PERFORMANCE OUTCOMES. The preceptor shall evaluate the student at both midpoint and at the conclusion of the rotation, using the below performance outcome levels and descriptors. If the preceptor feels the student fits into more than one level, please choose the level that BEST describes the student’s performance at the point of the assessment. Level 1 Level 2 Level 3 Level 4 Unsatisfactory Performance Student does not meet requirements. Student is unable to complete ~~basic/routine~~ skills despite significant guidance and prompting. Needs Improvement Students meets some minimum requirements. Student requires frequent guidance and prompting to complete ~~basic/routine~~ skills. Progressing Satisfactorily Student meets most requirements. Student requires some guidance and/or prompting to complete ~~basic/routine xxxxx~~skills. Independent Students meets all requirements. Student independently completes ~~basic/routine~~ skills and requires minimal to no prompting. Level of Trust I do not trust the student to perform skills even with direct supervision. “Preceptor did it”. Level of Trust I trust the student to perform skills with direct proactive supervision, requiring frequent correction. “Preceptor talked the student through it”. Level of Trust I trust the student to perform skills with only intermittent prompting and indirect/reactive supervision. “Preceptor directed the student from time to time”. Level of Trust I trust the learner to completely and accurately perform skills with distant supervision. “Preceptor was available just in case”. ~~Final Grading (Final grades will be rounded up to the nearest tenth decimal point) A = > 3.5 B+ = 3.3~~ PHRD 700 – ~~3.4 B = 3.0 – 3.2 C+ = 2.8 – 2.9 C = 2.5 – 2.7 F = < 2.5 PHRD 704/705/706 – Non-Patient~~ Ambulatory Care ~~Elective~~ Pharmacy Practice Competency Assessment Select the BEST level that describes the student’s performance at the time of the assessment (ex: rotation #1 versus rotation #6). If the preceptor feels the student fits into more than one level, please choose the level that BEST describes the student’s performance at the point of the assessment. Comments are strongly encouraged. However, if a student scores a level 1 or 2, the preceptor will not be able to submit the evaluation without including comments about the student’s performance. Midpoint levels for each EPA and comments will populate the final evaluation. Students must ~~earn a final average level score of > 2.5 and no individual EPA scored~~ perform at a Level 3 and/or 4 on at least 70% of the EPAs in order to PASS the rotation. Students cannot earn a level 1 (unsatisfactory performance) on ~~the assessment~~ any EPA in order to pass the ~~rotation~~rotation Entrustable Professional Activities Entrustable professional activities (EPAs) are units of professional practice or descriptors of work, defined as specific tasks or responsibilities that trainees are entrusted to perform. ~~For your reference~~The level of trust and supervision will vary based on whether the students has attained sufficient competence. EPAs are independently executable, observable, and measurable in their process and outcome, and are therefore suitable for entrustment decisions. Trust is central to clinical practice and is also an important component of the assessment of student within clinical environments by preceptors. There must be trust that the student has the necessary knowledge, skills, and attitudes to safely and effectively perform the professional practice-related activities at the appropriate supervision levels, but also trust that the student has appropriate self-awareness regarding personal limitations and knows when to ask for assistance. EPA Domains Communication and Collaboration as an Interprofessional Team Member Domain EPAs (3) Example Skills Level of Entrustment Communicate clearly and effectively with health care professionals using appropriate listening, verbal, non-verbal, and written communication skills Communicate a patient’s medication related problem(s) or recommended modifications of a care plan to another health care professional (Ex: SBAR) Use setting appropriate communication skills when interacting with others (ex: willingness to form an opinion, asks questions, demonstrates confidence, assertiveness, appropriate non-verbal expression) Engage in shared decision making Document patient care interactions, interventions and outcomes, in the patient profile or medical record Communicate information about a patient to a colleague during handoff or transitions of care Communicates in writing Communicate clearly and effectively with patients using appropriate listening, verbal, non-verbal, and written communication skills Actively listen and ask appropriate open and closed-ended questions to gather information Use specific and appropriate communication strategies (e.g., motivational interviewing, conflict resolution, assessing understanding) Use technology, media, and other resources (e.g interpreter services) to facilitate and support communication as appropriate Use effective interpersonal communication skills to establish rapport, build trusting relationships, and navigate difficult conversations Communicate with patients based on health literacy, literacy or cognitive abilities, and use behavioral theories of health (transtheoretical model of change, etc) when appropriate Demonstrates sensitivity to and adjustment of communication based on contextual or cultural factors (shows respect for different backgrounds; treats each person with respect) Collaborate as a member of an interprofessional team Recognizing the roles and responsibilities of members of the health care team Work with individuals of other professions to establish and maintain a climate of mutual respect and shared values Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable Educate professional colleagues and/or the public Deliver clear and effective educational presentations/programming Domain Comments: Drug and Disease State Knowledge Domain EPAs (2) Example Skills Level of Entrustment Recall knowledge about drug name, MOA, usual dosing, common side effects, and major drug interactions Discuss physiology and disease pathophysiology and explain the influence of subjective and objective findings Domain Comments: Information Master Domain EPAs (3) Example Skills Level of Entrustment Retrieve scientific and clinical literature Identify appropriate drug information sources(s). Evaluate scientific and clinical literature Evaluate primary literature and its application to patient care. Analyze drug information to make recommendations and answer drug information questions. Apply scientific and clinical literature Given a drug, health, or operational question, the ~~midpoint levels that you assign will populate~~ student formulates as timely, efficient, thorough, and effective (clear and concise) response using and citing appropriate sources of information. Domain Comments: Patient Care Domain EPAs (8) Example Skills Level of Entrustment Collect Collect and organize subjective information Collect the ~~final evaluation~~medical and medication history derived from the patient/caregiver interview Collect information about the patient’s experience with medications. Demonstrate an organized, but flexible, approach to the patient/caregiver interview. Collect and organize objective information Collect the medical and medication history derived from the electronic medical record and/or pharmacy record.

Appears in 1 contract

Samples: Learning Agreement

Appears in 1 contract

Samples: www.ndm.edu

Common use of PERFORMANCE OUTCOMES Clause in Contracts