Differences between residency- and non-residency-trained preceptors on student perceptions and activities of community practice advanced pharmacy practice experiences (APPEs)

Foote, Edward F.; Roland, Brian E.; Gionfriddo, Michael R.; Holt-Macey, Shelli

doi:10.1016/j.cptl.2013.11.006

Cited by 6 publications

(3 citation statements)

References 9 publications

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“…Table 2 includes all articles that used assessment methods consistent with KH level 1, such as student or faculty-completed surveys post-APPE, the majority of which were not specified as being validated. [8][9][10][11][12][24][25][26]50,[53][54][55][56]61,65,66,[69][70][71]74,[76][77][78][79][80][81][82][83][84][85][86][87][88] Approximately three-quarters of the articles used studentcompleted surveys as the primary assessment method. Two-thirds of the 15 CAPE outcome subdomains were represented by APPE reports using assessment methods consistent with KH level 1, with self-awareness (4.1) being the most commonly represented subdomain for this level.…”

Section: Resultsmentioning

confidence: 99%

Pharmacy Student Learning During Advanced Pharmacy Practice Experiences in Relation to the CAPE 2013 Outcomes

Dennis

May

Kanmaz

et al. 2016

American Journal of Pharmaceutical Education

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Outcomes from The Center for Advancement of Pharmacy Education (CAPE) are intended to represent the terminal knowledge, skills, and attitudes pharmacy students should possess and have guided delivery of pharmacy education for more than two decades. Advanced pharmacy practice experiences (APPEs) are the endpoint of pharmacy curricula where demonstration and assessment of terminal learning occurs. This review examines published literature in relation to the most recent CAPE outcomes to determine the extent to which they have been addressed during APPEs since 1996. Details related to the APPE focus, intervention(s)/learning setting(s), and assessments are summarized according to the 15 CAPE outcomes. Further, the assessments are categorized according to the level of learning achieved using an available method. Common CAPE outcomes are highlighted, as well as those for which published reports are lacking for APPEs. The range and quality of assessments are discussed and emphasize the need for continuous improvement of scholarly design and assessment.

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Section: Resultsmentioning

confidence: 99%

Pharmacy Student Learning During Advanced Pharmacy Practice Experiences in Relation to the CAPE 2013 Outcomes

Dennis

May

Kanmaz

et al. 2016

American Journal of Pharmaceutical Education

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“…A preceptor demonstrates technical skills, planning, organisational abilities, priority settings, decision-making, communication skills (Owens 2013 :2) and a positive role model (Foote et al 2014 :262).…”

Section: Introductionmentioning

confidence: 99%

The perceptions of newly qualified nurses on the guidance by preceptors towards becoming experts in nursing

Hansen

2021

Curationis

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Background: The new role as professional nurse can be a difficult transition for the new qualified nurses. During this time, factors such as not being well prepared, working without supervision and a lack of guidance can be the result of a difficult transition.Objectives: The purpose of this study is to assess the perceptions of newly qualified nurses on the guidance given by their preceptors towards becoming experts in practice at a Level II regional hospital in the Western Cape.Method: A non-experimental quantitative descriptive design was followed. Collection of data was done by means of a questionnaire, designed by the researcher, using a cross-sectional research method. Non-probability sampling produced a sample of 162 nurses comprising registered nurses (48.2%), enrolled nurses (32.7%), and enrolled nursing auxiliaries (19.1%). Statistical analysis was performed using the Statistical Analysis System (SAS), version 9.3.Results: The results of the research study indicated that respondents had more positive experiences than negative ones. The respondents indicated that for the role and characteristics of the preceptor, expectations were met for knowledgeability, professionalism and contribution to team work. Furthermore, the results indicated that the respondents would recommend preceptorship.Conclusion: Preceptorship is one of the major interventions available to support newly qualified nurses by easing the transition from student to practicing nurse and reducing the theory-practice gap. The findings emphasised the importance of ongoing support programmes for nurses after obtaining a new qualification or/and being a new nurse.

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“…Sites with residencytrained preceptors may be best equipped to guide student decision-making in patient care experiences, and could be targeted as sites for advanced patient care elective APPEs. 37,38 A limitation of this study was that all participants resided in Washington state. Participants' responses may have been heavily influenced by our broad pharmacy practice laws that enable pharmacists to practice at the top of their licenses, limiting transferability in states with narrower practice laws.…”

Section: Skillsmentioning

confidence: 99%

A Qualitative Study Designed to Build an Experiential Education Curriculum for Practice-Ready Community Pharmacy-Bound Students

O’Sullivan

Bacci

2017

American Journal of Pharmaceutical Education

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Objective. To design an experiential education curriculum that sequentially and deliberately prepares community pharmacy-bound graduates to practice at the level of the care provider and display the skills needed to be a pharmacist-in-charge. Methods. Semi-structured interviews were conducted with community pharmacy stakeholders. Transcriptions from the interviews were analyzed to identify common themes in needed community pharmacy training for core and elective advanced pharmacy practice experiences (APPEs). The themes were used to distinguish key elements of a community pharmacy experiential education curriculum that would meet the project objective. Results. Forty-two individuals were interviewed: 11 were interviewed individually and 31 in focus groups, with each group comprising two to six individuals. There were 11 focus groups. Theme analysis allowed differentiation of activities and performance levels for the community pharmacy introductory pharmacy practice experience (IPPE) and the core APPE as well as the goal of the core APPE for all program graduates. Participants identified two important elective APPEs for students planning to practice in community pharmacy after graduation: an advanced patient care experience and a management experience. Participants emphasized the importance of sequencing the core and advanced elective APPEs so that the advanced electives could build upon the skills demonstrated in the core APPE. Participants identified knowledge, skills, and attitudes needed for practice-readiness upon graduation. Conclusion. The identified experiential education curriculum for students planning to practice in the community pharmacy setting upon graduation will prepare them to provide care to complex communitydwelling patients and function as a pharmacist-in-charge in this setting.

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Differences between residency- and non-residency-trained preceptors on student perceptions and activities of community practice advanced pharmacy practice experiences (APPEs)

Cited by 6 publications

References 9 publications

Pharmacy Student Learning During Advanced Pharmacy Practice Experiences in Relation to the CAPE 2013 Outcomes

Pharmacy Student Learning During Advanced Pharmacy Practice Experiences in Relation to the CAPE 2013 Outcomes

The perceptions of newly qualified nurses on the guidance by preceptors towards becoming experts in nursing

A Qualitative Study Designed to Build an Experiential Education Curriculum for Practice-Ready Community Pharmacy-Bound Students

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