), specifying IPPE and/or APPE, with number of students served, interaction with other health professional students and practitioners, the number of pharmacy or other preceptors serving the facility, and their licensure status. (Sites used in the past academic year should be identified.) Available through E*Value.

IPPE Roster by Site Schedule Report 2010/2011 is available through E*Value.

APPE Roster by Site Schedule Report 2010/2011 is available through E*Value.

Preceptor Licensure information is available through E*Value.

Optional Documentation and Data (Uploads):

Other documentation or data that provides supporting evidence of compliance with the standard Appendix 28K: The 2007 Experiential Education Strategic Plan

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2) College or School’s Self-Assessment: Use the checklist below to self-assess the program on the requirements of the standard and accompanying guidelines:

S N.I. U

The college or school collaboratively advances the patient-care services of its practice sites.

The college or school establishes and implements criteria for the selection of an adequate number and mix of practice facilities.

The college or school establishes and implements criteria to secure written agreements with the practice facilities.

Before assigning students to a practice site, the college or school screens potential sites and preceptors to ensure that the educational experience would afford students the opportunity to achieve the required competencies.

At a minimum, for all sites for required pharmacy practice experiences and for frequently used sites for elective pharmacy practice experiences, a written affiliation agreement between the site and the college or school is secured before students are placed.

The college or school identifies a diverse mixture of sites for required and elective pharmacy practice experiences.

The college or school has sites that provide students with positive experiences in interprofessional team-based care.

The academic environment at practice sites is favorable for faculty service and teaching.

There is adequate oversight of practice sites and efficient management and coordination of pharmacy practice experiences.

The college or school periodically assesses the quality of sites and preceptors in light of curricular needs and identifies additional sites when needed. The college or school discontinues relationships that do not meet preset quality criteria.

3) College or School’s Comments on the Standard: College or School’s Comments on the Standard: The

college or school’s descriptive text and supporting evidence should specifically address the following. Use a check to indicate that the topic has been adequately addressed. Use the text box provided to describe: areas of the program that are noteworthy, innovative, or exceed the expectation of the standard; the college or school's self-assessment of its issues and its plans for addressing them, with relevant timelines; findings that highlight areas of concern along with actions or recommendations to address them; and additional actions or strategies to further advance the quality of the program. For plans that have already been initiated to address an issue, the college or school should provide evidence that the plan is working. Wherever possible and applicable, survey data should be broken down by demographic and/or branch/campus/pathway groupings, and comments provided on any notable findings.

Capacity assessment (surplus or shortage) of the required and elective introductory pharmacy practice experiences (IPPEs) and advanced pharmacy practice experiences (APPEs) sites and preceptors for present and, if applicable, proposed future student enrollment

Strategies for the ongoing quantitative and qualitative development of sites and preceptors and formalization of affiliation agreements

How the college or school is collaborating with practice sites to advance patient care services

How the college or school assesses the quality of sites and preceptors in light of curricular needs and discontinues relationships that do not meet preset quality criteria

How the college or school is applying the guidelines for this standard in order to comply with the intent and expectation of the standard

Any other notable achievements, innovations or quality improvements

Interpretation of the data from the applicable AACP standardized survey questions, especially notable differences from national or peer group norms

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The College Experiential Education Office consists of the director of IPPE, director of APPE and

two administrative support personnel who work collaboratively to develop and support IPPE and

APPE programs. The responsibilities of the directors include:

Procurement of quality sites and preceptors

Monitoring student, site, and preceptor evaluations

Initiating, maintaining and monitoring site affiliation agreements

Developing and maintaining programmatic data and documentation in the E*Value system

All rotation sites have a current approved affiliation agreement (Appendix 28A). Electronic copies

of affiliation agreements are available in E*Value with the Experiential Education Office housing the

actual signed agreement. If an agreement will expire within the next three months, E*Value will

send an email alerting the E*Value administrator of the expiration date. Following that alert, the site

is contacted and a revised agreement is approved and signed. An NDSU standardized agreement

is used for most North Dakota sites. All other agreements are reviewed by NDSU general counsel,

with whom the College enjoys a positive collaborative relationship. Within the last two years, the

College has embarked on establishing an inclusive Pharmacy, Nursing and Allied Sciences

agreement to increase efficiency in the placement of students.

IPPE Capacity Assessment

The College’s goal for institutional and community IPPE is to have a minimum of a 10% excess of

the required capacity of sites to accommodate any changes in student schedules (Appendix 28B).

In 2007, the experiential directors developed a strategic plan which cited the need for additional

sites and preceptors to implement an institutional IPPE by spring 2009, a community IPPE by

spring 2010, a public health focused IPPE by fall 2010 and IPPE IV simulation (Appendix 28K:

2007 Experiential Education Strategic Plan). For the past three years, our capacity charts reflect

success in achieving our goals.

APPE Capacity Assessment

Each APPE rotation schedule consists of eight five- week rotations. Five of the eight rotations are

required experiences, including advanced community, advanced institutional, acute care,

ambulatory care and rural (e.g. population under 5,000). The remaining three rotations are elective

experiences which allow each student the opportunity to choose rotations that provide a diverse

mixture of experiences to meet the needs of the curriculum and individual student.

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An active search for additional ambulatory care sites began in 2009 with the addition of the

ambulatory care required APPE rotation. We have been successful in providing an adequate

number of sites to meet the need for at least one ambulatory care rotation per student (Appendix

28C). During 2009-2010, the eastern part of North Dakota was the primary focus for initial site

development because the majority of the College’s students live in the Fargo area. Through

numerous visits, discussions with individual preceptors/interdisciplinary providers within each

community and a final meeting with all providers, we developed three rural ambulatory care

rotations in Park River, Devils Lake, and Grafton. During the last two years, the focus has shifted to

the western part of North Dakota, resulting in the development of sites in Dickinson and Bowman

by 2012-2013. The development of ambulatory care sites is an ongoing goal to ensure that we

have quality patient-centered care rotations available throughout the state. Opportunities for further

advancement exist pending the addition of an ambulatory care faculty position, along with the

implementation of an ambulatory residency program in the first post-graduate year (PGY1), as

identified in the Pharmacy Practice strategic plan.

Development of Sites, Preceptors and Affiliation Agreements

Site development is an ongoing process. When possible, new rotation sites receive a site visit prior

to being approved for experiential education. In cases where a site is not within driving distance, or

for other reasons which make a site visit impractical to perform in person, the site is evaluated via

telephone conversations (Appendix 28D: District V Quality Assurance Policy).

The Experiential Education Office uses a variety of methods to assess preceptors and sites.

These assessments include student evaluations of the preceptor/site, student comments reflected

in E*Value and quality assurance documentation that is completed every two years during site

visits. If a site does not meet the established criteria, the site is placed on inactive status within

E*Value and will not be used again unless they demonstrate a strong desire to comply with the

expected rotation objectives. Beginning with the 2011 rotations, E*Value sends an email to the

Experiential Education Director, reporting any score that falls below 2 on the student evaluation of

the preceptor (ratings are 1-5). If a site/preceptor receives a score lower than a 2, an action plan is

developed to correct the issue. A binder is located in the Experiential Education Office, which

includes a copy of the E*Value ratings and the action plans associated with that site/preceptor.

To foster the development of preceptors, preceptor training goals were established in 2007 stating

that annual face-to-face training would be provided in conjunction with the NDPhA State

Convention, Homecoming and/or MidWinter Seminars. Live preceptor training is also offered

during site visits. In 2009, all preceptors were given free access via a link on the E*Value home

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page to online continuing education through Pharmacists Letter, Preceptor Training and Resource

Network, and “The Preceptor Education Program (PEP) for Health Professionals and Students.”

The College has also incorporated “Preceptor Pearls” at Pharmacy Practice department meetings

to ensure that faculty are updated on processes and changes. Lastly, the Experiential Education

Office personally meets with sites where faculty members practice to ensure that the academic

environment is favorable for faculty service and teaching.

Collaboration with Practice Sites to Advance Patient Care

The directors of Experiential Education use a variety of opportunities to advance patient care

objectives during rotations. For each rotation, basic objectives have been established and

integrated with program ABOs (Appendices 28E-J). During student rotation meetings, the

importance of demonstrating initiative and involvement in patient care rotations and the promotion

of public health is highly encouraged. At the beginning of each rotation, students are required to

present a list of their patient care focused goals/objectives to their preceptor. Confirmation of this

process is documented on the preceptor evaluation of the student. To ensure that IPPE and APPE

students are participating at the appropriate level of patient care activities during their rotations, the

Experiential Education Committee developed a list of student responsibilities during institutional

and community experiences. These are further defined as introductory and advancement

responsibilities corresponding to IPPE and APPE, respectively.

Any interaction or communication with a preceptor that may occur at statewide meetings, during

telephone conversations and/or site visits, is focused on the collaborative advancement of patient

care projects and activities. Examples of such activities include wellness screenings,

immunizations, medication therapy management (MTM), public health projects and over-the-

counter patient counseling during rotations. During 2010-2011, the College collaborated with the

clinical coordinator responsible for the Diabetes Management Program provided to the North

Dakota Public Employees Retirement System (NDPERS). Students in APPE helped plan,

implement and evaluate the program, as well as provide screenings.

The Experiential Education office established a working relationship with the NDSU Wellness

Center during 2010-2011. This has resulted in the opportunity for P4 students to work with nursing

students to provide immunizations to NDSU students and faculty. The P1, P2 and P3 students also

provide administrative support at the Meningitis Clinic, Flu Clinic, and international student

immunization blitz. Although this requires additional time spent communicating and the scheduling

of students, this partnership provides significant opportunities for interprofessional collaboration.

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Over the last two years, the College has also witnessed an increase in patient care based

community outreach through community pharmacy requests for P4 students to conduct glucose,

cholesterol and blood pressure screenings along with the administration of flu vaccinations at

various flu clinics throughout the community.

Notable Achievements, Innovations or Quality Improvements:

Since the first meeting in 2007, a collaborative relationship has developed among the AACP/NABP

District V Experiential Education Directors. District V schools include the University of Minnesota,

the University of Nebraska, Creighton, Drake, the University of Iowa, South Dakota State

University, Canada and NDSU. This group has created opportunities for biannual conference calls.

The work of the group is presented at the annual meeting. Positive outcomes include the

synchronization of rotation schedules/dates, the development of the District V Site/Preceptor

Quality Assurance policy document and the standardization of the District V Student Evaluation of

the Preceptor.

Rotation objectives for IPPE and APPE have been revised and differentiated to align with College

ABOs. Objectives are also used to substantiate site selection. Lastly, in 2011, preceptors were

given the formal title, “Adjunct Clinical Instructors of Pharmacy Practice.” This designation allows

preceptors/students access to the resources in the NDSU library.

4) College or School’s Final Self-Evaluation: Self-assess how well the program is in compliance with the standard by putting a check in the appropriate box :

Compliant Compliant with Monitoring Partially Compliant Non-Compliant

No factors exist that compromise current compliance; no factors exist that, if not addressed, may compromise future compliance.

No factors exist that compromise current compliance; factors exist that, if not addressed, may compromise future compliance /or

Factors exist that compromise current compliance; an appropriate plan exists to address the factors that compromise compliance; the plan has been fully implemented; sufficient evidence already exists that the plan is addressing the factors and will bring the program into full compliance

Factors exist that compromise current compliance; an appropriate plan exists to address the factors that compromise compliance and it has been initiated; the plan has not been fully implemented and/or there is not yet sufficient evidence that the plan is addressing the factors and will bring the program in compliance.

Factors exist that compromise current compliance; an appropriate plan to address the factors that compromise compliance does not exist or has not yet been initiated /or

Adequate information was not provided to assess compliance.

Compliant Compliant with Monitoring Partially Compliant Non Compliant

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4) Recommended Monitoring: If applicable, briefly describe issues or elements of the standard that may require further monitoring.

NA

Appendices

Appendix 28A: Standard NDSU Affiliation Agreement

Appendix 28B: ACPE IPPE Capacity Charts

Appendix 28C: ACPE APPE Capacity Charts

Appendix 28D: District V quality Assurance Policy

Appendix 28E: APPE Acute Care Objectives

Appendix 28F: APPE Ambulatory Care Objectives

Appendix 28G: APPE Community Advanced Objectives

Appendix 28H: APPE Institutional Advanced Objectives

Appendix 28I: APPE Rural Objectives

Appendix 28J.1: APPE Elective – Patient Care

Appendix 28J.2: APPE Elective – Non Patient Care

Appendix 28K: 2007 Experiential Education Strategic Plan

Appendix 28L: AACP Survey Data

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Appendix 28A: Pharmacy Affiliation Agreement North Dakota State University

This agreement is made and entered by and between North Dakota State University, Fargo, North Dakota, hereinafter referred to as “NDSU”, and ___________________ hereinafter referred to as “Experiential Site”. WHEREAS: The College of Pharmacy, Nursing and Allied Sciences is a major academic unit of North Dakota State University and strives to serve the State and region through its programs in pharmaceutical education, research, patient care and public service, and WHEREAS: The College of Pharmacy, Nursing and Allied Sciences at North Dakota State University strives to provide students with the highest quality educational experiences required for entering the practice of pharmacy as competent, caring, ethical, learning health professionals and enlightened citizens, and WHEREAS: NDSU is committed to the pharmacy profession and to society for creating, communicating and applying knowledge about drugs, drug products, and drug therapy, and WHEREAS: The Experiential Site recognizes the need for training pharmacy students as future health care professionals and for providing the community in which it serves, with qualified personnel as registered pharmacists, and WHEREAS: Both contracting parties desire to seek to cooperate in providing clinical education and experiential training experiences to students enrolled in the Pharm.D. (Doctor of Pharmacy) degree programs of NDSU, THEREFORE: It is mutually agreed upon by and between both parties:

PROGRAM OBJECTIVES: 1. Students will integrate, apply, and reinforce professional attitudes and values while

participating in experiential education.

2. Students will communicate in a caring and respectful manner in all situation using appropriate listening, verbal, nonverbal, and written skills.

3. Student will integrate and apply scientific knowledge of pathophysiology, medicinal chemistry pharmaceutics, pharmacology, and pharmacokinetics while participating in experiential education.

4. Students will provide evidence-based patient-centered care in cooperation with patients, prescribers, and other members of an inter-disciplinary health care team taking into account relevant legal, ethical, social, cultural, economic, and professional issues that may impact therapeutic outcomes.

5. Students will manage and use resources of the health care system, in cooperation with patients, prescribers, other health care providers, and administrative and supportive personnel, to promote health; to provide , assess, and coordinate safe, accurate, and time-sensitive medication distribution; and to improve therapeutic outcomes of medication use.

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6. Students will promote health improvement, wellness, and disease prevention in cooperation with patients, communities, at-risk populations, and other members of an inter-disciplinary team.

PROGRAM STRUCTURE: 1. Students must fulfill all eligibility requirements for the experiential program before being

assigned to the Experiential Site. Each assignment is contingent upon approval by NDSU and the Experiential Site.

2. The Experiential Site, its preceptors, and the student rotation experiences must be

approved by NDSU through the criteria established by NDSU’s Curriculum Committee before any student experiential training is conducted on-site.

3. The Experiential Site must have current licensure, approval or accreditation through the

appropriate credentialing agencies (ie. State Board of Pharmacy, Joint Commission on the Accreditation of Healthcare Organizations, State Board of Health).

4. Each pharmacist preceptor assigned students must hold a current license to practice pharmacy in their respective State and be in good standing with the State Board of Pharmacy. 5. Each student will be assigned an on-site preceptor who will be responsible for daily

student activities and the overall supervision and evaluation of student learning experiences.

6. The on-site preceptor will be responsible for submitting to NDSU evaluation of the

student performance at the end of each rotation. NDSU would also request that a verbal evaluation be submitted at mid-rotation. The preceptor shall be responsible for communicating to the student any deficiencies of performance and provide the student with an opportunity to correct any deficient areas prior to the completion of the rotation. Evaluations will be treated as confidential student education records and therefore subject to the Federal Family Educational Rights & Privacy Act (FERPA).

7. A student to preceptor ratio of 2 to 1 shall not be exceeded at the Experiential Training Site unless approved by NDSU. 8. The Experiential Site will offer students an environment conducive to learning including

but not limited to access to study space, library resources, patients, and patient care records.

9. The Experiential Site will be responsible for providing an orientation to each student at

the beginning of each rotation covering an overview of institution’s mission, goals, and scope of service; the goals and objectives of the rotation; the required student activities;

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the designated preceptor for the rotation; the method of student evaluation; and an overview of the physical facilities; personnel, and operational systems needed for the student to adequately function at the site.

10. NDSU and the Experiential Site will jointly decide the rotation offerings, the student

experiences, the designated preceptors, the number of students assigned to each rotation and to each preceptor, and the dates and times of student assignments.

11. A copy of all student rotation assignments will be sent by NDSU to the Experiential Site

after the completion of each year’s student rotation assignments. NDSU will notify the Experiential Site of any proposed changes to student rotation assignments at least 30 days in advance of the effective rotation unless special circumstances arise.

12. An evaluation of the site, preceptor, and rotation will be performed by the student at the

completion of each rotation period. A preceptor will have access to the results of these student evaluations once a preceptor has completed three NDSU student rotations. If a preceptor works with only one or two NDSU students, the preceptor may request copies of their evaluations from the Experiential Education office at the completion of the year of rotations

13. NDSU reserves the right to discontinue assignments of students to the Experiential Site

where the quality of the learning experience is deemed unsatisfactory. NDSU will provide assistance to those sites and preceptors where problems are identified.

14. Students shall comply with the policies, procedures, and standards of patient care

established by the Experiential Site. ASSURANCES: 1. Prior to entering the experiential program, students will be instructed by NDSU on the

ethics of maintaining confidentiality of patient medical information. While at the Experiential Site, students are considered a member of the Experiential Site’s workforce for the purposes of the Health Insurance Portability and Accountability Act of 1996 (HIPAA). Therefore, no Business Associate Agreement is required between the Experiential Site and NDSU. However, students will comply with the Experiential Site’s privacy rules and policies related thereto and sign any necessary confidentiality agreements.

2. During their experiential training experiences, students will abide by all policies and

procedures of the Experiential Site as well as the University policies governing student conduct. Where problems in student behavior or conduct are identified by the Experiential Site, preceptors shall refer students back to NDSU for any disciplinary action needed. It shall not be the preceptor's responsibility or the Experiential Site's responsibility to discipline students. The Experiential Site shall monitor the activities of

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the student and identify inappropriate or unsafe patient care practices of the students. The Experiential Site reserves the right to expel any student from participating in the experiential program governed by this Agreement for violation of Experiential Site rules or for unsafe patient care practices. NDSU shall cooperate fully with the Experiential Site in any such expulsion matters. The student shall be allowed a reasonable opportunity to be heard prior to any such expulsion becoming final.

3. Prior to entering the experiential program, students will be required by NDSU to: (a) be

registered as a student intern with the appropriate State Board of Pharmacy; (b) students shall wear a name badge identifying the student as a "pharmacy student" or "pharmacy intern"; (c) have a current health insurance policy; (d) have required health vaccinations current; and (e) obtain professional liability insurance in amounts satisfactory to the Experiential Site (however, in no event shall said professional liability insurance amounts exceed $1,000,000 per occurrence and $3,000,000 aggregate). NDSU will be responsible for maintaining appropriate records regarding proof of insurance coverage for each student and will provide evidence to the Experiential Site upon request.

4. Should the student become ill or sustain an injury while at the Experiential Site, the

student will be responsible for the cost of any health care needed as a result of this illness or injury, however, the Experiential Site agrees that it will provide the student with emergency care or appropriate care, if available.

5. The Experiential Site will maintain the confidentiality of any educational records

pertaining to students and are subject to the Family Education Rights Privacy Act (FERPA) received from NDSU or the student. The Experiential Site will not transfer to any third party or allow access to third parties of educational records in violation of FERPA, and if it does so it may be prohibited from future access to educational records of students from NDSU for a period of not less than five years.

6. In order to fulfill graduation requirements and to ensure eligibility for licensure, NDSU

and the North Dakota State Board of Pharmacy require that students must complete a minimum of 40 hours each week at the Experiential Site fulfilling the learning objectives for the rotation. It will be the responsibility of the preceptor to ensure that each student fulfills the total number of hours of experiential training for the assigned rotation. Students will be required to record their hours of experiential training in their personal portfolios. Preceptors are to sign the North Dakota Board of Pharmacy Affidavit of Licensed Pharmacists/Preceptors form at the completion of the rotation to verify the hours of training received.

7. Students participating in the program shall undergo any health examination and/or supply

any health document which the Experiential Site may require. NDSU will be responsible for ensuring that all student health examination and vaccination requirements have been fulfilled prior to assigning students to their Experiential Sites.

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8. NDSU will conduct (or have conducted) a multi state criminal background check on each and every student assigned to the Program. A copy of the results of this criminal background check will be available upon request to the Experiential Site. Experiential Site agrees and understands that in the event these background checks are not sufficient to meet its criteria, that the Experiential Site will then be responsible for performing any subsequent criminal background checks at its expense. Experiential Site releases NDSU from any and all claims for any liability or damages arising out of Experiential Site's use or reliance on the background checks conducted for NDSU.

9. Services rendered by students enrolled in the program covered by this agreement and

who are not formally engaged as volunteers and/or who are not employed by the Experiential Site, will be considered to be educational in nature and, therefore, without monetary compensation to students. Services performed by students enrolled in the program covered by this agreement will be within the established written requirements of the degree being pursued as required of every candidate for that degree. Nothing in this Agreement shall create a relationship of employer-employee, principle-agent, or partnership between the students and the Experiential Site and, therefore, the students are not entitled to any benefits from the Experiential Site which may be due employees of the Experiential Site. At no time shall any student act as an employee, agent or partner of the Experiential Site for any purpose whatsoever. The students shall have neither the authority to bind the Experiential Site to any contract or agreement, nor to make any commitments of any kind for or on behalf of the Experiential Site.

10. Experiential Site certifies that it has in place policies that protect NDSU students and

employees from sexual harassment and discrimination while they are onsite during this Affiliation Agreement. Experiential Site agrees to provide NDSU with copies of its non-discrimination and sexual harassment policies.

11. If at any time a student files a grievance in which the Experiential Site experience is part

of the issue, the Experiential Site will be notified. GENERAL AGREEMENTS: 1. The term of this agreement shall begin on _________, 20__, and continue thereafter

unless otherwise terminated as provided below. 2. It is understood and agreed that the Parties hereto may mutually revise or modify this

Agreement by written amendment properly. 3. Both Parties reserve the right to terminate the Agreement with thirty days prior written

notice. Any students participating in a clinical experience shall be allowed to finish said experience, assuming that their participation was not terminated in accordance with the terms of this Agreement. In the event notice needs to be served to the either party under this Agreement, notice shall be sent to the following contact information:

NDSU: Experiential Site:

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North Dakota State University ________________________________ Attn: Pharmacy Practice Attn:____________________________ NDSU Dept 2660 ________________________________

PO Box 6050 ________________________________ Fargo, ND 58108-6050

Phone: (701) 231-5178 Phone:___________________________ Fax: (701) 231-7606 Fax:_____________________________ e-mail: [email protected] e-mail:___________________________

4. All matters relating to the validity, construction, performance, or enforcement of this

Agreement shall be controlled by and determined in accordance with the laws of the State of North Dakota. All legal actions initiated with respect to or arising from this Agreement or any provision contained therein shall be initiated, filed and venued solely and exclusively in the State of North Dakota District Court located in the City of Fargo, County of Cass, State of North Dakota.

5. Neither party hereto shall assign its rights nor delegate its duties under this Agreement

without the prior written consent of the other party. 6. The invalidity or unenforceability of any term, condition, obligation, or provision of this

Agreement shall in no way effect the validity or enforceability of any other term, condition, obligation, or provision.

7. This Agreement contains the entire agreement between the parties, and supersedes all

prior oral or written agreements between the parties regarding experiential training of pharmacy students. This Agreement may not be modified, amended, or terminated in any manner other than by a written agreement signed by the parties.

NDSU Experiential Site _________________________________ ______________________________________ Charles D. Peterson, Pharm.D. Authorized Administrator Dean, College of Pharmacy, Nursing and Printed Name:___________________________ Allied Sciences Title:__________________________________

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Appendix 28B: IPPE Capacity Chart 2009 - 2011

2009 - 2010

Affiliation Agreements:

Comments

Academic Year

Professional Year

Actual or projected number of

students (A)

Practice Setting or Activity

(Notes 1 & 2)

Hours for Each Student in Setting or Activity (B)

Total Required Hours in Setting

or Activity (A x B)

IPPE Capacity Secured (stated in terms of total

student hours)

Excess / (Deficit)

Percent of Secured Sites Without Signed Affiliation Agreement

(Note 4)

85 IPPE Community

IPPE Institutional 80 6800 7920 1120 Student match has been completed, students and preceptors notified of student rotation assignments February 2009

Shadowing 16 1360 1440 80 Shadowing experiences foucsed on communication and professionalism outcomes allowing student to complete

Reflection 4 340 340in either hospital or community practice, sites were recruited for the number of students registered for the course.

100

90 IPPE Community Students completed 28 yours of shadowing in either a hospital or community practice. Student sites were

IPPE Institutional recruited for the number of students registered in the course.Shadowing 28 2520 2520IPPE Other

2892 IPPE Community

IPPE Institutional

IPPE Other 6 552 552 The six hours consists of a Public Health poster project/presentationIPPE Other

6134

P1 86 IPPE Community

IPPE Institutional80 6880 7920 1040

(Based on 2008-2009 Capacity). Requests will be made from practice sites summer 2009 for summer 2010.

Shadowing16 1376 1440 64

(Based on 2008-2009 Capacity). Requests will be made from practice sites summer 2009 for spring 2010.

Reflection 4 344 344100

P2 85 IPPE Community 120 10200 15240 5040 IPPE Community availability will be requested from practice sites for summer 2010, next fall. Recorded IPPE capacity

IPPE Institutional is based on availability of community practice sites during rotation # 1 during 2008/09 academic year.

IPPE Other 20 1700 1700Estimating that for each APPE student taken, at least one IPPE student would now be accommodated.

Reflection 4 340 340Community Education and Patient Care Activities with reflection being developed for IPPE Other during Spring Semester

144P3 90 IPPE Community

IPPE Institutional

IPPE Other 7 630 630In the next Academic year, (2010 - 2011) public health activities during te P3 year will

IPPE Other increase to 60 hours for a total of 300 IPPE hours for the program

7

251

NE

XT

AC

AD

EM

IC Y

EA

R: 2

009/2

010

P1

P2

P3

Total IPPE Hours for the P3 Year


Total IPPE for the Program (P1 + P2 + P3)




CU

RR

EN

T A

CA

DE

MIC

YE

AR

: 2008/2

009

IPPEs Hours Needed: Current IPPE Capacity: (Note 3)



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2010 - 2011


Comments

Academic Year

Professional Year


students (A)


(Notes 1 & 2)



or Activity (A x B)


student hours)

Excess / (Deficit)


(Note 4)

85 IPPE Community

IPPE Institutional 120 10200 11400 1200 Reflection 4 340 340

12484 IPPE Community 120 10080 18240 8160

IPPE Institutional

Shadowing20 1680 1680

Sufficient student sites were recruited for only the number of sites needed for students to complete requirements.


85 IPPE Community

IPPE Institutional

IPPE Public Health9 765 765 The nine hours consists of a Public Health poster project/presentation

9277

P1 85IPPE Community

*Projected Capacity Based on 2009/2010 Academic Year Actual AvailabilityIPPE Institutional* 120 10200 18240 8040 Reflection 4 340 340

124

P2 85IPPE Community*

120 10200 11400 1200 *Projected Capacity Based on 2009/2010 Academic Year Actual Availability

IPPE Institutional

Reflection 4 340 348 8 IPPE Other

124

P3 87IPPE Community *Projected Capacity Based on IPPE Public Health Curriculum Expansion for

Fall 2010.IPPE Institutional

IPPE Public Health* 27 2349 2349

IPPE Simulation* 30 2610 2610Reflection 4 348 348

61

309

NE

XT

AC

AD

EM

IC Y

EA

R: 2

010/2

011

P1

P2

P3







CU

RR

EN

T A

CA

DE

MIC

YE

AR

: 2009/2

010




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2011 - 2012


Comments

Academic Year

Professional Year


students (A)


(Notes 1 & 2)



or Activity (A x B)


student hours)

Excess / (Deficit)


(Note 4)

88 IPPE Community

IPPE Institutional 120 10560 12120 1560 Reflection 4 352 352

12485 IPPE Community 120 10200 23040 12840

IPPE Institutional


12487 IPPE Community

IPPE Institutional


*Reflects expanded Public Health IPPE. Sufficient student sites were recruited for students enrolled in course.

IPPE Simulation 30 2610 2610Reflection 4 348 348

61309

P1 85 IPPE Community

IPPE Institutional*120 10200 12120 1920

*Projected Capacity Based on 2010/2011 Academic Year Actual AvailabilityReflection 4 340 340

124

P2 88IPPE Community*

120 10560 23040 12480 *Projected Capacity Based on 2010/2011 Academic Year Actual Availability

IPPE Institutional

Reflection 4IPPE Other

124P3 87 IPPE Community

IPPE Institutional


*Projected Capacity Based on 2010/2011 Academic Year Actual AvailabilityIPPE Simulation 30 2610 2610Reflection 4 348 348

61

309

CU

RR

EN

T A

CA

DE

MIC

YE

AR

: 2010/2

011







NE

XT

AC

AD

EM

IC Y

EA

R: 2

011/2

012

P1

P2

P3




Page 1 of 3

Appendix 28C: APPE Capacity Chart 2009 – 2011

2009 - 2010


Class Of/ Academic Year (Current Year is

2009/2010)

Actual or projected number of final

professional year (P4) students (A)

Practice Setting (Note 2)

Number of APPEs per student for this setting

(B)

Total APPEs in Setting

(A x B)

Number of APPEs Precepted by Paid Full-Time Faculty

Number of APPEs Precepted by

Adjunct Faculty

Total Capacity

Numerical Excess/ (Deficit)

Percent (of Total Capacity) Without Signed Affiliation

Agreement (Note 4)

92Community Pharmacy

1 92 334 334 242 7%

Hospital or Health-System Pharmacy

1 92 153 153 61 5%

Ambulatory Care6 12 18 18

Inpatient/Acute Care General Medicine

1 92 30 68 98 6

Other Required APPEs (Rural)

1 92 207 207 115 5%

Elective APPEs5 460 53 469 522 62 5%

Total 9


1 90 417 417 327


1 90 191 191 101

Ambulatory Care1 90 36 154 190 100


1 90 58 123 181 91


1 90 259 259 169

Elective APPEs3 270 39 296 335 65

Total 8


1 90 417 417 327


1 90 191 191 101



1 90 58 123 181 91


1 90 259 259 169

Elective APPEs3 270 39 296 335 65

Total 8


1 90 417 417 327


1 90 191 191 101



1 90 58 123 181 91


1 90 259 259 169

Elective APPEs3 270 39 296 335 65

Total 8

CU

RR

EN

T

AC

AD

EM

IC Y

EA

R+

1 A

CA

DE

MIC

Y

EA

R+

3 A

CA

DE

MIC

Y

EA

RS

+ 2

AC

AD

EM

IC

YE

AR

S

Current APPE Capacity: (Note 3)

APPEs Needed:

Page 2 of 3

2010 - 2011



2010/2011)





(B)


(A x B)



Adjunct Faculty

Total Capacity



Agreement (Note 4)


1 85 4 692 692 607 100%


1 85 219 219 134 99%

Ambulatory Care1 85 44 174 218 133 100%


1 85 31 132 163 78 100%


1 85 348 348 263 100%

Elective APPEs *** 3 255 55 200 255 100%

Total 8


1 87 4 700 729 642 100%


1 87 224 224 137 100%

Ambulatory Care 1 87 44 234 278 191 100%


1 87 31 139 167 80 100%


1 87 349 349 262 100%

Elective APPEs *** 3 261 55 206 261 100%

Total 8


1 87 4 700 700 613 100%


1 87 224 200 113 100%

Ambulatory Care 1 87 44 234 250 163 100%


1 87 31 129 160 73 100%


1 87 349 300 213 100%

Elective APPEs* ** 3 261 55 206 261 100%

Total 8


1 87 4 700 700 613 100%


1 87 224 200 113 100%

Ambulatory Care1 87 44 234 250 163 100%


1 87 31 129 160 73 100%


1 87 349 300 213 100%

Elective APPEs *** 3 261 55 206 261 100%

Total 8

2010

- 2

011

201

1 -

201

220

13 -

20

1420

12 -

201

3


APPEs Needed:

Page 3 of 3

2011 – 2012



2011/2012)





(B)


(A x B)



Adjunct Faculty

Total Capacity



Agreement (Note 4)


1 87 4 700 729 642 100%


1 87 224 224 137 100%

Ambulatory Care 1 87 44 234 278 191 100%


1 87 28 139 167 80 100%


1 87 349 349 262 100%

Elective APPEs *** 3 261 55 206 261 100%

Total 8


1 87 4 700 700 613 100%


1 87 224 200 113 100%

Ambulatory Care 1 87 44 234 250 163 100%


1 87 31 129 160 73 100%


1 87 349 300 213 100%

Elective APPEs *** 3 261 55 206 261 100%

Total 8


1 87 4 700 700 613 100%


1 87 224 200 113 100%

Ambulatory Care 1 87 44 234 250 163 100%


1 87 31 129 160 73 100%


1 87 349 300 213 100%

Elective APPEs* ** 3 261 55 206 261 100%

Total 8


1 87 4 700 700 613 100%


1 87 224 200 113 100%

Ambulatory Care 1 87 44 234 250 163 100%


1 87 31 129 160 73 100%


1 87 349 300 213 100%

Elective APPEs *** 3 261 55 206 261 100%

Total 8


APPEs Needed:

201

4 -

20

15

20

13 -

20

14

20

11

- 2

012

20

12

- 20

13

Page 1 of 4

Appendix 28D: Professional Experience Site and Preceptor Quality Assurance

Provision of quality professional experiential education to student pharmacists requires ongoing oversight regarding the quality of preceptors for these experiences and the practice settings in which they practice. Standard No. 14. Curricular Core: Pharmacy Practice Experiences, of the ACPE Draft Revised Doctor of Pharmacy Standards and Guidelines proposes minimum components of this quality assurance process. Preceptors practice in a wide variety of practice settings, provide these experiences to varying numbers of students and different educational institutions, and have a range of relationships with colleges/schools of pharmacy. A general quality assurance process compliant with current ACPE Standards, yet applicable to the diverse nature of the professional experience environment is proposed. Additionally, since many sites provide experiential education for students from a number of educational institutions, a common methodology used by regional institutions will minimize duplication of effort in completing the quality assurance requirements for all programs. Initiation of New Experience Site The Director of Experiential Education or their designate will evaluate all new sites before being approved for experiential education. Whenever possible this will be done in person at the practice site after review of submitted materials. In cases where the site is not within driving distance, or for other reasons it is impractical to do in person, the Director or their designate will evaluate the site and the preceptor via telephone conversations after review of submitted materials. Evaluation will be completed in the same manner for all practice sites wishing to provide experiential education. Established criteria (see the attached Experiential Site and Preceptor Evaluation form) will be used to complete the process. This information will supplement the demographic and descriptive information the Experiential Office maintains on all practice sites and preceptors. The individual school/college will determine the specific site and preceptor demographic and descriptive information that is obtained. If a new experience site and preceptors are concurrently approved by another institution in the Region for the delivery of experiential education, that approval may be deemed as acceptable in meeting this requirement. Specific expectations of this institution would still need to be discussed with the site. Recommended topics to be discussed in the approval process include but are not limited to the following:

orientation to the educational institutions mission and goals as it applies to experiential education

applicability of an available syllabus, or development of a site specific syllabus for the experience (experience goals, learning objectives, student activities, assessment and grading criteria)

defined expectations of the site and preceptor in the education of the student pharmacist o curriculum requirements and integration o experience goals and objectives o assessment and feedback expectations of preceptors, students and the educational

institution discussion of the expected types and volume of patients in the practice setting defined roles and responsibilities of the student pharmacist in the practice setting discussion of student supervision in the practice setting guidance on setting expectations with students, assessment strategies, provision of feedback and

grading methodologies.

An abbreviated version of the process will be used if it is anticipated the site will be used on a limited basis. Following the site visit, the Director will send the preceptor a letter that summarizes their discussions during the visit. If it is approved as a new site, a Site Agreement will be sent to the site for appropriate administrative signatures.

Page 2 of 4

Current Sites The Director or their designate will evaluate all routinely used experience sites in person at least once every two years. Sites taking less than five students per year, and those not within driving distance may be evaluated via telephone conversations. Sites may be evaluated more frequently if needed (e.g., poor student evaluations, change in preceptor at the site). This biennial evaluation is to determine continued approval for completion of student pharmacist experiential education at the practice site. The Director of Experiential Education or their designate will evaluate the site and preceptor according to established criteria (see the attached Experiential Site and Preceptor Evaluation form). During the site visit, the preceptor’s completed self-evaluation (see attached form) in addition to student evaluations of the site and preceptor will be discussed. Roles and responsibilities of both the preceptor and the institution will be reviewed. The preceptor will be commended for areas in which the preceptor and/or site are meeting or exceeding expectations. Constructive feedback that addresses specific areas that need improvement will also be discussed with the preceptor. Working with the Director or their designate, the preceptor will develop an improvement plan, if necessary. Preceptor feedback regarding the School’s experiential program will be solicited during the evaluation discussion. Following the site visit, the Director will send the preceptor a letter that summarizes their discussions during the visit. A copy of the experiential site and preceptor evaluation form, student evaluations, the preceptor’s self-evaluation, and the letter will be placed in the site’s file at the school. Experiential sites not granted approval, or those granted conditional approval and not meeting those conditions will not be used as a training site for the program. Ongoing Communication with Experience Sites and Preceptors Preceptors at experiential sites will be routinely provided with summative data from student pharmacist completed evaluations of the site and preceptors. Preceptors at the site will routinely complete self-evaluation of their site, and their performance as preceptors and provide this to the Director of Experiential Education. This exchange of information should occur at least annually, and allow for ongoing quality improvement at the site. Professional Experience Program Advisory (PEP) Committee: The Professional Experience Program Advisory (PEP) committee will provide oversight of the QA process for the experiential program.

Page 3 of 4

Quality Assurance Documentation Experiential Site and Preceptor Evaluation

Name of Site: Type of Rotation: Preceptor/Contact Person: Title: Address: Phone Number: E-Mail: Site Information Comments Adequate patient volume and breadth for student learning

Y N NA

The student has access to patient information Y N NA The student has the opportunity to interact with other health professionals as is pertinent to the specific experience

Y N NA

The student has access to a computer with Internet capabilities

Y N NA

The student has access to appropriate drug and medical information resources

Y N

Adequate space for student involvement with pharmacy activities and interaction with pharmacists, other health professionals and patients

Y N

The site displays a professional image Y N The site administration support student involvement at the site

Y N

The staff (i.e., pharmacists and technicians) support student interactions and involvement

Y N

Pharmaceutical care philosophy evident in practice activities

Y N

Activities, projects and assignments will fulfill learning objectives of the learning experience

Y N

Amount and quality of time with the student is appropriate

Y N NA

Appropriate role-modeling by pharmacists is available to the student pharmacist

Y N

The student is evaluated by direct observation when appropriate (e.g., dispensing skills)

Y N NA

Regular and consistent feedback is given to the student

Y N NA

A written or verbal evaluation is discussed with the student at the middle of the rotation

Y N NA

A written evaluation is discussed with the student at the end of the rotation

Y N NA

Student expectations and responsibilities are clear and are expressed to the student at the beginning of the experience

Y N NA

Has served as an experience site for student pharmacists previously? If yes, when and how many:

Y N NA

Page 4 of 4

What schools/colleges of pharmacy send students to the site on a regular basis?

Rotation Preceptors at the Site

Student Pharmacist Activities: (check all that apply) Prepare, dispense, and distribute medications. Provide pharmacotherapy management as part of a multidisciplinary patient-care team. Routinely assess patients and drug therapy to formulate drug therapy recommendations. Implement pharmacotherapy or drug policy plans. Monitor and modify pharmacotherapeutic or drug policy plans. Educate patients, students, and other health care professionals about the purpose and safe, effective, and

economic use of medications. Prepare and disseminate written drug information (e.g., consultations, drug monographs, newsletters, etc.). Provide expertise to or serve on patient-care committees (e.g., Pharmacy and Therapeutics, Infection Control,

etc.).

Activities, projects, and assignments that are required of the student: Comments: Follow-up Required No Yes, in months Site Approved for Period to Experiential Director Date:

Page 1 of 1

Appendix 28E: Acute Care Advanced Pharmacy Practice Experience Objectives Description: The student is involved patient care consisting of short -term medical treatment, usually in a hospital, for patients having an acute illness or injury or recovering for surgery. The term is generally associated with care rendered in an emergency department, urgent care clinic, or other short-term stay facility. Goal: The goal of the Acute Care Advanced Pharmacy Experience is to provide students with a practical and culturally competent experience in applying their pharmacotherapeutic knowledge for the treatment of patients in an acute care setting. ABILITY-BASED OUTCOME DOMAIN

STUDENT OBJECTIVES

Attitudes, Values, Professionalism 1. Demonstrate professional behavior and work ethic. Communication Skills 1. Effectively communicate with patients, care givers and health

professionals. 2. Effectively educate and counsel patients, patients’ families and health

professional on drug therapy. 3. Develop and expand communication skills through interactions with

other health care professional and patients. 4. Present patient cases to the preceptor in an organized, concise manner.

Scientific Foundation 1. Accurately interpret the medical literature and applies data to clinical practice

2. Retrieve, critically evaluate, and accurately present information from the medical literature resources on pharmacotherapeutic topics both verbally and in writing in a timely fashion.

Patient Centered Care 1. Understand the pathophysiology and apply clinical guidelines for the following conditions/diseases and public health encountered in the acute care setting. a. Cardiovascular Diseases: congestive heart failure, stroke,

hypertension, hyperlipidemia, anticoagulation, angina. b. Pulmonary Diseases: asthma, COPD c. Neurology: depression, generalized anxiety disorder d. Gastrointestinal Diseases: GERD e. Infectious Diseases: UTIs, pneumonia, skin/soft tissue infections f. Endocrine Disease: diabetes g. Pain management h. Osteoarthritis i. Osteoporosis j. Nutrition

2. Conduct a thorough patient-specific medical and medication history 3. Accurately assess patient-specific medical conditions. 4. Effectively evaluate a patient’s current therapy. 5. Appropriately identify monitoring parameters for patient therapy. 6. Develop appropriate patient-specific therapeutic plans. 7. Recommend an appropriate approach to correct drug related problems

and common medical problems. 8. Demonstrates initiative and responsibility for ensuring optimal patient

care outcomes. Systems Management 1. Apply patient and population-specific data, quality assurance

strategies, and research processes to optimize patient outcomes.

Page 1 of 1

Appendix 28F: Ambulatory Care Advanced Pharmacy Practice Experience Objectives Description: The student is involved in any medical care that is delivered on an out-patient basis. Pharmaceutical care may performed by students in the following types of settings: a physician's office, out-patient clinics affiliated with a hospital and or community pharmacy partnering with a physician group. Examples of activities where students could interact with patients include; outpatient surgery, pulmonary and cardiac rehabilitation, physical and occupational therapy, smoking cessation, MTM services, disease state management, anticoagulation clinics, diabetes education, immunizations, cholesterol/glucose/blood pressure screenings, hospice, and cancer centers. Ambulatory care rotations should be well rounded and not focus on only one patient care activity. Goal: The goal of the Ambulatory Medicine Advanced Pharmacy Practice Experience is to provide students with a practical and culturally competent experience which facilitates their application of pharmacotherapeutic knowledge for the treatment of patients in an ambulatory care setting. ABILITY-BASED OUTCOME DOMAIN

STUDENT OBJECTIVES

Attitudes, Values, Professionalism

1. Demonstrate professional behavior and work ethic.

Communication Skills 1. Effectively communicate with patients, care givers and health professionals. 2. Effectively educate and counsel patients, patients’ families and health professional

on drug therapy. 3. Develop and expand communication skills through interactions with other health

care professional and patients. 4. Present patient cases to the preceptor in an organized, concise manner.

Scientific Foundation 1. Accurately interpret the medical literature and applies data to clinical practice 2. Retrieve, critically evaluate, and accurately present information from the medical

literature resources on pharmacotherapeutic topics both verbally and in writing in a timely fashion.

Patient Centered Care 1. Understand the pathophysiology and apply clinical guidelines for the following conditions/diseases and public health encountered in the ambulatory care setting. a. Cardiovascular Diseases: congestive heart failure, stroke, hypertension,

hyperlipidemia, anticoagulation, angina. b. Pulmonary Diseases: asthma, COPD, smoking cessation c. Neurology: depression, migraines d. Gastrointestinal Diseases: ulcers, GERD e. Infectious Diseases: STDs, otitis media, UTIs, community-acquired

pneumonia f. Endocrine Disease: diabetes, thyroid disease g. Geriatrics h. Women’s Health Issues: contraception, hormone replacement, osteoporosis

2. Conduct a thorough patient-specific medical and medication history 3. Accurately assess patient-specific medical conditions. 4. Effectively evaluate a patient’s current therapy. 5. Appropriately identify monitoring parameters for patient therapy. 6. Develop appropriate patient-specific therapeutic plans. 7. Recommend an appropriate approach to correct drug related problems and

common medical problems. 8. Demonstrates initiative and responsibility for ensuring optimal patient care

outcomes. Systems Management 1. Apply patient and population-specific data, quality assurance strategies, and

research processes to optimize patient outcomes.

Page 1 of 1

Appendix 28G: Community Advanced Pharmacy Practice Experience Student Objectives

Goal: The goal of the Community Advanced Pharmacy Experience is to provide students with a practical and culturally competent experience in applying their pharmacotherapeutic knowledge for the treatment of patients in a community setting. ABILITY-BASED OUTCOME DOMAIN

STUDENT OBJECTIVES



professionals on drug therapy. 3. Develop and expand communication skills through interactions with

other health care professionals and patients. 4. Present patient cases to the preceptor in an organized, concise manner.



Patient Centered Care 1. Understand the pathophysiology and apply clinical guidelines for the following conditions/diseases and public health encountered in the community setting. a. Cardiovascular Diseases: congestive heart failure, stroke,

hypertension, hyperlipidemia, anticoagulation, angina. b. Pulmonary Diseases: asthma, COPD c. Neurology: depression, migraines, diabetic peripheral neuropathy d. Gastrointestinal Diseases: GERD, IBS, colitis, ulcers e. Infectious Diseases: otitis, chronic sinusitis, chronic bronchitis,

UTIs, community-acquired pneumonia f. Endocrine Disease: diabetes, thyroid disease g. Geriatrics

2. Conduct a thorough patient-specific medical and medication history 3. Accurately assess patient-specific medical conditions. 4. Effectively evaluate a patient’s current therapy. 5. Demonstrates knowledge and skills in assisting patients in the

selection and use of non-prescription medications and health related products.

6. Recommend an appropriate approach to correct drug related problems and common medical problems.

7. Demonstrate initiative and responsibility for ensuring optimal patient care outcomes; Clinical intervention documentation and follow up.

Systems Management 1. Apply patient and population-specific data, quality assurance strategies, and research processes to optimize patient outcomes.

2. Demonstrates an understanding of professional and administrative activities.

3. Accurately select, prepare, and dispense medications in a manner that promotes safe and effective use.

Public Health 1. Promote public awareness of health and disease. 2. Provide immunizations and health related screenings.

Page 1 of 2

Appendix 28H: Institutional Advanced Pharmacy Practice Experience Student Objectives

Goal: The goal of the Institutional Pharmacy Practice Experience is to provide students with a practical and culturally competent experience which facilitates their application of pharmacotherapeutic knowledge, standards and prescription processing/distribution, and systems management for the treatment of patients in an institutional setting. ABILITY-BASED OUTCOME DOMAIN

STUDENT OBJECTIVES







Patient Centered Care 1. Understand the pathophysiology and apply clinical guidelines for the following conditions/diseases encountered in the institutional setting. a. Cardiovascular Diseases: congestive heart failure, stroke,

hypertension, hyperlipidemia, anticoagulation, angina. b. Pulmonary Diseases: asthma, COPD, smoking cessation c. Neurology: depression, migraines d. Gastrointestinal Diseases: ulcers, GERD e. Infectious Diseases: STDs, otitis media, UTIs, community-

acquired pneumonia f. Endocrine Disease: diabetes, thyroid disease g. Geriatrics h. Women’s Health Issues: contraception, hormone replacement,

osteoporosis 2. Conduct a thorough patient-specific medical and medication history 3. Accurately assess patient-specific medical conditions. 4. Effectively evaluate a patient’s current therapy. 5. Appropriately identify monitoring parameters for patient therapy. 6. Develop appropriate patient-specific therapeutic plans. 7. Recommend an appropriate approach to correct drug related problems



strategies, and research processes to optimize patient outcomes 2. Accurately select, prepare, and dispense medications in a manner that

promotes safe and effective use. 3. Describe legal and regulatory requirements as they pertain to the

distribution, disposal, and transfer of controlled substances and investigational medications.

4. Demonstrate knowledge of Quality Assurance (QA) and Medication

Page 2 of 2

Use Evaluation (MUE) 5. Demonstrate knowledge and skills regarding unit dose and IV

admixture systems. 6. Demonstrate knowledge and understanding regarding purchasing and

inventory control systems. Suggested Activities:

Assign student to complete a presentation – leave it open ended so that they can lead group discussions and provide an interactive format.

Interdisciplinary group rounds with the students providing goals for patient outcomes. Participation in palliative care rounds Completing drug regimen reviews using their own knowledge to come up with solutions. Involve the student in DUR – come up with a plan and communicate to providers. Attend various types of rounds that occur in an institutional setting Involve student in the lipid management of patients. Assign a patient to a student and let the student take an initial approach as to patient care.

Preceptor to discuss the student solutions and help the student to solve problems associated with the patient’s care.

Give the student more independent work such as providing counseling upon discharge.Student is to prepare for the discussion with the patient. Preceptor to discuss/help with the results.

Participation in Journal Club/noon conferences. Have the student develop a manual for a particular purpose and have the student read the manual Conduct a drug regimen review Conduct a literature search, review, and development of guidelines. Use the information to teach

patients. Conduct inservice for nursing, staff, and other providers. Participate in group clinics within the institution such as; renal, CHF, diabetes. Conduct lunch and learns with the student developing the topic.

Page 1 of 1

Appendix 28I: Rural Health Advanced Pharmacy Practice Experience Student Objectives

Goal: The goal of the Rural Health Pharmacy Experience is to provide students with a practical and culturally competent experience in applying their pharmacotherapeutic knowledge for the treatment of patients in a rural setting. ABILITY-BASED OUTCOME DOMAIN

STUDENT OBJECTIVES







Patient Centered Care 1. Understand the pathophysiology and apply clinical guidelines for the following conditions/diseases and public health encountered in the community setting. a. Cardiovascular Diseases: congestive heart failure, stroke,

hypertension, hyperlipidemia, anticoagulation, angina. b. Pulmonary Diseases: asthma, COPD c. Neurology: depression, migraines, diabetic peripheral neuropathy d. Gastrointestinal Diseases: GERD, IBS, colitis, ulcers e. Infectious Diseases: otitis, chronic sinusitis, chronic bronchitis,

UTIs, community-acquired pneumonia f. Endocrine Disease: diabetes, thyroid disease g. Geriatrics

2. Conduct a thorough patient-specific medical and medication history 3. Accurately assess patient-specific medical conditions. 4. Effectively evaluate a patient’s current therapy. 5. Demonstrates knowledge and skills in assisting patients in the

selection and use of non-prescription medications and health related products.

6. Recommend an appropriate approach to correct drug related problems and common medical problems.

7. Demonstrate initiative and responsibility for ensuring optimal patient care outcomes; Clinical intervention documentation and follow up.

Systems Management 1. Apply patient and population-specific data, quality assurance strategies, and research processes to optimize patient outcomes.

2. Demonstrates an understanding of professional and administrative activities.

3. Accurately select, prepare, and dispense medications in a manner that promotes safe and effective use.

Public Health 1. Promote public awareness of health and disease. 2. Provide immunizations and health related screenings.

Page 1 of 1

Appendix 28J.1:Elective (Clinical) Advanced Pharmacy Practice Experience Objectives Goal: The goal of any Elective Advanced Pharmacy Practice Experience is to provide students with a practical and culturally competent experience in applying their pharmacotherapeutic knowledge for the treatment of patients in various clinical settings. ABILITY-BASED OUTCOME DOMAIN

STUDENT OBJECTIVES



professional on drug therapy. 3. Develop and expand communication skills through interactions with

other health care professional and patients. 4. Present patient cases to the preceptor in an organized, concise manner.



Patient Centered Care 1. Understand the pathophysiology and apply clinical guidelines for the following conditions/diseases and public health encountered in various settings. a. Cardiovascular Diseases: congestive heart failure, stroke,

hypertension, hyperlipidemia, anticoagulation, angina. b. Pulmonary Diseases: asthma, COPD c. Neurology: depression, generalized anxiety disorder d. Gastrointestinal Diseases: GERD e. Infectious Diseases: UTIs, pneumonia, skin/soft tissue infections f. Endocrine Disease: diabetes g. Pain management h. Osteoarthritis i. Osteoporosis j. Nutrition

2. Conduct a thorough patient-specific medical and medication history 3. Accurately assess patient-specific medical conditions. 4. Effectively evaluate a patient’s current therapy. 5. Appropriately identify monitoring parameters for patient therapy. 6. Develop appropriate patient-specific therapeutic plans. 7. Recommend an appropriate approach to correct drug related problems



strategies, and research processes to optimize patient outcomes.

Page 1 of 1

Appendix 28J.2: Elective (Non-Patient Care) Advanced Pharmacy Practice Experience Objectives Goal: The goal of any Elective (Non-Patient Care) Advanced Pharmacy Practice Experience is to provide students with a practical and culturally diverse experience in applying their knowledge and expertise within the scope of a practice or population. ABILITY-BASED OUTCOME DOMAIN

STUDENT OBJECTIVES

Attitudes, Values, Professionalism 1. Demonstrate professional behavior and work ethic. Communication Skills 1. Effectively communicate with all colleagues and associates.

2. Present information in an organized, concise manner. 3. Develop and expand written, oral, and listening communication skills. 4. Participate in conflict resolution, if appropriate.

Scientific Foundation 1. Accurately interpret the medical literature and apply data to practice 2. Retrieve, evaluate, and accurately present information from the

literature resources on various topics both verbally and in writing in a timely fashion.

3. Use appropriate scientific terminology to convey concepts of pathophysiology, medicinal chemistry , pharmaceutics, pharmacology, and pharmacokinetics.

Patient/Population Centered Care 1. Understand the pathophysiology and apply clinical guidelines for the conditions/diseases and public health encountered in various settings.

2. Develop and implement population-specific, evidence-based disease management programs and protocols based upon analysis of epidemiologic and pharmacoeconomic data, medication use criteria and review, and risk reduction strategies.

3. Apply quality assessment methods to the evaluation of patient-centered care.

4. Demonstrates initiative and responsibility for ensuring optimal patient care outcomes.

Systems Management 1. Effectively utilize information related to drugs and pharmacy business processes.

2. Understand the value of relationships with organizations important to the pharmacist.

3. Manage human, physical, medical, information, fiscal, and technological resources using relevant legal, ethical, social, cultural, economic, and professional principles/issues to assure efficiency and cost-effectiveness.

4. Apply patient and population-specific data, quality assurance strategies, and research processes to: a) assure that medication use systems minimize drug misadventuring and optimize patient outcomes. b) develop drug use and health policy, design pharmacy benefits, and formulary systems.

Public Health 2. Promote public awareness of health and disease. 3. Understand the role of pharmacist in alternative practice settings. 4. Apply population-specific data, quality assurance strategies, and

research processes to identify and resolve public health problems and influence public health policy.

Page 1 of 1

Appendix 28K: Experiential Education Strategic Plan

Please note that under each Item number is a reference number to the written document addressing the ACPE charges.

Item # APPE Strategy Current Practice Implementation Comments1 Delete one P4 APPE to provide the time/preceptors to devote to IPPE 9 APPE Rotations beginning 2 weeks Beginning with the P1 class of 2008, all Total of 8 rotations throughout the year.

(3a) after graduation. APPE rotations will begin mid June

2 Implement the division of the "adult med" rotation into two individual Students are required to complete oneTo be implemented with P1 class of 2008 Development of sites (3b) rotations, including acute care and ambulatory care. adult med rotation during the P4 year.

3 Establish objectives for the acute care and ambulatory care rotations Completed To be implemented with P1 class of 2008(3c)

Note: P1 Class of 2008 IPPE in May of 2009 IPPE in May of 2010 APPE in June 2011, graduating in 2012 (ACPE visit: Spring 2012)

ACPE Charge:

3. Develop a written plan for addressing the significant changes needed in theintroductory pharmacy practice experiences (IPPE) and advanced pharmacypractice experiences (APPE) called for in the new revised 2007 ACPEaccreditation standards. The written

a. Plans for defining the specific student activities (including traditional andclinical practice experiences), hour requirements, and rotation schedules for

the IPPEs for 1st, 2nd, and 3rd professional year students. b. Plans for enhancing practice site identification and development andpreceptor training and development for both IPPEs and APPEs.c. Plans for enhancing the number, character, and nature of hospital andcommunity APPEs and improved quality assurance efforts.

Page 1 of 11

Graduating Student Survey

Question: 39. The sites available for introductory pharmacy practice experiences were of high quality.

Appendix 28L: AACP Surveys

Page 2 of 11


Question: 40. The process by which I was assigned sites for introductory pharmacy practice experiences was fair.


Page 3 of 11


Question: 49. The process by which I was assigned sites for advanced pharmacy practice experiences was fair.


Page 4 of 11


Question: 51. My pharmacy practice experiences allowed me to have direct interaction with diverse patient populations (e.g., age, gender, ethnic and/or cultural background, disease states, etc.).


Page 5 of 11

Appendix 28x: AACP Survey


Question: 52. My pharmacy practice experiences allowed me to collaborate with other health care professionals

.


Page 6 of 11

Faculty Survey

Question: 22. I have adequate laboratory and/or clinical resources for my research and/or scholarship needs.


Page 7 of 11

Faculty Survey

Question: 28. The program's resources can accommodate present student enrollment..


Page 8 of 11

Preceptor Survey

Question: 15. I know how to utilize policies of the college/school that deal with harassment and discrimination.


Page 9 of 11

Preceptor Survey

Question: 37. I receive needed support from the Office of Experiential Education.


Page 10 of 11

Preceptor Survey

Question: 40. There are adequate facilities and resources at the practice site to precept students.


Page 11 of 11

Alumni Survey

Question: 28. When I was a student the college/school provided an adequate number and mix of practice facilities for experiential education (rotations).


Documents

Standard No 28 Practice Facilities - North Dakota … · differences from national or peer group norms . ... During 2009-2010, ... To foster the development of preceptors, preceptor