Placement 4 PLACEMENT SITE GUIDE - Bachelor of Pharmacy - Wiki
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2021
Bachelor of Pharmacy
Placement Programme
Placement 4
PLACEMENT SITE GUIDE
Part IV BPharm Students
1
0Table of Contents
Bachelor of Pharmacy -The Experiential Learning Placement Programme ...............................2
Overview of the Experiential Learning Placement Modules ...................................................4
Structure and Objectives for Part IV Placement 4 in 2021 .....................................................6
Duration of Placement.................................................................................................................7
Domains and Learning Outcomes for Placement 4 ..................................................................8
Preceptor’s Roles and Activities ...............................................................................................15
Preceptor’s Assessment of Part IV Student’s Performance ..................................................15
Expectations of Students ...........................................................................................................17
Concerns about Student Behaviour .........................................................................................17
School of Pharmacy Contacts ...................................................................................................18
Overview of ePortfolio tasks .....................................................................................................19
Placement 4: Community Placement; Overview of Learning Activities ..............................21
Community Pharmacy Placement Checklist ..........................................................................24
Suggested programme for Community Pharmacy Placement 4 ...........................................25
2021 Preceptor’s Assessment of Student’s Performance at CPP for PM4 ...........................26
Placement 4: Hospital Placement; Overview of Learning Activities ....................................29
Hospital Placement Checklist ...................................................................................................31
Suggested programme for Hospital Pharmacy Placement 4 .................................................32
2021 Preceptor’s Assessment of Student’s Performance at HPP for PM4 ..........................33
Appendix 1 Health & Safety Arrangements and Responsibilities for Student Placements36
Appendix 2: Supplementary Supervising Staffs’ Feedback of Student’s Performance .....37
1Bachelor of Pharmacy -The Experiential Learning Placement Programme
Please note: In addition to the information provided in this guide, more information about
the placements can be accessed from the BPharm Portal at pharmacy.auckland.ac.nz
In its simplest form, experiential learning means learning from experience, or learning
by doing. Experiential education first immerses students in an experience and then
encourages reflection about the experience to develop new skills, new attitudes or
new ways of thinking.1
Experiential Learning Placements fulfill many important opportunities for embedded,
contextualised, authentic learning about the role of medicines in healthcare,
pharmacy as a profession, the role of the pharmacist and about the health consumer
experience. The rationale for placements includes:
• Acquisition and integration of professional knowledge, skills and attitudes.
• Development of professionalism and transitioning from ‘student role’ to
‘career professional’.
• Practical application of classroom and theory learning.
• Opportunities to utilise generic skills developed at university.
• Development of a ‘whole person, patient care approach’.
• Opportunity to clarify and determine career direction.
• Opportunity to become workforce literate.
• Establishment of workforce contacts.
In the context of the BPharm Experiential Learning Placements, the following
educational principles describe the framework across the entire programme:
• Learning, especially around the development and demonstration of
professional competencies, is a continuum and as such develops over time at
a rate determined by each individual student learner.
• Alignment and relevance of learning are critical aspects for the experiential
learning placements to be effective.
• Wherever possible, students should be enabled to take advantage of a variety
of learning experiences to inform their development as a pharmacy
professional.
• Experiential learning should be stepped and incremental.
• Recognising the continuum of learning across the programme, we have
described three ‘phases’ of student development, namely ‘Novice’,
‘Developing’, and ‘Approaching Graduate Level’.
• At the Novice (Placement 1) stage, the focus is on socialisation into the
pharmacy profession and role of the pharmacist.
1 Lewis, L.H. & Williams, C.J. (1994). In Jackson, L. & Caffarella, R.S. (Eds.). Experiential Learning: A New
Approach (pp. 5-16). San Francisco: Jossey-Bass.
2• At the Developing (Placements 2, 3 and 4) stage, the focus is on
development of learning where students will be developing the requisite
pharmacy practice skills, attitudes and behaviours.
• At the Approaching Graduate Level (Placement 5) stage, the focus is on
consolidation of learning and opportunities for students to expand their
exposure to patient care across a range of settings.
• By the end of Placement 5, students should be approaching the
demonstration of professional competencies as described by the Pharmacy
Council of New Zealand’s Standards for Interns.
• The e-Portfolio is the compulsory web-based platform through which
students gather a longitudinal record of their learning from all five
Placements across the BPharm programme. It also serves as a vehicle for
academic staff to manage the assessment process including student
submission of required pieces of evidence, assessment by staff and
provision of individualised formative feedback as well as the overall
management of assessment grades for all Placement elements. Through the
e-Portfolio, UoA staff members provide resources to support learning in
general as well as specific guidance in relation to learning activities within
each Placement.
3Overview of the Experiential Learning Placement Modules
The revised BPharm curriculum sees an increase in Experiential Learning
Placements. Students in the revised curriculum will experience Experiential
Learning Placement Modules within the following BPharm courses:
• Placement 1: PHARMACY 213 (Semester 2, Part II: 10 placement days
spread over the semester.)
• Placement 2: PHARMACY 311 (Semester 1, Part III: 10 placement days over
a 2 week block)
• Placement 3: PHARMACY 312 (Semester 2, Part III: 10 placement days over
a 2 week block)
• Placement 4: PHARMACY 411 (Semester 1, Part IV: 10 placement days over
a 2 week block)
• Placement 5: PHARMACY 412 (Semester 2, Part IV: 10 placement days over
a 2 week block)
The Experiential Learning Placements equate to approximately 10 weeks of off-
site placement learning activities across the whole BPharm programme. They are
supported by pre- and post-placement teaching and learning activities during the
teaching semester.
The Placements are a compulsory component of the Bachelor of Pharmacy
(BPharm) programme. Over the three years in the BPharm programme (Part II,
Part III and Part IV) the five Placements will occur in a variety of health practice
settings including community, hospital, industry pharmacy sites and health related
organisations.
Please note: Unlike previous years, the focus of Placement 4 for 2021 is
on developing core pharmacy practice skills. COVID-19 disruptions
resulted in the Part IV cohort for 2021 missing placement days in 2020.
While students developed their pharmacy practice skills using online
content they require experience with patients and in pharmacy settings
to ensure they meet core competency standards.
Following is an overview of the BPharm programme.
4Structure and Objectives for Part IV Placement 4 in 2021
The overarching goals of the Experiential Learning Placements are to allow students to
apply their knowledge and to experience new learning in ‘real-life’ practice situations; to
learn from patients and professional colleagues; and to undertake activities under
supervision that they will perform as interns and pharmacists.
Due to COVID-19 disruptions in 2020, for most of the Part IV cohort in 2021 this is their
second formal experience of Experiential Learning Placements and at this stage, the
emphasis is on ‘developing core skills and understandings’ about the many aspects
of pharmacy practice. In terms of a continuum of learning and skills development, they
are very much at the ‘Developing’ level and it is therefore important that the structure
and activities are pitched accordingly.
The overall aims of Placement 4 is for the students to develop core pharmacy practice
skills in the provision of patient-centred care in collaboration with other health
professionals. This includes the provision, management and optimisation of medicines and
pharmacy services.
Part IV Placement 4 in 2021 will focus on students developing understanding, skills,
attitudes and behaviours in relation to the core roles and skills of a pharmacist:
• Managing medicines
• Medication safety
• Providing patient care
• Developing the identity as a medicine expert with the winder health care team
with other healthcare professionals.
Note 1: Placement 4 will comprise two weeks in either a hospital pharmacy setting or two
weeks in a community pharmacy. Those students who did not do a hospital placement
over the summer will get priority for hospital sites in Placement 4.
Note 2: The main focus for Placement 4 in 2021 is on having students move from
observation to actual experience in gathering information, identifying issues, assessing
information and sharing information with and about patients, their health and their
medicines.
Note 3: At this stage, students are expected to be developing the core skills and
understanding around decision-making, clinical reason, and communicating with a variety
of patients/health consumers and health professionals. They are not yet expected to
undertake complex decision-making independently with regard to carrying out the entire
care-planning process across one patient. Nor will they be expected to make autonomous
decisions e.g. with regard to medicines’ review and patient care plans etc. They will,
however, be expected to have multiple experiences of practicing the steps in the care-
planning process across as wide a range of patients/health consumers as possible.
Note 4: For the core pharmacy practice skills by the end of placement 4 students will be
expected to demonstrate an ‘ability to do’. For some of the learning activities by the
students will be expected to demonstrate an ‘understanding of’. For some of the learning
activities students will be expected to demonstrate an ‘awareness of’.
6Duration of Placement
The pharmacy placement programme for BPharm students at the University of Auckland
is a compulsory module of their BPharm programme and involves attendance and active
participation at an approved and consented community or hospital pharmacy.
Placement 4 comprises of 9 full placement days, beginning Monday 19th April and
ending Friday 30th April.
The placement days are Monday to Friday (week days only), excluding ANZAC day on
Monday the 26th April. A full placement day is 8hrs (excluding breaks) between the hours
of 8am and 6pm. Hospital pharmacy placements are usually 8am to 4:30pm and
community pharmacy placements are usually 9am to 5:30pm. Your site may prefer a
different start and finish time and this can be worked out between you and the student,
providing each student is able to complete a full placement day.
Post Placement Activities
It is expected that students will take notes during their placement and record information
in the templates they can download from CANVAS, however the writing up of the learning
experience in their ePortfolio occurs in the evening and after their placement visits.
An outline of the learning activities in their ePortfolio is on page 22 for Community
Pharmacy Placements and on page 33 for Hospital Pharmacy Placements. Students must
attend a debriefing workshop following their placements. They must then submit their
work via their ePortfolio for marking shortly following the workshops. The assessment of
the ePortfolio learning activities is assessed by School of Pharmacy staff members.
7Domains and Learning Outcomes for Placement 4
Knowledge, skills and attributes will be demonstrated and assessed, during the
Experiential Learning Placements across the following six Domains (Note: these are
derived from the New Zealand Competency Standards for the Pharmacy Profession).
It is expected that by the end of Placement 4 students will have achieved developing
levels in the following Learning Outcomes in all six domains.
Domain 1: Professional and Ethical Practice in Pharmacy.
The focus of this Domain is on:
• Developing understandings, attitudes and competencies, including cultural
competence, as an ethical professional acting within legal frameworks and
standards.
• Demonstrating personal and professional integrity to deliver patient-centred care.
• Demonstrating self-management skills.
Domain 2: Communication and Collaboration.
The focus of this Domain is on:
• Developing skills, attitudes and behaviours to communicate with health
consumers, family/whānau and colleagues to support care and wellbeing.
• Developing understandings, attitudes and competencies to engage in effective
collaboration within diverse groups.
Domain 3: Health and Medicine Management to Promote Optimal Use of
Medicines.
The focus of this Domain is on:
• Developing the understandings and abilities to work in partnership with health
consumers, whānau and other health care professionals to optimise the use of
medicines.
Domain 4: Primary and Preventative Healthcare.
The focus of this Domain is on:
• Developing understandings, attitudes and competencies in providing primary
health care in collaboration with health consumers and other health professionals
to improve health outcomes.
Domain 5: Supply and Administration of Medicines.
The focus of this Domain is on:
• Developing understandings, attitudes and skills in the safe and accurate supply of
medicines to support the quality use of medicines.
• Developing skills and knowledge for pharmaceutical product preparation within a
quality assurance framework.
Domain 6: Leadership and Organisational Management.
The focus of this Domain is on:
• Developing understandings of leadership skills and management processes required
to manage resources and information effectively to optimise quality service delivery
within a safe and secure work environment.
8Domain 1: Professional and Ethical Practice in Pharmacy
Learning Outcome Example behavior and evidence guide
1.1 Behaves in a • Be punctual and dress appropriately
professional manner. • Demonstrates good time-management and self-
responsibility
• Exhibit behaviours as outlined in the Experiential
Learning Placement Professional Behaviour
Assessment Indicators and Criteria
1.2 Complies with legal • Checks prescriptions and drug charts for legal, clinical
and ethical and ethical appropriateness
requirements. • Maintains patient confidentiality and privacy
• Comply with legal requirements for the sale of non-
prescription medicines (in CPP setting)
1.3 Manages self with a • Actively seeks feedback
positive disposition • Demonstrate willingness to improve skills and behaviour
towards feedback and
continuous improvement • Engage in self-reflection
of knowledge,
skills and attitudes.
1.4 Recognises and • Interacts with a diverse range of patients/consumers and
respond to reflect on their different needs
health consumer diversity
and needs.
Domain 2: Communication and Collaboration
Learning Outcome Example behavior and evidence guide
2.1 Applies key • Elicits a medication history from patients, including the
principles of patient’s views on their medicines
communication. • Clarifies issues on a prescription/drug chart with a
pharmacist and/or technician
• Provides a succinct reply to a routine medicines
information inquiry from another health
professional
• Clarifies issues regarding a prescription with
a health professional/s
2.2 Demonstrates • Explains the use of a range of individual medicines and
awareness of varied varied dosage forms to a variety of patients / health
consumer needs and consumers with different needs (e.g. limited English,
responds according to poor sight, arthritis, cultural differences)
individual situations. • Communicates with patients / health consumers and
carers in a sensitive and culturally appropriate
manner
9Domain 3: Health and Medicine Management to Promote Optimal Use of
Medicines.
Learning Outcome Example behavior and evidence guide
3.1 Develops a patient- • Demonstrates relationship-building skills when
centred approach to interviewing patients or carers to elicit patient
enable the safe and histories and other relevant information
appropriate use of • Provides information and advice to patients and
medicines. carers in a sensitive and culturally appropriate
manner
3.2 Applies skills in • Selects appropriate sources of patient information to
therapeutic decision- make therapeutic decisions (e.g. patient interview,
making and medical records, pharmacy records, lab results)
management. • Interprets relevant patient information
• Identifies medicines-related problems and potential
solutions
• Communicates therapeutic decisions with the patient and
team
• Recommends appropriate monitoring and follow up
3.3 Applies skills in the • Undertakes relevant/appropriate routine medicines
acquisition, evaluation information inquiries
and provision of • Identifies appropriate sources of information
information to optimise
the use of medicines. • Critically evaluate medicines information
• Communicates findings in an appropriate manner
Domain 4: Primary and Preventative Healthcare.
Learning Outcome Example behavior and evidence guide
4.1 Provides services • Engages in initiatives such as smoking cessation,
which contribute to antimicrobial stewardship, cardiac rehabilitation,
community health vaccinations, skin cancer awareness , point-of-care
testing etc., as appropriate
4.2 Provides advice on • Provides patient-centred advice and information to
health promotion, disease patients on disease prevention/lifestyle modification e.g.
prevention and lifestyle when dispensing prescriptions, selling non- prescription
modification medicines (in CPP setting)
10Domain 5: Supply and Administration of Medicines
Learning Outcome Example behavior and evidence guide
5.1 Prepares • Checks formulae and prepare batch sheets
pharmaceutical products accurately and completely
accurately and safely • Performs pharmaceutical calculations accurately
• Prepares and labels compounded products complying
with legal requirements
5.2 Supplies prescription • Checks prescriptions and drug charts for legal, clinical,
medicines safely and ethical and funding appropriateness
accurately and advise on • Discusses any concerns with colleagues and prescribers
their use.
• Accurately dispenses selected medicines
• Provides appropriate advice and information on
dispensed medicines to patients and carers
5.3 Supplies non- • Gathers information from patient or carer in a
prescription medicines patient-centred manner
safely and accurately and • Interprets information
advise on their use.
• Makes a decision on appropriateness of non-prescription
medicines sale
• Provides advice and information on non-prescription
medicines to patients and carers
• Complies with all legal, ethical and funding requirements
for non- prescription medicines
Domain 6: Leadership and Organisational Management
Learning Outcome Example behavior and evidence guide
6.1 Demonstrates • Observes both management and leadership roles
awareness of both within the pharmacy and the wider community
management and setting e.g. pharmacist’s contribution to residential
leadership skills in the care, meetings with other health professionals.
context of pharmacy
practice
6.2 Describes roles and • Observes and describes the roles and responsibilities of
responsibilities of key personnel both within the pharmacy and the wider
personnel within community setting.
pharmacy
practice
6.3 Demonstrates • Undertakes self-reflection on management and
awareness of organisational practices observed in the community
management and setting.
organisational skills to
ensure the effective and
efficient
delivery of services
11Preceptor’s Roles and Activities
Supervising pharmacists/preceptors have a very important role in providing a
suitable programme for each student, acting as a role model, facilitating clinical
and experiential learning and acting as a mentor.
Preceptor’s tasks are to:
• Provide a programme of learning activities to meet the placement
requirements.
The programme of learning activities should occupy most of the student’s time
during the placement. Students are encouraged to take notes in a notebook
or record information on the templates that they can download from Canvas.
They are encouraged to write up their daily learning log after the end of each
day. Completing their ePortfolio is expected to be done in the evenings and
after their placement, not during the day at the pharmacy.
• Ensure the student is introduced to the pharmacy staff and medical
team members.
This will help them feel welcome and comfortable to learn.
• Facilitate student learning through demonstration, participation,
explanation, discussion and formative feedback.
Students really appreciate being able to undertake supervised roles rather
than just observing practice especially over prolonged times (hours). Please
do not hesitate to correct or highlight errors/ omissions/ inconsistencies in
students’ case presentations – they will benefit from learning from your
experience.
• Debrief students if any unexpected activity occurs or if they are
entering an area that may be frightening or distressing for them.
Those who have been adequately debriefed while still feeling challenged by
the experience will also gain valuable insights and be able to view the
experience positively.
• Provide students with honest advice that will help them improve
their performance as they prepare to enter the pharmacy
workforce.
Please offer students any advice as you see fit. They will appreciate the
opportunity to discuss this prior to leaving their placement. You are required
to complete the ‘Pharmacist Assessment of Student Performance’ sheet prior
to the student finishing their placement. This will enable the Schools of
Pharmacy to assess the students’ performances at their placements.
Preceptor’s Assessment of Part IV Student’s Performance
The following information is a guide with regard to the assessment process and
the completion of the ‘Preceptor Assessment Form’. This form should be
completed by the nominated supervising pharmacist/preceptor for the placement.
There are three aspects of the preceptor’s assessment of the placement which
need to be completed; A) Professional Behaviour Assessment and B) Specific Task
Performance Assessment, C) Global Placement Performance assessment.
15There are two parts to the assessment process during Placement 4:
• Formative mid-point assessment should occur after the completion of
five days of placement. This is to identify the student’s progress and areas to
focus on in the following week. Complete the ‘Preceptor Assessment Form’ at
this point and get the student to self- complete the same ‘Preceptor
Assessment Form’. Use the information from this mid-point assessment to
have a formative discussion with the student with regard to the students’
performance and identify areas which there may need to be a focus on for the
rest of the placement. No copies of the formative mid-point assessment
information are to be sent to the School of Pharmacy.
• Final assessment using the ‘Preceptor Assessment Form’. This is to occur
after the completion of the nine days of placement. This assessment must be
sent to the School of Pharmacy. Please do not give this to the students.
Ways to assess performance are:
Reviewing written documents/notes the student has written during or
about tasks.
Observe the task performance.
Examine the end product e.g. label, extemporaneous product.
Discussion and questioning of the task.
For assessment of the B) Specific Task Performance please indicate
whether the student has applied their knowledge in the practical setting. Please
consider:
The level at which the task should be demonstrated i.e. an ‘awareness
of’, an ‘understanding of’, an ‘ability to do’ and taking into consideration
that the student is in Part IV of their BPharm Programme.
The level of preparation the student exhibited.
The student’s use of skills, knowledge and attitude in the ability to do a
task consistently to the standard expected of a Part IV BPharm student
who is developing pharmacy practice skills.
Feedback from staff involved with the students during their placement:
A Supplementary Feedback on Students Performance form’ (Appendix 2) is
available for collecting the views of other staff members to assist the nominated
preceptor/pharmacist complete the ‘Preceptor Assessment Form’.
How to complete and return the assessment:
The nominated preceptor/pharmacist is to complete all parts of the ‘Preceptor
Assessment Form’ and return the form by eForm (a link to this form will be
emailed) or email to Pharmacy Placement Administration within one week of the
student completing their placement. Please do not give the final preceptor
assessment form to the student.
16Expectations of Students
Students are expected to attend the community placement for a nine full days,
Monday to Friday for the two placement weeks. A full day 8 hours
between 8 am and 6 pm, with a half hour break for lunch. Please contact
school staff (see contact information page) if the student does not arrive or asks
to change the times of their attendance for their placement.
Two weeks before attending the placement, students should contact the
placement site to introduce themselves and find out any specific information that
relates to your pharmacy for example parking. Students are also expected to
send to you a Student Profile Form. The purpose of this form is so the placement
site staff know a little about the student before their placement, provide you with
a contact phone number and emergency contact person should you need this
information.
All students have been provided with a white dispensing jacket and their name
badge which identifies them as a pharmacy student. Students must wear their
name badge throughout the placement. Students are only required to wear their
dispensing jacket in a community pharmacy placement and not a hospital
pharmacy placement.
If a student is unable to attend part of their programme through illness or
bereavement etc., the protocol in the BPharm handbook is to be followed. A
medical certificate/information from Healthline is required for illness and
Pharmacy Placement Administration and the preceptor/supervising pharmacist
must be notified as soon as possible.
Students are not permitted to include any information in their ePortfolio which
can identify a patient, a pharmacy staff member or pharmacy. All students
have submitted a completed confidentiality form agreeing to obligations
set out by School of Pharmacy and the Privacy Act.
Concerns about Student Behaviour
If there are any concerns about student behaviour please contact Lynne Bye (see
contact information). This is a professional experiential learning placement and we
have a responsibility to ensure that all students fulfil all criteria with respect to
professionalism. It is also important for the preceptor/s to provide immediate
guidance and feedback directly to the student, to ensure any errant behaviour
ceases instantly.
17School of Pharmacy Contacts
Lynne Bye: Director Experiential Learning Placements
Lynne is the overall Director for Experiential Learning Placements in
the BPharm programme.
(09) 923 6392 or mobile 021768795
l.bye@auckland.ac.nz
Stephanie Yee: Professional Teaching Fellow – Placements
(09) 9236512
stephanie.yee@auckland.ac.nz
Anna Forsyth: Pharmacy Placements Coordinator
(09) 923 7522
pharmacyplacements@auckland.ac.nz
School of Pharmacy
o Faculty of Medical and
Health Sciences The
University of Auckland
o Private Bag 92019
o Auckland 1142
18Overview of ePortfolio tasks
The following sections must be completed for Placement 4.
• Pre-placement Preparation
• Daily Learning Record
• Placement Learning
• Reflection and Practice Review
Pre-Placement Preparation
• Placement clearance form
• Revise and adhere to Health Information Privacy Code
• Revise and adhere to Pharmacy Council of NZ social media guidelines
• Revise hand hygiene resources
• Code of Health and Disability Consumer’s Rights
Daily Learning Record
Complete the Daily Learning Record Table
Placement Learning
Medicine Management
Briefly describe ONE example you were involved in on your placement that showed
your ability to work in partnership with health consumers or their whānau or other
health care professionals to optimise their medicines. Complete the form provided.
Medicine Safety
For THREE safety measures you observed while on placement explain why these
measures were put in place.
Consider the safety measures you observed within your understanding of medicine
safety from NZ legislation, Pharmacy Council Code of Ethics, Pharmacy Council
competence standards and information from your Pharmacy 312 Quality and
Safety symposium.
Providing Patient Care – Patient Education
Using the template, record the patient interactions where you have provided
patient education on prescribed medications. Choose ONE of these interactions to
submit for assessment.
Access to Medicines
Complete the drug profile form for ONE medicine that has access restrictions e.g.
section 29, special authority or another restriction. Complete this form in your
own words that demonstrates your understanding.
Choose a medicine that
• You were involved in or became aware of on placement
• Is not from a previous module drug list
• Can clearly demonstrate an impact the restriction had on the patient and the
pharmacy/department supplying the medicine
Leadership and Organisational Management
Based on the operation of the pharmacy you have been in during your placement,
19describe pharmacists’ tasks, roles and responsibilities they undertake in the
pharmacy, that are NOT dispensing or providing direct patient care. For example
(but not limited to), membership of committees, teaching, staff training,
management, quality improvement initiatives, quality standards and audit
requirements, staff management, financial management, reports, interacting with
professional organisations and advocacy organisations. (Maximum of 300 words.)
Reflection and Practice Review
Key Learning Experiences
1. Describe TWO key learning experiences from your placement in detail and WHY
it was key to your learning.
Management and Organisational Skills
2a. List some attributes of pharmacists, in terms of their organisational skills and
management of self and others, that are key to ensuring the effective and efficient
delivery of services. You may have observed these attributes in action while on
placement or consider these attributes necessary based on your learning in the
BPharm so far.
2b. Personally reflect on whether and to what degree you believe that you have
these attributes.
Practice Review
3. Reflecting back on your placement experiences so far, conduct a practice review
using the form provided below.
Pharmacy Practice Learning Goal
4a. Identify ONE area of learning you have identified you need or want to learn
about, to improve and strengthen your pharmacy practice knowledge, skills and
behaviours. Write this as a learning goal e.g. I would like to develop my X skills to
become consistently competent in delivering Y.
4b. Write ONE specific task you could complete to demonstrate achievement of
your learning goal. The description of your specific task should be clear, concise
and specific. The task is an action showing how you are going to meet your
learning goal. It must be able to be observed by someone other than yourself.
20Placement 4: Community Placement; Overview of Learning
Activities
Essential activities.
Students and preceptors will work together to ensure all essential learning
activities for the ten day community placement are completed. The
placement will include active participation and observation in the following
aspects of community pharmacy practice. It is expected that the student will
have several opportunities to undertake some of the learning activities to
develop the pharmacy practice skills.
Activity One: Dispensing of Medicines
This activity involves the student being involved in as many aspects of the
dispensing process as possible during the placement, with the aim of self-
completion, of accurately dispensed prescription medicines.
Activity Two: Extemporaneously compounded product
This activity involves preparation of an extemporaneously compounded
product under supervision.
Activity Three: Patient Education
This activity will involve providing patient care when handing out dispensed
medicines.
Activity Four: Providing Primary Healthcare/OTC
This activity will involve the process of observing, with the aim of self-
completion, of gathering information from the patient, assessing appropriate
treatment and providing patient-centred advice on pharmacological and/or non-
pharmacological treatments. This should include Pharmacist Only Medicines
where this activity will involve the process of observing, with the aim of self-
completion, of gathering information from the patient, assessing appropriate
treatment and providing patient-centred advice on Pharmacist Only Medicines.
Activity Five: Pharmacist Only Medicines
This activity will involve the process of observing, with the aim of self-
completion, of gathering information from the patient, assessing appropriate
treatment and providing patient-centred advice on Pharmacist Only
Medicines.
Activity Six: Medicine history taking
This activity involves gathering information from patient’s/health
consumers/caregivers to complete a medicine history and to establish an
accurate record of a patient’s medication history. The student will trial their own
medication history-taking guide. This could be undertaken as part of a
pharmacist only medicine consultation.
Activity Seven: Medicine Reconciliation
This activity will involve the process of observing, with the aim of self-
completion, of collecting a complete and accurate current medicines list,
comparing it against the patient’s medication chart and checking for
discrepancies under the guidance of a pharmacist. This activity involves the
student completing as many medicine reconciliations as possible. Patient’s with a
discharge prescription or a specialist clinic prescription or LTC patients are ideal
for this learning activity.
21Activity Eight: Professional Services and Health Promotion
The student will observe how community pharmacy aligns with the NZ
Pharmacist Framework by delivering professional services and reinforcing
national health initiatives
e.g. smoking cessation.
Activity Nine: Pharmacy Management
This activity will involve the student becoming aware of systems for
managing a community pharmacy in terms of staff and financial
management.
Activity Ten: Personal reflection journal and learning record
This activity will involve the student recording and reflecting upon their
learning experiences throughout their placement.
Optional Activities
‘Optional Opportunities’ includes some suggestions for extra activities that
may be made available to the student, during the placement. These can be
attempted once the student has completed all of the portfolio activities and
dependent on time and resources available.
Some sites will offer these as routine activities during the placement; however,
this will not be possible for all sites. If the student is particularly interested in
any of these optional activities they are encouraged to ask the preceptor who
will let the student know if they are possible. These optional activities will not
be assessed but will be of great benefit to the student in their understanding
of pharmacy practice healthcare in New Zealand.
Suggested Optional Activities
♦ Accompany a pharmacist on a visit to a residential care facility, patient home
visit, or Long Term Conditions review visit.
♦ Attend a multidisciplinary meeting with a pharmacist at a local medical
practice.
♦ Complete documentation of a controlled drug dispensing.
♦ Discuss common prescription interventions.
♦ Observe a Community Pharmacy Anti-coagulant Monitoring Service
consultation.
♦ Check a patient’s hospital discharge notes/lab investigations/previous
prescriptions on shared electronic records e.g.TestSafe.
♦ Observe preparation of aseptic products, blister packaging.
♦ Discuss dispensing practicalities and legal requirements of
methadone/suboxone.
♦ Observe a health screen consultation; blood glucose, blood pressure
measurement.
♦ Observe the management of section 29 medicines, special authority number
searches, prescription subsidy cards, work and income prescription medicine
reports, owed medicines, certified true copies.
♦ Complete a CARM report.
♦ Dispense a Medicines Practitioner Supply Order.
22♦ Discuss ethical issues staff are commonly faced with in the pharmacy.
♦ Discuss Consumer Guarantees Act and its application to community pharmacy.
♦ Observe the marketing of a community pharmacy and any online presence
e.g. e- commerce, social media.
♦ Discuss the role of professional organisations such as the Pharmacy Guild, the
Pharmaceutical Society and Green Cross in community pharmacy practice.
♦ Discuss medicine safety and how medicine errors are minimised at several
points e.g. computer alerts, Tall Man lettering.
♦ Discuss how out of stock medicines are managed between Pharmac and the
community pharmacy customers.
♦ Observe online submission of a pharmacy claim to sector services and/or a
physical batch collation to be sent to sector services.
♦ Care Plan/ Medication Review: This activity will involve the student
interviewing an assigned patient, taking a full medication history (including
medicine reconciliation), undertaking a medicine review, preparing a care plan
and letter to another health professional involved in care for this patient.
Guidance for preceptors: Identify a suitable/appropriate patient for the
student to undertake a medication history interview, and then undertake a
medication review and develop a care plan. Students are in their fourth year
of Pharmacy School. This may be the first time they have been formally
required to complete a detailed care plan for a ‘real’ patient. When identifying
patients for the students to interview, it may help to know that the 4th year
students have completed by April the following range of modules:
Dermatology, Infectious diseases, Gastro-Intestinal System, Respiratory and
Cardiovascular Systems, Hepatic & Renal Systems, Endocrine System,
Musculoskeletal, Women’s & Men’s Health, Integrated Patient Care, and
Oncology. Please ensure that the patient gives verbal consent for the student
to practice taking a medication history.
Students have had difficulty preparing care plans in the following
situations:
o Patients with 20-25 plus medicines. Such patients represent a
challenge for experienced pharmacists; this may be too challenging
for some students
o Patients with one or two medicines and an unremarkable medical
history. Ideally, it would be recommended to provide a case with a
number of aspects, to extend students’ learning experiences
o Deaf/ extremely hard-of-hearing patients. Again, this situation would
challenge most pharmacists; for inexperienced students, this can be
very stressful
o Unstable mental health patients. A vital part of this exercise is the
conversational aspect of the interview process. Patients who are too
unwell to engage in conversation may not provide students with the
best opportunity for learning.
There are likely to be area-specific and/or community-specific activities that
may be available. Preceptors will advise appropriate alternative activities.
23Community Pharmacy Placement Checklist
Checkbox
Introduction to the community pharmacy with an explanation
of working areas and staff roles.
Dispensing prescriptions, as many as possible over the placement.
Prepare an extemporaneously compounded product.
Provide patient education on dispensed medicines to as
many patients as possible over the placement.
Provide primary healthcare and over the counter medicine
consultations to as many health consumers as possible over
the placement.
Participate in as many Pharmacist Only Medicine
consultations (under supervision) as possible over
the placement.
Collect as many as possible medicine histories from patients/caregivers.
Complete as many as possible medicine reconciliations.
24Suggested programme for Community Pharmacy Placement 4 [Ty pe here] [Ty pe here] [Ty pe here]
2021 Preceptor’s Assessment of Student’s Performance at CPP
for PM4
Student: Dates of Placement:
Placement Site:
Preceptors are to complete this assessment for each student at the end of the PM4 placement days.
A. Professional Behaviour Assessment. Please tick the appropriate boxes for each of the 12 Indicators.
*Not at Some of Most All of
Indicators all or the of the the time
rarely time* time
1.
Student’s appearance and dress conforms to professional and
pharmacy standards.
2.
Student is punctual and shows good time management i.e.
arrives on time, meets deadlines for completion of tasks.
Student behaves in an ethical manner and acts in accordance
3.
with the profession’s Code of Ethics.
4.
Student treats confidentiality and privacy issues appropriately.
Student is respectful i.e. demonstrates regard for others, acts in a
5. manner that shows recognition that he/she is a guest at the
practice site as a professional student.
Student shows empathy and interest i.e. demonstrates
6. appreciation of others’ positions and demonstrates consideration
towards others.
7.
Student exhibits a positive attitude, a willingness to learn, and
participates actively.
8. Student accepts and applies constructive feedback.
9.
Student communicates accurately, concisely and confidently.
Student shows integrity interacting with patients, staff and other
10.
health professionals in socially and culturally diverse settings.
11.
Student shows initiative and is self-directed in undertaking tasks
i.e. after initial instructions initiates’ activities to complete them.
Student demonstrates accountability i.e. holds oneself liable for
12. tasks/responsibilities, does not blame others for mistakes or
mishaps and accepts responsibility for actions.
* Please provide comments over the page if this box is ticked
26B. Specific Task Performance
Please assess the student on their performance of the six specific tasks using the criteria below, in the following table.
Standard Not Achieved Achieved Merit
The student displayed a poor The student displayed
interest or understanding of the The student consistently displayed outstanding interest and
tasks/activities and/or required appropriate interest and understanding and performed
significant help and supervision. understanding of the tasks/activities all tasks/activities to the
and achieved them with expected highest standard and
levels of help and/or supervision. displayed a level of ability
beyond that expected.
Comments
Specific task Circle appropriate achievement level (Please elaborate on
your choice)
Medication History Taking
• Did the student approach the
patient in a professional manner?
• Did the student use appropriate *Standard Not
Achieved Merit
communication and ask open Achieved
ended questions?
• Was an accurate and complete
medication history obtained
Medicine Reconciliation
• Was documentation of pre-
admission prescribed medicines
clearly and accurately collected
and documented?
• Did the student correctly identify
any discrepancies?
* Standard Not
• Did the student show application Achieved Merit
Achieved
of clinical reasoning to identify
whether the discrepancy was
intentional or unintentional?
• Were the findings of the
reconciliation
communicated/documented
appropriately?
Chart/Prescription Screening
• Legal checks – date and
prescriber’s signature were
identified?
• Patient factors were considered
when screening dose and * Standard Not
Achieved Merit
frequency of each medication as Achieved
part of clinical screen?
• Presence of drug interactions &
contraindications were screened
for and evidence-based relevance
to patient considered?
27Medicine Supply
• Was a logical, safe and systematic
approach used when
dispensing/supplying medicines
prescribed on a chart or
* Standard Not
prescription form? Achieved Merit
Achieved
• Did labelling instructions address
patient needs?
• Was the student proficient in
dispensing/preparing at least 40
medicines under supervision?
Providing patient
education/advice/counselling about
medicines
• Was the patient/care-giver * Standard Not
Achieved Merit
interaction patient-centered? Achieved
• Was the information appropriate to
enable safe and proper use of
medicines(s)?
Primary Health care (OTC) patient
consultations
• Was sufficient information
gathered to make a differential
diagnosis? * Standard Not
Achieved Merit
• Was an appropriate Achieved
treatment/referral recommendation
provided?
• Was the interaction patient-
centered?
C. Global Placement Module Assessment Criteria
Please circle which criteria best reflects the students overall performance during their placement.
*Standard Not Achieved Achieved Merit
The student displayed a poor interest The student consistently displayed The student displayed
or understanding of the tasks/activities appropriate interest and understanding outstanding interest and
and/or required significant help and of the tasks/activities and achieved understanding and performed
supervision. them with expected levels of help all tasks/activities to the highest
and/or supervision. standard and displayed a level
of ability beyond that expected.
Supervisor’s name: Signature: Date:
28Placement 4: Hospital Placement; Overview of Learning Activities
Essential activities. Students and preceptors will work together to ensure all essential
learning activities for the ten day hospital placement are completed. The placement will
include active participation and observation in the following aspects of hospital pharmacy
practice. It is expected that the student will have multiple opportunities to undertake some
of the learning activities to develop core pharmacy practice skills.
Activity One: Medication History Taking
This activity will involve the process of observation, with the aim of self- completion, of
gathering information from patients/caregivers and other sources to establish an accurate
record of a patient’s medication history. The student will trial their own medication history-
taking guide.
Activity Two: Medicine Reconciliation
This activity will involve the process of observing, with the aim of self- completion, of
collecting a complete and accurate current medicines list, comparing it against the
patient’s medication chart and checking for discrepancies under the guidance of a
pharmacist.
Activity Three: Medicines information enquiry
This activity will involve the student researching a medicines information request,
providing a written answer to the query and detailing their sources of information. A set
of default enquiries will be available.
Activity Four: Patient Education
The student will observe and carry out, under the supervision of a pharmacist, providing
advice to patients on prescribed medicines for an inpatient, discharge prescription or new
medication.
Activity Five: Medication Safety
This activity will involve the student becoming familiar with the system for managing
reporting of adverse drug reactions and incidents and what processes are in place for
error minimisation.
Activity Six: CARM report
This activity includes completion of a CARM report for an adverse drug reaction. A set of
default adverse reactions will be available.
Activity Seven: Chart/Prescription Screening
This activity involves the process of screening the prescription or chart before dispensing
begins.
Activity Eight: Medicine Supply
This activity will involve dispensing alongside a technician, pharmacist or intern and if
possible preparation of an extemporaneously compounded product.
Activity Nine: Pharmacy Management
This activity will involve the student becoming aware of systems for managing a hospital
pharmacy in terms of staff and financial management.
Activity Ten: Personal reflection journal and learning record
This activity will involve the student recording and reflecting upon their learning
experiences throughout their placement.
29Optional Activities
‘Optional Opportunities’ includes some suggestions for extra learning activities that
may be made available to the student, during their placement. Some sites will offer
these as routine activities during the placement; however, this will not be possible
for all sites.
If the student is particularly interested in any of these optional activities they are
encouraged to ask the preceptor who will let the student know if they are possible.
These optional activities will not be assessed but will be of great benefit to the
student in their understanding of pharmacy practice healthcare in New Zealand.
Suggested Optional Activities
Shadow a pharmacist in a preadmission clinic, outpatient or specialty
ward/department pharmacist e.g. emergency department, renal,
neonatal intensive care unit, burns unit, intensive care unit, coronary
care unit.
Attend a multidisciplinary meeting with their pharmacist and team.
Attend a consultant ward round with their pharmacist and team.
Attend a clinic with a nurse educator/specialist or medical staff member.
Talk with the medicines safety team about their role in the
hospital.
Observe manufacturing; aseptic compounding, Total Parenteral
Nutrition, blister packaging.
Identify and observe an example of therapeutic drug monitoring
undertaken in the hospital e.g. aminoglycosides.
Observe a complex medication counselling consultation e.g. warfarin,
dabigatran, alendronate, insulin.
Observe clinical trial processes.
Shadow an occupational therapist, physiotherapist, dietitian or allied health
worker. Observe a NEEDS assessment for a patient by the Needs Assessment
and Service Co-ordination (NASC) service.
Shadow a member of the Infectious Diseases (I.D.) team and learn about
antimicrobial stewardship, attend an I.D. team meeting.
Discuss ethical issues staff are commonly faced with.
Attend a lecture, demonstration or grand round.
Look at examples of Drug Utilisation Evaluation or Cost Effective
Medicines Management policies or programs operating within the
hospital.
Care Plan/Medication Review: This activity will involve the student
interviewing an assigned patient, taking a full medication history
(including medicine reconciliation), undertaking a medicine review and
preparing a care plan.
There are likely to be area-specific and/or community-specific activities that
may be available. Preceptors will advise appropriate alternative activities.
30Hospital Placement Checklist
Introduction to the hospital pharmacy with an explanation of working areas, staff
roles and departmental activities.
Observation of clinical pharmacy practice in the hospital.
Introduction to medication charts, patient observation records, laboratory reporting
and structure of patient notes used within the hospital.
Complete as many medication histories as possible from an in or outpatient under
supervision, utilising medicines knowledge and medication reconciliation skills.
Perform as many medicines reconciliations as possible.
Medicine supply to wards/clinics/departments.
Complete a CARM report.
Observe and complete patient medication education.
Answer medicines information question.
Prepare an extemporaneously compounded product.
31Suggested programme for Hospital Pharmacy Placement 4
2021 Preceptor’s Assessment of Student’s Performance at HPP for
PM4
Student: Dates of Placement:
Placement Site:
Preceptors are to complete this assessment for each student at the end of the PM4 placement days.
A. Professional Behaviour Assessment. Please tick the appropriate boxes for each of the 12 Indicators.
*Not at Some of Most of All of
Indicators all or the the time the time
rarely time*
Student’s appearance and dress conforms to professional and
3.
pharmacy standards.
4. Student is punctual and shows good time management i.e.
arrives on time, meets deadlines for completion of tasks.
Student behaves in an ethical manner and acts in accordance
3.
with the profession’s Code of Ethics.
4. Student treats confidentiality and privacy issues appropriately.
Student is respectful i.e. demonstrates regard for others, acts
5. in a manner that shows recognition that he/she is a guest at
the practice site as a professional student.
Student shows empathy and interest i.e. demonstrates
6. appreciation of others’ positions and demonstrates
consideration towards others.
Student exhibits a positive attitude, a willingness to learn, and
7.
participates actively.
8. Student accepts and applies constructive feedback.
9. Student communicates accurately, concisely and confidently.
Student shows integrity interacting with patients, staff and
10. other health professionals in socially and culturally diverse
settings.
Student shows initiative and is self-directed in undertaking
11. tasks i.e. after initial instructions initiates’ activities to
complete them.
Student demonstrates accountability i.e. holds oneself liable
12. for tasks/responsibilities, does not blame others for mistakes
or mishaps and accepts responsibility for actions.
* Please provide comments over the page if this box is ticked
33B. Specific Task Performance
Please assess the student on their performance of the six specific tasks using the criteria below, in the following
table.
Standard Not Achieved Achieved Merit
The student displayed a poor interest The student consistently displayed The student displayed outstanding
or understanding of the appropriate interest and interest and understanding and
tasks/activities and/or required understanding of the tasks/activities performed all tasks/activities to the
significant help and supervision. and achieved them with expected highest standard and displayed a
levels of help and/or supervision. level of ability beyond that expected.
Comments
Specific task Circle appropriate achievement level (Please elaborate on
your choice)
Medication History Taking
• Did the student approach the patient in a
professional manner?
*Standard
• Did the student use appropriate
Not Achieved Merit
communication and ask open ended
Achieved
questions?
• Was an accurate and complete medication
history obtained
Medicine Reconciliation
• Was documentation of pre-admission
prescribed medicines clearly and
accurately collected and documented?
• Did the student correctly identify any
discrepancies? * Standard
• Did the student show application of clinical Not Achieved Merit
reasoning to identify whether the Achieved
discrepancy was intentional or
unintentional?
• Were the findings of the reconciliation
communicated/documented
appropriately?
Chart/Prescription Screening
• Legal checks – date and prescriber’s
signature were identified?
• Patient factors were considered when
* Standard
screening dose and frequency of each
Not Achieved Merit
medication as part of clinical screen?
Achieved
• Presence of drug interactions &
contraindications were screened for and
evidence-based relevance to patient
considered?
Medicine Supply
• Was a logical, safe and systematic
approach used when
dispensing/supplying medicines prescribed
* Standard
on a chart or prescription form?
Not Achieved Merit
• Did labelling instructions address patient
Achieved
needs?
• Was the student proficient in
dispensing/preparing at least 40 medicines
under supervision?
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