CSB487 Clinical Skills

Unit Outline: Semester 2 2024, Gardens Point, Internal

Overview

The effective delivery of healthcare services depends on the pharmacist working in partnership with patients to ensure recommended treatments and strategies meet clinical needs, are practical, and consistent with patient preferences. The delivery of healthcare services by pharmacists are important for enhancing patient access to needed care. This is of particular importance to patients who experience difficulties in accessing the health services that they need. It is therefore imperative for the pharmacy profession to build capacity for contribution in this area, in light of the evolving role of the pharmacist. This capstone unit focuses on your competency to practice and develops the required clinical and practical skills such as administering vaccination in a supervised experiential learning environment.

Learning Outcomes

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

1. Critically apply knowledge of therapeutics and quality use of medicines in the context of application of clinical and/or practical skills in diverse populations.
2. Exhibit a proactive and reflective approach when performing clinical and/or practical skills in diverse populations, aligned to relevant professional competency standards.
3. Demonstrates use of appropriately selected communication skills to gain co-operation of patients, colleagues, clinicians and/or managers.

Content

Learning Approaches

This capstone unit affirms your readiness for professional practice by enhancing your clinical and practical skills, including compounding, vaccination administration and wound care. It focuses on the integration and self-assessment of your capabilities in alignment with established professional competencies. Throughout this unit, you will increase your confidence and competence in performing essential tasks, while deepening your understanding of your professional role, responsibilities, and abilities. This comprehensive preparation ensures you are well-equipped for your transition from academia to practice upon graduation.

This unit is meticulously designed to bridge the gap between academic learning and real-world application, incorporating a range of learning approaches and design features that enhance the educational experience. One key aspect of this unit is its focus on diverse perspectives and inclusion; it aims to develop your ability to deliver care to culturally diverse populations. This is achieved by integrating concepts such as self-reflection, cultural humility, and culturally responsive care, ensuring that you are well-prepared to meet the needs of diverse communities effectively.

In keeping with the latest industry standards, the unit incorporates digital practices and technologies, such as the BD Rowa Vmotion Virtual Pharmacy system. This innovative system simulates real-world scenarios in over-the-counter medication provision, offering you a hands-on experience that mirrors digitally integrated professional practices. 

Finally, the unit features interprofessional education, where wound care is taught in an interdisciplinary environment. Healthcare providers from various fields—including pharmacy, dietetics, podiatry, and nursing—collaborate to deliver training, providing you with a comprehensive understanding of team-based care. This approach not only enriches your learning experience but also prepares you to function effectively in multidisciplinary teams, mirroring the collaborative nature of healthcare settings.

Feedback on Learning and Assessment

Feedback on learning and assessment within this unit is designed to be dynamic and multifaceted, ensuring that students receive timely and practical advice on their performance, particularly in practical components such as vaccination, compounding, and wound care. The unit coordinator and the teaching team will provide in-class feedback during and immediately following demonstrations and simulations. This hands-on approach allows for immediate correction and guidance, helping students refine their techniques in real time. Additionally, throughout the semester, feedback will be continuously provided in a collaborative environment, where peers and teaching team engage in discussions to analyse case-based scenarios, enhancing the learning experience and fostering a deeper understanding of the clinical practice.

To further support student learning, an additional feedback session is specifically dedicated to reviewing overall performance in Objective Structured Clinical Examination (OSCE). This session serves as an invaluable forum for the entire cohort to collectively examine and discuss their OSCE experiences and outcomes, identify common pitfalls, and highlight successful strategies. Students are encouraged to use this feedback not only to improve their skills within this unit but also to apply the insights gained to enhance their performance in future professional practices. 

Assessment

Overview

This is a short teaching semester - see Canvas site for details.

Assessment items are designed to measure your learning and achievement of the stated learning outcomes for this unit. For the purpose of professional accreditation and demonstration of competencies, a satisfactory performance in both pieces of assessment is required to obtain a 'satisfactory' grade for this unit (threshold assessment conditions apply).

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.

Threshold assessment conditions

In this unit, for you to be eligible to receive a passing grade, threshold assessment conditions apply. You are advised to seek feedback on your assessment from the unit coordinator prior to resubmission.

• Standard assessments: If you do not achieve a satisfactory result, you are able to make one resubmission of this task for the minimum pass level. 
• OSCE (if weighted 0%) or competency (cut-score) assessments: If you do not achieve a satisfactory result, you are able to make one resubmission of this task for the cut-score pass level, only when your achieved mark is above the minimum attempt cut-score level for the assessment item. 

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

Unit Grading Scheme

S (Satisfactory) / U (Unsatisfactory)

Assessment Tasks

Assessment: Clinical skills portfolio

Students will demonstrate and collate evidence of knowledge and practical skills in line with the pharmacists' scope of practice, as supported by relevant professional competencies. These competencies are mapped to the National Competency Standards Framework for Pharmacists. 

There are 3 main tasks which make up the portfolio:

1. Compounding Entrustable Professional Activities (EPAs)
2. Vaccination training 
3. Individual reflection on interprofessional collaborative care in the context of wound care 

Individual reflection is eligible for the 48-hour late submission period and assignment extensions.

Assessment: OSCE

In a simulated setting, demonstrate competency to perform clinical and/or practical skills that meet relevant standards for diverse populations.

This assessment is considered authentic, as it simulates clinical pharmacy practice. Acting as a pharmacist, you will apply knowledge, and source and interpret evidence to demonstrate a safe and effective assessment and management of case(s). You will provide counselling and management advice to a patient, evaluate the appropriateness of prescribed medications, demonstrate ability to practice in accordance with ethical/legal standards, and provide justification for your clinical reasoning.  

Threshold Assessment:

OSCE (if weighted 0%) or competency (cut-score) assessments: If you do not achieve a satisfactory result, you are able to make one resubmission of this task for the cut-score pass level, only when your achieved mark is above the minimum attempt cut-score level for the assessment item. 

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

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.

Costs

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

Resources

Resource Materials

Recommended text(s)

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 .

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

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

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

Safety and protective equipment

Practicals will require personal protective equipment supplied by each student:
1. Laboratory Gown - Rear fastening 100% cotton or polyester/cotton mix
2. Safety eye protection glasses - selected and used in accordance with Australian Safety Standards
3. Fully enclosed non-slip shoes

Risk Assessment Statement

The unit encompasses laboratory work that engages students in the handling of chemicals and equipment, potentially exposing them to various risks including chemical hazards, broken glass, and ergonomic strains. Additionally, the unit involves practical immunisation and injection training, during which students are required to both administer and receive saline injections under supervised conditions.

A number of strategies have been implemented in this unit to mitigate the potential risks: 

1. Chemical Safety: All students will receive comprehensive training on the proper handling of chemicals, including the use of personal protective equipment (PPE) such as gloves, goggles, and lab coats. Material Safety Data Sheets (MSDS) will be available for all chemicals used in the lab. Additionally, the unit coordinator will guide students through the initial orientation and the teaching team will ensure continuous supervision throughout the laboratory sessions. Students are encouraged to report any safety concerns or incidents to the supervising staff immediately.

2. Handling and Disposal of Glassware: Students will be instructed on proper techniques for handling and transporting glassware. Bins for the disposal of broken glass will be clearly marked and located throughout the laboratory.

3. Ergonomic Awareness: Training sessions on ergonomic practices in the laboratory will be provided. Adjustable chairs and stands will be available to help mitigate the risk of repetitive strain injuries.

4. Safe Injection Practices: Injection training will be conducted using best practice guidelines to ensure safety. This includes the use of non-bevelled needles for demonstration purposes and proper disposal in sharps containers immediately after use. Students will practice on injection pads before administering injections to one another.

5. First Aid and Emergency Response: In case of exposure to hazardous materials or any other injuries, trained staff will be immediately available to provide first aid. 

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, Clinical skills portfolio
2. Demonstrate the formulation and compounding of safe, efficacious and high-quality medicinal products tailored to individual needs.
   Relates to: ULO2, Clinical skills portfolio
3. 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, Clinical skills portfolio
4. Recognise the presence and causes of health inequities and disparities and impacts of social determinants of health.
   Relates to: ULO1, 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, ULO2, OSCE
6. Communicate and collaborate with a socially and culturally diverse range of people on interpersonal and interprofessional levels.
   Relates to: ULO3, Clinical skills portfolio
7. Provide tailored information, advice and documentation using a range of communication modes including written, verbal, non-verbal and digital.
   Relates to: ULO3, Clinical skills portfolio
8. Demonstrate respectful, compassionate, responsive, empathic and culturally appropriate communication, with specific awareness and sensitivity to history, communication styles and community protocols of Aboriginal and Torres Strait Islander peoples.
   Relates to: ULO3, Clinical skills portfolio, OSCE
9. 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: ULO3, Clinical skills portfolio, OSCE
10. 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, Clinical skills portfolio
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, Clinical skills portfolio, OSCE
12. Demonstrate awareness and recognition of signs indicating risk to safety of performance and care, formulating responses and strategies.
    Relates to: ULO2, OSCE