96012 Professional Services 4
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96009 Professional Services 3 AND 96010 Integrated Therapeutics 2 AND 96011 Primary Health Care AND 96024 Clinical Practice 2
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
Our health care system is facing increasing pressure due to the expanding burden of chronic disease, ageing of the population, development of new and complex therapies, and emphasis on early diagnosis of illness. Collectively, these issues are overwhelming our basic health services and increasing health care costs. To address these issues, pharmacists can utilise their expertise and accessibility to offer targeted services and provide advanced pharmacy practice; for example, disease state management (DSM) services and pharmacist prescribing. DSM services for chronic diseases, including health priority areas such as asthma, diabetes, mental health, cancer and cardiovascular disease, are evolving to help reduce illness-related morbidity and mortality. Different models of DSM are explored in this subject, including optimisation of the role of patients in self-management of their disease. Pharmacists may also apply their therapeutic expertise in more advanced forms of pharmacy practice, for example as consultant pharmacists or prescribing pharmacists. This subject reviews different models of prescribing, as well as models for in-depth inter-professional communication. In providing such services and advanced practice, pharmacists must take into account a range of factors such as: technology, legislation, compliance, ethics, pharmaceutical science, pathology, patient safety, clinical practice, therapeutics, inter-professional relationships and roles, and competency standards.
Subject learning objectives (SLOs)
| 01. | Obtain relevant medical and medication information from patients and carers |
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| 02. | Use effective verbal and non-verbal communication, demonstrating empathy and tact in interactions with healthcare professionals and patients |
| 05. | Communicate complex health-related information in a manner appropriate to the target audience |
| 06. | Develop effective leadership and communication skills within teams in pharmacy practice settings, fostering collaboration, innovation, and optimal patient care outcomes. |
| 10. | Employ an evidence-based approach to patient care and clinical practice |
| 14. | Develop proficiency in collaborative learning by actively engaging with peers, contributing effectively to group.discussions and activities, providing constructive feedback, and applying conflict resolution strategies within team learning environments. |
| 16. | Work within own area of expertise and refer appropriately. |
| 17. | Demonstrate professionalism by ethical behaviour, adhering to codes of conduct, and accountability. |
| 22. | Identify important determinants of health for individual patients. |
| 23. | Analyse the pharmacist's role in health promotion and public health and synthesise strategies for effective engagement in health promotion and screening activities. |
| 26. | Integrate relevant knowledge from the sciences and therapeutics to deliver clinically-oriented professional services. |
| 27. | Using evidence-based practices develop, implement, and evaluate a specified professional service. |
| 29. | Identify appropriate clinical tests and interpret the results. |
| 30. | Develop a comprehensive understanding of illness and disease presentation in individuals and groups, recognising specific clinical signs and symptoms for differential diagnosis and variations based on patient characteristics. |
| 31. | Integrate relevant patient, drug, disease and system factors in the selection and management of appropriate therapy for patients. |
| 32. | Apply a systematic process of inquiry, problem-solving, decision making, and prioritisation to understand and manage a patient's health problem(s). |
| 33. | Develop a plan to monitor patient outcomes. |
| 36. | Integrate the principles of pharmacology, including pharmacokinetics, pharmacogenetics and pharmacodynamics, to optimise medication management. |
| 39. | Determine the most suitable dosage form, delivery device and route of administration for an individual patient |
| 41. | Conduct required pharmaceutical calculations |
| 47. | Prescribe safely, appropriately and cost-effectively within the prescriber's scope of practice. |
| 49. | Integrate knowledge of Indigenous Australian culture and health needs, government policies and practice standards to optimise medication management and improve health outcomes for Indigenous Australians. |
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)
- Represent pharmacy perspectives in multidisciplinary environments, and optimise patient outcomes through self-awareness and acknowledgement of the contributions of other healthcare disciplines. (02.08)
- Integrate into daily practice knowledge of health systems and concerns in national and global communities, with awareness of the social and cultural contexts of health to meet the diverse needs of individuals and communities. (03.07)
- 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
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.
Global citizenship
Graduates of the Master of Pharmacy contribute to society, resolving to undertake those actions and responsibilities that will enhance their role in local, national and global communities.
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
This subject is delivered using a range of learning strategies and formats including live and pre-recorded lectures, online modules, case-based learning workshops, skills-based workshops (relating to diagnostic processes, tools, and devices), simulation workshops, and self-directed learning.
Online learning activities
Each week, there is a dedicated supporting learning activities stream (2-3 hours each week) which comprises a series of live lectures, pre-recorded presentations, online modules, and specific articles exploring topics related to the implementation of professional pharmacy-led health services. These topics cover fundamental concepts around the development of services (e.g., identifying health care gaps, target populations, implementation) as well as contemporary issues in the delivery of health services (e.g., eHealth technologies, expanding the scope of professional practice).
Case-based learning workshops
Case-based workshops will be used to help students develop their understanding of the key concepts and practical steps in developing a portfolio of professional services in pharmacy settings. In the first half of session, the cases will focus on service provision in the context of disease statement management, such that the cases will explore service provision in selected disease states and/or special patient populations (e.g., older persons, women’s health, men’s health). In the second half of the session, the cases will focus on specialised services, such as clinical consultancy and prescribing, in the context of providing holistic health care services.
Skills-based workshops
Students will have the opportunity to further develop their clinical competencies via skills-based workshops, exploring the use of specific tools and devices to assist in delivering pharmacy-based point-of-care services, as well as the use of diagnostic tests and processes in the context of clinical consultancy and prescribing.
Simulation workshops - case studies
Students will develop their portfolio of services in a very practical way throughout the semester. Each week, students will focus on a selected service stream from within their Group’s proposed portfolio. As part of developing the service, students will simulate service delivery through role-playing and demonstration, highlighting the specific considerations around service provision in the nominated clinical setting (e.g., hospital, community pharmacy, clinics, primary care settings, home-based care, mobile services).
Self-directed learning
Each week students will undertake some self-directed learning to explore advanced pharmacy topics and identify the required elements of the services to be proposed: scope of services to be provided (noting what already exists), the potential impact of the services, practical aspects of delivering the services, tools, and resources needed to deliver the services, marketing strategies and opportunities that appropriate for the portfolio, as well as funding and financial considerations in implementing the services.
Content (topics)
Professional Services 4 builds on students’ skills in providing pharmacy services, particularly drawing on the services explored to date (Professional services 1, 2, 3, Primary Health Care), therapeutic knowledge attained (Integrated Therapeutics 1, 2, 3), and experiences gained (Clinical Practice 1, 2, 3, 4). This subject will explore a range of topics relevant to the development of a portfolio of services, including: the principles of disease state management, particularly as applied to specific patient populations and/or settings; diagnostics tools and processes; and advanced pharmacy practice (specifically, pharmacist consultancy and prescribing).
Assessment
Assessment task 1: Promotional Plan and Oral Presentation (Disease State Management Health Promotion Campaign)
| Intent: | To demonstrate students’ ability to showcase a proposal of a health promotion campaign including promotional plan and materials and an oral presentation (a ‘pitch’) to a primary health network or pharmacy group. This assessment assesses the student’s understanding of chronic disease management health promotion (Weeks 1 to 7), utilising the skills developed throughout the classes to date. TThe presentation also evaluates students’ ability to articulate their proposal orally, demonstrating the use of appropriate language / engaging speech/detail. Marks will be allocated evenly between the report and presentation. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 01, 02, 05, 16, 17, 22, 23, 26, 27, 29, 30, 31, 32, 33, 36, 39 and 41 This task is aligned with the following course learning outcomes: 01.02, 01.03, 02.01, 02.04, 02.05, 02.06, 02.08, 03.07 and 04.09 |
| Type: | Presentation |
| Groupwork: | Group, individually assessed |
| Weight: | 25% |
| Length: | Report: 2500 words Presentation: 25 minutes |
| Criteria: | Please refer to Canvas for marking criteria rubric for this assessment. |
Assessment task 2: NPS Prescribing Modules, PSA Deadly Pharmacist Course, Mental Health First Aid and Vaccination Provision Certification
| Intent: | To demonstrate attainment of skills in the provision of prescribing, mental health first aid and administration of vaccinations. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 10, 16, 17, 22, 23, 29, 30, 31, 32, 33, 39, 47 and 49 This task is aligned with the following course learning outcomes: 02.01, 02.05, 02.06 and 04.09 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 15% |
| Criteria: | Task is deemed complete when certificates are uploaded. |
Assessment task 3: Disease State Management and Medication Optimisation Assessment (must-pass)
| Intent: | This assessment intends to replicate the problem-based approach to solving cases, to assess students’ knowledge of the therapeutic topics explored in this subject, as well as acquired therapeutic prescribing and/or medication optimisation skills. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 01, 02, 05, 16, 17, 22, 26, 27, 29, 30, 31, 32, 33, 36, 39, 41 and 47 This task is aligned with the following course learning outcomes: 01.02, 01.03, 02.01, 02.05, 02.06, 02.08, 03.07 and 04.09 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 50% |
| Criteria: | You will be assessed on:
Please refer to Canvas for marking criteria rubric for this assessment. |
Assessment task 4: Group and 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/peer/self-evaluation. This assessment also reflects the level of engagement required with colleagues, collaborators, and stakeholders (in the real-world practice setting). |
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| Objective(s): | This task is aligned with the following subject learning objectives: 02, 05, 14 and 16 This task is aligned with the following course learning outcomes: 02.01, 02.05, 02.06 and 03.07 |
| Type: | Presentation |
| Groupwork: | Individual |
| Weight: | 10% |
| Criteria: | Group tasks will be assessed by the Subject Coordinator and Practitioner Teachers throughout the session. Please refer to Canvas for marking criteria rubric for this assessment. |
Minimum requirements
To pass this subject students must achieve a minimum grade of 50%, and attend a minimum of 85% of compulsory classes.
Note: there is one must-pass assessment in this subject and a combined must-pass component of assessment task 1 and 2. Please check assessment description for details.
Required texts
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Additional required readings will be provided via Canvas
Recommended texts
Specific readings are outlined in the weekly subject content in Canvas.