CSB454 Person-centred care: Respiratory

Unit Outline: Semester 1 2024, Gardens Point, Internal

Overview

This unit builds on previous units studied to further develop knowledge and skills within the Framework of the National Competency Standards for Pharmacists in Australia, the Australian Pharmacy Council pharmacy learning domains and performance outcomes for degree programs, and the World Health Organisation/International Pharmaceutical Federation's concept of the 8 star pharmacist. Knowledge and skills will be developed in the respiratory context, a priority area that is a significant contributor to the burden of illness and/or injury in Australia. Through an inquiry based learning approach, you will participate in the interpretation, application and dissemination of pharmaceutical and pharmacotherapeutic concepts and knowledge.

This is a designated unit which is essential to your course progression. Designated units include professional experience units, units requiring the development of particular skills, and units requiring demonstration of certain personal qualities. If you fail to achieve a satisfactory level of performance in a designated unit, you may be excluded from enrolment or will be put on academic probation. If you fail a designated unit twice within your course, you may be excluded. Supplementary assessment is not available on designated units.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Critically apply knowledge of advanced pharmaceutical, medication and health knowledge and skills in the wider context.
2. Apply critical thinking and problem solving skills to analyse, interpret and generate a clinical decision in teams.
3. Justify your rationale for your clinical decision using an evidence base within safe, legal and ethical responsibilities.
4. Communicate and interpret information, respecting cultural perspectives, to specialist and non-specialist audiences.

Content

Learning Approaches

The unit will develop independent and life-long learning skills of communication, capacity for inquiry and research, critical thought and analysis, teamwork and effective use of information technology, with an emphasis on clinical problem-solving.

You will work in teams to problem-solve case-based questions, strengthening your collaboration, communication and research skills, to source and justify the evidence which supports solutions in the respiratory context. Sharing and applying the knowledge gained as collaborative learners builds confidence while developing interpersonal and professional communication skills. The cases are constructed to build knowledge of diverse perspectives and cultural awareness.

Teaching staff will support student centred learning by guiding you through the cases, and facilitating your learning in teams.

This is the third in a suite of six units involving a placement experience. This unit will develop your understanding of your role as an effective pharmacist through experiential learning over a two week period. You will observe and/or participate in a variety of pharmacy operations, with a focus on respiratory, cardiovascular and renal, oncology and immunology, endocrine and reproductive health.

The contents for this unit will be presented in face to face sessions.

Feedback on Learning and Assessment

Feedback on your performance will be provided in class, through working collaboratively with peers and for each assessment on an individual or group basis as applicable, as well as on placement. You will be given online written feedback after formative quizzes, problem-based learning (PBL) cases and decision maker assignment. 

Assessment 1: Written feedback will be provided in groups on Canvas.

Assessment 2: Written feedback will be provided on Canvas; however, oral feedback will also be given based on the student's request.

Assessment 3: Oral feedback will be provided by the teaching team.

Additionally, the unit coordinator/ teaching team will be available to provide case-by-case oral feedback in groups/individuals for all assessment items.

Assessment

Overview

There are three pieces of assessment to be completed in this unit. Each task is designed to assess particular learning outcomes. The assessment items are situated across the semester to provide feedback on your learning.

The problem solving task applies an evidence based approach to problem solving a case and communicating your clinical process. You will submit a written assignment that articulates your clinical processes strengthens your conceptual knowledge and simulates real world practice. 

The workbook assessment is linked to your placement.

During the OSCE you will rotate through a series of stations assessing your clinical processes and skills to demonstrate the acquisition of professional competency learning outcomes of a pharmacy practitioner.

Electronic access to resources in school-based examinations may be provided using University computers only (this is at the discretion of the Unit Coordinator and further details will be provided via Canvas). If electronic access is provided, students should be aware that access to resources cannot be guaranteed and students should ensure they are able to utilise hard copies of the same references.

Special conditions of assessment:

Participation and attendance at placement

This unit includes a two-week placement experience. In order to receive a grade in this unit, the unit coordinator must receive completed activity task sheets, feedback sheet completed by the preceptor, and preceptor signoff that placement hours have been satisfactorily completed by the end of week 13 of semester.

You will be required to electronically submit all written assignments for content matching checks.

Group assessments are to be completed and submitted as a group. Individual submissions will receive a score of 0 for the assessment.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Problem Solving Task

Working in groups, source and interpret evidence to generate a safe and effective assessment and management of a case. You will present your methods and outcomes to your peers and professionals, for assessment.

The task is an assignment for the purposes of an extension. Peer group assessment is not.

Assessment: Workbook

This is a placement activity with an objective record of attendance, observations, completion of tasks and submission of an assessment. Students will demonstrate evidence of knowledge, skills and attributes in line with professional competencies.

This is an assignment for the purposes of an extension.

Assessment: OSCE

Working individually, apply knowledge, and source and interpret evidence to demonstrate a safe and effective assessment and management of case(s). Awareness of cultural perspectives and interpersonal communication skills required will be assessed. You will justify your clinical decision making to patients and/or professionals. This assessment consisted of 3 three stations with 10 minutes per station (3 x10= 30 minutes). 

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Requirements to Study

Requirements

Mandatory requirements for pharmacy placement. Failure to comply with these requirements by the due date given will result in your exclusion from placement activities:

• Blue Card: A Blue card confirms that you have passed a screening of your criminal history (the Working with Children Check) and have been approved to work with children and young people. For more information on the Blue card and how to apply, please refer to Blue cards - QUT Digital Workplace.
• Vaccine Preventable Diseases Evidence: It is a mandatory requirement for students to be vaccinated against several vaccine preventable diseases. For more information, please refer to Faculty of Health's website at Health student placements How to complete your pre-placement requirements - QUT Digital Workplace before the commencement of placement. You must provide evidence of immunity for Hepatitis B, Measles, Mumps, Rubella, Diphtheria, Tetanus, Pertussis and Varicella on the Vaccine Preventable Diseases Evidence Certification Form. The form includes information on the evidence that is required for each vaccination. More information will provided by WILS.

There may be additional mandatory requirements for placements within specific external organisations (eg. QLD Health) and these expectations will be conveyed to you by the Health WILS team. Failure to meet these requirements by the due date given, may prevent you from undertaking your placement.

Blue Card

A blue card is required to complete this unit. A blue card confirms that you have passed a screening of your criminal history (the Working with Children Check) and have been approved to work with children and young people. For more information on the blue card and how to apply please visit the QUT website.

Costs

Cost of lab gowns and safety protection glasses are the students responsibility.

All Work Integrated Learning placement costs, including immunisations, the prescribed QUT placement uniform, travel and accommodation expenses, are the responsibility of the student. See QUT - Additional course costs.

Resources

Resource Materials

Recommended text(s)

Schwinghammer, T. L.; Koehler, J. M.; Schwinghammer, T. L. Pharmacotherapy casebook: a patient-focused approach: McGraw-Hill Medical, 2009.

AusDI: evidence based medicines information resource for Australian practice. St Leonards, NSW: Phoenix Medical Publishing; 2014. http://libguides.library.qut.edu.au/databases/ausdi

Australian Medicines Handbook, current edition, Adelaide: AMH Pty Ltd.

Beardsley, R. S.; Kimberlin, C. L.; Tindall, W. N. Communication skills in pharmacy practice: a practical guide for students and practitioners: Lippincott Williams & Wilkins, 2012.

Bowling, A. Research methods in health: McGraw-Hill Education (UK), 2014.

Dale, M. M.; Haylett, D. G. Rang & Dale's Pharmacology Flash Cards: Churchill Livingstone, 2010.

Golan, D. E.; Tashjian, A. H.; Armstrong, E. J.; Armstrong, A. W. Principles of pharmacology: the pathophysiologic basis of drug therapy, Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins, 2012.

Guidelines for the Continued Dispensing of eligible prescribed medicines by pharmacists, (2012) Pharmaceutical Society of Australia.

Hess, D. Respiratory care: principles and practice, Sudbury, Mass: Jones & Bartlett Learning, 2012.

May, J. R. Pharmacy Management: Essentials for All Practice Settings, American journal of pharmaceutical education. 2006, 70..

Pharmaceutics The Science of Dosage form Design by M. E. Aulton, 5th edition (2018), pp 653-670.

Sansom, L.; Pharmaceutical Society of, A. Australian pharmaceutical formulary and handbook: the everyday guide to pharmacy practice, Deakin West, ACT: Pharmaceutical Society of Australia, 2015

The Merck Manual (current edition), Merck Research Laboratories, Whitehorse Station

The Standard for the Uniform Scheduling of Medicines and Poisons (SUSMP). Canberra, ACT: Australian Govt. https://www.tga.gov.au/publication/poisons-standard-susmp

Therapeutic Guidelines. http://www.tg.org.au/

Yashwant Pathak and Nazrul Islam; Handbook of Lung Targeted Drug Delivery Systems: Recent trends and Clinical Evidence, Boca Raton, FL CRC, 2022 (670 pages)

eMIMS (current edition), St Leonards, NSW: MIMS Australia, CMPMedica Australia Pty Limited. http://www.mims.com.au/

 Rutter, P. Community pharmacy: symptoms, diagnosis and treatment: Elsevier Health Sciences, 2013.

Safety and protective equipment

Fully enclosed non-slip shoes

Laboratory Gown - Rear fastening 100% cotton or polyester/cotton mix

Safety eye protection glasses - selected and used in accordance with Australian Safety Standards

Risk Assessment Statement

Learning is the responsibility of all stakeholders. Students have a responsibility to minimise risk to themselves, other staff and clients while on placements both on campus and off campus.

Laboratory component:

This unit includes a laboratory component. In order that you become proficient in necessary practical skills, you will be trained in the handling of equipment, materials and specimens normally associated with this discipline. You are required to view a Health & Safety Induction video and complete an online health and safety quiz prior to being permitted into the laboratory, to access please follow this link Health & Safety Induction. A passing score of 10/10 is required and will be checked prior to entry to the first laboratory session. You may repeat the quiz until this score is achieved. You are also referred to the Faculty of Health's Health & Safety Web Site for further information.

Placement component: 

Students must make themselves aware of and abide by the occupational health and safety requirements of all placement workplaces, and are expected to undergo any induction or other training provided for employees or visitors to the workplace as appropriate.

You are required to read the document 'Managing your rights, responsibilities and safety on placements' Your safety and wellbeing on placement - QUT Digital Workplace and disclose relevant health information as specified in this document. Students who are pregnant at the time of their placement also have particular disclosure requirements, as detailed in this document. Personal or medical information must be disclosed for example when there is an increased risk to the student or others, an impediment exists where adjustments to tasks will be required and/or if there are specific religious, cultural or family requirements.

All accidents, incidents and critical near-misses should be reported to your placement workplace and QUT. If an incident occurs on placement, a report needs to be submitted online through the Health, safety and environment HSE Hub accessed via  Your safety and wellbeing on placement - QUT Digital Workplace.

If you have an underlying health condition you are encouraged to consult the lecturer in charge of the unit, as you may be required to take additional precautions on occasions.

Course Learning Outcomes

CS47 Bachelor of Pharmacy (Honours)

1. Understand and apply knowledge of the health care consumer: person-centred care promoting wellness, person and societal good, prevention of poor health outcomes and harm, treating disease.
   Relates to: ULO1, ULO2, ULO3, ULO4, Problem Solving Task, Workbook, OSCE
2. Demonstrate expertise in knowledge of medicines, including knowledge of the drug substance and drug action: sources, properties and actions of medicinal substances.
   Relates to: ULO1, ULO2, ULO3, Problem Solving Task, Workbook, OSCE
3. Demonstrate the formulation and compounding of safe, efficacious and high-quality medicinal products tailored to individual needs.
   Relates to: ULO1, ULO2, Problem Solving Task, Workbook, OSCE
4. Understand and apply knowledge of health care systems and wider contexts, including legal, ethical, professional frameworks and economic systems and work in interprofessional teams.
   Relates to: ULO1, ULO2, ULO3, ULO4, Problem Solving Task, Workbook, OSCE
5. Demonstrate ethical, legal and professional responsibilities, whilst considering quality, risk, best interests and safety of patients and public, formulating strategies to address any issues.
   Relates to: ULO1, ULO3, OSCE
6. Communicate and collaborate with a socially and culturally diverse range of people on interpersonal and interprofessional levels.
   Relates to: ULO4, Problem Solving Task, Workbook, OSCE
7. Provide tailored information, advice and documentation using a range of communication modes including written, verbal, non-verbal and digital.
   Relates to: ULO4, Problem Solving Task, Workbook, OSCE
8. Collaborate and share decision-making in partnership with the interprofessional health care team to optimise patient outcomes, and with patients, clients and carers respecting roles, privacy and choices.
   Relates to: ULO4, Problem Solving Task, Workbook, OSCE
9. Demonstrate quality use of medicines including actions and recommendations for safe, rational and cost-effective use and management, prescribing, and medication reviews.
   Relates to: ULO1, ULO2, ULO3, Problem Solving Task, Workbook, OSCE
10. Deliver person-centred care, obtaining, assessing, formulating, monitoring, facilitating self-management/adjustment of health, medical and medication information and plans in collaboration with individuals, communities, health care teams for optimal outcomes.
    Relates to: ULO1, ULO2, ULO3, Problem Solving Task, Workbook, OSCE
11. Provide medications and other management options including administering, dispensing, preparing and supplying, safe storage, tailored counselling, and assessing ambulatory conditions.
    Relates to: ULO1, ULO2, ULO3, Problem Solving Task, Workbook, OSCE
12. Demonstrate health promotion and harm minimisation approaches providing evidence-based screening, assessment, prevention, referral and strategies to reduce harm from misuse of legal and illegal drugs, and participating in health promotion activities.
    Relates to: ULO1, ULO2, ULO3, Problem Solving Task, Workbook, OSCE
13. Undertake structured reflection to enhance learning and practice, self-awareness, self-regulation and ability to evaluate personal health and wellbeing status, demonstrating awareness of professional limitations and adopting strategies to address.
    Relates to: ULO1, ULO2, Problem Solving Task, Workbook, OSCE