P t P l St t iPreceptor Pearls, Strategies, and Requirements

Patricia B. Naro, Pharm.D. CGP, FASCPAssistant Professor

Director, Experiential ProgramSamford University McWhorter School of Pharmacy

Disclosure StatementDisclosure Statement

• I Patricia Baldone Naro haveI, Patricia Baldone Naro, have no actual or potential conflict of interest in relation to thisinterest in relation to this program.

ObjectivesObjectives• List potential benefits of

precepting students.g• Define the role of the preceptor.• Describe common expectations

that students have for the preceptor.Design learning activities which• Design learning activities which will enhance your practice and develop your studentdevelop your student

• Describe the elements of helpful feedback.

Responsibilities of an E i ti l P Di tExperiential Program Director

• Develop and overseeDevelop and oversee educational aspects of the experiential programexperiential program

• Establish an oversee scheduling of the studentsof the students

• Development and implement ti lit i tcontinuous quality improvement

for IPPE and APPEs

Responsibilities of an E i ti l P Di tExperiential Program Director

• Maintain a manual of policiesMaintain a manual of policies and procedures for the experiential programexperiential program

• Identify new preceptor sites and help their developmenthelp their development

• Manage the staff budget and t h l f th i ti ltechnology of the experiential

Responsibilities of an E i ti l P Di tExperiential Program Director

• Serve as a liaison betweenServe as a liaison between faculty, staff and students

• Manage communication related• Manage communication related to experiential educationO d i t ith ti• Oversee and assist with creation of objectives for each rotation

• Oversee a comprehensive preceptor development program

ASHP Core Values for PPreceptors

• ProfessionalismProfessionalism• Desire to educate and share

knowledge with studentsknowledge with students• Willingness to mentor• Time commitment for precepting• Respect for othersp• Willingness to work with a

diverse student populationdiverse student population

APhA – Skills necessary f Eff i P ifor Effective Precepting

• MentoringMentoring• Communication Skills

C fli t M t• Conflict Management• Cultural Competence• Time Management• Commitment to continuousCommitment to continuous

quality improvementAmerican Pharmacist Association and the National Association of Chain Drug Stores.  The Pharmacist Preceptor Education Program, 2013. http://elearning.pharmacist.com/Portal/Files/LearningProducts/5c485f80a7554d4a8273c78b8301ab7e/assets/13‐255%20Preceptor%20Monograph_Final%20051313%20.pdf. Accessed May 23, 2014. 

AACP Criteria for P E llPreceptor Excellence

• Be a role model by:Be a role model by:– Providing patient centered

carecare– Making ethical decisions

Solving patient care problems– Solving patient care problems– Providing education to

patientspatients– Exhibiting professional and

patient care behaviorpatient care behavior

AACP Criteria fro P E llPreceptor Excellence

• Be an effective organized andBe an effective organized and enthusiastic teacher by:

Teaching by example– Teaching by example– Discussing one’s own clinical

i killreasoning skills– Having a strong command of

drug therapy knowledge– Teaching empathetic listening g p g

skills

AACP Criteria fro P E llPreceptor Excellence

• Encourage self directed learning with constructive feedback by:– Identifying and responding to

ifi l i d i ti lspecific learning needs in a timely fashionCh ll i th t d t– Challenging the student pharmacistMaking student teaching an– Making student teaching an important focusTreating them as colleagues in– Treating them as colleagues in training

AACP Criteria fro P E llPreceptor Excellence

• Possess leadership/management skills by:– Demonstrating managerial

and leadership relationships p pwith colleagues and staff

– Practicing nondiscriminatoryPracticing nondiscriminatory behaviorsBeing active in professional– Being active in professional organizations

AACP Criteria fro P E llPreceptor Excellence

• Embody a personal practiceEmbody a personal practice philosophy by:

Having a mission or vision– Having a mission or vision statement for pharmacy

– Patterning one’s practice afterPatterning one s practice after standard guidelines

– Encouraging ownership orEncouraging ownership or administration to support patient care services

Set Expectations of S dStudent

Students should contact–Students should contact you at least 2 week prior to the start of the experientialexperiential

–Expect students to come prepared

Set Expectations of S dStudent

• Appropriate attireAppropriate attire• Arrival time, attendance,

parkingparking• Where to report?

Consequences of• Consequences of noncomplianceH b t t t t• How best to contact you–E-mail, by phone

Expectations the Student ill h f YOU!will have of YOU!

• Promote professionalism• Promote professionalism• Develop a syllabus or training

h d l f t d t t f llschedule for students to follow• Assess the student at midpoint

and at the end of the experiential

• Review the student’s self assessmentassessment

Example of Syllabusp y• General Course Objectives:•• At the completion of the practice experience, the student shall be

able to:able to:•• Display initiative in preventing, identifying, and resolving

pharmacy-related medication-use system problems• Prepare and dispense medications following existing standards

of practice and the organization’s policies and procedures.• Design patient-specific education, and provide necessary

medication counseling to the patient or caregiver at the time ofmedication counseling to the patient or caregiver at the time of dispensing.

• Recommend other appropriate patient care services such as influenza vaccination at the time of dispensing.P id id b d i d d ll b• Provide evidence-based, patient-centered care and collaborate with other healthcare professionals to optimize patient care.

• Provide effective medication and practice-related education to groups of patients, groups of caregivers, healthcare professionals, student pharmacists, and the public.

Expectations the Student ill h f YOU!will have of YOU!

• Allow the students to• Allow the students to assume responsibilities of the pharmacist under supervisionsupervision

• Provide feedback- daily

“Ice breakers "for Initiating F db k t th St d tFeedback to the Student

• What are your thoughts aboutWhat are your thoughts about your interaction with the patient(s)?patient(s)?

• What was your rational for recommending this course ofrecommending this course of action?Wh t th t h ll i• What was the most challenging experience you had today?

“Ice breakers "for Initiating F db k t th St d tFeedback to the Student

• Is there anything that you• Is there anything that you could have done differently t i thi it ti ?to improve this situation?

• Can you describe a patient y pinteraction or activity that you preformed today thatyou preformed today that made you proud?

Know your studentMill i l i• Millennial generation

• Born between 1981and 2000 (G ti Y)(Generation Y)

• Confident and sheltered-parents promote self esteem (‘special”)promote self-esteem ( special )

• Hopeful-often optimistic and practical G l d hi t i t d• Goal and achievement oriented

• Pressured- tightly scheduled most of their livestheir lives

• Civic minded-they think about the greater goodgreater good

Know your StudentT i t d f t k i• Team oriented- prefer to work in groups

• Make use of Technology• Smarts phones, laptops and p p p

iPads are the norm• Keep them challenged- boring isKeep them challenged boring is

bad• Increase responsibility- they thrive• Increase responsibility- they thrive

when you give them responsibilityBe a mentor they have grown up• Be a mentor- they have grown up with role models

ScenariosScenarios

• Your have established the timeYour have established the time for your student to report to your site She was late coming insite. She was late coming in without an excuse. What do you do?do? A. NothingB Reinforce the required time toB. Reinforce the required time to

report and monitor C Call experiential program officeC. Call experiential program office

ScenariosScenarios• Your student is not progressing

over the course of the first few weeks even though you have given him guidelines and

j t Wh t d d ?projects. What do you do?A. Hope that he will improve by the

endend.B. Call the EP office and tell them

to remove the studentto remove the student.C. Give them constructive feedback

and document all activities atand document all activities at midpoint.

ScenariosScenarios

• Your student is rude to patients inYour student is rude to patients in your pharmacy while attempting to counsel them. What would you d ?do?

A. Intervene politely and ask if you i t th ti tcan assist the patient.

B. Talk to the student later and review appropriatereview appropriate. communication skills.

C Both are correctC. Both are correct.

ConclusionsConclusions

• Set expectations• Set expectations• Give feedback daily• Always perform midpoint

and final evaluationsand final evaluations• Know your student • Be a mentor and a role

model

Questions?Questions?