Manual!for!Preceptors! - Presbyterian College School of Pharmacy

Professional Experience 

Manual for Preceptors and Students 

“The mission of the School of Pharmacy at Presbyterian College is to improve the 

health of South Carolinians and society in general by developing students with an 

unwavering ethical foundation who will positively impact the delivery of quality, 

equitable pharmacy care; who will dedicate their lives to community service; and 

who will provide enlightened leadership in addressing the health care needs of a 

diverse patient population.” 

See online version of Professional Experiential manual for most recent version 

http://pharmacy.presby.edu/experiential-education/preceptors/ 

Revised 20110509 

Office of Experiential Education 

307 North Broad Street 

Clinton, SC 29325

Welcome to PCSP Precepting! 

Thank you for agreeing to be a Preceptor for Presbyterian College School of Pharmacy (PCSP). 

We count on professionals like you to help us to prepare the next generation of pharmacists. Once 

PCSP student pharmacists successfully complete our program, they will have completed over 360 

IPPE (Introductory Pharmacy Practice Experience) hours and over 1500 APPE (Advanced 

Pharmacy Practice Experience) hours – the majority of which accomplished thanks to Preceptors 

like you. 

The Office of Experiential Education will provide you, as a Preceptor, the tools, syllabi and 

resources you need to effectively mentor our students. Additionally, we host annual Preceptor 

Conferences at the School, which offer Continuing Education credit and hands-on training in 

E*Value, our web-based program for rotation management – from scheduling to evaluations. 

Please take a moment to visit our Preceptor web page on the School of Pharmacy website: 

http://pharmacy.presby.edu/experiential-education/preceptors/ 

There you will find links to the following: the EValue ® home/log-in page; free Pharmacist Letter ® 

Preceptor training modules; Preceptor Availability form; the most current Professional Experience 

manual (containing student objectives and assignments); and video tutorials for validating student 

hours and completing student evaluations. You’ll also find a link to other Preceptor resources, 

which includes access to the Presbyterian College electronic journal collection as well as other 

online tools. As PCSP Preceptors are required to complete training prior to taking our students, our 

Office of Experiential Education will help to prepare you for your mentoring role. 

Additionally, as Preceptors receive notification when evaluations or Time Tracking submissions are 

due, it is essential that the email address on file for you is kept current. Your EValue ® username 

and password will be included in your initial email message. Should you lose your password, you 

should request it from the EValue ® home/log-in page, as our office does not have access to that 

information. 

Please do not hesitate to contact either Christopher Rico or Dr. McKelvey with any questions, as we 

are here to facilitate you and ensure that your experience as a Preceptor is as rewarding to you as it 

is to our students. 

Kind Regards, 

Christopher Rico & Lewis McKelvey 

2


The Office of Experiential Education coordinates the Introductory Pharmacy Practice Experience 

(IPPE) and Advance Pharmacy Practice (APPE) programs for the Presbyterian College School of 

Pharmacy. The Office is the point of contact for IPPE/APPE Students and Preceptors. 

Presbyterian College School of Pharmacy 


307 North Broad Street 

Clinton, SC 29325 

Office Hours: 8:30 A.M. – 5:00 P.M. 

Assistant Dean for Experiential Education 

Lewis McKelvey, Jr., Pharm.D. RPh 

Campus Office: 

Telephone: 

Fax: 

Email: 

PCSP 326 

(864) 938-‐3866 

(864) 938-‐3903 

lmckelvey@presby.edu 

Administrative Assistant 

Christopher Rico 

Campus Office 

Telephone: 

Fax: 

Email: 

PCSP 327 

(864) 938-‐3865 

(864) 938-‐3903 

jrico@presby.edu 

The PCSP PharmD program prepares students to… 

Develop and use patient-specific pharmacy care plans. 

Effectively manage a patient-centered pharmacy practice. 

Develop disease management programs. 

Manage the system of medication use. 

Promote the availability of health promotion and disease prevention initiatives. 

Communicate with patients, caregivers, and other members of the interprofessional health 

care team. 

Search the health sciences literature. 

Demonstrate expertise in the area of informatics (resources, devices, and methods required to 

optimize the acquisition, storage, retrieval, and use of information in pharmacy and 

healthcare. 

Apply state and federal laws and regulations to the practice of pharmacy. 

Maintain professional competence. 

3

Table of Contents 

Academic Calendars 

General Introduction 

Preceptor Requirements 

Student Requirements 

5 

8 

11 

16 

IPPE Syllabi 

1 st Year PHRM 5201 18 

2 nd Year PHRM 6101, 6201 21 

3 rd Year PHRM 7101, 7201 28 

FORMS 

Site Evaluation Form 

Student Petition Policy/Form 

Student Site Orientation Checklist 

IPPE Evaluation Form 

Mileage Chart 

36 

37 

39 

40 

43 

ACPE ACCREDITATION STANDARDS AND GUIDELINES FOR THE PROFESSIONAL PROGRAM IN 

PHARMACY LEADING TO THE DOCTOR OF PHARMACY DEGREE 

ADOPTED: JANUARY 15, 2006 

GUIDELINES 2.0: JANUARY 23, 2011 

Standard 14: Curricular Core: Pharmacy Practice Experiences 

Standard 28: Practice Facilities 

Appendix C: Additional Guidelines on Pharmacy Practice Experiences 

45 

48 

51 

Appendix D: Pre-Advanced Pharmacy Practice Experiences Performance 55 Domains 

and Abilities 

4

2011 – 2012 EXPERIENTIAL CALENDARS 

FALL 2011 SEMESTER 

AUGUST 2011 

15 -‐ 19 Monday thru Friday P2 Summer community IPPE 40-hour week 

(8hrs/day for 5 days/week for total of 1 week) 

SEPTEMBER 2011 

6, 7, 9 Tues, Wed & Fri P2 Fall institutional IPPE Semester Begins 

(4hrs/day, per student, per week, for 5 weeks x2 for total of 10 weeks) 

OCTOBER 2011 

4, 5, 7 Tues, Wed & Fri Last week of 1 st 5-‐week IPPE segment / E*Value evaluations due 

10-‐11 Monday & Tuesday Fall Break NO IPPEs this week 

18, 19, 21 Tues, Wed & Fri First week of 2 nd 5-‐week IPPE segment 

NOVEMBER 2011 

15, 16, 18 Tues, Wed & Fri Last week of 2 nd 5-‐week IPPE segment/ E*Value evaluations due 

SPRING 2012 SEMESTER 

JANUARY 2012 

2 -‐ 6 Monday thru Friday P2 Winter community IPPE 40-hour week 

(8hrs/day for 5 days/week for total of 1 week) 

17, 19, 20 Tues, Thurs & Fri P2 Spring institutional IPPE Semester begins 

(4hrs/day, per student, per week, for 5 weeks x2 for total of 10 weeks) 

FEBRUARY 2012 

14, 16, 17 Tues, Thurs & Fri Last week of 1 st 5-‐week IPPE segment 

21, 23, 24 Tues, Thurs & Fri First week of 2 nd 5-‐week IPPE segment 

February 27 – March 2 

Spring Break NO IPPEs this week 

MARCH 2012 

27, 29, 30 Tues, Thurs & Fri P2 Spring Semester IPPEs End / E*Value evaluations due Friday 

* Dates for 3 rd Year P3 Experiences TBA 

5

Presbyterian College School of Pharmacy 

Curriculum 

Course Descriptions 

2011-2012 

Revised 04-‐26-‐11 

PCSP Course Descriptions 2011-‐12 

6

Presbyterian College School of Pharmacy 

Doctor of Pharmacy Curriculum 2011-2012 

First Professional Year 

Fall 

Spring 

No. Title Hr No. Title Hr 

5100 Pharmacy Orientation 1 5201 Introductory Pharmacy Practice 

1 

Experience (IPPE) I 

5101 Introduction to Pharmacy 2 5202 Health Care Systems & 

3 

Socioeconomics 

5102 Drug Literature Evaluation/Evidence Based Medicine 2 5203 Principles in Pathophysiology 5 

5103 Medical Immunology 3 5204 Principles of Drug Delivery 4 

5104 Human Biochemistry 3 5205 Health Ethics 3 

5105 Practice Integrated Lab Sequence (PILS) I 2 5206 PILS II 2 

5106 Medication Safety Management 2 5299 Deans Hour 0 

5107 Pharmaceutical Calculations 2 

5199 Deans Hour 0 

Total Hours 17 Total Hours 18 

Second Professional Year 

Fall 

Spring 

6101 IPPE II 2 6201 IPPE III 2 

6102 Pharmacokinetics Principles 3 6202 Medication Therapy Management 2 

(MTM) I—Respiratory 

6103 Principles of Pharmacology/Medicinal Chemistry 4 6203 MTM II—Renal 2 

6104 Principles in Human Genetics & Pharmacogenomics 2 6204 MTM III—CVS I 2 

6105 Measuring Therapeutic Parameters 3 6205 MTM IV—CVS II 2 

6106 PILS III 2 6206 MTM V—OTC/Alternative Medicine 2 

6107 Clinical Research Design/Biostatistics 2 6207 MTM Case Study I 1 

6208 Pharmacotherapy Outcomes 2 

6209 PILS IV 1 

62xx Elective 2 


Third Professional Year 

Fall 

Spring 

7101 IPPE IV 2 7201 IPPE V 1 

7102 MTM VI—Infectious Disease 3 7202 MTM X—Psychiatry 2 

7103 MTM VII—Gastrointestinal/Nutrition 2 7203 MTM XI—Musculoskeletal 2 

7104 MTM VIII—Endocrine/Reproductive 2 7204 MTM XII—Hematology/Oncology 2 

7105 MTM IX—Neurosensory 2 7205 MTM XIII—Special Populations 2 

7106 MTM Case Study II 1 7206 MTM XIV—Clinical Toxicology 2 

7107 Pharmacy Administration I 3 7207 MTM Case Study III 1 

7108 PILS V 1 7208 Pharmacy Administration II 2 

71xx Elective 2 7209 Pharmacy Law 2 

7210 PILS VI 1 

72xx Elective 2 


Fourth Professional Year 

Summer 

8101 Advanced Pharmacy Practice Experience (APPE) I 4 

8102 APPE II 4 

8103 APPE III 4 

Total Hours 12 

Fall 

Spring 

8201 APPE IV 4 8301 APPE VII 4 

8202 APPE V 4 8302 APPE VIII 4 

8203 APPE VI 4 8303 APPE IX 4 

8299 Capstone I 1 8399 Capstone II 1 


Total Semester Credit Hours……….. 146 

7

First Professional Year 

PHRM 5100, Pharmacy Orientation (1) 

The course is a one week orientation workshop for P1 students prior to the start of fall classes. Provides students with an understanding of 

the School of Pharmacy and Presbyterian College policies and procedures. Introduction to technology, teaching methods, and modalities 

utilized at the school. Students will be trained on the use and importance of a student portfolio electronic system to be utilized throughout 

the four-year program. (Fall P1 year; 1 week prior to start of courses; pass/fail only) 

PHRM 5101, Introduction to Pharmacy (2) 

Orientation to the social, economic, and political environments within which pharmaceutical care is currently being delivered to the 

patient. Introduce the students to events and factors that impact the practice of pharmacy, including history, health systems, socioeconomics, 

and cultural diversity. (Fall P1 year; 2 lecture hours per week) 

PHRM 5102, Drug Literature Evaluation/Evidence Based Medicine (2) 

Development of skills necessary to incorporate timely and rigorously analyzed medical literature into a rational decision-making process. 

(Fall P1 year; 1 lecture hour per week and 1 two-hour recitation per week) 

PHRM 5103, Medical Immunology (3) 

Basic elements of the immune system and the means through which the mechanisms of immunity act in a wide range of clinical 

conditions. (Fall P1 year; 3 lecture hours per week) 

PHRM 5104, Human Biochemistry (3) 

Fundamental biochemical principles underlying cellular physiology and biological processes. (Fall P1 year; 3 lecture hours per week) 

PHRM 5105, Practice Integrated Laboratory Sequence I (2) 

Training in first aid, CPR, HIPPA, basic state and federal pharmacy-related laws, and other areas required for IPPE rotations will be 

provided. Biological techniques such as ELISA in relationship to clinical diagnostic tools for the practical aspect of pharmacy practice 

will be investigated. (Fall P1 year; 2 three-hour labs per week) 

PHRM 5106, Medication Safety Management (2) 

Introduces medication use safety as a problem in public policy and the processes that foster the development of a culture of safety in the 

pharmacy workplace. (Fall P1 year; 2 lecture hours per week) 

PHRM 5107, Pharmaceutical Calculations (2) 

The study of the measurement units, mathematical functions and applications, and medical terminology essential to the safe and accurate 

practice of pharmacy. (Fall P1 year; 2 one-hour lectures per week) 

PHRM 5199, Deans Hour (0) 

Involves students in the college's leadership and strategic initiatives and engage them in academic excellence. (Fall P1 year; 1 hour per 

week; pass/fail only) 

PHRM 5201, Introductory Pharmacy Practice Experience I (1) 

Introduces students to the health care system and fosters a sense of community involvement. Early exposure to practice will make didactic 

instruction more relevant to civic involvement, humanistic care of patients, and social awareness of unmet medical needs. Unmet medical 

needs include: companionship, patient care, medication-related services, and screening for medical problems. Potential practice sites 

include: hospitals; retail pharmacies; free clinics; specialty clinics such as oncology, dialysis, and pediatrics; and nursing homes. (Spring 

P1 year; 40 hours during the first week of the semester plus 4 hours per week x 10 weeks during the semester; pass/fail only) 

PHRM 5202, Health Care Systems and Socioeconomics (3) 

This course is designed to help the student develop effective understanding of health care systems and the relationship of 

pharmacoepidemiology and pharmacoeconomics to the healthcare setting as well as sociologic and cultural diversity impact on the 

economics of the health care system. (Spring P1 year; 3 lecture hours per week) 

PHRM 5203, Principles of Pathophysiology (5) 

The basic biological mechanisms of disease will be presented and discussed. Importance will be placed on basic principles of cell injury 

and death; inflammation; and neoplasia. (Spring P1 year; 5 lecture hours per week) 

PHRM 5204, Principles of Drug Delivery (4) 

Principle overview of the medicinal formulations and physical/chemical properties of drugs. (Spring P1 year; 4 lecture hours per week) 

PHRM 5205, Health Ethics (3) 

Concepts in solving moral problems facing the contemporary pharmacists and medical profession are discussed. (Spring P1 year; 3 lecture 

hours per week) 

Revised 04-26-11 PCSP Course Descriptions 2011-12 

8

PHRM 5206, Practice Integrated Laboratory Sequence II (2) 

Community based dispensing and extemporaneous compounding of dosage forms. There will be a weekly reflection segment in which 

students will provide presentations based on experiences in their IPPE I course. (Spring P1 year; 2 three-hour laboratories per week) 

PHRM 5299, Dean Hour (0) 

Involves students in the college's leadership and strategic initiatives and engage them in academic excellence. (Spring P1 year; 1 hour per 

week; pass/fail only) 

Second Professional Year 

PHRM 6101, Introductory Pharmacy Practice Experience II (2) 




include: hospitals; retail pharmacies; free clinics; specialty clinics such as oncology, dialysis, and pediatrics; and nursing homes. (Fall P2 

year; 40 hours during the first week of the semester plus 4 hours per week x 10 weeks during the semester; pass/fail only) 

PHRM 6102, Pharmacokinetic Principles (3) 

Involves the theoretical mathematical and functionally dependent physiologic relationships that comprise the quantitative basis for 

determining patient-specific and drug dosage regimens. (Fall P2 year; 2 lecture hours per week and 1 two-hour recitation) 

PHRM 6103, Principles of Pharmacology/Medicinal Chemistry (4) 

Basic pharmacologic principles of pharmacodynamics and cellular processes and the structure activity relationships that underlie the 

understanding of a rational approach to therapeutics. (Fall P2 year; 4 lecture hours per week) 

PHRM 6104, Principles in Human Genetics & Pharmacogenomics (2) 

Importance of DNA variations in the genetic basis for disease and individual responses to environmental factors, as well as for such 

normal variations in biological processes as development and drug response. (Fall P2 year; 2 lecture hours per week) 

PHRM 6105, Measuring Therapeutic Parameters (3) 

Introduction to measurable endpoints for the evaluation of therapy including laboratory markers of diseases and their resolution or 

progress. (Fall P2 year; 2 lecture hours per week) 

PHRM 6106, Practice Integrated Laboratory Sequence III (2) 

Develop proficiency with compounding selected sterile formulations and employing proper aseptic techniques. APhA certification in 

immunizations and also emphasize diabetic education and clinical evaluation of community-based patients. There will be a weekly 

reflection segment in which students will provide presentations based on experiences in their IPPE II course. (Fall P2 year; 1 three-hour 

laboratory and 1 two-hour recitation per week) 

PHRM 6107, Clinical Research Design/Biostatistics (2) 

Design, implementation, and statistical analysis of research projects related to healthcare. (Fall P2 year; 2 lecture hours per week) 

PHRM 6201, Introductory Pharmacy Practice Experience III (2) 

The Introductory Pharmacy Practice Experience (IPPE) introduces students to the health care system and fosters a sense of community 

involvement. Early exposure to practice will make didactic instruction more relevant to civic involvement, humanistic care of patients, 

and social awareness of unmet medical needs. Unmet medical needs include: companionship, patient care, medication-related services, 

and screening for medical problems. Practice sites will be selected where community or institutional practice is the focus. (Spring P2 

year; 40 hours during the first week of the semester plus 4 hours per week x 10 weeks during the semester; pass/fail only) 

Medication Therapy Management I-XIV 

Medical Therapy Management (MTM) courses are block-taught, integrated modules that present students with the pathology of common 

diseases; the basic mechanisms, chemistry, and pharmacokinetics of drugs that affect those diseases; and the therapeutic management of 

patients with those diseases. These courses also focus on the development and management of pharmacy services that center on those 

disease states. 

PHRM 6202, Medication Therapy Management I—Respiratory (2) 

Clinical presentation of common diseases of the respiratory system; chemistry, pharmacology, and kinetics of common therapeutic agents 

used to treat respiratory diseases; and therapeutic management of patients. (SpringP2 year) 

PHRM 6203, Medication Therapy Management II—Renal (2) 

Clinical presentation of common diseases of the renal system; chemistry, pharmacology, and kinetics of common therapeutic agents used 

to treat renal diseases; therapeutic management of patients; and the impact on kinetics of medications. (Spring P2 year) 


9

PHRM 6204, Medication Therapy Management III—Cardiovascular System I (2) 

Clinical presentation of common diseases of the cardiovascular system; chemistry, pharmacology, and kinetics of common therapeutic 

agents used to treat cardiovascular diseases such as hypertension, CAD, and hyperlidemia; and therapeutic management of patients. 

(Spring P2 year) 

PHRM 6205, Medication Therapy Management IV—Cardiovascular System II (2) 

Clinical presentation of common diseases of the cardiovascular system; chemistry, pharmacology, and kinetics of common therapeutic 

agents used to treat cardiovascular diseases such as stroke, CHF, shock, and INR monitoring; and therapeutic management of patients. 

(Spring P2 year) 

PHRM 6206, Medication Therapy Management V—Other-The-Counter/Alternative Medicine (2) 

Clinical presentation of common disorders that may be self treated with non-prescription medications; chemistry, pharmacology, and 

kinetics of common OTC and herbal agents used to treat; and therapeutic management of these disorders. (Spring P2 year) 

PHRM 6207, Medication Therapy Management Case Study Laboratory I (1) 

Further development of knowledge from the MTM sequence in a problem-based format. Specific to MTM module of study. (Spring P2 

year; 1 two-hour recitation per week) 

PHRM 6208, Pharmacotherapy Outcomes (2) 

The primary predictors of patient response to pharmacotherapy and the main factors of risk are discussed. An emphasis is placed on the 

socio-economic factors of disease and medication therapy. (Spring P2 year; 3 lecture hours per week) 

PHRM 6209, Practice Integrated Laboratory Sequence IV (1) 

Clinical assessment techniques and modalities used in the treatment of patients. Material will coincide with the weekly MTM course 

information. Reflection segment based on experiences in their IPPE III course will be incorporated. (Spring P2 year; 1 three-hour 

laboratory per week) 

Third Professional Year 

PHRM 7101, Introductory Pharmacy Practice Experience IV (2) 




include: hospitals; retail pharmacies; free clinics; specialty clinics such as oncology, dialysis, and pediatrics; and nursing homes. (Fall P3 

year; 40 hours during the first week of the semester plus 8 hours a week x 5 weeks during the semester; pass/fail only) 

PHRM 7102, Medication Therapy Management VI—Infectious Diseases (3) 

Clinical presentation of common infectious diseases; chemistry, pharmacology, and kinetics of common therapeutic agents used to treat 

infectious diseases; and therapeutic management of patients. (Fall P3 year) 

PHRM 7103, Medication Therapy Management VII—Gastrointestinal/Nutrition (2) 

Principles of nutrition; the pathophysiology and clinical presentation of common nutritional diseases and common diseases of the 

gastrointestinal system; chemistry, pharmacology, and kinetics of common therapeutic agents used to treat nutritional and gastrointestinal 

diseases; and therapeutic management of patients. (Fall P3 year) 

PHRM 7104, Medication Therapy Management VIII—Endocrine/Reproduction (2) 

Clinical presentation of common diseases of the endocrine system and reproduction; chemistry, pharmacology, and kinetics of common 

therapeutic agents used to treat endocrine disorders and reproduction; and therapeutic management of patients. (Fall P3 year) 

PHRM 7105, Medication Therapy Management IX—Neurosensory (2) 

Clinical presentation of common diseases of the Neurological system and sensory organs; chemistry, pharmacology, and kinetics of 

common therapeutic agents used to treat Neurological and sensory organ diseases; and therapeutic management of patients. (Fall P3 year) 

PHRM 7106, Medication Therapy Management Case Study Laboratory II (1) 

Solve problems as they arise from cases regarding critical disorders relevant to the practice of pharmacy. (Fall P3 year; 1 two-hour 

recitation per week) 

PHRM 7107, Pharmacy Administration I (3) 

Skills for analyzing problems involving time, equipment, dollar and human resources in a health care environment. Emphasis is on 

developing problem-solving abilities within a management framework. It focuses on financial aspects of pharmacy operations and thirdparty 

reimbursement systems for pharmacy goods and services. (Fall P3 year; 3 lecture hours per week) 

PHRM 7108, Practice Integrated Laboratory Sequence V (1) 

Provide students with clinical assessment techniques and modalities used in the treatment of patients. There will be weekly reflection 

segment in which students will provide presentations based on experiences in their IPPE IV course. (Fall P3 year; 1 three-hour 

laboratory per week) 

10

PHRM 7201, Introductory Pharmacy Practice Experience V (1) 




include: hospitals; retail pharmacies; free clinics; specialty clinics such as oncology, dialysis, and pediatrics; and nursing homes. (Spring 

P3 year; 8 hours a week x 5 weeks during the semester; pass/fail only) 

PHRM 7202, Medication Therapy Management X—Psychiatry (2) 

Clinical presentation of common diseases of behavior and cognition; chemistry, pharmacology, and kinetics of common therapeutic 

agents used to treat psychiatric disorders; and therapeutic management of patients. (Spring P3 year) 

PHRM 7203, Medication Therapy Management XI—Musculoskeletal (2) 

Clinical presentation of common diseases of the musculoskeletal system; chemistry, pharmacology, and kinetics of common therapeutic 

agents used to treat musculoskeletal disorders; and therapeutic management of patients. (Spring P3 year) 

PHRM 7204, Medication Therapy Management XII—Hematology/Oncology (2) 

This course includes the pathophysiology and clinical presentation of common diseases of the blood and reticuloendothelial systems and 

cancers; chemistry, pharmacology, and kinetics of common therapeutic agents used to treat blood and reticuloendothelial diseases and 

cancer; and therapeutic management of patients. (Spring P3 year) 

PHRM 7205, Medication Therapy Management XIII—Special Populations (2) 

Clinical presentation of common diseases that are common to special populations; chemistry, pharmacology, and kinetics of common 

therapeutic agents used to treat these groups; and therapeutic management of patients. (Spring P3 year) 

PHRM 7206, Medication Therapy Management XIV—Clinical Toxicology (2) 

Includes the mechanism of toxicity and toxicokinetics. The course will also discuss the acute and chronic effect of xenobiotics on the 

body; interpretation of drug screens; antidotes for toxic exposures; and the function of poison control centers. (Spring P3 year) 

PHRM 7207, Medication Therapy Management Case Study Laboratory III (1) 

Solve problems as they arise from cases regarding critical disorders relevant to the practice of pharmacy. (Spring P3 year; 1 two-hour 

recitation per week) 

PHRM 7208, Pharmacy Administration II (2) 

A continuation of Pharmacy Administration I, covering the fundamentals of managerial issues of community, retail, and institutional 

practice. (Spring P3 year; 2 lecture hours per week) 

PHRM 7209, Pharmacy Law (2) 

A case-based approach to the introduction to the legal aspects of the practice of pharmacy. (Spring P3 year; 2 lecture hours per week) 

PHRM 7210, Practice Integrated Laboratory Sequence VI (1) 

Clinical assessment techniques and modalities used in the treatment of patients. There will be a weekly reflection segment in which 

students will provide presentations based on experiences in their IPPE IV course. (Spring P3 year; 1 three-hour laboratory per week) 

Fourth Professional Year 

PHRM 8101/8102, Advanced Pharmacy Practice Experience I and II—Ambulatory Care Clerkship I and II (4 each) 

The student will perform pharmacist functions while under the supervision of the full-time, part-time, or affiliate faculty member. This 

clerkship will give the student experience in an ambulatory care practice setting. (P4 year; 40 hours per week x 4 weeks) 

PHRM 8103, Advanced Pharmacy Practice Experience III—In-Patient Acute Care Clerkship (4) 


clerkship will give the student experience in an in-patient practice setting. (P4 year; 40 hours per week x 4 weeks) 

PHRM 8201/8202, Advanced Pharmacy Practice Experience IV and V—Community Care Clerkship I and II (4 each) 


clerkship will give the student experience in a community clinical practice setting. (P4 year; 40 hours per week x 4 weeks) 

PHRM 8203, Advanced Pharmacy Practice Experience VI—Institutional Care Clerkship (4) 


clerkship will give the student experience in an institutional (hospital) practice setting. (P4 year; 40 hours per week x 4 weeks) 

PHRM 8299, Capstone I (1) 

Reflect on their skills and knowledge progress, to complete and turn in the final report of the student research project to their faculty 

advisors, to mentor and network with the lower-level students, to prepare and plan for post-graduate opportunities such as residencies and 

graduate school, and to provide time to regenerate and review material in areas the student feels strengthens his/her weaknesses (from the 

student portfolio). (P4 year; 40 hours per week x 4 weeks) 

11

PHRM 8301, Advanced Pharmacy Practice Experience VII—Selective Clerkship I and II (4 each) 


clerkship must be chosen from either a community-clinical or an ambulatory-care practice setting. (P4 year; 40 hours per week x 4 weeks) 

PHRM 8302/8303, Advanced Pharmacy Practice Experience VIII and IX—Elective Clerkship I and II (4 each) 

The student will perform pharmacist functions while under the supervision of the full-time, part-time, or affiliate faculty member. (P4 

year; 40 hours per week x 4 weeks) 

PHRM 8399, Capstone II (1) 

This post-experiential course is designed to provide students with the opportunity to ponder the relationship between their didactic and 

experiential course work, to interact with faculty regarding possible career paths, to mentor and network with the P1-P3 students, to 

present the results of special projects and patient case studies, and to provide time to regenerate and reflect. Each student must make a 

patient care presentation as a culminating exercise. Finally, a review of drugs by category is provided, as well as an opportunity to 

participate in curricular review courses. (P4 year; 40 hours per week x 4 weeks) 


12

General Introduction & Overview 

Pharmacy educators and the community of pharmacy practitioners are joint partners, and together 

they are tasked with mentoring student pharmacists to develop and enhance the implementation of 

new practice models. The expectation is that this alliance will lead to graduates capable of practicing 

patient-‐centered care and of positively affecting patient outcomes. 

The Presbyterian College School of Pharmacy in coordination with community partners are 

collaborating to provide the preclinical student pharmacist with a practical knowledge base that will 

augment the didactic course work being taught. 

The general goals of the Introductory Pharmacy Practice Experience Program at PCSP are: 

1. To develop collaborative relationships between PCSP and the pharmacy professional community 

for the implementation and development of an early experiential program for pharmacy students. 

2. To work jointly with community partners to promote patient-‐centered care as a practice standard 

and develop new pharmacy practice models for student experiential training. 

3. To work with the pharmacy professional community to improve patient health outcomes and 

quality of life. 

The student-specific goals of the introductory experiential program are: 

1. To expose the student to aspects of pharmaceutical care and disease state management in the 

pharmacy practice setting, and to complement the knowledge, skills and attitudes learned in the 

didactic (classroom) portion of the curriculum. 

2. To allow the student to observe, interact, and practice these concepts with pharmacist role models 

and other health care professionals. 

3. To give the student an understanding of the types of pharmacy practices, workloads, relationships, 

and attitudes of health care providers. 

4. To allow the student to observe and understand the legal and ethical dilemmas faced by 

pharmacists as they balance their obligation to patients with cost-‐control imperatives of the health 

care delivery systems in which they work. 

5. To help the student develop a personal perspective regarding the social and economic challenges to 

the development and maintenance of a patient-‐centered pharmacy practice. 

6. To develop the student’s communication and social-‐interaction skills, critical problem-‐solving skills, 

and a sense of professionalism, responsibility and accountability with regards to the practice of patient 

centered-‐care. 

13

Site Assignment 

1. The Office of Experiential Education is responsible for assigning students to pharmacy practice 

sites, although in some instances students will be permitted to help find their own practice sites 

during the Summer and Winter 40-‐hour-‐week segments. 

2. Each site will have a specific contact person – usually the supervising pharmacist preceptor. 

3. Students are required to contact their preceptors prior to the start of each experience segment. 

4. The preceptor will mentor one to two students during the designated times. 

5. The supervising pharmacist preceptor will designate a preceptor pharmacist for each student 

when necessary. 

6. The student will interact with the supervising preceptor, other pharmacists, and other department 

of pharmacy personnel at the discretion of the preceptor. 

7. The pharmacist preceptor who works most closely with the assigned student(s) will be 

responsible for the ongoing assessment of the student. 

8. All students must have a current intern certificate, up to date immunization records, HIPAA & 

OSHA Bloodborne Pathogen training certification, and clean criminal background and drug screens. 

Additionally, P2 students have CPR/First Aid certification (lay responder), and sterile media fill 

certification. Questions or inquiries regarding specific student information on this subject should be 

directed to the Office of Experiential Education. 

9. The experience level of each assigned student varies – and for that reason, guidelines detailed 

below are provided to serve as a key to areas where students will be exposed. 

General IPPE Guidelines 

1. The Community and Institutional Introductory Pharmacy Practice Experience (IPPE) are divided 

into either a one 40hr week segment, or five 4hr/week segments. P1 students will complete 40 IPPE 

hours. P2 students will complete 160 IPPE hours. (P3 students will complete 120 IPPE hours)*. 

2. The major goal is to expose the pre-‐clinical student pharmacist to the essential operational 

elements routinely performed in the community and/or institutional setting. 

3. Many of these tasks are performed regularly by technicians and other pharmacist extenders, and it 

would be appropriate for the pre-‐clinical student pharmacist to spend time with these individuals. 

4. A major expectation of the IPPE program is that each session begins with a meeting between the 

student and the pharmacist preceptor to outline the plan for that day’s activities, and that each 

session end with the pharmacist preceptor discussing any observations or questions the student may 

have regarding that day’s encounters. 

5. The order in which these activities are performed is at the discretion of the preceptor. 

Additionally, if a preceptor determines that their site offers other important, applicable experiences, 

the preceptor should feel free to incorporate these experiences into the student program. 

*specifics TBA 

14

Rotation Scheduling 

PCSP IPPE and APPE rotations are scheduled as follows: 

1 st year: Spring only, 10 weeks, 4 hours one afternoon a week in a 

community retail (chain or independent) setting. 

Total P1 hours: 40 hours 

2 nd year: Fall & spring. At the beginning of EACH semester, one 40hr-‐week 

in a community retail setting, followed by 10 weeks in an institutional (hospital, 

LTC or Hospice) setting, 4 hours one afternoon a week. 

Total P2 hours: 160 hours. 

3 rd year: At the beginning of the fall semester, one 40hr week in a 

community retail setting. During each fall and spring semester, one 8-‐hr day 

each week for 5 weeks in a direct patient-‐care setting for one semester, and one 

8-‐hr day each week for 5 weeks in simulated MTM setting on campus. 

P3 total: 120 hours. 

Grand IPPE total hours: 335 hours (includes 15 Service Learning hours) 

4 th year: Nine 1-‐month duration rotations, four of which are mandatory: 

advanced community; advanced institutional; ambulatory care; and acute care. 

Remaining 5 rotations are electives. 

Total P4 hours: >1500 hours 

15

IPPE Preceptor Requirements 

Service to the Community is basically what defines PCSP. Before listing the more specific Preceptor 

requirements, here are a few bullet points to keep in mind when you mentor our students… 

 

 

 

 

 

Preceptor training is required for all Preceptors and is available via the Preceptor’s web page. 

Currently for P1/P2 IPPE rotations, minimum requirement is completion of “Precepting 

Introductory Pharmacy Practice Experience”, available via Pharmacist Letter. All PCSP 

Preceptors have free access to Pharmacist Letter via the link on the Preceptor’s web page. 

o 1 st -‐timers, once at the Pharmacist Letter “Welcome PCSP Preceptor” page, click “I’m 

new to Pharmacist Letter” link, then complete your profile; otherwise, log in or click 

“Forgot your login codes” to retrieve your CE ID#. 

o Preceptors must complete the CE via the PCSP web link in order to have the CE also 

credited to your CE record at PCSP. 

o PCSP Preceptor Conferences are held twice annually, in late spring and in late fall. The 

Spring 2011 program is currently TBA. Preceptors will be required to attend a 

Preceptor conference at least once every 3 years. These future programs will be 

recorded and available for non-‐live CE via our website. 

Where do you fit in the curriculum? The PCSP curriculum, as well as the didactic course 

syllabi, is also available via the Preceptor’s web page. Together, along with the scheduling 

described in the previous heading, you can see how rotation goals and activities are integrated, 

or “woven” into what’s being concurrently covered in lectures and labs. 

Almost all of our preceptors are asked to serve as IPPE and APPE sites, though in some 

instances Preceptor student preference and site specifics may dictate otherwise. Retail 

community Preceptors may serve P1 – P4 students, though P4 community Preceptors and 

their sites must meet specific criteria (see later section on Advanced Community Preceptor 

Requirements); institutional Preceptors may mentor P2 – P4 students. 

Though the MINIMUM goals and objectives for IPPEs are listed in this manual, as well as in the 

online syllabi (the most up-‐to-‐date versions will always be available via Preceptor’s web site), 

please be thinking of how you can provide additional goals/objectives/assignments for your 

students in your efforts to provide an educationally beneficial experience. P4 Preceptors are 

required by ACPE to have individually specific syllabi for their rotations. Templates for these 

syllabi are provided later in this manual, and the Office of Experiential Education will be 

available to help each Preceptor to create their own unique syllabus. 

It is understood by PCSP leadership that our Preceptors might also take students from other 

schools. We expect ALL SC pharmacists to serve as Preceptors for ALL SC pharmacy students, 

and we cooperate with the directors at other schools in efforts to streamline Preceptor criteria, 

expectations and requirements for an overall simplification of the precepting process. 

16

Know how many students you are expected to take at a time. P1 and P2 Preceptors can take 

up to 6 students (1-‐2 students in each of 3 weekday slots) per week. Some Preceptors can do it 

but most cannot. We ask all to take at least 2 students per week, and 3 if they can – but we’ll 

take whatever we can get! If we ask you to be a Preceptor (and we do NOT ask everyone), then 

we believe you are qualified to serve as an excellent mentor for our students. 

Do you wonder if you have any input as to what goes on in that PCSP “ivory tower?” Yes, quite 

a bit……. 

o Experiential Program Review Committee: This committee is chaired by me and 

includes PCSP faculty, Preceptor members from retail and institutional settings, as well 

as student members. We meet once a semester to provide input and feedback 

regarding the policies and the overall educational expectations of the rotations. 

Though there are faculty members on this committee, input from real-‐world 

pharmacists serves as the basis for all committee decisions. 

o Evaluations: Although I know how busy our Preceptors can get, we both desire and 

need maximum feedback from you. Please take the time wherever possible to provide 

additional comments when completing your student evaluations, especially where 

student performance may be a reflection on our teaching. Also know that your 

students will also provide us evaluations on their Preceptors and on their rotation 

sites; these blinded results will be available for Preceptor viewing. 

o Surveys: The Office of Experiential Education as well as the Experiential Oversight 

Committee will begin this month to provide Preceptor Surveys. This will be done each 

semester as we look for topics for future Preceptor Conference programs. 

o Problem situations and students: 

…and FINALLY, we sincerely appreciate your willingness to serve and to commit the time to 

support our program. 

17

Specific Preceptor Requirements 

1. Preceptor must be currently licensed health care team member (pharmacist, physician, nurse, 

dietician, facility administrator) in good standing with the appropriate health care discipline’s State 

Board. 

2. Preceptor is willing and prepared to mentor pharmacy students in accordance to the 

requirements of the PCSP curriculum and as specified in the syllabus for their rotation. 

2. The Preceptor encourages – either directly or through delegation, fostering of opportunities for 

PCSP students to actively participate in behaviors which in the end are intended to improve patient 

health outcomes. These activities, which must be in accordance to proper moral, ethical, and legal 

standards, include providing medication counseling, as well as other health-‐care information to 

patients. 

3. Preceptor must have an active email account which he/she monitors routinely so as to receive and 

reply to email notifications from the Office of Experiential Education. 

4. Preceptor must be trained regarding certain, specific curriculum requirements of the experiential 

program. Adequate training can be acquired via the completion of online preceptor training 

programs which are accessible via the PCSP website, or by attending live preceptor conferences 

provided by the School. 

5. Preceptor must be willing and able to access and utilize the web-‐based EValue rotation 

management database in order to complete a list of necessary requirements. This list – though not 

necessarily all encompassing, includes: grading and/or validation of specified student assignments; 

verification of student attendance; and completion of student midpoint and final evaluations. 

18

Preceptor License Verification Policy 

ACPE Standard 14 – Most pharmacy practice experiences are under the supervision of 

qualified pharmacist preceptors licensed in the United States. 

The Office of Experiential Education shall initially verify that pharmacist preceptors are in good 

standing with the appropriate state’s Board of Pharmacy from answers submitted by preceptors on 

their availability form, and via the SC Department of LLR website: 

https://verify.llronline.com/LicLookup/LookupMain.aspx 

Pharmacist licensure status will also be verified by review of the monthly SC Board of Pharmacy 

meeting minutes which will identify pharmacists whose licenses have been revoked or for whom 

disciplinary action has been taken. Date of licensure verification will be added to the Affiliate 

Tracking field in PEMS. The Office of Experiential Education, in cooperation with the PCSP Executive 

Committee Education will decide on an appropriate action to be taken in the event of a preceptor 

licensure issue. 

Evaluation of Preceptors 

Preceptors and their practice sites will be regularly evaluated by students at the end of their 

experience, and in an on-‐going manner by the school. 

19

APPE Advanced Community Pharmacy Practice Preceptors 

PCSP Experiential Program Review Committee has developed criteria in qualifying APPE community 

sites and preceptors. The following list of APPE practice skills were used as a guide template from 

which to determine which skills would be “required” of all APPE community preceptors/sites, and 

which would be categorized as “optional.”\ 

Patient Education/Counseling 

Patient Presentation/Discussion 

Health Care Team Interactions 

Physical Assessment 

OTC Recommendations 

Drug Therapy Development/Evaluation 

Monitoring for Therapeutic Endpoints 

Monitoring for Drug Induced Diseases/Reactions 

Rotation Project 

As it was desired by the committee to make “required” criteria realistically feasible in all community 

sites, each skill was discussed with this consideration in mind. After some deliberation, it was 

eventually determined that the first 5 criteria would be required of all APPE community 

preceptors/sites. Discussion then ensued on further defining the 5 “required” criteria… 

1. Patient Education/Counseling. Each site must allow for a to-‐be-‐specified number of 

opportunities for students to counsel patients and provide patient education. 

2. Patient Presentation/Discussion. This skill was combined with skill items 9 and 10 from the 

list above. In order to satisfy this skill requirement, APPE community preceptors will require 

students to either: submit a written or an oral patient case presentation to the preceptor, 

utilizing medical literature resources; complete a rotation project, such as a disease state 

patient awareness station (notification to patients given at the beginning of the rotation); or 

present for discussion an appropriately pharmacy journal item or a related news item (i.e. 

local news, NY Times, etc). 

3. Health Care Team Interactions. Students shall be allowed to demonstrate their skills in DUR – 

recommending medication changes where appropriate to other health care professionals, and 

to demonstrate their ability to communicate (these recommendations). 

4. Physical Assessment. Students shall be given the ability to demonstrate their ability to 

perform basic physical assessment procedures by participation in activities such as 

immunizations, blood pressure monitoring/instruction, metered dose inhaler use instruction, 

etc. As not all pharmacies will be able to offer these opportunities, all efforts will be made by 

the Office of Experiential Education to schedule APPE community rotations during the fall and 

early winter months so that opportunities for students to participate in immunizations can be 

maximized. 

5. OTC Recommendations. Students will spend a percentage of their time each week in the OTC 

aisles, being available to make recommendations to patients and to answer questions. 

The above APPE community preceptor/site criteria were approved by the committee, as was the IPPE 

evaluation form developed by the Office of Experiential Education after some discussion. 

20

Student Requirements 

Student Conduct 

1. Students participating in ALL practice experiences are expected to conduct themselves in a manner 

which promotes professionalism and is consistent with other professionals at the designated 

practice site. 

2. Academic (e.g., plagiarism) or Professional (e.g., repeated tardiness/ absences, drug diversion) 

misconduct during experiences will be addressed as per PCSP Student Bulletin, and may result in 

removal from the experience and/or expulsion from the pharmacy program. 

3. Information you obtain through your experiential education activities must be considered personal 

and confidential. Such information must not be circulated or discussed outside the activities of the 

pharmacy practice experience setting. 

4. Students must comply with all policies and procedures of the practice site. 

5. Preceptors will advise students of site policies during the orientation process. The discussion 

should include the following: fire and safety procedures, telephone etiquette, facility parking 

policies, etc. 

6. Students must respect all site property. All site property must be returned prior to the completion 

of the pharmacy practice experience. 

Student Dress Code 

1. A white laboratory coat with PCSP name tag and photo identification must be worn when 

participating in IPPE experiences. Sites may require additional identification. 

2. Proper dress and grooming is expected of all participants in IPPE activities. 

3. Students are also expected to adhere to site-‐specific dress codes. 

Student Attendance 

1. Students are expected to attend all scheduled sessions. Punctuality is a must. Should the site be 

closed due to unforeseen circumstances (i.e. power outage, inclement weather, etc.), then the 

student shall be excused from attending his/her experience for the affected number of days, or be 

reassigned. 

2. The assigned student will be present at the designated site on their scheduled day (Tuesday, 

Wednesday, Thursday, or Friday – from 1:30 P.M. to 5:30 P.M.) or according to a special 

arrangement made between the preceptor and student and approved by the Assistant Dean for 

Experiential Education. 

3. Any special arrangements should not conflict with the students’ existing schedules. 

4. In the event of illness or personal emergency the student must inform the Office of Experiential 

Education and the pharmacist preceptor at the site as soon as possible on or before their assigned 

clerkship day. The student is expected to make up missed sessions at the discretion of the preceptor 

PRIOR to the start of the next rotation segment. 

5. Students who for whatever reason are unable to participate in their scheduled experience will be 

reassigned to conduct this experience (beginning the first full week post-‐exams) in either December 

(for missed Summer/Fall experiences) or in May (for missed Winter/Spring experiences). Students 

will incur no further charges if their absence was excused. Students who fail any experience will 

have to repeat that experience and therefore will incur the course fee again. 

6. Students must keep a record of attendance, to be validated by their preceptors via E*Value. 

21

7. Students and preceptors must submit evaluations at the end of each rotation via E*Value. The 

evaluations are conducted electronically. Please see Christopher Rico in the Office of Experiential 

Education for further information. 

22

Introductory Pharmacy Practice Experiences 

ASSIGNMENT-BASED IPPEs 

PHRM 5201: Introductory Pharmacy Practice Experience (IPPE) 1 

Introduction to Community Pharmacy Practice 

Spring P1 Year 

PHRM 6101: Introductory Pharmacy Practice Experiences (IPPE) 2 

Introduction to Institutional & Community Pharmacy Practice Experience 

Summer/Fall P2 Year 

MTM CASE-BASED IPPEs 



Winter/Spring P2 Year 



Summer/Fall P3 Year 




23

PHRM 5201: Introductory Pharmacy Practice Experience (IPPE) 1 

Introduction to Community Pharmacy Practice 


PHRM 5201 is the very first IPPE for 1 st year students. It is an assignment-‐focused introduction to community 

pharmacy consisting of one 4-‐hour rotation per week for 10 weeks: 5 weeks in one community retail site, and 5 weeks 

in a second similar community site. Students will have both specific and general assignments for each 5-‐week segment. 

Specific assignments are boxed in bold below; general assignments include educational expectations and general 

topics to be covered during the experience; they are bulleted below and also listed in the day-‐to-‐day recommended 

schedules below. 

Specific Assignments: 

(1) patient Med Rec (medication reconciliation) 

(2) DI (drug information) requests 

There is a progression of learning implied and to be kept in mind by both student and preceptor; activities of each 

subsequent week are to include wherever possible the activities of all previous weeks. 1st year students at the time of 

this experience have been instructed (classroom and labs) in the following areas, in preparation for this experience – 

though it must be emphasized their skills are on the level of a 1 st year student. 

take requests for drug information from patients and other healthcare providers 

research answers for drug information questions 

provide verbal and/or written responses to drug information requests 

conduct documentation and follow up regarding drug information questions taken 

utilize the drug info resources available to them (i.e. Pubmed, EBSCOhost, etc.) 

analyze and synthesize their findings into a response. 

Week 1 ORIENTATION (Site 1) 

1. General site orientation & introduction to pharmacy personnel 

May include HR visit as required. Primary activities to include preceptor and student discussion of 

expectations, tour of the pharmacy, introduction to personnel, medication and supply layout, library 

references, and other areas of importance. 

2. Assignments Discussion 

Student is responsible for communication of required specific assignments, as well as general 

assignments, to the Preceptor. This includes making sure that the Preceptor understands his/her 

responsibility regarding the completion of these assignments by the student. 

Week 2 (Site 1) 

1. Legal Standards and Requirements. Student learning activities to include: 

Knowledge and recognition of the requirements for a legal prescription and product labeling for 

legend and scheduled prescriptions, as well as for OTC items. 

Labeling requirements for dispensing prescriptions to patients, differentiation of requirements for 

legend prescriptions and scheduled prescriptions, etc. 

Understanding audit requirements for scheduled medications. 

2. Medication distribution system. 

Student should comprehend how legend prescriptions are processed from receipt to dispensing; should 

include DME if present at the site. 

3. Inventory Management 

Student should become familiar with pricing policies, shelf inventory levels, reorder policies, returns from 

patients, returns to wholesaler, drug recalls, etc. 

24


1. CQI 

What Continuous Quality Improvement strategies are employed by the pharmacy, and how do they 

impact error prevention? 

2. Third Party 

Introduction to the concepts of Third Party drug formularies, insurances; impact on costs and patient-‐ 

centered care. 

3. Patient Counseling 

Understanding of the integration of prescription preparation / dispensing process with patient 

counseling. 

4. MID-‐POINT EVALUTION 

Preceptor will conduct a Mid-‐Point Evaluation of the student’s progress utilizing the EValue database. 

Status of student completion of specific assignments will also be addressed during the midpoint 

evaluation process. 




counseling, with an emphasis on patient counseling. 



centered care. Emphasis on Medicare Part D & Medicaid. 

3. Specific Assignments 

Student should at the very least be making final preparations regarding specific assignments. Seek 

additional preceptor (or other pharmacist) input as needed. Make sure that Preceptor or his/her 

delegate will be able to make final evaluation of assignments next week. 






Submit specific assignments to preceptor; print or email as needed for Preceptor. Make sure to submit 

your assignments into MyFolio. Make sure that Preceptor or his/her delegate will be able to make final 

evaluation of assignments promptly, no later than by following week; contact Office of Experiential 

Education should you perceive any problems. 

3. FINAL EVALUATION. 

Preceptor and each Student are to conduct individual face-‐to-‐face final evaluations of each student’s 

experience at this site. Afterwards, the Preceptor will submit the evaluation results for each student into 

the EValue database. Students will complete evaluation of Site and Preceptor via EValue. Final grade 

status should be assigned and disclosed to student prior to student departure. 

25

Week 6 Orientation (Site 2) 

1. General site orientation & introduction to pharmacy personnel 

May include HR visit as required. Primary activities to include preceptor and student discussion of 

expectations, tour of the pharmacy, introduction to personnel, medication and supply layout, library 

references, and other areas of importance. 

2. Assignments Discussion 

Student is responsible for communication of required specific assignments, as well as general 

assignments, to the Preceptor. This includes making sure that the Preceptor understands his/her 

responsibility regarding the completion of these assignments by the student. 


1. Legal Standards and Requirements. Student learning activities to include: 

knowledge and recognition of the requirements for a legal prescription and product labeling for 

legend and scheduled prescriptions, as well as for OTC items. 

labeling requirements for dispensing prescriptions to patients, differentiation of requirements for 

legend prescriptions and scheduled prescriptions, etc. 

understanding audit requirements for scheduled medications. 

2. Medication distribution system. 

Student should comprehend how legend prescriptions are processed from receipt to dispensing; should 

include DME if present at the site. 

3. Inventory Management 

Student should become familiar with pricing policies, shelf inventory levels, reorder policies, returns from 

patients, returns to wholesaler, drug recalls, etc. 


1. CQI 

What Continuous Quality Improvement strategies are employed by the pharmacy, and how do they 

impact error prevention? 



centered care. 



counseling. 

4. MID-‐POINT EVALUTION 

Preceptor will conduct a Mid-‐Point Evaluation of the student’s progress utilizing the EValue database. 

Status of student completion of specific assignments will also be addressed during the midpoint 

evaluation process. 

26







centered care. Emphasis on Medicare Part D & Medicaid. 


Student should at the very least be making final preparations regarding specific assignments. Seek 

additional preceptor (or other pharmacist) input as needed. Make sure that Preceptor or his/her 

delegate will be able to make final evaluation of assignments next week. 






Submit specific assignments to preceptor; print or email as needed for Preceptor. Make sure to submit 

your assignments into MyFolio. Make sure that Preceptor or his/her delegate will be able to make final 

evaluation of assignments promptly, no later than by following week; contact Office of Experiential 

Education should you perceive any problems. 

3. FINAL EVALUATION. 

Preceptor and each Student are to conduct individual face-‐to-‐face final evaluations of each student’s 

experience at this site. Afterwards, the Preceptor will submit the evaluation results for each student into 

the EValue database. Students will complete evaluation of Site and Preceptor via EValue. Final grade 

status should be assigned and disclosed to student prior to student departure. 

Each week students must meet with their primary preceptor or preceptor delegate/partner at the beginning and end 

of their day. At the beginning of the day the preceptor will review with the student the expectations and the agenda 

for that day. At the end of each day, it is suggested that the student be quizzed to review their observations and 

findings. This is the time for students to ask questions about what they saw and to share their areas of interest. 

Though there is no need for additional assignments to be given to the students, preceptors are free and encouraged 

to do so, should they desire. If an additional assignment is given, the topic should have been reviewed and approved 

by the preceptor by week 4. 

Preceptors must validate the student’s Record of Attendance and complete the Evaluation Form at the end of each 

rotation (Day 5) via the EValue database – accessible via the http://pharmacy.presby.edu/experiential-education/preceptors/ 

weblink. 

We hope that the first year pharmacy students will find their time with you enjoyable, exciting and educational. It is 

our responsibility together to show the various distributive and clinical aspects of community pharmacy practice and 

its viability as a professional career option. 

27



Summer/Fall P2 Year (assignment-focused) 



Winter/Spring P2 Year (MTM-focused) 

The PHRM 6101 and PHRM 6201 IPPE rotations for P2 students each begins with a real-‐world 40-‐hour week segment in a 

community retail setting, followed by a divided 10-‐week segment in an institutional (hospital preferred), long-‐term care, or 

hospice setting. Students will complete a total of 160 IPPE hours during their P2 year. 

PHRM 6101 – Fall Semester 

1 week (40-‐hours, 5 days/week, 8-‐hours/day) – site 1 Assignments: (2) Med Rec, (2) DI, (1) ND 

5 weeks (20-‐hours, 1 day/week, 4-‐hours/day) – site 2 Assignments: (3) DI 

5 weeks (20-‐hours, 1 day/week, 4-‐hours/day) – site 3 

PHRM 6201 – Spring Semester 

1 week (40-‐hours, 5 days/week, 8-‐hours/day) – site 4 



Med Rec – medication reconciliation report, using assigned format 

DI – drug information request (suggested by student, approved by preceptor/provider 

ND – New Drug update, using assigned format 

Although the semester portion of the P2 rotations focus on institutional pharmacy settings, the initial one-‐week segments (sites 

1 & 4 above) will be conducted in community pharmacy settings – building upon the skills obtained by students during their P1 

PHRM 5201 Introduction to Community Pharmacy Practice IPPE. 

Whereas the 1 st year rotations, PHRM 5201, were assignment-‐focused and introduced students to the community pharmacy 

setting, the fall semester 2 nd year rotations, PHRM 6101, are also assignment-‐focused but introduce students to institutional 

pharmacy. The spring semester 2 nd year rotations, PHRM 6201, will introduce students to case-‐based MTM (medication 

therapy management) focused rotations. 

Students will have both specific and general assignments for each segment listed above. Specific assignments are boxed in bold 

below; general assignments include educational expectations and general topics to be covered during the experience; they are 

bulleted below and also listed in the day-‐to-‐day recommended schedules below. 

There is a progression of learning implied and to be kept in mind by both student and preceptor; activities of each subsequent 

week are to include wherever possible the activities of all previous weeks. 1st year students at the time of this experience have 

been instructed (classroom and labs) in the following areas, in preparation for this experience – though it must be emphasized 

their skills are on the level of a 1 st year student. 

The most important days at each site are the first day, the midpoint, and the final day. On Day 1, the student should be 

instructed by the preceptor as to what is expected throughout the rotation. At the midpoint, preceptor should conduct a 

midpoint evaluation of the student’s progress; evaluation should be face-‐to-‐face and the evaluation documented by the 

preceptor in the E*Value database. On the final day, the preceptor should conduct a final evaluation of the student’s 

experience (documented in E*Value), and the student should complete an evaluation of the site and preceptor (documented in 

E*Value). 

28


1. General facility orientation & HR visit (if required). Primary activities to include preceptor and student discussion of 

expectations, tour of the pharmacy, introduction to personnel, etc. 

2. Student introduction to staff and tour of the pharmacy department(s) – including the location of medications, 

supplies, references, and other areas of importance within the pharmacy and institution. 

3. Discussion of the school’s required entries by both student and preceptor into the online EValue rotation 

management database. 

Assignments 

a. Meet with preceptor to discuss expectations for rotation 

i. Determination of final presentation/assignment topic due Week 5 

b. Pharmacy tour (location of medications, supplies, references, and other areas of importance) 

c. Introduction to employees 

d. Introduction to pharmacy workflow 

i. Receiving prescriptions from patients 

ii. Screening prescriptions 

iii. Hand off to order entry (technician and/or pharmacist) for processing, dispensing, delivery, 

etc. 

Preceptor 

validate that correct student assigned 

note student’s prior experiences if any 

conduct mid-‐point evaluation at 3rd visit 

conduct final evaluation on last day 

Student 

assist preceptor regarding EValue 

insure evaluations are done in person 

conduct site/preceptor evaluation on last day 


1. Introduction to legal standards and pharmacy law requirements. Primary student activities to include student 

knowledge and recognition of the legal requirements present to address and complete medication orders within 

the assigned institution’s pharmacy. 

2. Introduction to the medication distribution system. Student should comprehend how legend prescriptions are 

processed from receipt to dispensing. 

Assignments 

a. Legal Standards 

i. Prescription requirements – written, scanned, faxed, and oral 

ii. Approved versus unapproved abbreviations 

iii. Introduction to control substance dispensing / security forms 

iv. Filing / record keeping for medication orders, invoices, etc. 

v. HIPAA regulations 

vi. Differentiation of Pharmacist-‐in-‐charge / Pharmacist / Technician responsibilities 

vii. Federal and local government oversight 

-‐ SCBOP (i.e. remote order entry, meds in hospital-‐owned physician offices, etc.) 

-‐ DEA (i.e. medical residents lack individual DEA# ) 

-‐ JC (what are they looking for from pharmacy perspective?) 

-‐ CMS (what regulations should concern pharmacy?) 

29


1. Introduction of current inventory management strategies. 

2. Introduction to pharmacy policy and procedures for facility-‐wide medication redistribution. 

3. Introduction to the process of preparing and dispensing new and recurring medications for both inpatient and 

outpatient orders. 

4. Active experience in medication order processing. 

5. MID-‐POINT EVALUTION. Preceptor will conduct a Mid-‐Point Evaluation of the student’s progress utilizing the 

EValue database. 

Assignments 

a. Introduction to inventory control 

i. Purchasing and inventory management via pharmacy order management system 

ii. Cart fill procedure, auto-‐dispensers, Pyxis®/Omnicell® auto-‐dispensing med-‐stations, robots. 

iii. Emergency crash carts / boxes and inpatient unit floorstock procedures. 

iv. Stock medications for facility-‐owned physician offices. 

v. Formulary process overview (including cost analysis) and P&T Committee 

vi. Prepackaging 

vii. Outdated medications 

viii. Returns and recalls. 

b. Computer data entry 

i. Hard-‐copy order receipt by pharmacy 

ii. Faxed and scanned orders 

iii. CPOE 

iv. MAR / EMARs 

c. Preparing and dispensing prescriptions 

i. Receiving med orders 

ii. Reviewing med orders 

1. Check allergies 

2. Clinical review/patient profile 

3. Check for correct drug, dose, necessary calculations, and route 

4. Clinical Pharmacology/On line references 


1. Introduction to sterile products preparation. 

2. Introduction to facility’s medication reconciliation process. 


4. Preceptor and student discussion of status of final quiz or presentation or assignment. 

Assignments 

a. Sterile product preparation and USP 797 

i. chemotherapy policy and procedures 

ii. TPNs 

b. Preparing and dispensing prescription orders (continuous) 

c. Medication reconciliation (“MedRec”) from admission to discharge 

d. Preview final quiz / presentation / assignment 

e. student reflection 

30


1. Hospital compounding and USP 795 

2. Introduction to Adverse Event Monitoring and Reporting. 


4. FINAL EVALUATION/REFLECTION. Preceptor and each Student are to conduct individual face-‐to-‐face final 

evaluations of each student’s experience at this site. Afterwards, the Preceptor will submit the evaluation results 

for each student into the EValue database. Students will complete evaluation of Site and Preceptor via EValue. 

Final grade status should be assigned and disclosed to student prior to student departure. 

Assignments 

a. Preparing and dispensing prescriptions – continued 

b. Performance Improvement 

i. JCAHO standards 

1. NPSG (National Patient Safety Goals) 

2. Do not use abbreviations 

3. Mandatory patient counseling requirements 

ii. Medication errors 

1. Error/ADR discovery and statistical tracking 

iii. eQVR (electronic Quality Variance Reporting) 

b. Final quiz or presentation (to staff) or assignment 

Notes 

31


1. General facility orientation & HR visit (if required). Primary activities to include preceptor and student discussion of 

expectations, tour of the pharmacy, introduction to personnel, etc. 

2. Student introduction to staff and tour of the pharmacy department(s) – including the location of medications, 

supplies, references, and other areas of importance within the pharmacy and institution. 

3. Discussion of the school’s required entries by both student and preceptor into the online EValue rotation 

management database. 

Assignments 





d. Introduction to pharmacy workflow 

i. Receiving prescriptions from patients 

ii. Screening prescriptions 

iii. Hand off to order entry (technician and/or pharmacist) for processing, dispensing, delivery, etc.) 

Preceptor 


note student’s prior experiences if any 



Student 


insure evaluations are done in person 



1. Introduction to legal standards and pharmacy law requirements. Primary student activities to include student 

knowledge and recognition of the legal requirements present to address and complete medication orders within 

the assigned institution’s pharmacy. 

2. Introduction to the medication distribution system. Student should comprehend how legend prescriptions are 

processed from receipt to dispensing. 

Assignments 













32




3. Introduction to the process of preparing and dispensing new and recurring medications for both inpatient 

and outpatient orders. 


5. MID-‐POINT EVALUTION. Preceptor will conduct a Mid-‐Point Evaluation of the student’s progress utilizing the 

EValue database. 

Assignments 













iii. CPOE 





-‐ Check allergies 

-‐ Clinical review/patient profile 

-‐ Check for correct drug, dose, necessary calculations, and route 

-‐ Clinical Pharmacology/On line references 






Assignments 



ii. TPNs 





33






evaluations of each student’s experience at this site. Afterwards, the Preceptor will submit the evaluation 

results for each student into the EValue database. Students will complete evaluation of Site and 

Preceptor via EValue. Final grade status should be assigned and disclosed to student prior to student 

departure. 

Assignments 











Each week students will meet with their primary preceptor at the beginning and end of their day. At the beginning of 

the day the preceptor will review with the student the expectations and the agenda for that day. At the end of each 

day, it is suggested that the student be required to take a short quiz related to that day’s activities (3-‐5 questions) and 

to review their observations and findings. This is the time for students to ask questions about what they saw and to 

share their areas of interest. 

At the end of day 5 at each site, the student should be required to take a final quiz (10 questions) related to processes 

they observed over the 6 weeks and/or give a short presentation (20-‐30 minutes) on a topic of their choice. The topic 

should have been reviewed and approved by the preceptor by week 4. 

Preceptors will validate the student’s Record of Attendance and Evaluation Form at the end of each rotation (Day 5) 

via the EValue database – accessible via the http://pharmacy.presby.edu/experiential-‐education/preceptors/ web 

link. 


our responsibility together to show the various distributive and clinical aspects of institutional pharmacy practice and 


Notes 

34


A Basic Introduction to pre-Advanced Practice Pharmacy Experiences 

Fall P3 Year 


A Basic Introduction to pre-Advanced Practice Pharmacy Experiences 


All PHRM 7101 and PHRM 7102 IPPE rotations will be conducted in sites which would also serve as a site for APPE 

rotations; hence these experiences are also termed Intermediate Pharmacy Practice Experiences. These pre-‐APPEs 

will address as best as possible the ideals of the new 2011 ACPE guidelines, Version 2. Students must complete 120 

IPPE hours during their P3 year. 

PHRM 7101 – Fall Semester 

1 week (40-‐hours: 5 days/week, 8-‐hours/day) – site 1 

5 weeks (40-‐hours: 1 day/week, 8-‐hours/day) – site 2 

PHRM 7102 – Spring Semester 

5 weeks (40-‐hours: 1 day/week, 8-‐hours/day) – site 3 

Although the P3 rotations during the semester will focus almost exclusively on inpatient care pharmacy settings, the 

initial one-‐week rotation will be conducted in community retail pharmacy settings, with students building upon the 

MTM skills obtained from classroom and laboratory learning from their previous P2 year. 

The general guidelines and syllabus for the semester-‐long portions of these P3 experiences are listed on the following 

pages. There is a progression of learning implied and to be kept in mind by both student and preceptor; activities of 

each subsequent week are to include wherever possible the activities of all previous weeks. 

The overriding goals and objectives of the P3 pre-‐APPE experiences will focus on what ACPE calls “must 

have” abilities, or “core domains.” These core domain and ability statements will also provide a basis from 

which to establish subsequent core APPE core domain abilities and competencies. 1 

1. Patient Safety 

2. Basic Patient Assessment 

3. Medication Information 

4. ID and Assessment of Drug Related Problems 

5. Applied Mathematics 

6. Ethical, Professional, and Legal Behaviors 

7. General Communication Abilities 

8. Counseling Patients 

9. DI Analysis and Literature Research 

10. Health and Wellness – Public Health 

11. Insurance / Prescription Drug Coverage 

1 Accreditation Council for Pharmacy Education. Accreditation Standards and Guidelines for the Professional Program in 

Pharmacy Leading to the Doctor of Pharmacy Degree, Version 2.0. Appendix D. 

35

Preceptors and students should both note the specifics of the domains (see in their entirety at 

http://www.acpe-‐accredit.org/pdf/FinalS2007Guidelines2.0.pdf ) and their relevance to the evaluation of the 

student at the conclusion of each P3 experience. It is suggested that in order to properly address these “must 

have” abilities, preceptors make every effort to expose students to and allow participation in activities such as, 

but not limited to: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

processing and dispensing new/refill medication orders 

conducting patient interviews to obtain patient information 

creating patient profiles using information obtained 

responding to drug information inquiries 

interacting with other health care professionals 

participating in educational offerings designed to benefit the health of the general public 

interpreting and evaluating patient information 

triaging and assessing the need for treatment or referral, including referral for a patient seeking 

pharmacist-‐guided self-‐care 

identifying patient-‐specific factors that affect health, pharmacotherapy, and/or disease state 

management 

assessing patient health literacy and compliance 

performing calculations required to compound, dispense, and administer medications 

administering medications 

evaluating appropriateness of medication dosing utilizing basic dosing principles 

providing point-‐of-‐care and patient-‐centered services 

conducting physical assessments 

preparing and compounding extemporaneous preparations and sterile products 

communicating with patients and other health care providers 

interacting with pharmacy technicians in the delivery of pharmacy services 

documenting interventions in patient records in a concise, organized format that allows readers to have 

a clear understanding of the content 

presenting patient cases in an organized format covering pertinent information 

billing third parties for pharmacy services 

The most important days at each site are the first day, the midpoint, and the final day. On Day 1, the student 

should be instructed by the preceptor as to what is expected throughout the rotation. At the midpoint, 

preceptor should conduct a midpoint evaluation of the student’s progress; evaluation should be face-‐to-‐face 

and the evaluation documented by the preceptor in the E*Value database. On the final day, the preceptor 

should conduct a final evaluation of the student’s experience (documented in E*Value), and the student should 

complete an evaluation of the site and preceptor (documented in E*Value). 

36

Week 1 ORIENTATION 

1. General facility orientation & HR visit (if required). Primary activities to include preceptor and student 

discussion of expectations, tour of the pharmacy, introduction to personnel, etc. 

2. Student introduction to staff and tour of the pharmacy department(s) – including the location of 

medications, supplies, references, and other areas of importance within the pharmacy and institution. 

3. Discussion of the school’s required entries by both student and preceptor into the online EValue 

rotation management database. 

Assignments 





d. Begin student integration into pharmacy workflow activities 

Week 2 

Preceptor 


note student’s prior experiences (Abilities Checklist) 



Student 


proactively make efforts to engage in checklist activities 

insure evaluations are done in person 


1. Introduction to legal standards and pharmacy law requirements. Primary student activities to include 

student knowledge and recognition of the legal requirements present to address and complete 

medication orders within the assigned institution’s pharmacy. 

2. Introduction to the medication distribution system. Student should comprehend how legend 

prescriptions are processed from receipt to dispensing. 

Assignments 













37

Week 3 



3. Introduction to the process of preparing and dispensing new and recurring medications for both 

inpatient and outpatient orders. 


5. MID-‐POINT EVALUTION. Preceptor will conduct a Mid-‐Point Evaluation of the student’s progress utilizing 

the EValue database. 

Assignments 













iii. CPOE 





1. Check allergies 

2. Clinical review/patient profile 

3. Check for correct drug, dose, necessary calculations, and route 

4. Clinical Pharmacology/On line references 

Week 4 





Assignments 



ii. TPNs 





38

Week 5 





evaluations of each student’s experience at this site. Afterwards, the Preceptor will submit the evaluation 

results for each student into the EValue database. Students will complete evaluation of Site and 

Preceptor via EValue. Final grade status should be assigned and disclosed to student prior to student 

departure. 

Assignments 











Notes 

39

Each week students will meet with their primary preceptor at the beginning and end of their day. At the beginning of 

the day the preceptor will review with the student the expectations and the agenda for that day. At the end of each 

day, it is suggested that the student be required to take a short quiz related to that day’s activities (3-‐5 questions) and 

to review their observations and findings. This is the time for students to ask questions about what they saw and to 

share their areas of interest. 

At the end of day 5 at each site, the student should be required to take a final quiz (10 questions) related to processes 

they observed over the 6 weeks and/or give a short presentation (20-‐30 minutes) on a topic of their choice. The topic 

should have been reviewed and approved by the preceptor by week 4. 

Preceptors will validate the student’s Record of Attendance and Evaluation Form at the end of each rotation (Day 5) 

via the EValue database – accessible via the http://pharmacy.presby.edu/experiential-‐education/preceptors/ web 

link. 


our responsibility together to show the various distributive and clinical aspects of institutional pharmacy practice and 


Notes 

40

Forms 

41

“PC-12” Competencies 

Experiential exposure is threaded throughout the competency-‐based framework of the PCSP 

curriculum – a curriculum designed to provide knowledge, teach models of care management, allow 

students to demonstrate their understanding, and allow plentiful experiential opportunities for 

practice. The eventual goal of the academic program is to transform students from dependent to 

independent learners. 

The School of Pharmacy has twelve general outcomes, the “PC-‐12” list of competencies. They are: 

I. Communication: The student will demonstrate effective written and verbal communication skills. 

II. Evidence-‐based Decisions in the Practice of Pharmacy: The student will demonstrate competency in using drug 

information skills to promote evidence-‐based practices. 

III. Problem Prevention and Solving: The student will effectively evaluate information and critically think through 

issues to provide appropriate solutions to drug-‐related problems. 

IV. Dispensing of Pharmaceuticals: The student will demonstrate the ability to assess and evaluate the patient’s 

medication orders, effectively procure appropriate products, prepare, dispense, distribute, and if necessary 

administer medications in an effective manner which contributes to the healing of individual patients. 

V. Providing Pharmaceutical Care to Individual Patients: The student will exercise appropriate clinical judgment to 

provide optimal pharmaceutical care to patients with common disease states. 

VI. Providing Pharmaceutical Care to Patient Populations: The student will provide therapeutic guidance by 

responding to the many factors that influence health, disease and disability, besides those of a biological nature. 

These factors include socio-‐cultural, familial, psychological, economic, environmental, legal, political, and spiritual 

aspects of health care seekers and of health care delivery. Through sensitivity to the interrelationships of 

individuals and their communities, the student will respond to the broader context of pharmacy practice. 

VII. Inter-‐professional Interaction and Teamwork: The student will demonstrate effective interpersonal and team 

behaviors in a variety of social and professional situations and circumstances. 

VIII. Ethical and Legal Judgment: The student will recognize the ethical dimensions of pharmacy practice and health 

policy; identify alternatives in difficult ethical choices; analyze systematically the conflicting considerations 

supporting different alternatives; and formulate, defend, and effectively carry out a course of action that takes 

account of these ethical complexities. The student will combine a willingness to recognize the nature of the value 

systems of patients and others with commitment to his/her own system and the ethical choices necessary to 

maintain his/her own ethical integrity. 

IX. Personal and Professional Growth: The student will approach the practice of pharmacy with awareness of his/her 

limits strengths, weaknesses and personal vulnerabilities. The student will establish personal values and priorities 

in order to balance personal and professional commitments. The student will seek help and advice when needed 

for his/her own difficulties and develop personally appropriate coping strategies. The student will accurately hear 

and appropriately respond to constructive criticism. The student will be aware of the limits of his/her personal 

knowledge and experience and has an intellectual interest in general education and pharmacy science. The 

student will actively set clear learning goals, pursues them, and applies the knowledge gained to the practice of 

his/her profession. 

X. Management Skills: The student will be able to effectively manage human, financial and other resources related to 

the practice of pharmacy. 

XI. Advancement of Pharmacy and Health Care: The student will be able to identify issues of public, professional and 

institutional concern and works for the common good to bring resolution. 

XII. Promotion of Good Health and Public Welfare: The student will be proactively involved in community and 

professional efforts to promote good health for the public welfare 

Student mastery of the PC 12 Competencies is measured each semester by course performance, yearly 

via the Growth and Assessment Portfolio (GAP), and at the completion of didactic coursework by a 

Third Year Competency Examination (TYCE). Those competencies addressed during the experiential 

component of the curriculum are charted below. 

42

PC-12 Competencies Mapped to PCSP Experiences 

PC-12 

Year 

Professional 

Experience 

Program (PEP) 

Course 

Communication 

Evidence based decisions 

Problem-solving 

Dispensing 

Pharmacy Care to Indv 

Pharmacy Care to Pop. 

Teamwork & collaboration 

Ethical & Legal 

Personal & Prof Growth 

Management skill 

Adv. Pharmacy & Health Care 

Promote Public Health 

P1 PHRM 5201 IPPE 1 X X X X X X X X X X 

P2 

PHRM 6101 IPPE II X X X X X X X X X X 

PHRM 6201 IPPE III X X X X X X X X X X X 

P3 

PHRM 7101 IPPE IV X X X X X X X X X X X 

PHRM 7201 IPPE V X X X X X X X X X X X 

PHRM 8101 APPE I X X X X X X X X X X X X 

PHRM 8102 APPE II X X X X X X X X X X X X 

PHRM 8103 APPE III X X X X X X X X X X X X 

PHRM 8201 APPE IV X X X X X X X X X X X X 

PHRM 8202 APPE V X X X X X X X X x X X X 

P4 PHRM 8203 APPE VI X X X X X X X X X X X X 

PHRM 8204 Capstone I X X X X X X 

PHRM 8301 APPE VII X X X X X X X X X X X X 

PHRM 8302 APPE VIII X X X X X X X X X X X X 

PHRM 8303 APPE IX X X X X X X X X X X X X 

PHRM 8304 Capstone II X X X X X X 

43

Professional Service Learning Form 

Student Name: 

Student ID#: 

This form is proof that your PROFESSIONAL service learning activity meets the requirements of both ACPE and the PCSP 

Office of Experiential Education. It must be completed, submitted to the Office of Experiential Education for approval, 

approved, the event completed, and submitted into your Growth and Assessment Portfolio no later than April 

1 st if it is to be applicable to the current academic year. Activities may NOT be conducted at your immediate past 

experiential site. Once obligated to participate in a service activity, you must participate in its entirety unless prior approval 

is given by the activity coordinator or you find a replacement (except due to emergency). Only one form per event. 

Service Learning Activity Information 

Title of Event Activity: 

Location of Event Activity: 

Supervisor: Email: Phone: 

This is a PCSP-sponsored activity; sponsoring organization: 

This is a non-recurring activity. 

Date of Activity: _____________________ Times Participating: ______________ Number of Hours: _ 

_ 

Please describe your role in this activity: 

This is a recurring activity; recurring 

Dates of Activity: Times Participating: Number of Hours: 

Please describe your role in this activity: 

44

Patient Care Roles Involved in the Event or Activity: (choose all that apply) 

NOTE: PROFESSIONAL Service Learning Activities correlate with activities applicable to the pharmacy profession, or to 

pharmacy related patient care activities such as those listed here. These activities differ from non-professional COMMUNITY 

service activities which have no such definitions or minimum hour requirement for participation. Professional service learning 

events which do not offer any of the activities listed below will be denied. 

processing and dispensing new/refill medication orders 

conducting patient interviews to obtain patient information 

creating patient profiles using information obtained 

responding to drug information inquiries 

interacting with other health care professionals 

participating in educational offerings designed to benefit the health of the general public 

interpreting and evaluating patient information 

triaging and assessing the need for treatment or referral, including referral for a 

patient seeking pharmacist-guided self-care 

identifying patient-specific factors that affect health, pharmacotherapy, and/or 

disease state management 

assessing patient health literacy and compliance 

performing calculations required to compound, dispense, and administer medications 

administering medications 

providing point-of-care and patient-centered services 

conducting physical assessments 

preparing and compounding extemporaneous preparations and sterile products 

communicating with patients and other health care providers 

interacting with pharmacy technicians in the delivery of pharmacy services 

presenting patient cases in an organized format covering pertinent information 

documenting interventions in patient records in a concise, organized format that allows readers to have a 

clear understanding of the content 

Student Certification of Participation 

I certify that I participated in the activity listed above at the times and dates indicated. 

______________________________________________________ 

Student Signature 

________________________________ 

Date 

Supervisor Verification of Participation 

I verify that the aforementioned student participated in the activities listed above at the times and dates 

indicated. 

______________________________________________________ 

Supervisor 

________________________________ 

Date 

OFFICIAL USE ONLY: 

Approved 

Denied; reason for denial: ___________________________________________________________________ 

______________________________________________________ 

Assistant Dean for Experiential Education 

________________________________ 

Date 

45

SITE VISIT EVALUATION FORM for IPPEs 

Date of Visit 

Site 

Rotation Type 

Syllabus Comment 

Student Activities Provided 

Preceptor Training Summary / Plan 

OEE Student & Preceptor Issues / Student Evaluation Summary 

Preceptor's Needs & Concerns 

OEE Follow-up 

(see reverse for IPPE activity requirements) 

46

SITE VISIT ACTIVITY REQUIREMENTS for IPPEs 

Introductory Pharmacy Practice Experiences (IPPEs) 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

processing and dispensing new/refill medication orders 

conducting patient interviews to obtain patient information 

creating patient profiles using information obtained 

responding to drug information inquiries 

interacting with other health care professionals 

participating in educational offerings designed to benefit the health of the general public 

interpreting and evaluating patient information 

triaging and assessing the need for treatment or referral, including referral for a patient seeking 

pharmacist-‐guided self-‐care 

identifying patient-‐specific factors that affect health, pharmacotherapy, and/or disease state 

management 

assessing patient health literacy and compliance 

performing calculations required to compound, dispense, and administer medications 

administering medications 

evaluating appropriateness of medication dosing utilizing basic dosing principles 

providing point-‐of-‐care and patient-‐centered services 

conducting physical assessments 

preparing and compounding extemporaneous preparations and sterile products 

communicating with patients and other health care providers 

interacting with pharmacy technicians in the delivery of pharmacy services 

documenting interventions in patient records in a concise, organized format that allows readers 

to have a clear understanding of the content 

presenting patient cases in an organized format covering pertinent information 

billing third parties for pharmacy services 

47

Date of Visit 

Site 

SITE VISIT EVALUATION FORM for APPEs 

Rotation Type 

Syllabus Comment 

Student Activities Provided 

Preceptor Training Summary / Plan 

OEE Student & Preceptor Issues / Student Evaluation Summary 

Preceptor's Needs & Concerns 

OEE Follow-up 

(see reverse for APPE activity requirements) 

48

SITE VISIT ACTIVITY REQUIREMENTS for APPEs 

Advanced Pharmacy Practice Experiences (APPEs) 

practicing as a member of an inter-‐professional team 

identifying, evaluating, and communicating to the patient and other health care professionals the appropriateness of the patient’s specific 

pharmacotherapeutic agents, dosing regimens, dosage forms, routes of administration, and delivery systems 

consulting with patients regarding self-‐care products 

recommending prescription and nonprescription medications, dietary supplements, diet, nutrition, traditional nondrug therapies, and 

complementary and alternative therapies 

recommending appropriateness medication dosing utilizing practical pharmacokinetic principles 

administering medications where practical and consistent with practice environment & where legally permitted 

identifying and reporting medication errors and adverse drug reactions 

managing the drug regimen through monitoring and assessing patient information 

providing pharmacist-‐delivered patient care to a diverse patient population 

providing patient education to a diverse patient population 

educating the public and health care professionals regarding medical conditions, wellness, dietary supplements, durable medical 

equipment, and medical and drug devices 

retrieving, evaluating, managing, and using clinical and scientific publications in the decision-‐making process 

accessing, evaluating, and applying information to promote optimal health care 

ensuring continuity of pharmaceutical care among health care settings 

participating in discussions and assignments regarding compliance with accreditation, legal, regulatory/legislative, and safety 

requirements 

participating in discussions and assignments regarding the drug approval process and the role of key organizations in public safety and 

standards setting 

participating in discussions / assignments concerning key health care policy matters that may affect pharmacy 

working with the technology used in pharmacy practice 

Additional activities in which students should be able to participate during required community and hospital/health system 

advanced pharmacy practice experiences may include, as appropriate to the learning environment: 

preparing and dispensing medications 

managing systems for storage, preparation, and dispensing of medications 

allocating and using key resources and supervising pharmacy technical staff 

participating in purchasing activities 

creating a business plan to support a patient care service, including determining the need, feasibility, resources, and sources of funding 

managing the medication use system and applying the systems approach to medication safety 

participating in the pharmacy’s quality improvement program 

participating in the design, development, marketing, and reimbursement process for new patient services 

participating in discussions and assignments of human resources management, medication resources management, & pharmacy data 

management systems, including pharmacy workload and financial performance 

participating in the pharmacy’s planning process 

conducting a drug use review 

managing the use of investigational drug products 

participating in the health system’s formulary process 

participating in therapeutic protocol development 

participating in the management of medical emergencies 

performing prospective and retrospective financial and clinical outcomes analyses to support formulary recommendations and 

therapeutic guideline development 

Additional activities in which students should be able to participate during required ambulatory care and acute/general medicine advanced 

pharmacy practice experiences may include, as appropriate to the learning environment: 

developing and analyzing clinical drug guidelines 

participating in the health system’s formulary process 

participating in the design, development, marketing, and reimbursement process for new patient services 

participating in discussions of human resources management, medication resources management, and pharmacy data management 

systems including pharmacy workload and financial performance 

49


Student Petition Policy 

Petitions are regarded as a final alternative for a student who is unable to proceed with the assigned 

rotation and/or rotation schedule. The petition process is in place to allow students with restricted 

situations the opportunity to present their situation to the Office of Experiential Education. The 

Assistant Dean for Experiential Education will then decide if the petition is either authorized or 

denied. If the petition is authorized, the student will be presented with a non-‐tradable, and non-negotiable 

alternative rotation assignment. The student will be given the opportunity to either accept 

this alternative or maintain their original assignment. In order to determine eligibility for petition the 

following criteria is required to be met by the student: 

Criteria for Petition 

IF APPLICABLE TO THIS PARTICULAR CIRCUMSTANCE, the student must document that he/ she tried 

(unsuccessfully) to trade their assignment with another student. The documentation must include 

possibilities that were explored, who they identified as potential trades and the time frame they 

submitted their petition. 

In addition to the aforementioned criteria statement, all student petitions must meet one of the 

following criteria: 

1. The student will be unable to continue or begin rotations as scheduled due to academic 

situations (i.e. failing a course, lacking an academic pre-‐requisite, etc.) 

2. The student will have extenuating circumstances (i.e. family emergency, medical illness, death 

in family etc.) which will prevent him/her from participating in the scheduled or assigned 

experience. 

Extenuating circumstances (i.e. family emergency, medical illness, family death etc.); formally defined as 

“circumstances beyond your control” which affect course requirements which otherwise would have been 

carried out. This might include illness or disability at the time of an assessment, severe mental or emotional 

stress at or immediately before the time of the assessment, or other factors beyond your control. In general, 

extenuating circumstances will be of a medical or personal nature affecting the student for a significant 

period of time and/or during the rotation period. 

The student must complete and submit the Petition Form to the Office of Experiential Education. Language 

provided by the student on the form must include documentation to support your specific request (e.g. letter 

from therapist, hospital documentation, police report, etc.). The decision to accept or deny any petition will 

rest with the Experiential Program Review Committee. 

50


Petition Form 

Current Petition Deadline is: 

TO: Office of Experiential Education / Experiential Program Review Committee 

STUDENT NAME: 

CLASS OF: 

DATE: 

Explanation or Description of Situation 

Student Signature: __________ 

Date: 

-----------------------------------------------------------OFFICE USE ONLY------------------------------------- 

Granted Date Denied Date 

Lewis McKelvey, PharmD 

Assistant Dean, Experiential Education 

Chair, Experiential Program Review Committee 

51

Sample Student Orientation Checklist 

General 

______ Parking 

______ Name badges and lab coats required 

______ Entry codes for doors 

______ Pharmacy hours of operation 

______ Patient confidentiality (HIPAA) 

Tour of pharmacy / facility 

_____ Location of drugs/samples/prescription/forms 

_____ Introduction to staff 

_____ Where to put personal belongings 

_____ Food rules/breaks 

_____ Proper hygiene in pharmacy 

_____ Computer system 

_____ Bathrooms 

_____ Fax machine 

_____ Chart rules 

Meeting with Preceptor 

_____ Review student folio / checklist 

_____ Schedule, assignments and deadlines 

_____ Importance of patient confidentiality 

_____ How to use SOAP forms 

_____ Journal clubs 

_____ Disease state presentations 

_____ SOAP presentations 

_____ Drug table responsibilities 

_____ Student case presentations 

_____ Penalties for late assignments 

_____ Other projects 

_____ Exit exam 

_____ Grading 

_____ Midpoint and Final evaluations 

52

Presbyterian College School of Pharmacy Office of Experiential Education 

Introductory Pharmacy Practice Experiences (IPPEs 1 & 2) 

Introduction to Institutional & Community Pharmacy Practice Experiences 

Student Name: 

Preceptor Name: 

List others who precepted this student and provided evaluation feedback: 

1 2 3 4 5 

Student 

Description of Performance 

Performance 

Goal 1: The student demonstrates an acceptable level of professional maturity. (15% of final grade) 

A. Evidence of 


Overall poor attitude, 

avoids responsibility 

and work. Resistive 

to feedback. Late on 

several occasions. 

Unexcused absence. 

Unacceptable attire. 

Does not respect 

patient 

confidentiality 

Generally poor 

attitude with little 

positive interaction 

with coworkers. 

Missed an important 

deadline or 

occasionally late. 

Does not handle 

criticism well. 

Occasionally dresses 

inappropriately. Does 

not always respect 

patient 


Generally good 

attitude with some 

interaction with 

coworkers. Handles 

criticism 

constructively but 

does not always 

incorporate 

feedback. Dresses 

appropriately. 

Respects patient 


Generally good 

attitude and positive 

interaction with 

coworkers. Handles 

criticism 

constructively and 

occasionally attempts 

to incorporate 

feedback. Dresses 

appropriately. 


Confidentiality 

Very motivated and 

enthusiastic, interacts 

well with coworkers. 

Handles criticism 

constructively and 

consistently incorporates 

feedback. 

Dresses appropriately. 



B. Relationships 

with Members of 

the Healthcare 

Team 

Speaks and acts on 

requests only; often 

refuses to participate 

Limited selfmotivation, 

But 

completes work if 

directed by preceptor 

Establishes 

adequate 

relationships; 

participates if 

directed 

Establishes good 

relationships; 

actively participates; 

team player 

Establishes working 

relationships and 

proactively participates 

as an integral member; 

appropriately assertive 

Comments: 

Goal 2: The student demonstrates an appropriate initiative regarding clerkship activities. (15% of final grade) 

A. Motivation 

Speaks and acts on 

requests only; often 

refuses to 

participate 

Limited selfmotivation, 

But completes work 

if directed by 

preceptor 

Generally 

motivated; 

appropriate time 

management skills 

Works and makes 

Decisions 

independently, 

discusses ideas 

and/or plan with 

preceptor 

Consistently initiates 

activities; uses spare 

time wisely; Asks 

thoughtful questions; 

inquisitive/eager to 

learn 

B. Responsibility 

Avoids 

responsibility; avoids 

tasks; ignores 

obvious issues 

Assumes 

responsibility for 

selected issues; 

does not examine 

issues carefully 

Appropriately 

assumes 

responsibility; most 

often examines 


Appropriately 

Assumes 

responsibility; 

examines issue 

carefully; asks for 

help when necessary 

Assists when needed 

without being asked; 

aware of limitations; 

takes responsibility for 

self-learning; 

consistently examines 


Comments: 

53

Goal 3: The student is reliable and conscientious with respect to clerkship responsibilities. (15% of final grade) 



Consistently 

disorganized. Fails to 

meet many deadlines 

and does not follow 

through with 

requests. Very poor 

problem solving and 

decision making 

skills. One 

unexcused absence 

or consistently tardy 

to activities 

Occasionally 

unorganized and 

unprepared. 

Assignments done 

on time but poor 

problem-solving and 


skills. Fails to follow 

through on several 

requests. 

Occasionally tardy 

to activities 

Regularly attends all 

activities and work 

completed on time. 

Sufficient problem 

solving and decision 

making skills. 

Usually follows 

through on requests 

Demonstrates 

advanced planning 

and/or completes 

some projects ahead 

of time. Well 

organized and 

punctual. Good 

problem-solving and 


skills. Follows 

through on all 

requests 

Consistently initiates 

activities; uses spare 

time wisely. Arrives 

early and stays late if 

necessary. Extremely 

organized. Completes all 

assignments in advance. 

Strong problem-solving 

and decision making 

skills. Follows through 

on all requests 

Comments: 

Goal 4: The student demonstrates the ability to derive concise and accurate responses to drug information requests. 

(15% of final grade) 



Consistently unable 

to obtain proper 

information from 

proper sources 

Collects some data, 

but omits several 

basic details 

Usually collects 

obvious data with 

some detailed 

information from 

requestor 

Usually collects 

obvious and also 

detailed data from 

requestor 

Effectively obtains 

complete data for each 

problem 

Comments: 

Goal 5: The student displays verbal and written communication skills appropriate to this practice setting and is receptive to feedback. 

(15% of final grade) 

A. Verbal 

Communication 

with Preceptor 

and Other 

Health-Care 

Professionals 

Appears arrogant; 

use of unclear 

language, incorrect 

info, offensive 

tone, slang or 

cursing; insensitive 

to surroundings 

Impersonal and 

abrupt; generally 

provides correct info; 

does not always 

respect surroundings 

Maintains a good 

proactive dialogue; 

respectful of 

surroundings 

Directs 

conversation; 

allows others to 

easily provide or 

receive info; 

respectful of 

surroundings 

Effective 

communication with all 

interactions; uses clear 

and correct language; 

sensitive to surroundings 

B. Written 

Communication 

Assignments late, 

illegible and with 

grammatical 

spelling and 

organizational 

errors 

Assignments 

completed on time 

but inarticulate, 

poorly cited; with 

some grammatical or 

spelling errors 

Well-cited info; rare 

grammatical or 


Well-cited info 

with articulation; 

no writing or 


Critically 

presented, well cited 

info with 

articulation, clarity 

and insight 

C. Feedback 

Makes excuses 

and/or displaces 

blame; does not 

accept responsibility 

and/or resists 

feedback; appears 

defensive 

Does not admit error; 

does not incorporate 

feedback 

Admits errors; 

usually incorporates 

feedback 

Admits errors; 

incorporates 

feedback 

Self-evaluates; seeks and 

incorporates feedback 

Comments: 

54

Goal 6: Dispensing Skills. (25% of final grade) 

A. Dispensing 

and Prescription 

Order 

Interpretation 

Comments: 

Unable to correctly 

interpret prescription 

orders for amount per 

dose, frequency, 

duration of therapy, 

interactions, or 

allergies. Unable to 

select proper drug. 

Inaccurately labels 

dispensed product 

Usually unable to 

verify prescription 


dose, frequency, 


interactions, or 

allergies. Does not 

usually select proper 

drug or accurately 

label dispensed 

product 

Frequently needs 

help to correctly 

interpret 

prescription orders 

for amount per dose, 

frequency, duration 

of therapy, 

interactions, and 

allergies. Usually 

selects proper drug 

and accurately 

labels dispensed 

product 

Correctly receives, 

interprets, and 

clarifies prescription 


dose, appropriate 

route, frequency, 


interactions, and 

allergies most of the 

time. Selects proper 

drug and accurately 

labels dispensed 

product 

Always correctly 

receives, interprets, 

and clarifies prescription 


dose, appropriate route, 

frequency, duration of 

therapy, interactions, and 

allergies. Selects proper 

drug and accurately 

labels dispensed product 

Midpoint 

Final 

Final Comments 

Grading 

If student is unsatisfactory at midpoint, 

please click here and complete Remediation 

Plan. 

Satisfactory: 70 – 100% Unsatisfactory:

Aiken 107 Woodruff 24 

Anderson 59 

Driving Distances 

Newberry 25 

Atlanta GA 176 

Greenwood 27 

Augusta GA 95 Union 30 

from 

Batesburg 56 

Simpsonville 31 

Beaufort 196 

PCSP 

Prosperity 32 

Belton 48 

Mauldin 34 

Bennettsville 164 Spartanburg 38 

Berea 49 Abbeville 40 

Boiling Springs 45 Pelzer 41 

Cayce 65 Chapin 43 

Chapin 43 Lyman 43 

Charleston 172 Boiling Springs 45 

Cheraw 127 Greenville 45 

Chesnee 56 Chester 47 

Chester 47 Belton 48 

Clemson 73 Berea 49 

Columbia 63 Greer 49 

Easley 56 Taylors 49 

Florence 140 Travelers Rest 53 

Ft. Mill 79 Irmo 55 

Gaffney 62 Batesburg 56 

Goose Creek 158 Chesnee 56 

Greenville 45 Easley 56 

Greenwood 27 Anderson 59 

Greer 49 Gaffney 62 

Hampton 155 West Columbia 62 

Irmo 55 Columbia 63 

Lake Wylie 85 Pickens 64 

Lancaster 75 Cayce 65 

Laurens 9 Rock Hill 68 

Lyman 43 York 69 

Mauldin 34 Clemson 73 

Moncks Corner 160 Lancaster 75 

Mt. Pleasant 177 Ft. Mill 79 

Myrtle Beach 213 North Augusta 84 

Newberry 25 Lake Wylie 85 

North Augusta 84 Augusta GA 95 

North Myrtle Beach 224 Orangeburg 100 

Orangeburg 100 Aiken 107 

Pelzer 41 Sumter 113 

Pickens 64 Cheraw 127 

Prosperity 25 Florence 140 

Rock Hill 68 Walterboro 149 

Simpsonville 31 Summerville 151 

Socastee 214 Hampton 155 

Spartanburg 38 Goose Creek 158 

Summerville 151 Moncks Corner 160 

Sumter 113 Bennettsville 164 

Surfside Beach 223 Charleston 172 

Taylors 49 Atlanta GA 176 

Travelers Rest 53 Mt. Pleasant 177 

Union 30 Beaufort 196 

Walterboro 149 Myrtle Beach 213 

West Columbia 62 Socastee 214 

Woodruff 24 Surfside Beach 223 

York 69 North Myrtle Beach 224 

56

ACCREDITATION COUNCIL FOR PHARMACY EDUCATION 

ACCREDITATION STANDARDS AND GUIDELINES FOR THE PROFESSIONAL PROGRAM IN 

PHARMACY LEADING TO THE DOCTOR OF PHARMACY DEGREE 

ADOPTED: JANUARY 15, 2006 

RELEASED: FEBRUARY 17, 2006 

EFFECTIVE: JULY 1, 2007 

GUIDELINES Version 2.0 


EFFECTIVE: FEBRUARY 14, 2011 

Accreditation Council for Pharmacy Education 

Chicago, Illinois 

© 2011 

ACPE is the primary accrediting body for pharmacy education in the US. The “Standards and 

Guidelines” define how pharmacy school programs are to conduct their programs. The following 

page excerpts, Standards 14 and 28 (along with related appendices), pertain specifically to 

experiential issues. They are included in this Professional Experience manual to provide further 

insight to preceptors and students (and others) as to how experiential programs operate within the 

overall pharmacy school curriculum. 

57

ACCREDITATION STANDARDS AND GUIDELINES FOR THE 

PROFESSIONAL PROGRAM IN PHARMACY LEADING TO THE DOCTOR 

OF PHARMACY DEGREE 


GUIDELINES 2.0: JANUARY 23, 2011 

Standard No. 14: Curricular Core—Pharmacy Practice Experiences 

The college or school must provide a continuum of required and elective pharmacy practice 

experiences throughout the curriculum, from introductory to advanced, of adequate scope, 

intensity, and duration to support the achievement of the professional competencies 

presented in Standard 12. 

The pharmacy practice experiences must integrate, apply, reinforce, and advance the 

knowledge, skills, attitudes, and values developed through the other components of the 

curriculum. The objectives for each pharmacy practice experience and the responsibilities 

of the student, preceptor, and site must be defined. Student performance, nature and extent 

of patient and health care professional interactions, where applicable, and the attainment of 

desired outcomes must be documented and assessed. 

In aggregate, the pharmacy practice experiences must include direct interaction 

with diverse patient populations in a variety of practice settings and involve collaboration 

with other health care professionals. Most pharmacy practice experiences must be under 

the supervision of qualified pharmacist preceptors licensed in the United States. 

Guideline 14.1 

Preceptors should hold full, shared, adjunct, or other defined positions in the college or school and 

should be well versed in the outcomes expected of students and the pedagogical methods that 

best enhance learning. In this regard, the college or school must ensure that preceptors receive 

orientation, especially for first-time preceptors prior to assuming their responsibilities, ongoing 

training, and development. Preceptors should provide close supervision of and significant 

interaction with students. The student-to preceptor ratio for the pharmacy practice experiences 

should be adequate to provide individualized instruction, guidance, supervision, and assessment. 


When assigning students to preceptors and practice sites, the college or school should strive to 

avoid circumstances or relationships that could adversely affect the student/teacher relationship 

and the desired outcomes. 


Students must not receive remuneration from practice sites for any pharmacy practice experiences 

(introductory or advanced) for which academic credit is assigned.14 Other work experiences in 

pharmacy settings for which no academic credit is awarded (i.e., not a component of introductory 

or advanced pharmacy practice experiences) may be required for advancement in the curriculum. 

The college or school, within their policies and procedures, for experiential education may provide 

financial assistance for student travel and housing that is not considered remuneration for services 

rendered. 

58


Introductory pharmacy practice experiences must account for not less than 300 hours (over the 

first three professional years). The majority of students’ time (minimum of 150 hours) must be 

balanced between community pharmacy and institutional health system settings. These 

experiences must permit students, under appropriate supervision and as permitted by practice 

regulations, to assume direct patient care responsibilities. Additional practice experiences in other 

types of practice settings may also be used. The introductory pharmacy practice experiences 

should begin early in the curriculum be interfaced with didactic course work that provides an 

introduction to the profession, and continue in a progressive manner leading to entry into the 

advanced pharmacy practice experiences. The didactic course work itself should not be counted 

toward the curricular requirement of introductory pharmacy practice experiences. 


Colleges and schools may choose to include structured simulation as part of their overall 

introductory pharmacy practice experiences to meet their introductory pharmacy practice 

experiences program goals and objectives. Simulation, defined as an activity or event replicating 

pharmacy practice, can be utilized for no greater than 20% (e.g., 60 hours of a 300 hour 

requirement) of total introductory pharmacy practice experience time, and cannot substitute for the 

hours devoted to actual experiences in community pharmacy and institutional health system 

settings (see Guideline 14.4). Colleges and schools are not required to include simulation 

experiences as a portion of introductory pharmacy practice experiences. For the purpose of 

satisfying introductory pharmacy practice experience expectations, simulation may include use of 

high fidelity manikins, medium fidelity manikins, standardized patients, standardized colleagues, 

role play, and computer-based simulations. Simulation as a component of introductory pharmacy 

practice experiences should clearly connect the pharmacy activity or delivery of a medication to a 

patient (whether simulated patient, standardized patient, or virtual patient). Colleges and schools 

are encouraged to develop interprofessional simulations and, if desired, should seek guidance 

from ACPE on appropriate simulation experiences to meet introductory pharmacy practice 

experiences program goals and objectives. 


The expected length of the advanced pharmacy practice experiences is not less than 1440 hours 

(i.e., 36 weeks) during the last academic year and after all pre-advanced pharmacy practice 

experience requirements (i.e., introductory pharmacy practice experiences and required core 

didactic course work) are completed. The organization of the advanced pharmacy practice 

experiences should provide a balanced series of required (the majority) and elective experiences 

that cumulatively provide sustained experiences of adequate intensity, duration, and breadth (in 

terms of patients and disease states that pharmacists are likely to encounter when providing care) 

to enable achievement of stated competencies as demonstrated by assessment of outcome 

expectations. Generally, the required and elective experiences should be full-time, provide 

continuity of care, and be conducted under pharmacist-preceptor supervision and monitoring. The 

required advanced pharmacy practice experiences16 in all program pathways must be conducted in 

the United States or its territories and possessions (including the District of Columbia, Guam, 

Puerto Rico, and U.S. Virgin Islands). 

59

Required experiences must include primary, acute, chronic, and preventive care among patients of 

all ages and develop pharmacist-delivered patient care competencies in the following settings: 

• community pharmacy 

• hospital or health-system pharmacy 

• ambulatory care 

• inpatient/acute care general medicine 

The required advanced pharmacy practice experiences should emphasize the need for continuity 

of care throughout the health care delivery system, including the availability and sharing of 

information regarding a patient’s condition, medications, and other therapies. 

Elective advanced pharmacy practice experiences in other settings (such as research, 

management, drug information, education, managed care, long-term care, hospice, and home 

health care) should complement the required experiences and provide adequate and innovative 

opportunities for students to mature professionally and in accordance with their individual interests. 

The college or school may offer elective advanced pharmacy practice experiences outside the 

United States and its territories and possessions, provided that they support the development of 

the competencies required of the graduate, and the college or school implements policies and 

procedures to ensure the quality of the site(s) and preceptor(s). 


A quality assurance procedure for all pharmacy practice experiences should be established and 

implemented to facilitate achievement of stated competencies, provide for feedback, and support 

standardization, consistency, and inter-rater reliability in assessment of student performance. All 

practice sites and preceptors should be selected in accordance with quality criteria established and 

reviewed periodically for quality improvement. The assessment process should incorporate the 

perspectives of key constituents, such as students, practitioners, prospective employers, and 

board of pharmacy members. 


Goals and outcomes for each pharmacy practice experience must be mapped to activities listed in 

Appendix C to ensure that students’ experience will cover, at a minimum, all the listed activities. 

60

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. 


Before assigning students to any given practice site, the college or school must screen the site and 

associated preceptors using defined quality criteria 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 must be executed. The agreement should clearly define the 

responsibilities, commitments, and expectations of each of the parties regarding the education of 

students. Agreements should provide for criteria for termination and sufficient advance notification 

of termination in order to permit development of alternate affiliations should this become 

necessary. Agreements should also address student-related matters such as health services, 

malpractice provisions, criminal background checks, student disclosures, immunization policies, 

and professional conduct expectations. 


The college or school must identify a diverse mixture of sites for required and elective pharmacy 

practice experiences. In general, each site used for required pharmacy practice experiences 

should have the following characteristics: 

• meets or exceeds all legal and professional standards required to provide patient care 

• has a patient population that exhibits diversity in culture, medical conditions, gender, and age, 

where appropriate 

• has an adequate patient population based on the learning objectives for the rotation 

• has access to learning and information resources 

• has a commitment to the education of pharmacy students 

• has management that is supportive of professional staff involvement in the education of pharmacy 

students 

• has a practice environment that nurtures and supports pharmacist and student interactions with 

patients 

• provides daily contact with the preceptor or a qualified designee to ensure that students receive 

feedback and have opportunities to ask questions 

• is adequately equipped with the technology needed to support student training and to reflect 

contemporary practice 

• provides medication therapy management and patient care services for diverse populations 

• has adequate professional staff and supportive technical and clerical staff to meet the learning 

objectives and to provide for optimum time for preceptor and student interaction 

• provides educational workshops for patients and other health care providers 

• serves as an accredited site for training of pharmacy residents 

61

• has collaborative professional and/or training relationships with other health care providers 

• demonstrates a strong commitment to health promotion and illness prevention as reflected by the 

services provided and/or products sold (e.g., provision of health screening, tobacco cessation 

counseling, immunizations; not stocking cigarettes and other tobacco products) 

The college or school should ensure the availability of a broad array of quality-assured sites for 

elective pharmacy practice experiences (such as state or national pharmacy associations, state 

boards of pharmacy, pharmacy benefit managers, insurance companies, pharmaceutical 

manufacturers, drug information centers, and research laboratories) to support the achievement of 

curricular competencies and student interests. 


The college or school must periodically assess the quality of sites and preceptors in light of 

curricular needs and must identify additional sites when needed. Colleges or schools must also 

discontinue relationships that do not meet preset quality criteria. 

62

Appendix C 

Additional Guidance on Pharmacy Practice Experiences 

The following information is a compilation of comments received from ACPE stakeholders relative 

to pharmacy experiential education. As with Appendix B, the information is provided as a basis for 

curricular reflection and continuous quality improvement, driven by the mission and goals of the 

college or school. 

General Guidance 

The pharmacy practice experiences should: 

• ensure that every student has multiple opportunities to perform patient-centered care 

activities in a variety of settings 

• be in-depth, structured, and carefully coordinated with other components of the curriculum 

• require active participation and patient care responsibilities, in a progressive fashion, 

designed to develop the practice skills, judgment, professional behavior, attitudes and 

values, confidence, and personal responsibility needed for each student to embark on an 

independent and collaborative practice 

The development of the desired student competencies should occur in a progressive manner and 

involve experiences in a variety of practice settings in which pharmacists work as partners with 

patients, physicians, nurses, other health care professionals, and administrators. 

General objectives and learning modules, as well as site-specific learning objectives, should be 

established for all of the pharmacy practice experiences. The objectives for the pharmacy practice 

experiences should identify the competencies to be achieved, expected types of patients (if 

applicable), level of student responsibility, and setting needed for the objectives to be met. The 

college or school should specify, for those pharmacy practice experiences involving direct patient 

care, the major disease states/conditions that all students are expected to encounter. The college 

or school should also specify the extent of student interaction with patients and the settings in 

which the interactions will occur. 

Specific criteria should be developed to enable faculty and students to assess progress midway 

through the experience and at its completion. Students should be provided the opportunity to 

demonstrate achievement of stated competencies as assessed through the use of reliable, 

validated criteria. 

Educational experiences in the same practice area, for example, community pharmacy, should 

result in comparable educational objectives and competencies in students, especially in the 

Advanced Pharmacy Practice Experiences. 

Oversight of Pharmacy Practice Experiences 

The experiential director, or equivalent person responsible for oversight and quality assurance of 

the pharmacy practice experience component of the curriculum, should have sufficient practice, 

academic, and management expertise to have credibility with other faculty and practitioners, as 

well as to direct the program in a manner that facilitates the college or school’s ability to influence 

advancement of the practice of pharmacy. The college or school should ensure that the person 

has the appropriate expertise, support, and authority to evaluate, identify deficiencies if applicable, 

and implement change where needed. The person should serve on, or be ex-officio to, key 

committees where their input is most effective. 

Colleges and schools should have systems, such as computerized programs, to manage the 

pharmacy practice experiences. Important factors to be considered and assessed to ensure the 

desired outcomes are the number of students each preceptor and/or site is assigned; the nature, 

dynamics, and other responsibilities of the practice site; the experience and other commitments of 

63

the preceptor; the specific objectives of the experience; the potential benefit of student-to student 

interaction and collaboration; and the instructional methodologies employed. 

The college or school should obtain assessment of qualities and performance of preceptors from 

students in a manner that would not adversely affect the grading process. 

The methods of assessment and reporting employed should promote the development within the 

student of the ability to offer constructive criticism in a manner appropriate to inter-professional 

relationships. The assessment should include each preceptor’s: 

• ability to facilitate learning 

• communication skills 

• quality as a professional role model 

• effectiveness related to pharmacy education 

The quality control procedure employed should use a variety of methods, such as use of a review 

committee consisting of practitioners, faculty, and students, and visits to and communications with 

experiential sites conducted by trained individuals. 

Preceptors 

The college or school should identify preceptors who will be positive role models for students and 

who, in general, demonstrate the following behavior, qualities, and values (as applicable to their 

area of practice): 

• practice ethically and with compassion for patients 

• accept personal responsibility for patient outcomes 

• have professional training, experience, and competence commensurate with their position 

• utilize clinical and scientific publications in clinical care decision making and evidence-based 

practice 

• have a desire to educate others (patients, care givers, other health care professionals, 

students, pharmacy residents) 

• have an aptitude to facilitate learning 

• be able to document and assess student performance 

• have a systematic, self-directed approach to their own continuing professional 

development 

• collaborate with other health care professionals as a member of a team 

• be committed to their organization, professional societies, and the community 

In general, preceptor training should include: 

• orientation to the college or school’s mission, goals, and values 

• review of the college or school’s curriculum and teaching methodologies 

• review of the specific objectives for the pharmacy practice experiences 

• guidance regarding the assessment of students’ prior knowledge and experience relative to the 

rotation’s objectives so that the preceptor may tailor the rotation to maximize the educational 

experience and ensure appropriate student interaction with patients and their care givers and 

other health professionals, if applicable 

• review of the college or school’s performance assessment and grading systems 

64

Introductory Pharmacy Practice Experiences 

The introductory pharmacy practice experiences may use various formats, including: 

• shadowing of practitioners or students on advanced pharmacy practice experiences 

• interviews with real patients 

• simulation 

• service learning (see below) 

• real practice experiences in community, institutional, long-term care pharmacies, etc. 

In this regard, colleges and schools are encouraged to identify or develop introductory pharmacy 

practice experiences that consistently expose students to and allow participation in activities such 

as, but not limited to: 

• processing and dispensing new/refill medication orders 

• conducting patient interviews to obtain patient information 

• creating patient profiles using information obtained 

• responding to drug information inquiries 

• interacting with other health care professionals 

• participating in educational offerings designed to benefit the health of the general public 

• interpreting and evaluating patient information 

• triaging and assessing the need for treatment or referral, including referral for a patient seeking 

pharmacist-guided self-care 

• identifying patient-specific factors that affect health, pharmacotherapy, and/or disease state 

management 

• assessing patient health literacy and compliance 

• performing calculations required to compound, dispense, and administer medications 

• administering medications 

• evaluating appropriateness of medication dosing utilizing basic dosing principles 

• providing point-of-care and patient-centered services 

• conducting physical assessments 

• preparing and compounding extemporaneous preparations and sterile products 

• communicating with patients and other health care providers 

• interacting with pharmacy technicians in the delivery of pharmacy services 

• documenting interventions in patient records in a concise, organized format that allows readers to 

have a clear understanding of the content 

• presenting patient cases in an organized format covering pertinent information 

• billing third parties for pharmacy services 

In accordance with its policies and procedures and using established criteria, a college or school 

may exempt applicable students from the requirements of certain introductory pharmacy practice 

experiences, provided that the college or school has assessed or otherwise validated that the 

student has achieved the desired outcomes of that experience through an alternative experience 

acceptable to the college or school. 

Service Learning: 

Service learning experiences 21 per se, although beneficial in developing desirable student attitudes 

and values, do not necessarily qualify as introductory pharmacy practice experiences unless they 

specifically include the activities described above. The college or school may use such 

experiences to complement the introductory pharmacy practice experiences. Colleges and schools 

using service learning activities, whether as part of the introductory pharmacy practice experiences 

or not, should ensure that, in general, such activities: 

21 Service learning is a structured learning experience with clearly defined objectives that combines performing service in 

the community with preparation, reflection, and discussion. 

65

• meet a community need 

• establish or enhance a relationship between the community and the academic institution 

• help foster civic and professional responsibility and the development of a sense of caring for others 

• are integrated into the required academic curriculum 

• provide structured time to reflect on the service learning experience 

• enhance what is taught in the didactic curriculum by extending student learning beyond the 

classroom and into the community 

• provide opportunities for interaction with other health professional students and practitioners 

• attempt to balance the service that is provided and the learning that takes place 

[Note: Appendix D provides the American Association of Colleges of Pharmacy document Pre- 

APPE Performance Domains and Abilities as guidance for assessment of student capabilities 

before entering advanced pharmacy practice experiences.] 

Advanced Pharmacy Practice Experiences 

Most of the time assigned for students in advanced pharmacy practice experiences should 

involve direct patient care. Direct patient care experiences should be of sufficient length to 

provide both continuity of patient care and an opportunity for the student to practice the 

competencies associated with that practice setting. The series of required and elective 

experiences should be coordinated to achieve, in composite, the experiential whole of the 

advanced pharmacy practice experiences. Where possible, practice experiences should 

be offered in academic health centers to provide students with the opportunity to 

encounter and participate in innovative health care delivery and treatment. 

Colleges and schools are encouraged to identify or develop advanced pharmacy practice 

experiences that consistently allow students to perform activities that build upon those 

activities listed for the introductory pharmacy practice experiences. In general, and where 

legally permitted, activities in which students should participate during required advanced 

pharmacy practice experiences include, but are not limited to: 

• practicing as a member of an interprofessional team 

• identifying, evaluating, and communicating to the patient and other health care professionals the 

appropriateness of the patient’s specific pharmacotherapeutic agents, dosing regimens, dosage 

forms, routes of administration, and delivery systems 

• consulting with patients regarding self-care products 

• recommending prescription and nonprescription medications, dietary supplements, diet, nutrition, 

traditional nondrug therapies, and complementary and alternative therapies 

• recommending appropriateness medication dosing utilizing practical pharmacokinetic principles 

• administering medications where practical and consistent with the practice environment and where 

legally permitted 

• identifying and reporting medication errors and adverse drug reactions 

• managing the drug regimen through monitoring and assessing patient information 

• providing pharmacist-delivered patient care to a diverse patient population 

• providing patient education to a diverse patient population 

• educating the public and health care professionals regarding medical conditions, wellness, dietary 

supplements, durable medical equipment, and medical and drug devices 

• retrieving, evaluating, managing, and using clinical and scientific publications in the decisionmaking 

process 

• accessing, evaluating, and applying information to promote optimal health care 

• ensuring continuity of pharmaceutical care among health care settings 

• participating in discussions and assignments regarding compliance with accreditation, legal, 

regulatory/legislative, and safety requirements 

• participating in discussions and assignments regarding the drug approval process and the role of 

key organizations in public safety and standards setting 

66

• participating in discussions and assignments concerning key health care policy matters that may 

affect pharmacy 

• working with the technology used in pharmacy practice 

Additional activities in which students should be able to participate during required 

community and hospital/health system advanced pharmacy practice experiences may 

include, as appropriate to the learning environment: 

• preparing and dispensing medications 

• managing systems for storage, preparation, and dispensing of medications 

• allocating and using key resources and supervising pharmacy technical staff 

• participating in purchasing activities 

• creating a business plan to support a patient care service, including determining the need, 

feasibility, resources, and sources of funding 

• managing the medication use system and applying the systems approach to medication safety 

• participating in the pharmacy’s quality improvement program 

• participating in the design, development, marketing, and reimbursement process for new patient 

services 

• participating in discussions and assignments of human resources management, medication 

resources management, and pharmacy data management systems, including pharmacy workload 

and financial performance 

• participating in the pharmacy’s planning process 

• conducting a drug use review 

• managing the use of investigational drug products 

• participating in the health system’s formulary process 

• participating in therapeutic protocol development 

• participating in the management of medical emergencies 

• performing prospective and retrospective financial and clinical outcomes analyses to support 

formulary recommendations and therapeutic guideline development 

Additional activities in which students should be able to participate during required ambulatory care 

and acute/general medicine advanced pharmacy practice experiences may include, as appropriate 

to the learning environment: 

• developing and analyzing clinical drug guidelines 

• participating in the health system’s formulary process 

• participating in the design, development, marketing, and reimbursement process for new patient 

services 

• participating in discussions of human resources management, medication resources management, 

and pharmacy data management systems including pharmacy workload and financial performance 

Elective Courses 

• Multiple opportunities should be provided throughout the curriculum for students to 

undertake pharmacy practice experiences designed to develop areas of personal interest, 

to expand their understanding of professional opportunities, and to achieve the outcomes 

of the curriculum. 

67

Appendix D 

Pre-Advanced Pharmacy Practice Experiences Performance Domains and Abilities 

[The enclosed guidance for assessment of student capabilities before entering advanced 

pharmacy practice experiences is extracted (minor edits) from the American Association of 

Colleges of Pharmacy document Pre-APPE Performance Domains and Abilities (see: 

http://www.aacp.org/governance/SECTIONS/experientialeducation/Documents/PreAPPE 

%20Performance%20Domains%20and%20Abilities_November%202010.pdf).] 

The domains and ability performance statements … represent the working group’s 

consensus concerning which performances are “must have” abilities. Evidence of student 

achievement of abilities and competencies within these core domains reflect student 

readiness to enter Advanced Pharmacy Practice Experiences (APPE’s). Each domain has 

one or more suggested ability statement(s) (knowledge, skill, attitudes/values/or behavior) 

that must be achieved and documented prior to entering Advanced Pharmacy Practice 

Experiences (APPE’s). Each domain also has suggested EXAMPLE competencies (where 

a competency statement consists of one or more of the three elements of an ability 

statement) that can be utilized to demonstrate student achievement of the domain ability. 

There is some overlap in these competency statements which is a reflection of how 

different colleges/schools and their faculties decide to approach each core domain. 

Therefore it is not expected that every college or school will demonstrate student 

achievement of every performance competency statement in this document…, but rather 

will use the domain-specific ability statements, the example performance competency 

statements, the “IPPE Competency Task Force Report” 

(see:http://www.aacp.org/governance/SECTIONS/pharmacypractice/Documents/Report 

on AACP Task Force on IPPE Competencies.pptx ) competency statements, and other 

AACP Reports and literature for guidance in determining their own student performance 

objectives for each of the core domains. 

It is expected that every college/school will demonstrate their students’ achievement of the 

core ability(ies) in each domain through the use of multiple performance assessments 

compatible with their own experiential learning system. Recognizing the need for 

educational flexibility and creativity, it is anticipated that while many of these abilities can 

and will be achieved during Introductory Pharmacy Practice Experiences (IPPE’s), 

colleges/schools will have multiple learning approaches in addition to IPPE’s to achieve 

learning of and documentation of student performance of the domain abilities. These 

approaches may include, but are not limited to, simulations, OSCE’s, and practice 

laboratories. It is also anticipated that each college/school may have additional student 

performance competencies they desire that their students achieve within each core 

domain or have additional “non-core” domains they want their students to achieve. 

68

These pre-APPE core domains and ability statements also provide a basis for 

development of core Advanced Pharmacy Practice Experience core domain abilities and 

competencies. 

Core Domains: 

1. Patient Safety - Accurately Dispense Medications (order fulfillment): 

Ability Statement: Demonstrate a commitment to and a valuing of patient safety by assuring 

accurate preparation, labeling, dispensing and distribution of prescriptions and medication 

orders. 

Maps to 2004 CAPE Outcome I: Provide Pharmaceutical Care to Achieve Optimal Patient 

Outcomes; and 2007 Pharmacy Practice Supplemental Outcomes II-B: Accurately prepare 

and dispense medications and/or supervise the preparation of medications and II-C: 

Accurately compound individual or bulk 

EXAMPLE Performance competencies: 

• Accurately prepare and dispense medications or supervise the preparation of medications 

• Evaluate the acceptability and accuracy of a prescription and verify that the information is correct 

then correctly prepare the prescription and label for dispensing 

• Evaluate appropriateness of medication orders by correlating the order with patient-specific data 

and drug information. 

• Compound parenteral and non-parenteral drug products using accurate calculations, 

pharmaceutical components, and techniques. 

• Dispense medications and devices in accordance with legal requirements. 

• Provide safe, accurate and time-sensitive medication distribution 

• Appropriately compound, dispense, or administer a medication, pursuant to a new prescription, 

prescription refill, or drug order. 

• Accurately process and dispense medication pursuant to a new prescription, prescription refill, or 

drug order. 

• Accurately evaluate and process a new prescription, prescription refill, and medication order in 

accordance to the law. 

• Determine appropriate storage of compounded medications before and after dispensing. 

2. Basic Patient Assessment 

Ability Statement: Collect record and assess subjective and objective patient data to define 

health and medication-related problems. Patient information must be collected in a manner 

demonstrating knowledge of patient educational level, the unique cultural and 

socioeconomic situations of patients, and comply with requirements for patient privacy. 

Maps to 2007 Pharmacy Practice Supplemental CAPE Outcome I-A: Provide Pharmaceutical Care 

to Achieve Optimal Patient Outcomes: Compile Patient-Specific Information 


• Collect patient histories in an organized fashion, appropriate to the situation and inclusive of 

cultural, social, educational, economic, and other patient-specific factors affecting self-care 

behaviors, medication use and adherence 

• Obtain, record, and interpret a history from a patient to minimally include drug allergies and 

reactions, drugs (prescription, OTC, and herbal) being taken, doses being used, cultural, social, 

educational, economic, and other patient-specific factors affecting self-care 

• Patient Assessment: Obtain and interpret patient information to determine the presence of a 

disease, medical condition, or drug-related problem(s), and assess the need for treatment and/or 

referral. 

• Gather and organize accurate and comprehensive patient specific information 

• Obtain and interpret patient information, inclusive of cultural, social, educational, economic, and 

other patient-specific factors affecting self-care behaviors, medication use and adherence to 

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determine the presence of a disease, medical condition, or drug-related problem(s). , including a 

basic medication history from a patient to include drug allergies, a description of allergic 

reactions, drugs being taken, doses being used, over the counter medications being taken, and 

herbal/natural products being used. 

• Obtain accurate and comprehensive patient history (include drug allergies, a description of allergic 

reactions, drugs being taken, doses being used, over the counter medications being taken, 

herbal/natural products being used, self care behaviors, and adherence) 

• Gather information necessary to evaluate patient drug therapy (both patient history and utilization 

of a chart) 

• Record all patient information accurately, legally and succinctly 

• Perform a basic review of a patient's medication profile to identify medication allergies, correct 

doses, duplicate medications, and important drug interactions. 

• Obtain and accurately record a patient's health and medication history. 

• Gather and accurately record a patient's health and medication information from his/her medical 

record. 

• Evaluate patient information to determine the presence of a disease, medical condition, or drugrelated 

problem(s), and assess the need for treatment and/or referral. 

• Evaluate a patient's medication profile to identify medication allergies, appropriate doses and sigs, 

duplicate medications, and clinical relevant drug interactions. 

• Identify and prioritize a patient's drug-related problems 

3. Medication Information 

Ability Statement: Demonstrate knowledge of and accept responsibility for that knowledge 

of commonly used medications, formulations and drug products. 

Maps to 2004 CAPE Outcomes II-A-V: Maintain professional competence by identifying and 

analyzing emerging issues, products, and services that may impact patient-specific therapeutic 

outcomes and 2007 Pharmacy Practice Supplemental Outcome V: Maintain professional 

competency in providing pharmaceutical care by committing oneself to being an independent, selfinitiated 

life-long learner 

EXAMPLE Performance competencies 

• Summarize key information related to the use of common (Top 200) medications 

• Identify brand and generic names, dosage forms and usual dosing ranges for common (Top 200) 

medications 

• Describe the mechanism of action of common medications (Top 200 medications) at the molecular, 

cellular, systems, and whole organism levels 

• List and describe the mechanism(s) of common drug interactions. 

• Cite the spectrum and common indications for commonly used antibiotics 

• Identify target drug concentrations for Narrow Therapeutic index drugs. 

• Determine the appropriate storage of compounded medications before and after dispensing 

4. Identification and Assessment of Drug related Problems 

Ability Statement: Correlate drug related variables and patient related variables to identify 

and assess drug related problems. Evaluate how the unique characteristics of patients and 

patient populations impact on manifestations of drug-related problems 

Maps to CAPE Outcome I-A: Provide Pharmaceutical Care to achieve optimal patient 

outcomes; Provide Patient-centered care and 2007 Pharmacy Practice Supplemental 

Outcome I-A: Gather and organize accurate and comprehensive patient information to 

identify ongoing or potential drug therapy problems. 


• Evaluating medication orders to identify drug related problems 

• Assess the urgency and risk associated with identified drug related problems 

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• Evaluate patient information and medication information that places a patient at risk for developing 

drug-related problems 

5. Mathematics applied to pharmaceutical calculations, compounded medications, dose 

calculations, and applications of pharmacokinetic calculations. 

Ability Statement: Utilize pharmaceutical and pharmacokinetics mathematics to 

perform accurate medication calculations. Value the importance of total accuracy in 

performing and applying these calculations. 

Maps to 2004 CAPE Outcome I-A: Provide Patient-Centered Care and 2007 

Pharmacy Practice Supplemental Outcomes I-B: Interpret and evaluate patient and drugrelated 

data needed to identify actual or potential drug therapy problems (prescription and 

non-prescription) I-B-4: Perform any additional patient calculations needed 


• Perform accurate pharmaceutical calculations, especially involved in the preparation of 

compounded oral, topical, rectal, ophthalmic, or parenteral preparation, and pharmacokinetic 

calculation of appropriate doses. 

• Apply mathematical principles (e.g., accurately perform dose calculations, kinetics) in pharmacy 

practice 

6. Ethical, Professional, and Legal Behavior: 

Ability Statement: In all health-care activities, demonstrate knowledge of and sensitivity 

towards the unique characteristics of each patient. Comply with all federal, state, and local 

laws related to pharmacy practice. Demonstrate ethical and professional behavior in all 

practice activities. 

Maps to CAPE Outcome I-B-4: Carry out duties in accordance with legal, ethical, social, economic, 

and professional guidelines: 


• Professionalism: Demonstrate caring, ethical, and professional behavior when interacting with 

peers, professionals, patients, and caregivers. 

• Demonstrate sensitivity and responsiveness to culture, race/ethnicity, age, socioeconomic status, 

gender, sexual orientation, spirituality, disabilities, and other aspects of diversity and identity when 

interacting with patients, caregivers, and other health care professionals. 

• Comply with federal, state and local laws and regulations related to pharmacy practice 

• Practice ethically, including maintaining patient confidentiality, responding to errors in care and 

professional misconduct (including plagiarism) 

• Comply with federal, state and local laws and regulations related to pharmacy practice 

• Maintain professional and ethical behavior in all practice environments, demonstrating ethical 

practice, empathy, cultural sensitivity, and professional communications in compliance with all 

laws, regulations, and professional standards. 

• Professionalism: Demonstrate empathy, assertiveness, effective listening skills, and selfawareness. 

• Demonstrate professional and ethical behavior in all practice environments 

• Apply legal and regulatory principles to medication distribution, use and management systems 

• Accept responsibility for patient care 

• Make and defend rational, ethical decisions within the context of personal and professional values 

• Demonstrate empathy, assertiveness, effective listening skills, and self-awareness. 

7. General Communication Abilities 

Ability Statement: Demonstrate effective communication abilities in interactions with 

patients, their families and care givers, and other health care providers. Communication 

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should be consistent with education level, cultural issues, and be empathetic. Elicit 

feedback validating understanding of communication. 

Maps to CAPE Outcome I-A-2: Communicate and collaborate with prescribers, patients, 

care givers, and other involved health care providers to engender a team approach to 

patient care; and II-A-2: Communicate and collaborate with patients, prescribers, other 

health care providers, and administrative and supportive personnel to engender a team 

approach to assure efficient, cost-effective utilization of human, physical, medical, 

informational, and technological resources in the provision of patient care; and 2007 

Pharmacy Practice 

Supplemental Outcome I-E-3: Consider social, economic, and cultural factors that 

influence a patient’s perspective on health, illness, and medication use. 


• Communicate effectively using appropriate verbal, non-verbal, and written communication at a 

suitable level) with patients, caregivers, and other health care providers, at a suitable level for the 

partner in the interaction, to engender a team approach to patient care. 

• Demonstrate effective communication skills (verbal, non-verbal, and written) at an appropriate level 

for patients, caregivers, health care providers, and the general public. 

8. Counseling Patients: 

Ability Statement: Provide effective health and medication information to patients and/or 

care givers and confirm patient and/or care giver understanding of the information being 

provided. 

Maps to CAPE Outcome I-A: Provide Patient-centered care and Pharmaceutical Care to achieve 

optimal patient outcomes; and 2007 Pharmacy Practice Supplemental Outcomes IV-G: Educate 

patients and/or caregivers about drug therapy 


• Use effective written, visual, verbal, and nonverbal communication skills to provide 

patient/caregiver self-management education 

• Appropriately and accurately provide basic medication counseling to a patient or caregiver 

receiving a medication. 

• Assess and validate the ability of patients and their agents to obtain, process, understand and use 

health- and medication-related information 

• Counsel patients on proper self-care and preventative care 

• Use appropriate methods of patient education to review indications, adverse effects, dosage, 

storage, and administration techniques 

• Use effective written, visual, verbal, and nonverbal communication skills to provide education to the 

patient/caregiver on drug, drug use, self- or preventative care, or other health-related education to 

health care providers. 

• Communicate alternative therapeutic strategies to the prescriber to correct or prevent drug-related 

problems. 

• Assist a patient in correctly selecting an over the counter preparation. 

• Develop and provide drug, drug use, or other health-related education to consumers or health 

providers 

• Provide accurate response to drug information requests written and verbally. 

• Use effective written, visual, verbal, and nonverbal communication skills to counsel and educate a 

patient or caregiver regarding appropriate medication use – prescription and self-care. 

• Demonstrate and/or describe proper administration technique for various drug delivery systems 

(e.g., inhalers, eye drops, etc.) 

9. Drug Information Analysis and Literature Research 

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Ability Statement: Assess information needs of patients and health providers and 

apply knowledge of study design and literature analysis and retrieval to provide 

accurate, evidence-based drug information. 

Maps to 2004 CAPE Outcome I-A-3: Retrieve, analyze, and interpret the professional, lay, 

and scientific literature to provide drug information to patients, their families, and other 

involved health care providers; and 2007 Pharmacy Practice Supplemental Outcome I-D: 

Retrieve, analyze, and interpret the professional, lay, and scientific literature to make 

informed, rational, and evidence-based decisions. 


• Collect accurate and comprehensive drug information from appropriate sources to make informed, 

evidence-based, patient-specific or population-based decisions. (3) 

• Recognize the type of content that is available in general (tertiary), secondary, and primary 

information sources 

• Collect, summarize, analyze and apply information from the biomedical literature to patient-specific 

or population-based heath needs 

• Demonstrate utilization of drug information resources 

• Describe the type of content in commonly used drug and medical information resources. 

• Collect and interpret accurate drug information from appropriate sources to make informed, 

evidence based decisions. 

• Use effective written, visual, verbal, and nonverbal communication skills to accurately respond to 

drug information questions. 

10. Health and Wellness – Public Health 

Ability Statement: Know and apply principles of health and wellness in provision of 

individual and population-based health and wellness information. Integrate unique 

characteristics of individuals and populations in design of health and wellness information. 

Maps to 2004 CAPE Outcome 3: Promote health improvement, wellness, and disease prevention 

in cooperation with patients, communities, at-risk populations, and other members of an 

interprofessional team of health care providers. 


• Participate in activities that promote health and wellness and the use of preventive care measures 

• Promote to patients the importance of health, wellness, disease prevention 

(e.g., immunizations, tobacco cessation counseling), and management of their diseases and 

medication therapies to optimize outcomes. 

• Provide preventative health services (e.g., immunizations, tobacco cessation counseling) 

• Public Health: Promote to patients the importance of health, wellness, disease prevention, and 

management of their diseases and medication therapies to optimize outcomes. 

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11. Insurance /Prescription Drug Coverage 

Ability Statement: Utilizing knowledge of a wide array of private and public health insurance 

options assist patients and care givers to obtain their medications and related parapharmaceuticals 

in an affordable manner that meets their health care needs. 

Maps to 2007 Social and Administrative Sciences Outcomes 2-1-A: Identify the key features of 

private and public payers of heath care; and 2-1-B: Describe the objectives of health insurance and 

managed health care 

EXAMPLE Performance competency: 

• Assist a patient or caregiver in problems related to prescription medication coverage, health 

insurance, or government health care programs. 

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Manual!for!Preceptors! - Presbyterian College School of Pharmacy

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