Developing entry-level competencies in sterile product preparation: an emerging challenge for pharmacy schools and experiential practice sites.

PURPOSE: Factors influencing the decision of hospital experiential sites to allow advanced pharmacy practice education (APPE) students to compound parenteral admixtures during their rotation experience were evaluated. METHODS: A survey was sent via e-mail to APPE sites used by Illinois Pharmacy Coalition schools in spring 2011. One preceptor from each site was identified to complete the survey. RESULTS: Of the 166 surveys delivered, 89 responses (53.6%) were obtained, and 1 participant opted out. Forty respondents (45%) reported an average daily census of ≤ 100 patients. The majority of respondents (n = 49, 55%) had an average daily census of at least 100 patients. The majority of the reporting facilities (n = 38, 43%) were classified as community nonteaching hospitals. All of the practice sites had a cleanroom, a compounding aseptic isolator (glove box), or both. A total of 19 respondents (21%) indicated that their facilities did not permit APPE students to prepare sterile admixtures. Extensive training requirements established by hospitals was the most common reason cited for not allowing students to prepare admixtures (63%), followed by liability concerns (56%) and the cost and time associated with media-fill and glove fingertip testing (38% and 31%, respectively). CONCLUSION: The results of a survey of preceptors at a sample of APPE practice sites indicated that 21% did not allow pharmacy students to prepare sterile admixtures. Extensive training requirements, liability concerns, and the cost and time associated with media-fill and glove fingertip testing were cited as the most common reasons for not allowing students to prepare admixtures.

A sequence of introductory pharmacy practice experiences to address the new standards for experiential learning.

OBJECTIVE: To implement an introductory pharmacy practice experience (IPPE) curricular sequence in a manner that optimized preceptor availability, fostered significant learning, and addressed the new standards for experiential education. DESIGN: A 4-course, 300+ hour IPPE sequence was developed with 1 module in each semester of the first 2 professional years. Semesters were 18 weeks in length with IPPE taking place in the middle weeks as dedicated time blocks when no concurrent didactic courses were scheduled. Learning exercises were developed to build a progressive foundation in preparation for advanced pharmacy practice experiences (APPE). ASSESSMENT: During 2 academic years, 161 students participated in the IPPE program. Eighty-one students completed the 4-course sequence and another 80 students completed the first 2 courses. Collectively, 486 individual IPPE placements were made at over 120 community pharmacies and 60 hospital pharmacies or alternative practice sites located over a broad geographic region. Student evaluations by preceptors, evaluation of student journals by faculty, and surveys of students and preceptors demonstrated that course objectives were being achieved. CONCLUSION: An innovative approach to scheduling IPPE optimized preceptor availability, exceeded the minimum number of IPPE hours required by current accreditation standards, and achieved development of desired competencies.

A regional poison prevention education service-learning project.

OBJECTIVE: To create a service-learning project to provide poison prevention education to preschool through fifth-grade students. DESIGN: The School of Pharmacy collaborated with the Illinois Poison Center and campus departments to train pharmacy students as poison prevention educators. Seventy-eight first-year pharmacy students developed and gave age-appropriate, interactive presentations to more than 8,000 students at preschools and elementary schools. ASSESSMENT: Preintervention and postintervention evaluations and reflections were collected from the pharmacy students. Ninety-nine percent agreed that they enjoyed the experience and 88% stated that they would continue to provide poison prevention presentations. Based on written assessment of the presentations, most of the preschool and elementary teachers agreed or strongly agreed that the presentations were organized, clear, appropriate for the students, and relevant, and that the pharmacy students appeared knowledgeable and professional. CONCLUSION: Poison prevention education was an appropriate service-learning project for pharmacy students and provided a beneficial service to the community.