1. Introductory Pharmacy Practice Experiences (IPPE) 2016
Community Pharmacy
Part One

2. Welcome to Experiential Education
Welcome to the start of your professional experiential Education. The IPPE program consists of 4 courses, each created to provide you with a baseline knowledge level to prepare you for your Advanced practice experiences.

3. IPPE Experiential Education Coordinators
Debra Feinberg JD, BS, RPh, FASHP
Coordinator, Community Pharmacy Practice Experience
OB 108E
Diana Foster
Immunizations/CPR/HIPAA/Background checks/Intern permits
OB 108A
Cindy Jablanski
Core ELMS correspondence, evaluations, follow-up
triage
OB 108D
Sandra Rosa, BS, RPh
Coordinator, Vermont Campus
All of our names and contact information can be found in Rx Preceptor - Mrs. Rosa is the coordinator for the Vermont Campus
Today’s presentation includes Mrs. Foster, Mrs Jablanski

4. ACPHS IPPE Curriculum Required IPPEs P1s
Community Pharmacy (3 weeks; 120 hours) preparation for APPE community
Health and Wellness (1 week; 40 hours) promotion of health improvement, wellness and disease prevention
P2s
Institutional Pharmacy (3 weeks; 120 hours) preparation for APPE institutional
Team Based Care (1 week; 40 hours) preparation for APPE Ambulatory Care

5. IPPE Experiential Education Excellence Award
You are all eligible to receive the IPPE Experiential Excellence Award- designation awarded to top 10% of students based on excellence in experiential practice, work product and professionalism in all 4 IPPE courses
Awarded as part of the P3 send-off pinning ceremony
Selection of students based on preceptor evaluations (4 IPPEs), assignment grades (2 IPPEs) and submitted work product (2 IPPEs)
Students will be formally acknowledged during the P3 send off pinning ceremony in front of peers and faculty
Assignment grades- institutional and community IPPE topic review and peer interaction
Submitted work- Health and Wellness uploads and TBC SOAP note

6. Community Pharmacy IPPE
Debra B. Feinberg, JD, BS, RPh, FASHP

7. Community Pharmacy IPPE
IPPE activities have been designed to provide students with the opportunity to apply the knowledge and skills gained through required coursework (didactic) and the pharmacy skills laboratory to an actual practice setting.
Students will participate in and demonstrate an understanding of the proper procedure for dispensing prescription medications, describe the “flow” of a prescription, evaluate prescriptions for accuracy and completeness and describe the prescription distribution system utilized by the pharmacy.
Community Pharmacy IPPE will prepare the student for their Community Advanced Pharmacy Practice Experience (APPE) in the P4 year.

8. Community IPPE Summary
Goal is to introduce students to the community pharmacy practice setting and medication use process
Experience is 3 weeks in length/3 credits
Students required to complete 40 hours/week under the supervision of a pharmacist (M-F; 8 hours per day)
Checklist of activities allows students to provide patient centered care and manage the community pharmacy medication use system.

9. Student Responsibilities
Contact your preceptor at least two (2) weeks prior to the start of the experience. Preceptor information located in CoreELMS.
Complete all checklist activities (note quantity requirements and any and all required forms/format).
Complete a Topic Review Assignment and Peer-Peer Interaction Assignment in Blackboard Discussion Board
Complete certification of hours form.

10. Community Pharmacy Checklist of Activities
Provide patient centered care
Professionalism
Pharmacy system management

13. Community Practice Topic Review and Peer-Peer Interaction Assignment
Each student is required to participate in a Topic Review/Peer-Peer Interaction assignment as part of your community pharmacy IPPE.
This will be a real time assignment, to be completed over the course of the 3 week IPPE.
The assignment consists of 9 questions. Answers to the questions are site-specific and should reflect what you see and do while working at the site. Answers to the questions will be submitted in the Blackboard.
Students must submit a response to all 9 questions and participate in peer-peer discussions with other students for 2 of the questions.
Students should plan on completing the assignment on their own time. The assignment is meant to compliment, not replace, time spent at the practice site.
Students will be assigned to a group of 5 students, each student in the group will be representing different community pharmacy types/sites (state, independent, chain, grocery, volume)
Exemplary work will be submitted for EE honors along with other preceptor input of student work
Site specific- answers to questions should reflect what you observe at the practice site to which you are assigned. Do not copy from a colleague as this may not be the same answer as your site. Answers will be different depending on the site.
Blog format is being used to allow the students to see information from different types of hospitals ( community, trauma center, regional, specialty)
Goal of this assignment is to ensure that every student has demonstrated knowledge in major community pharmacy practice issues prior to the start of APPE

14. OTC Patient Encounter Summary
Each student will be required to complete two (2) OTC patient consults during the course of the IPPE on a patient encounter summary form.
The patient encounter summary form will be provided to guide the activity and serve as a format for documentation (upload).
The form is the same one used in the Self Care Course and PSL 2 (practice during the Spring semester).
This is question 9 in the Topic Review and Peer-Peer Interaction, due in week 3. Plan ahead and complete the consults during week 1 and 2 and submit the forms in week 3.
OTC encounter Summary should be used as a guide only, do not take the form into the OTC aisle with you. You should observe your preceptor completing consults and then complete 3 consults. This has taken the place of the formal SOAP note exercise included in last year’s workbook

15. Community Practice Topic Review and Peer-Peer Interaction Timeline by IPPE week
Week 1- Question #4 to be completed by 9am on Wednesday so that the Peer-Peer Interaction can be started on Wednesday of Week 1. Peer-Peer discussion/interaction requires each student to review/comment/contribute to the discussion related to the work of all students in the group. The Peer-Peer Interaction must be completed by 9am on Friday of Week 1.
Week 2 –Questions 1, 2, 3 are due by Monday of Week 2 at 9am. Question #7 to be completed by 9am on Wednesday of Week 2 so that the Peer-Peer Interaction can be started on Wednesday of Week 2. Peer-Peer discussion/interaction requires each student to review/comment/contribute to the discussion related to the work of all students in the group. The Peer-Peer Interaction must be completed by 9am on Friday of Week 2.
Peer discussion should include a compare and contrast type for the selected questions. Each student is expected to review the others student’s post and compare to what they see and do. It may be that you ask other students questions related to their post if you do not understand it. Peer discussion may be a comment from you that you learned something new (state what it is) and now have a better understanding of the topic. It may also be information or question from you that furthers and expands on the discussion.
The students are assigned to groups according to type of pharmacy. This grouping allows students to understand the differences in practice types

16. Community Practice Topic Review and Peer-Peer Interaction Timeline by IPPE week
Week 3 – Monday of Week 3 Questions 5 & 6 are due at 9am. Questions 8 & 9 are due on Tuesday for Week 3 by 9pm. It is suggested that question 9 be left until Week 3 to allow time to complete the 2 encounters.
Week 3 – Time for students to revise any questions graded as “unacceptable” by faculty.
The use of a discussion board format will allow students to review the work of other students for all questions in the assignment. Questions are site specific so reviewing others work will “expose” each student to different community sites/processes/medications.

17. Community Practice Topic Review and Peer-Peer Interaction Timeline by IPPE week
Monday
Tuesday
Wednesday
Thursday
Friday 1
Question #4 completed by 9 am.
Begin Peer-Peer Interactions
Peer-Peer Interaction Question #4 due at 9 am 2
Questions
#1, 2, & 3 
due at 9 am
Question #7 completed by 9 am.
Begin Peer-Peer Interactions
Peer-Peer Interaction Question #7 due at 9 am 3
#5 and 6, due at 9 am
#8 and 9 due at 9 pm
Peer discussion should include a compare and contrast type for the selected questions. Each student is expected to review the others student’s post and compare to what they see and do. It may be that you ask other students questions related to their post if you do not understand it. Peer discussion may be a comment from you that you learned something new (state what it is) and now have a better understanding of the topic. It may also be information or question from you that furthers and expands on the discussion.
The students are assigned to groups according to type of pharmacy. This grouping allows students to understand the differences in practice types

18. Topic Review and Peer Interaction Assignment Evaluation
Each assignment question will be graded by ACPHS faculty as Unacceptable, Acceptable or Exemplary. It is expected that students will consult with their preceptor prior to submitting responses. All unacceptable submissions will require revision to an acceptable level. Faculty will provide comments/suggestions to help the student achieve this goal.
Each student will also receive a final assignment grade of Acceptable or Exemplary in order to pass the Community IPPE. This final evaluation will be provided to the student after correction of all unacceptable submissions. Any Unacceptable submission will not receive an Exemplary grade.
An evaluation rubric will be utilized to grade all assignment submissions. This rubric will be available in Blackboard Discussion Board for student review/reference.
Questions regarding the Rubric should be sent to Mrs Jablanski or myself by - hand out rubric at the end of presentations and posted in Rx Preceptor

19. Topic Review and Peer Interaction Assignment Faculty Summer 2016
Debra Feinberg, JD, BS, RPh Coordinator, Experiential Education Sandra Rosa, BS, RPh Andrew Flynn, BS, RPh Instructor, Department of Pharmacy Practice

20. Topic Review and Peer-Peer Interaction Assignment Process
Peer-Peer interaction questions 4 & 7 - remember to start the interaction on Wednesday or Thursday to allow your peers time to interact. Completed interaction is due by Friday at 9am according to the chart on slide 17.
Students cannot see other student’s submissions until after they have posted their own answer.
If it is a peer-peer interaction question, the student should comment on the posts of all students in their group.
Faculty will comment on the student posting, indicating if the answer is unacceptable, acceptable or exemplary.
Faculty comments will be posted for each student’s posted answer the week following the due date (Wednesday at the latest). The last week’s grades will be posted no later than the Monday after the rotation has ended.
If a student has an unacceptable grade, the answer should be modified and posted once again for faculty review. An exemplary grade will not be received for any initial unacceptable grade.
Students should check their submitted answers for faculty evaluation on a regular basis until they have achieved an acceptable grade.
As faculty post the evaluation as A, E or U, they will guide the student on changes that are needed to reach the A or E status.
Students must achieve a grade of acceptable or exemplary for every questions in the assignment.

21. Experience Evaluation
Student will be evaluated by the On-Site Preceptor in three (3) different categories: provide patient centered pharmaceutical care, pharmacy systems management and professionalism
Preceptor evaluation is based on the required checklist of activities
Preceptor Overall Evaluation: Fail, Pass with Reservation, Pass or Pass Plus
Assignment will be evaluated overall as: Unacceptable, Acceptable, Exemplary.
The student must pass both the Topic Review and Peer-Peer Interaction Assignment and Practice Site evaluation to complete the Community Pharmacy IPPE.
Students must complete the assignment addressing all faculty comments within the two (2) weeks following the completion of the experience.
A failure in either the On-site Preceptor Evaluation or Topic Review and Peer-Peer Interaction Assignment may result in a failure and requirement to repeat the experience.
Student will have to repeat a fail. This will be scheduled later in the summer or the following year.
A pass with reservation will require remediation or a repeat of a rotation depending on the individual circumstances.
A failing grade in any of the on-site preceptor categories may result in an overall failing grade

22. IPPE Community Pharmacy and Health and Wellness
Mrs. Diana Foster
Experiential Program Administrator

23. PRIOR TO STARTING ROTATIONS….
 Intern permit – allows students to perform pharmacist functions, under the supervision
of a licensed pharmacist
You MUST have an intern permit for the state in which you will be completing your COMMUNITY rotation, if required by that state.
Intern Permits are YOUR responsibility (is one needed, completing application, etc.)
Check with your preceptor to verify if you need an intern permit, if uncertain (Some states do not require a permit, such as NJ)
Refer to find the appropriate state's Board of Pharmacy website for forms, requirements, deadlines and instructions.
Permits are state-specific.
Students will be removed from/asked to leave the site if they do not have the required permit (incurring $250 change fee, and will be placed at a site determined by ACPHS.)
You must have an intern permit with you at all sites (e.g. if on rotation and working nights/weekends elsewhere in NY, you must bring the original permit with you; VT allows copies)
You will not need a permit for your health and wellness rotation

24. PRIOR TO STARTING ROTATIONS….
 Physical Exam
 Tuberculosis (TB) Infection Screening
 CPR or Basic Life Support certification
To be completed and turned in prior to the start of your FIRST rotation
 Nametag
Copies of health documentation Immunizations, TB screening, physical exam and CPR paperwork are uploaded into CoreELMS -- students can access at any time if you need to provide copies to a rotation site.

25. PRIOR TO STARTING ROTATIONS….
Additional site requirements
Check CoreELMS to determine if a site has additional requirements, such as an updated tetanus, rubella titer (as opposed to the immunization), criminal background check, contacting HR/preceptor 4+ weeks early to complete paperwork, etc.
** PAY ATTENTION TO DATE REQUIREMENTS!!
Put deadlines/reminders on your calendar!!
** Contact site AT LEAST 2 WEEKS IN ADVANCE
……..or CALL!!
** Use your ACPHS – NOT a personal address
Some personal addresses have been flagged as Spam and some s may not be delivered

28. Experiential Education Conduct Policy
As a participant in the Albany College of Pharmacy and Health Sciences Pharmacy Practice Experience Programs, I do hereby agree to abide by all rules of conduct listed below. I realize that failure to follow these conduct rules will result in disciplinary action, which could include failure of the course or dismissal from the program.
Conduct Rules:
I will obey all ethical instructions of my preceptor.
I will recognize my preceptor as the authority for all rules, regulations, and expectations.
I will be courteous and professional at all times. 
I will arrive on time to all experience sites.  I am responsible for adhering to my predetermined schedule, and it may be necessary to devote more than the scheduled time to take advantage of certain experiences and exposures. 
I will wear professional attire, including a white lab coat and nametag, as directed by my preceptor.
I will be attentive and alert to patient needs and care at all times.
I will perform all assigned duties and submit evaluations in a timely manner.
I will not enter an unauthorized work area at any time.
I will not interfere with the work performance of another student or employee

29. Experiential Education Conduct Policy
I will not steal, willfully damage equipment or property, or falsify official reports or information while directly participating in ACPHS rotations.  I know I would be responsible for any damages to equipment or property at a rotation site, caused by my negligence.
I will not use or possess intoxicating or illegal substances at any experience related setting.
I understand and accept the fact that there is a risk of exposure to persons who may carry a contagious or infectious disease.
I will not disclose any patient information, except in accordance with HIPAA.
I will not divulge any company/institutional confidences revealed while completing experience training including pharmacy records, pricing systems, professional policies, and patient records.
All College policies, including the Honor Code, Code of Conduct, and Sexual Harassment Policy, remain in effect while on PPEs.
I will make every effort to be constantly alert to the laws, regulations, and policies which govern the practice of pharmacy, and seek clarification of any points which are not clear.
I am aware that the primary objective of these rotations is learning.  Learning is not a passive process; rather it is an active one requiring deep and continuing commitment by the student.

30. Experiential Education Conduct Policy
I am aware that the optimum learning experience requires a mutual respect and courtesy between the preceptor and the student.
I will expect constructive criticism during these learning experiences.
I will verify professional decisions with the preceptor.
I will take the initiative in communicating with physicians and patients, but should not step beyond the bounds of professional courtesy or common sense.
In addition to the conduct rules above, I understand and agree that I may be immediately withdrawn from the Rotation Site’s educational training program based upon a perceived lack of competency on my part, my failure to comply with the rules and policies of the College or Rotation Site, if I pose a direct threat to the health or safety of others or, for any other reason the College or the Rotation Site reasonably believes that it is not in the best interest of the College, the Rotation Site or the Rotation Site’s patients or clients for me to continue.

31. Questions?