96005 Professional Services 2
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): 96001 Introduction to Pharmacy AND 96002 Concepts in Pharmaceutical Sciences AND 96003 Pharmaceutics AND 96004 Professional Services 1 AND 96015 Clinical Practice 1
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
This subject covers three types of pharmacy service that address the objective of improving quality use of medicines (QUM).
First, it is evident that patients need to be adherent with their medications to ensure optimal use and clinical outcomes. At the same time polypharmacy may result in drug-related problems which could lead to negative clinical outcomes. Students review the major causes of non-adherence and strategies to assist adherence. They follow the process of defining, planning, implementing and evaluating an adherence service. The communication and behavioural aspects of patient–pharmacist interactions are covered.
Second, the aims of a clinical intervention service are to identify, document and resolve drug-related problems. The various processes that lead to a drug-related problem are covered, including the communication and behavioural aspects of doctor–pharmacist interactions.
Finally, MedsCheck and Diabetes MedsCheck services are addressed.
The subject includes matters such as the technology used, legislation, compliance, ethics, pharmaceutical science, patient safety, clinical aspects and competency standards.
Subject learning objectives (SLOs)
| 0001. | Obtain relevant medical and medicine-related information from a consumer using appropriate questioning |
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| 0002. | Use appropriate verbal and non-verbal expression and display empathy and tact in work-related communication |
| 0003. | Employ appropriate strategies when dealing with people with particular communication barriers |
| 0004. | Communicate health and medication management information to patients and health care professionals in a useful and context-relevant way |
| 0005. | Identify the challenges in communicating with people of diverse social, cultural and racial backgrounds, and outline strategies to overcome these |
| 0006. | Use appropriate non-verbal, verbal, questioning and listening skills when communicating with patients and other HCPs |
| 0007. | Communicate with patients and other HCPs in a non-judgemental, non-discriminatory and respectful manner |
| 0008. | Obtain a complete medication and medical history for a patient |
| 0012. | Learn from peers |
| 0016. | Demonstrate ability to contribute in team learning situations |
| 0017. | Provide constructive feedback to peers |
| 0023. | Recognise own area of expertise and know when to refer |
| 0034. | Explain the current and possible future roles of the pharmacist |
| 0036. | Differentiate the Australian health care system from international health care systems |
| 0038. | Describe the extent, importance and sources of medication errors in community and hospital practice |
| 0039. | Evaluate and apply strategies to reduce medication errors |
| 0040. | Discuss the importance of medication error reporting and systems available for this |
| 0042. | Detail the pharmacist's role in maximising patient safety and minimising medication errors |
| 0052. | Discuss the important determinants of health and illness |
| 0055. | Discuss the key principles that underpin patient health behaviour |
| 0064. | Demonstrate an understanding of the pharmacy as an organisation |
| 0065. | Explain the transition of pharmacy from product-focused to patient-focused practice and the difficulties in managing this change |
| 0066. | Recognise the different strategic management options available in community pharmacy |
| 0067. | Identify the barriers and facilitators to adoption of professional services |
| 0068. | Demonstrate an understanding of the role of pharmacy organisations in developing, implementing and supporting professional pharmacy services |
| 0069. | Describe stakeholder views and their impact on implementation of professional pharmacy services |
| 0070. | Apply the theoretical frameworks that underpin current and emerging practices of health care service delivery |
| 0071. | Formulate a human resources plan given the service orientation of a particular practice |
| 0072. | Describe key theories and models in change management and identify how these can be applied to pharmacy |
| 0088. | Examine and evaluate current and emerging technologies for pharmacy practice |
| 0099. | Describe the patient-related factors affecting clinical management |
| 0101. | Integrate relevant knowledge from the sciences and therapeutics to deliver clinically-oriented professional services |
| 0102. | Employ an evidence-based approach to patient care |
| 0103. | Employ an approach to patient care that integrates services delivered by other HCPs |
| 0104. | Use evidence-based cognitive and technological tools for professional service delivery in a range of health care environments |
| 0105. | Apply theoretical frameworks of professional service delivery to explore innovative modes of practice |
| 0110. | Identify priorities for patient management |
| 0147. | Apply and evaluate evidence-based practices to improve patient adherence |
| 0148. | Apply and evaluate evidence-based practices in the delivery of clinical intervention services |
| 0149. | Define and plan the delivery of a specified professional service |
| 0150. | Implement a specified professional service |
| 0151. | Evaluate the delivery of a specified professional service |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Reflect on knowledge, skills and attributes required for the evaluation and integration of emerging evidence into practice, promoting the growth of personal and professional learning and the education of others (01.02)
- Analyse and synthesise knowledge of health science concepts and theory, and apply skills of scientific research and clinical reasoning to support decision-making in pharmacy practice. (01.03)
- Demonstrate safe and competent operational, interpersonal and clinical skills for the benefit and care of patients and the wider community. (02.01)
- Engage in team undertakings adopting a range of roles in diverse teams, building cohesion and maximising team contributions. (02.04)
- Demonstrate sound ethical, compassionate and respectful patient-focused care, taking responsibility for personal health and wellbeing. (02.05)
- Capably communicate to patients, their families, carers and members of the healthcare team; contribute to wider health education and promotion, choosing and adapting communication modes to address cultural and linguistic diversity. (02.06)
- Acquire specialised knowledge and skills to inform professional cultural capability to work effectively with and for, Indigenous Australians across the pharmacy profession. (04.09)
Contribution to the development of graduate attributes
This Subject contributes to the Master of Pharmacy by building students’ professional capacity in the area of cognitive pharmaceutical services. In each workshop students’ analytical skills are developed in context, their teamwork skills are applied in the design and implementation of pharmacy services, and their communication skills are improved by application in the area of patient adherence.
This subject contributes to the development of the following graduate attributes:
Lifelong learning
Graduates of the Master of Pharmacy are lifelong learners, committed to and capable of reflection and inquiry in their quest for personal development and excellence in professional practice.
Professional capacity
Graduates of the Master of Pharmacy are client-focussed, ethical practitioners with the understanding and proficiency to be leaders in their profession, capable of effectively researching and communicating solutions in a global context.
Cultural competence
Graduates of the Master of Pharmacy are culturally competent professionals, able to reflect on and explain their own cultural perspectives, accommodate cultural differences and achieve optimal outcomes through the adoption of a consultative approach to health care with indigenous Australians and other cultural groups.
Teaching and learning strategies
In this subject, students will participate in a range of teaching and learning strategies, including lectures, workshops, and experiential activities, that are designed to assist them in understanding the delivery and implementation of professional pharmacy services.
Strategy 1: Lectures
Guest speakers from different pharmacy organisations and businesses, and lectures from pharmacy academics underpin the workshop tasks in Professional Services 2. These lectures will provide the theoretical foundation for keystone focus areas and are paired with weekly workshops.
Strategy 2: Preparation for Learning
Pre-work will be undertaken on Canvas prior to weekly workshops. Students will be provided with preparation activities each week, including readings, discussions, clinical questions, case studies and videos that prepare them for the practical workshops.
Strategy 3: Collaborative and interactive learning in workshops
During the workshops, students will apply the theory in case-based scenarios through collaboration to address real practice issues. Workshop activities will explore how pharmacists can change patient behaviour to improve outcomes in different population groups. These include the delivery of interventions to improve patient adherence, identify and address drug-related problems, deliver medication use reviews and implement these services in a community pharmacy setting. Students will work in small groups and as a class during the workshops. Students will engage in group discussions, oral presentations, role plays (live and recorded) on a specific topic covered in the subject. Student’s collaboration will also take place during the semester while preparing for their group assignment.
Strategy 4: Reflective Learning
Students will be encouraged to critically reflect on their learning and their skill development throughout the subject, to identify areas where they may improve their performance, and to assist in the development of lifelong learning. Reflective learning will be encouraged through specific activities including branching scenarios and recorded role plays in which students will reflect on the development of counselling and communication skills over the duration of the session.
Strategy 5: Experimental activities
Out of class time, students will carry out independent research in the design, development and implementation of a professional pharmacy service. Students will gain experience in improving collaboration with pharmacists and their peers as is required in pharmacy, whilst also supporting their academic and research writing skills.
Strategy 6: Early and consistent feedback
Structured feedback is provided following the tutorial discussions and during the weekly workshops. The collaborative learning approach utilised in the class will enable ongoing feedback to be provided as areas of learning need is identified. The continuous formative feedback provided during the semester will allow students improve towards their assignments and clinical placements activities.
Content (topics)
In the Master of Pharmacy the considerable knowledge in the biomedical sciences is extended to the skills needed to practise as a health care professional. This Subject introduces the students to the different professional pharmacy services pharmacists offer in community pharmacy in Australia. The subject covers the services principles, guidelines, legislation and remuneration systems and recording platforms available. In clinical practice, students will need to deal with diverse patients with complex needs, balance the rights and needs of the individual patient, the pharmacy practice environment, and the health care system. This Subject introduces the skills and knowledge needed to address patient needs regarding their medications through the provision of professional pharmacy services.
Assessment
Assessment task 1: Mid-Semester Adherence role-play
| Intent: | The purpose of this task is to determine whether students are able to identify medication adherence problems and barriers through dispensing data and patient interview, and are able to educate the patients according to best practice. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 0002, 0003, 0004, 0005, 0006, 0007, 0039, 0055, 0070, 0105, 0110 and 0147 This task is aligned with the following course learning outcomes: 01.02, 01.03, 02.01, 02.05 and 02.06 |
| Type: | Mid-session examination |
| Groupwork: | Individual |
| Weight: | 25% |
| Criteria: | Assessment criteria rubric, provided via Canvas |
Assessment task 2: Group Project: Preparing for the Implementation of MedsCheck Service in Pharmacy
| Intent: | The purpose of this assignment is to build on the knowledge gained during the lectures on implementation science and demonstrate an understanding of its application to pharmacy. Students will need to identify relevant implementation factors in pharmacy and assess their contribution to the implementation of a professional pharmacy service (i.e. MedsCheck). |
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| Objective(s): | This task is aligned with the following subject learning objectives: 0039, 0064, 0066, 0067, 0068, 0069, 0070, 0071, 0105, 0110, 0147, 0148, 0149, 0150 and 0151 This task is aligned with the following course learning outcomes: 01.02, 01.03, 02.01, 02.04, 02.05, 02.06 and 04.09 |
| Type: | Project |
| Groupwork: | Group, individually assessed |
| Weight: | 25% |
| Criteria: | Assessment criteria rubric, provided via Canvas |
Assessment task 3: Oral Clinical Scenario (must pass)
| Intent: | The purpose of this task is to determine whether students are able to identify drug related problems and are able to counsel and educate patients and collaborate with other health care professionals according to best practice. It also intends to establish that students are able to communicate health and medicines information to patients and other health care professionals. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 0002, 0003, 0004, 0005, 0006, 0007, 0039, 0055, 0070, 0105, 0110, 0147 and 0148 This task is aligned with the following course learning outcomes: 01.02, 01.03, 02.01, 02.05, 02.06 and 04.09 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Criteria: | Assessment criteria rubric, provided via Canvas |
Assessment task 4: Class participation and contribution
| Intent: | To ensure that students fully engage with the subject matter, meaningfully contribute to the learning process, and gauge their development through teacher evaluation. Students are expected to complete all pre-work activities. During the workshops, students are expected to participate in group role-plays, perform individual counselling of patients and participate in discussion activities. This assessment also reflects the level of engagement with colleagues and tutors. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 0001, 0002, 0003, 0004, 0005, 0006, 0007, 0008, 0012, 0016, 0017, 0023, 0034, 0036, 0038, 0039, 0040, 0042, 0052, 0055, 0064, 0065, 0066, 0067, 0068, 0069, 0070, 0071, 0072, 0088, 0099, 0101, 0102, 0103, 0104, 0105, 0110, 0147, 0148, 0149, 0150 and 0151 This task is aligned with the following course learning outcomes: 01.02, 01.03, 02.01, 02.05, 02.06 and 04.09 |
| Type: | Laboratory/practical |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | Duration of the session |
| Criteria: | Individual student participation marks will be allocated by tutors following each workshop. Criteria for assessment of participation and contribution can be found in Canvas. |
Minimum requirements
You are required to attend 85% of compulsory classes.
Note: there is a must-pass assessment in this subject. Please check assessment descriptions for details.
Required texts
See weekly information on 96005 website.
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Additional required readings will be provided via Canvas
Recommended texts
Leslie R. Martin, and M. Robin DiMatteo. The Oxford Handbook of health communication, behaviour change and treatment adherence. Oxford University Press, Oxford, 2014. ISBN: 978-1-19-979583-3