OEE Preceptor Manual 2025-2026_v4

EXPERIENTIAL EDUCATION

Preceptor Manual

2025 – 2026

Version 4

Experiential Education Program Overview

Office of Experiential Education

Lisa F. Brennan, PharmD, BCPS

Associate Professor and Assistant Dean for Experiential Education

One University Parkway, High Point, NC 27268

Office: 336-841-9553 | Dept: Experiential

Fred Wilson School of Pharmacy | Choose to be extraordinary! ®

Brian M. Pacanowski, PharmD

Assistant Professor and Director of Experiential Education

One University Parkway, High Point, NC 27268

Office: 336-841-9651 | Dept: Experiential

Fred Wilson School of Pharmacy | Choose to be extraordinary! ®

Gail Strickland | Coordinator for Experiential Education

One University Parkway, High Point, NC 27268

Office: 336-841-9489| Dept: Experiential

Fred Wilson School of Pharmacy | Choose to be extraordinary!

FWSOP Website: www.highpoint.edu/pharmacy

Mission, Vision and Goals of FWSOP

High Point University Fred Wilson School of Pharmacy Mission: To provide an extraordinary pharmacy education through the integration of biomedical and clinical sciences that enables future pharmacists to excel in a dynamic healthcare environment as a member of the healthcare team.

High Point University Fred Wilson School of Pharmacy Vision: To be a premier school of pharmacy advancing education and research that prepares compassionate and inspired healthcare leaders for the local and global community.

High Point University Fred Wilson School of Pharmacy Goals:

• Provide students with a comprehensive pharmacy education that carefully integrates basic and clinical sciences.

• Develop within students the process of analytical thought, enabling them to reason through clinical and scientific problems.

• Promote for all faculty and students, a passion for clinical and scientific discovery to advance healthcare.

• Maintain an environment of caring and acceptance for personal and cultural differences, to develop kind, compassionate, and accepting pharmacy practitioners.

• Expose students to real-world situations that prepare them to function effectively within health care environments.

High Point University Fred Wilson School of Pharmacy Educational Philosophy: To utilize a closely integrated basic and clinical science curriculum to promote student application of the full range of skills necessary to provide patient-centered pharmaceutical care. Our teaching methods will utilize evidence-based techniques that promote long-term learning and expand the ability to synthesize the rapidly changing knowledge in healthcare.

P1 Year

Summer

Experiential Education Overview

• P1 students complete a four-week IPPE-Community rotation

P2 Year

Summer

• P2 students complete a four-week IPPE-Hospital rotation

P3 Year

Fall

• HPU hosts annual APPE ZONE FAIR

• APPE Preceptors submit availability through CORE

• Students submit requests for APPE Zones

• Students assigned to their zones

• Students submit P4 specific rotation requests through CORE

• Office of Experiential Education runs the “Smart Match”

Spring

• Students complete the APPE Prep course

• Students complete “on boarding” for site orientation

• Classes and final exams conclude by May 3rd

P4 Year

• Students complete nine 1-month APPE rotations (off the month of December and one additional month). Rotations are a minimum of 160 hours (four weeks) each.

o May (after finishing final exams)

o June

o July

o August

o September

o October

o November

o January

o February

o March

• Students return to campus during the month of April for a required board preparatory exam review

• Graduation

The Experiential Program at FWSOP

IPPE (Introductory Pharmacy Practice Experience)

Introductory Pharmacy Practice Experiences (IPPE) are designed to provide pharmacy students with what is often their first experience in a pharmacy setting. Students are given the opportunity to explore the career of pharmacy. Participating in IPPE rotations provides students with direct patient care encounters under the guidance of an experienced Preceptor.

According to the 2025 ACPE requirements, IPPE expectations are as follows:

3.1.a IPPE expectations – IPPEs involve students in common contemporary U.S. practice models, including interprofessional practice involving shared patient care decision-making, professional ethics and expected behaviors, and direct patient care activities. IPPEs are structured and sequenced to intentionally develop in students a clear understanding of what constitutes exemplary pharmacy practice in the U.S. prior to beginning APPE.

IPPE exemptions – Using established criteria that encompass the depth and breadth of the practice, a college or school may exempt applicable students from the requirements of certain IPPE types provided that the college or school has documented that the student has achieved the desired outcomes of that experience through previous experience. Replacement IPPEs will then be used to advance students’ understanding of practice and their preparation for success in APPE.

3.1.b IPPE duration – IPPE totals no less than 300 clock hours of experience and is purposely integrated into the didactic curriculum. A minimum of 75 IPPE hours of patient care must be completed in each community and institutional health-system settings. The remaining 150 hours may be in a variety of pharmacy practice settings that expose students to patient care. Although simulation can provide an excellent learning modality in didactic education, simulated practice experiences cannot be counted toward the 300 IPPE hours.

APPE (Advanced Pharmacy Practice Experience)

At the High Point University Fred Wilson School of Pharmacy (FWSOP), pharmacy students are required to complete two IPPE rotations; one in the community pharmacy setting (the summer after the P1 year), and one in the hospital setting (the summer after the P2 year). IPPE rotations are an important first step in a student’s journey to becoming a licensed pharmacist. Students are given a “hands-on” opportunity to see how a pharmacy operates and to explore their potential role as a pharmacist in years to come

APPE is structured to provide students with opportunities to think and act independently as pharmacy practitioners. APPEs consist of nine four-week rotations beginning in May after the completion of the third professional year and concluding in March of the fourth

professional year. During the APPE courses, students spend approximately 160 hours in a variety of pharmacy practice settings. Students are exposed to the role and responsibilities of the pharmacist in each practice setting with an emphasis on direct patient care, systems management, administrative functions, and medication distribution with an interprofessional team-based approach. Students work under the supervision of an FWSOP approved Preceptor at all times during APPEs.

Students must complete the following four required APPE rotations:

• Advanced Hospital Practice (160 hours)

• Advanced Community Practice (160 hours)

• Internal Medicine (160 hours)

• Ambulatory Care (160 hours)

The remaining five APPE rotations are elective rotations. Elective rotations allow students to explore additional areas of professional interest. Elective rotations also enable students to expand their understanding of professional opportunities in the field of pharmacy. At FWSOP, students can complete rotations in various areas. These areas may include, but are not necessarily limited to:

• Management

• Academia

• Home infusion

• Nuclear pharmacy

• Pediatric pharmacy

• Geriatric pharmacy

• Specialized community pharmacy

• Infectious Disease

• Compounding pharmacy

• Critical care pharmacy

• Oncology pharmacy

• Transitions of Care

• NICU

• Entrepreneur rotation

• Medication Therapy Management

• Cardiology

• Alaska

• International Rotation

• Rural Health

• Veterinarian

• Long Term Care

• Industry

According to the 2025 ACPE requirements, APPE expectations are as follows:

3.2.a APPE expectations – Collectively, APPEs emphasize continuity of care and incorporate acute, chronic, and wellness-promoting patient-care services in outpatient (community/ambulatory care) and inpatient (hospital/health system) settings. In the aggregate, APPEs expose students to diverse patient populations as related to age, gender, race/ethnicity, socioeconomic factors (e.g., rural/urban, poverty/affluence), and disease states. APPEs follow IPPEs, which are designed to progressively develop the professional insights and skills necessary to advance into responsibilities in APPEs.

3.2.b APPE duration – The curriculum includes no less than 36 weeks (1440 hours) of APPEs, and each APPE is at minimum 160 hours. The majority of the APPE curriculum is focused on direct patient care. No more than 480 hours of the 1440 APPE hours can occur outside the United States or its territories or possessions.

3.2.c Timing – APPEs follow successful completion of all IPPE and required didactic curricular content. Required capstone courses or activities that provide opportunity for additional professional growth and insight are allowed during or after completion of APPEs. These activities do not compromise the quality of or decrease the time spent on the APPEs, nor count toward the required 1440 APPE hours.

3.2.d Required APPE – Required APPEs are completed in the United States or its territories or possessions and occur in four practice settings: (1) community pharmacy; (2) ambulatory care (must involve interprofessional communication and collaboration); (3) hospital/health system pharmacy; and (4) inpatient adult patient care. Nontraditional PharmD (NTPD) programs need to demonstrate that all students have completed or met the 4 required APPEs using a formalized faculty assessment that documents achievement of the outcomes of the 4 required APPEs. All aspects of any program offering an NTPD pathway will be assessed in the self-study process and reviewed by onsite evaluation team members during the program’s comprehensive evaluation.

3.2.e Elective APPE – Elective APPEs are structured to give students the opportunity to: (1) mature professionally, (2) secure the breadth and depth of experiences needed to achieve the educational outcomes articulated in Standards 2.1.a-n, and (3) explore various sectors of practice. A maximum of 320 hours of non-direct patient care APPEs are allowed.

Please note that if a student is scheduled for a rotation that is out of the state of North Carolina, the responsibility of obtaining their out-of-state pharmacy intern license falls on the student.

Outcome

Number

DOMAIN

1.01

1.02

1.03

1.04

1.05

1.06

1.07

1.08

1.09

1.10

1.11

1.12

1.13

FWSOP Educational Outcomes:

FWSOP Educational Outcomes

Outcome Description

1: FOUNDATIONAL KNOWLEDGE

Explain and apply the scientific, technical, and legal concepts required to prepare and dispense medications

Evaluate prescriptions for appropriateness in terms of indication, drug selection, dose, route of administration, safety and drug interactions and formulate an action plan to resolve concerns

Explain and apply the scientific, intellectual, safety, and legal principles needed to compound nonsterile extemporaneous products

Explain and apply the scientific, intellectual, safety, and legal principles needed to prepare sterile and cytotoxic agents

Explain the regulatory and organizational procedures required to assure the safe manufacture, storage, and distribution of drug products

Explain and apply policies, procedures, and technology that health systems, pharmacies, and payers use to assure safe and cost-effective approaches to drug storage, acquisition, distribution, and administration

Explain and apply the principles of pharmaceutics, biopharmaceutics, pharmacokinetics and pharmacodynamics in pharmacy practice

Explain and apply the principles of basic and clinical pharmacology in pharmacy practice

Explain and apply the principles of medicinal chemistry in pharmacy practice

Explain and apply the principles of clinical chemistry in pharmacy practice

Explain and apply basic principles of biochemistry and molecular biology in pharmacy practice

Explain and apply fundamental knowledge of anatomy, physiology, and pathophysiology in pharmacy practice

Explain and apply basic principles of immunology in pharmacy practice

1.14 Explain and apply knowledge of genetics and genomics in pharmacy practice

1.15 Explain and apply knowledge of microbiology in pharmacy practice

1.16

1.17

1.18

1.19

1.20

1.21

1.22

Explain, interpret and apply basic statistical principles in scientific and clinical applications

Explain and execute the necessary steps required to receive, interpret, and appropriately respond to drug information requests from patients and other health care providers and to effectively and efficiently retrieve information from appropriate sources

Develop expertise in the interpretation, analysis and critique of primary, secondary and tertiary literature sources

Develop a working knowledge of local, state, and federal laws regulating the practice of pharmacy

Develop a working knowledge of how to develop and implement basic, clinical and practice-based research including the creation of innovative practice models

Accurately perform calculations which are essential to pharmacy practice including: product preparation, drug dosing, and physiologic markers needed for patient care

Develop an ability to recognize, analyze, and resolve ethical dilemmas

DOMAIN 2: INDIVIDUALIZED PATIENT CARE BASED ON POPULATION-DRIVEN DATA

2.01

2.02

2.03

2.04

2.05

2.06

Provide patient-centered care as the medication expert

Collect, interpret, prioritize and apply essential patient information using an organized and comprehensive approach

Explain and apply the knowledge and skills necessary to individualize therapeutic (pharmacologic and nonpharmacologic) interventions

Recommend appropriate therapeutic interventions for targeted medical emergencies, urgencies, or poisonings

Incorporate patient culture and values into clinical decision making in order to ensure the best patient outcomes and patient-pharmacist relationship

Design strategies for prevention, intervention and education for individuals and communities to manage chronic disease and improve health and wellness.

2.07 Be conversant on major public health issues within the scope of pharmacy practice

2.08

2.09

Explain and demonstrate the ability to use population-based data to provide optimal individual care and minimize health-related risks while improving quality of life

Recognize social determinants of health to diminish disparities and inequities in access to quality care.

DOMAIN 3: COMMUNICATION AND INTERPROFESSIONAL COLLABORATION

3.01

3.02

3.03

3.04

3.05

Recognize and use appropriate communication strategies, instructional aids and motivation techniques.

Document actions and information in an effective, accurate, and appropriate manner and assure that patients’ best interests are represented (advocacy)

Communicate appropriately and effectively with faculty, preceptors, pharmacy students, and interprofessional practitioners and students

Understand the roles of other healthcare professionals and optimal approaches to participate in an inter-professional team

Adapt instruction to audience needs and assess target audience comprehension of the information

DOMAIN 4: HEALTHCARE MODELS AND POLICIES, ENTREPRENEURSHIP, ECONOMIC, BUSINESS, AND ADMINISTRATIVE PRINCIPLES

4.01

4.02

4.03

4.04

4.05

4.06

Understand health care delivery and payment models and demonstrate ability to provide pharmaceutical services within those frameworks

Explain the range and diversity of pharmacy roles throughout the health care system and describe the role of the pharmacist in medication use management

Describe and apply administrative processes and techniques for management of drug selection, supply, and costs

Manage patient healthcare needs using human, financial, technological and physical resources to optimize the safety and efficacy of medication use systems.

Describe quality assurance techniques, including implementation, monitoring, and assessment, and perform activities related to quality assurance in selected circumstances

Understand, assess, and apply business, management, and entrepreneurial principles necessary for pharmacy practice DOMAIN

5: PERSONAL AND PROFESSIONAL DEVELOPMENT

5.01

5.02

Respect other perspectives and needs and demonstrate professional behaviors and actions in all personal, professional, and ethical situations including differences in cultures, values, and opinions

Explain and design a plan for lifelong learning and maintaining professional competence while maintaining an appropriate work-life balance

5.03

5.04

5.05

5.06

5.07

Practice pharmacy in compliance with local, state, and federal laws while exhibiting ethical and professional behavior

Examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation and emotions that could enhance or limit personal and professional growth (self awareness)

Demonstrate responsibility for creating and achieving shared goals, regardless of position (leadership)

Engage in innovative activities by using creative thinking to envision better ways of accomplishing professional goals.

Understand the history of pharmacy and its evolution to a patient-focused profession.

Becoming A Preceptor Precepting

Welcome

We are so pleased to welcome you to the wonderful world of precepting pharmacy students at the Fred Wilson School of Pharmacy at High Point University (FWSOP)! Thank you for your service to our profession and to our school. You were selected to be a Preceptor because of your knowledge, skills, and values as a healthcare professional. We are delighted to have you on our team and look forward to working with you in the years to come!

A Preceptor is a teacher, a mentor, and a role model. We cannot have a successful pharmacy program without qualified Preceptors. YOU are vital to the education of our student pharmacists! We are grateful for your desire to give back to your profession by partnering with us by serving as a Preceptor for the FWSOP!

At the FWSOP, we seek out healthcare professionals who are enthusiastic about pharmacy and teaching students! As a Preceptor, you have an amazing influence on the professional and personal development of your students. You have an opportunity to impact a student’s life!

Through precepting, you provide students the opportunity to apply classroom knowledge into the real world of pharmacy practice. Preceptors for the FWSOP provide students with experiences that correspond to the FWSOP’s experiential program’s objectives.

Expected Preceptor responsibilities include:

• Serve as a role model for the student by acting and performing in a manner that models professionalism

• Display a positive attitude and be eager to teach and train students

• Devote adequate time to instruct, mentor and supervise students

• Provide clear and reasonable expectations for students

• Communicate effectively with students

• Interact with a diverse student population

• Monitor and assess a student’s progress through the rotational experience

• Adhere to the required course objectives

• Engage students in the learning process, encouraging them to find their passion as a student

• Evaluate students fairly and objectively using the online evaluation forms

Why Experiential Education?

Experiential education is an effective method for training and teaching students. The experiential education program at the FWSOP accounts for 30% of our curriculum. Through the experiential program at the FWSOP, students have the opportunity to be a part of the healthcare team and work alongside pharmacy professionals to apply their knowledge through hands-on experiences in the real world of pharmacy. The pharmacy practice site is where “the rubber meets the road” as students develop clinical skills, increase their knowledge, and engage in direct learning experiences that will shape their future. Experiential education helps facilitate each student’s development of professional values with an emphasis on interprofessional education, effective communication, service-mindedness, pharmaceutical care, professional duty, empathy, compassion, respect for others and achieving excellence.

At the FWSOP, the experiential program begins the summer after the first didactic year of the program with the IPPE Community Rotation. Early exposure to the real world of pharmacy enables students to better understand the relevance and potential application of the scientific and clinical knowledge they acquire as they progress through the program.

Early exposure also provides students with direct exposure to the pharmacy workplace where they can begin to formulate a realistic view of the profession of pharmacy. This enables students to experience not only the positive aspects of the profession of pharmacy, but also the real challenges that confront pharmacists on a daily basis.

While completing rotations, students are given the opportunity to:

• Apply what they have learned in the classroom and in the laboratory to realworld settings.

• Develop their professional values

• Enhance their pharmacy practice skills

• Enhance their communication skills

• Develop effective patient counseling skills

• Explore a variety of pharmacy practice settings

• Provide patient care services to real patients

• Enhance their problem-solving skills

• Participate in making clinical decisions

• Interact with a diverse group of healthcare professionals

• Interact with a diverse population of patients

• Be a part of the interprofessional healthcare team

Educational Outcomes

Within the FWSOP curriculum, educational outcomes have been identified. These outcomes are provided to students and are the steps to assure that students can perform the larger activities needed to be an effective pharmacist. Students must participate in learning activities and demonstrate mastery in these outcomes prior to beginning APPE rotations. During the IPPE courses, directed student activities are linked to multiple educational outcomes to ensure students master these required skills.

Educational outcomes were also identified to strengthen students’ professional attitudes and skills. Students are encouraged to assess the “why” of what pharmacists do, and not only focus on the who, what, when, where and how. Students are given opportunities through this experience to discuss important topics with their Preceptor and to put their profession in the proper perspective.

The IPPE courses outline specific course objectives that are linked to educational outcomes. Specific student activities have been designed to ensure students meet all course objectives. Pharmacy Preceptors are responsible for incorporating these student activities into their rotation. Please refer to the IPPE section of this manual for more information about course objectives and student activities.

At the end of each rotation, you will provide valuable information to the FWSOP and the student by assessing student performance. Assessment tools are linked to the core educational outcomes and will be available to you through the CORE online management system. You can find more information in the CORE section of this manual. We value your evaluations and feedback.

Applying to Become a Preceptor for FWSOP

A Preceptor is a role model, a mentor, a coach, a teacher, and a leader. The FWSOP has set standards and criteria for both the Preceptor and the pharmacy practice site. Criteria are listed in this section of the Experiential Manual. Please review these criteria prior to applying to become a Preceptor.

It is of the utmost importance that Preceptors for FWSOP maintain a high level of excellence in their practice. Professionalism is essential for our profession and our Preceptors are expected to abide by the Oath of a Pharmacist and the Code of Ethics in how they practice pharmacy and care for patients. A copy of The Oath of a Pharmacist is available in this section of the Experiential Manual. At the FWSOP, our students are required to sign a Pledge of Professionalism that outlines the important process they undergo as they become a part of the pharmacy community.

In addition, all pharmacy practice sites must sign an Affiliation Agreement with the Fred Wilson School of Pharmacy at High Point University. Agreement terms are site specific and can be negotiated with the contracts department at High Point University. Although not required, pharmacy practice site administrators can sign the High Point University standard Affiliation Agreement located in this section of the Experiential Manual. If a pharmacy practice site has their own AffiliationAgreement, the contracts department at High Point University will review that agreement.

Pharmacists who are interested in becoming a Preceptor for the FWSOP, are required to complete the online New Preceptor Application Form at this link:

https://rxPreceptor.com/signup/p/?HighPointUniversity Password: PRECEPTOR

Pharmacists who are approved to be a Preceptor will receive notification from the Office of Experiential Education of their approved application

Selection Criteria for Pharmacy Practice Preceptors

HPU School of Pharmacy is seeking pharmacy Preceptors with the following criteria:

• Be a licensed pharmacist in good standing with state and federal pharmacy agencies

• Be a healthcare provider in good standing with state and federal regulatory bodies

• Have been a licensed pharmacist/practitioner for a minimal of 12 months

• Have a minimum of three months of employment at their current site

• Adhere to the American Pharmaceutical Association’s Code of Ethics

• Have a desire to educate others (patients, care givers, other healthcare professionals, students, pharmacy residents)

• Display patient-centered care

• Display compassion for patients

• Be an advocate for the practice of pharmacy

• Collaborate with other health care professionals as a member of a team

• Utilize clinical and scientific publications in making clinical decisions

• Display a commitment to professional development and life-long learning

• Have professional training and experience in their particular practice

• Provide direct education to student pharmacists

• Practice evidence-based medicine when making clinical decisions

• Assess student performance by providing ongoing feedback and completing required evaluation forms on time

• Must not have any relationship with a student that could preclude the Preceptor giving an honest assessment of the student’s performance

• Participate in Preceptor orientation training and on-campus training when available

• Be available to the student on a regular basis to provide a meaningful educational experience

• Must not discriminate in any way based on race, color, religion, national origin, gender, age or disability

• Being available for direct supervision at least 50% of the time while a student is on site. An alternate preceptor must be available for direct supervision if primary preceptor not available. Students without supervision are practicing pharmacy without a license and thus breaking the law. Both student and preceptor are subject to disciplinary action by the North Carolina Board of Pharmacy.

Selection Criteria for Pharmacy Practice Rotation Sites

The site must meet all state and federal standards and be in compliance with all HIPAA requirements.

• The staff and the site must be in good standing with state and federal pharmacy agencies.

• The site must have adequate staffing to provide a high standard of patientcentered care and to provide a meaningful educational experience to pharmacy students.

• The site must be a safe, clean, smoke-free environment for student training.

• Pharmacy staff must behave in a professional manner at all times.

• Student pharmacists must have access to all pertinent pharmacotherapy information at the site (credible drug information resources, electronic health records etc.)

• Student pharmacists must be under the direct supervision of a pharmacy Preceptor during the rotation.

• The Preceptor should make available opportunities for the student to interact with other members of the health care team.

• The site must have an adequate patient population to accomplish the objectives of the specific rotation.

• The site must provide adequate resources to ensure that students receive oversight, professional guidance and performance feedback from Preceptors.

• The site must provide equipment and technology that reflect contemporary practice and support student education for that practice.

• The site must provide a strong commitment to health promotion, illness prevention, and patient safety as reflected by the services provided (e.g., provision of health screening, tobacco cessation counseling, immunizations) and/or products made available.

Preceptor Resources Preceptor Orientation

The Office of Experiential Education reviews and evaluates all new pharmacy practice sites and Preceptors prior to students completing a rotation. When a site is within a reasonable driving distance, the Assistant/Associate Dean for Experiential Education (ADEE) or the Director of Experiential Education will visit the site in person. If this is not possible, the site is evaluated via telephone or videoconferences prior to the student completing the rotation. Preceptors are informed via e-mail of their status in the Preceptor application process.

Once someone meets the necessary criteria and is selected to be a Preceptor for FWSOP, they are required to complete orientation prior to hosting a student at their site.

Orientation includes the following:

• A thorough overview of the Experiential program at FWSOP

• A review of Preceptor expectations

• IPPE/APPE course objectives

• Value of teaching and learning at the practice site

• Tips for objective evaluations of students

• Demonstration/Overview of CORE

FWSOP Preceptor orientation can take place a variety of ways, according to the needs of the Preceptors, the pharmacy practice site and the Office of Experiential Education.

One-On-One Orientation

Preceptors may receive FWSOP specific orientation one-on-one at their practice site. The ADEE will make an appointment with Preceptors desiring this type of orientation.

On Campus Orientation

Each year or as needed, the Office of Experiential Education will offer Preceptor orientation on the campus of High Point University and/or online.

Off to a Great S.T.A.R.T.

The FWSOP requests that all pharmacy Preceptors provide an orientation session with the student the first day of the rotation. In order for a student to be successful on rotation, they need to understand what expectations the Preceptor has set forth. We ask that you invest the necessary time for a structured orientation to help create a positive learning environment for your student.

It is important that students feel welcomed when they complete a rotation at your pharmacy practice site. Below are some tips for getting off to a great S.T.A.R.T with your student.

Say hello!

Introduce yourself and your staff to your student. Students often feel nervous and insecure on the first day of their rotation. Welcoming your student with a friendly smile and introduction can set your student’s mind at ease.

Tell your students the logistics.

• Tell your student important information such as:

• How should they contact you after hours with questions or if there is an issue for their arrival to the site?

• Where should they park?

• Where can they store their belongings?

• Are there site-specific guidelines they need to know such as “are open-toed shoes ok for female students”, or “is it ok for a student to park in a visitor parking space?”

Allow your student to be a part of your team.

Students are excited and ready for challenges and new learning experiences. Give them reasonable responsibilities to learn and grow. Students can be pharmacy extenders at your site. Treat them as a beneficial part of your team.

Review your expectations

Students will often meet whatever expectation you set. Design your rotation’s goal and objectives to align with those set forth in the FWSOP curriculum. At the beginning of each rotation, review those goals and objectives with your student. Be sure to explain the calendar of assignments and discuss the activities you have planned.

Time spent with you

As a Preceptor, you are a teacher, mentor and an expert in the field of pharmacy. Having a professional one-to-one relationship with your student is the most effective mechanism for experiential learning. Make time each day to sit down with your student and discuss the day’s challenges and successes. Tell your student what they did well and how they can improve.

Developing an Extraordinary Rotation

Students are usually excited about completing their IPPE and APPE rotations! This is a time in their training for them to apply concepts and techniques they have learned in the classroom and to develop attitudes, values and their own individual approach to patient care.

Students appreciate an enthusiastic Preceptor who has developed an organized rotation for them. Students typically respond well to a Preceptor who encourages them to think critically, solve problems and allow them to serve as a part of the health care team.

Students will respond best to a Preceptor who is engaging, provides active learning opportunities at the practice site and encourages them to express opinions and share their knowledge or experiences.

Below are some things to consider when developing your extraordinary rotation:

• Implement a proper orientation and review policies and procedures

• Provide a syllabus and rotation activities calendar

• Design meaningful activities, including active learning opportunities (patient encounters, projects and presentations)

• Set aside time, each day, to meet with your student to discuss the day

• Provide topic and disease state discussions (including interprofessional opportunities)

• Teach students in a way that motivates them to excel

• Provide prompt and thoughtful feedback and discussions

• Design and implement projects to meet course objectives and criteria

• Provide and review (in detail) mid-point and final evaluations

• Openly receive feedback from your student(s)

You can find a wealth of information regarding precepting on a variety of websites. Check out the following links for additional tools on precepting:

• http://www.ashp.org/Preceptorskills

• https://www.pharmacist.com/Practice/Practice-Resources/Preceptors/Guidefor-preceptors

• https://www.pharmacist.com/Practice/Practice-Resources/Preceptors

Further resources from the HPU Library are available to preceptors, including access to journals and a dedicated health sciences librarian. See the Preceptor Resources folder in the CORE Document Library for more information.

Pharmacist Patient Care Process (PPCP)

APPE students utilize the Pharmacist Patient Care Process (PPCP) during their required rotations. Students are educated on the PPCP during their didactic coursework. During the APPE Preparatory Course, students review how to implement the PPCP during their APPE rotations. Students are evaluated by their preceptor on how they utilize the PPCP during APPEs.

Preceptors can refer to the PPCP Document published by the Joint Commission of Pharmacy Practitioners to find ideas on tasks to use to implement the PCPP with their APPE students while on rotation.

https://jcpp.net/wp-content/uploads/2018/10/Pharmacists-Patient-Care-Process-Document2025.pdf

Entrustable Professional Activities (EPAs)

The Fred Wilson School of Pharmacy at HPU incorporates Entrustable Professional Activities into the required IPPE and APPE rotations. EPAs are independently executable, observable, and measurable in their process and outcome. Preceptors evaluate students on their ability to perform EPAs with direct or distant supervision while on rotation.

Table 1. 2022 AACP Entrustable Professional Activities (EPAs)*

Activity^

1. Collect information necessary to identify a patient’s medication-related problems and health-related needs.

2. Assess collected information to determine a patient’s medication-related problems and health-related needs.

3. 3. Create a care plan in collaboration with the patient, others trusted by the patient, and other health professionals to optimize pharmacologic and nonpharmacologic treatment.

4. Contribute patient specific medication-related expertise as part of an interprofessional care team.

5. Answer medication related questions using scientific literature.

6. Implement a care plan in collaboration with the patient, others trusted by the patient, and other health professionals

7. Fulfill a medication order.

8. 8. Educate the patient and others trusted by the patient regarding the appropriate use of a medication, device to administer a medication, or self-monitoring test.

9. Monitor and evaluate the safety and effectiveness of a care plan.

10. Report adverse drug events and/or medication errors in accordance with site specific procedures.

11. Deliver medication or health-related education to health professionals or the public.26

12. Identify populations at risk for prevalent diseases and preventable adverse medication outcomes.

13. Perform the technical, administrative, and supporting operations of a pharmacy practice site.

*EPAs are activities not assessments; EPAs delineate essential tasks of a pharmacist that a PharmD graduate can be entrusted with

^EPAs 1-10 are aligned with the Pharmacist Patient Care Process (PPCP) and colored according to the PPCP steps. See Figure 1. EPA 1 aligns with Collect, EPA 2 aligns with Assess, EPAs 3-5 aligns with Plan, EPAs 6-8 align with Implement, and EPAs 9 and 10 are Monitor.

Preceptor Advisory Board

The purpose of the High Point University Fred Wilson School of Pharmacy Preceptor Advisory Board (PAB) is to assist the FWSOP in fulfilling its vision and mission as it relates to experiential education. It is the desire of the FWSOP to be an extraordinary School of Pharmacy that meets and exceeds the expectations of our governing bodies (including ACPE, the CAPE outcomes, and the NC Board of Pharmacy). It is our desire to train extraordinary student pharmacists who are eager and skilled to effectively care for patients and who desire to push the profession of pharmacy forward. We want to partner with pharmacists and other health care providers locally, regionally and across the country. The PAB is a collection of expert professionals who bring a unique knowledge and skill set from the pharmacy community to enhance the FWSOP experiential program.

The PAB will provide insight to the Office of Experiential Education on key issues involving the experiential programs, including, but not limited to the following:

• Provide insight on current trends in pharmacy practice and healthcare

• Develop strategies to facilitate student learning at the rotation site

• Provide expertise on strengthening and enhancing rotations for students

• Assist the Office of Experiential Education with planning for sufficient rotation sites for students

• Participate in IPPE and APPE opportunities

• When applicable, serve as a Preceptor for the FWSOP

• Assist the FWSOP in developing and promoting continuing education programs

• When applicable, participate in teaching, serving, and mentoring FWSOP students

Advisory Board Members will represent the broad spectrum of pharmacy practice areas including (but not limited to) community practice, hospital practice, research, academia, ambulatory care, management, pediatrics, and geriatrics.

HPU Advisory Board members will fulfill the following requirements:

• Meet and consistently comply with all requirements of being a Preceptor for the FWSOP

• Actively participate as a community supporter of the FWSOP

• Serve as a Preceptor for FWSOP or oversee Preceptors at the practice site

• Consistently attend the PAB meetings to review pending issues related to experiential education

Policies

Policies for the Fred Wilson School of Pharmacy at High Point University can be found in the Student Handbook. You may request a copy of the Student Handbook through the Office of Experiential Education.

In addition to the School of Pharmacy’s policies, there are additional policies specific to the Office of Experiential Education. You will find important policies (both school-wide and experiential) in this section of the Experiential Manual.

Should you have any questions or concerns about any policies at the Fred Wilson School of Pharmacy, please reach out to a member of the Experiential Education Team.

Preamble:

Code of Ethics for Pharmacists

Pharmacists are health professionals who assist individuals in making the best use of medications. This Code, prepared and supported by pharmacists, is intended to state publicly the principles that form the fundamental basis of the roles and responsibilities of pharmacists. These principles, based on moral obligations and virtues, are established to guide pharmacists in relationships with patients, health professionals, and society.

I. A pharmacist respects the covenantal relationship between the patient and pharmacist.

Considering the patient-pharmacist relationship as a covenant means that a pharmacist has moral obligations in response to the gift of trust received from society. In return for this gift, a pharmacist promises to help individuals achieve optimum benefit from their medications, to be committed to their welfare, and to maintain their trust.

II. A pharmacist promotes the good of every patient in a caring, compassionate, and confidential manner.

A pharmacist places concern for the well-being of the patient at the center of professional practice. In doing so, a pharmacist considers needs stated by the patient as well as those defined by health science. A pharmacist is dedicated to protecting the dignity of the patient. With a caring attitude and a compassionate spirit, a pharmacist focuses on serving the patient in a private and confidential manner.

III. A pharmacist respects the autonomy and dignity of each patient.

A pharmacist promotes the right of self-determination and recognizes individual selfworth by encouraging patients to participate in decisions about their health. A pharmacist communicates with patients in terms that are understandable. In all cases, a pharmacist respects personal and cultural differences among patients.

IV. A pharmacist acts with honesty and integrity in professional relationships.

A pharmacist has a duty to tell the truth and to act with conviction of conscience. A pharmacist avoids discriminatory practices, behavior or work conditions that impair professional judgment, and actions that compromise dedication to the best interests of patients.

V. A pharmacist maintains professional competence.

A pharmacist has a duty to maintain knowledge and abilities as new medications, devices, and technologies become available and as health information advances.

VI. A pharmacist respects the values and abilities of colleagues and other health professionals.

When appropriate, a pharmacist asks for the consultation of colleagues or other health professionals or refers the patient. A pharmacist acknowledges that colleagues and

other health professionals may differ in the beliefs and values they apply to the care of the patient.

VII. A pharmacist serves individual, community, and societal needs.

The primary obligation of a pharmacist is to individual patients. However, the obligations of a pharmacist may at times extend beyond the individual to the community and society. In these situations, the pharmacist recognizes the responsibilities that accompany these obligations and acts accordingly.

VII. A pharmacist seeks justice in the distribution of health resources. When health resources are allocated, a pharmacist is fair and equitable, balancing the needs of patients and society.

* Adopted by the membership of the American Pharmacists Association October 27, 1994.

Oath of a Pharmacist

The revised Oath was adopted by the AACP House of Delegates in July 2007 and has been approved by the American Pharmacists Association. AACP member institutions should plan to use the revised Oath of a Pharmacist during the 2008-09 academic year and with spring 2009 graduates.

"I promise to devote myself to a lifetime of service to others through the profession of pharmacy. In fulfilling this vow:

• I will consider the welfare of humanity and relief of suffering my primary concerns.

• I will promote inclusion, embrace diversity, and advocate for justice to advance health equity.

• I will apply my knowledge, experience, and skills to the best of my ability to assure optimal outcomes for my patients.

• I will respect and protect all personal and health information entrusted to me.

• I will accept the lifelong obligation to improve my professional knowledge and competence.

• I will hold myself and my colleagues to the highest principles of our profession’s moral, ethical and legal conduct.

• I will embrace and advocate changes that improve patient care.

• I will utilize my knowledge, skills, experiences, and values to prepare the next generation of pharmacists.

I take these vows voluntarily with the full realization of the responsibility with which I am entrusted by the public.”

Experiential Education Professionalism

Students who complete Experiential Education rotations are expected to maintain the highest level of professionalism. As you embark upon your APPE rotations, you pledge to live a life of integrity, exhibit ethical behavior and honor. The Fred Wilson School of Pharmacy Pledge of Professionalism states:

As a student at the High Point University School of Pharmacy, I believe there is a need to build and reinforce a professional identity founded on integrity, ethical behavior, and honor. This development, a vital process in my education, will help ensure that I am true to the professional relationship I establish between society and myself as I become a member of the pharmacy community. Integrity must be an essential part of my everyday life and I must practice pharmacy with honesty and commitment to service. To accomplish this goal of professional development, I as a student of pharmacy should:

DEVELOP a sense of loyalty and duty to the profession of pharmacy by being a builder of community, one able and willing to contribute to the well-being of others and one who enthusiastically accepts the responsibility and accountability for membership in the profession.

FOSTER professional competency through life-Jong learning. I must strive for high ideals, teamwork and unity within the profession in order to provide optimal patient care.

SUPPORT my colleagues by actively encouraging personal commitment to the Oath of Maimonides and a Code of Ethics as set forth by the profession.

INCORPORATE into my life and practice, dedication to excellence. This will require an ongoing reassessment of personal and professional values.

MAINTAIN the highest ideals and professional attributes to ensure and facilitate the covenantal relationship required of the pharmaceutical caregiver.

The profession of pharmacy is one that demands adherence to a set of rigid ethical standards. These high ideals are necessary to ensure the quality of care extended to the patients I serve. As a student of pharmacy, I believe this does not start with graduation; rather, it begins with my membership in this professional college community. Therefore, I must strive to uphold these standards as I advance toward full membership in the profession of pharmacy.

Adopted from the American Pharmaceutical Association Academy of Students of Pharmacy/American Association of Colleges of Pharmacy Council of Deans (APhAASP/AACP-COD} Task Force on Professionalism; June 26, 1994.

Academic Dishonesty

Professionalism is of the utmost importance at the HPU SOP. In order to ensure that professionalism is maintained at the highest level, dishonesty of any sort will not be tolerated. Academic dishonesty includes lying, cheating, collusion and plagiarism. The penalty for academic dishonesty is a failing (F} rotation grade.

Professional Conduct

Students are expected to behave in a professional manner while completing their pharmacy rotations. Students are expected to treat everyone at the site with the highest level of respect and dignity. It is expected that students demonstrate the following:

• A Professional Attitude

• A Proactive Demeanor

• A Commitment to Excellence

• Respect for Others

• Compassion for Others

• Integrity, Fairness and Trustworthiness

• Commitment to the Confidentiality of Patients

• Commitment to Effective Team Collaboration

• Clear and Effective Communication

• A Commitment to Life-long Learning

• Acceptance of Personal Responsibility

• A Service-Minded Attitude

• Punctuality

• Dedication to Responsibilities as required by the Preceptor (students should not request to leave their rotation sites before their shift ends)

Any behavior deemed inappropriate will impact the student's grade and may result in dismissal from the rotation. Preceptors will evaluate students on their professionalism. A grade of F for professionalism may result in letter grade reductions or a failing grade (F) for the course, regardless of the grade in other sections.

Misconduct can be reported to the OEE directly, or by submitting the FWSOP Academic and Professionalism Misconduct Allegation Form. All allegations of misconduct will be thoroughly investigated and dealt with as outlined in the FWSOP Process for Reporting and Reviewing Alleged Violations of the FWSOP Code of Conduct available in the FWSOP Student Handbook or from the OEE.

Experiential Education Attendance Policy for IPPE and

APPE Rotations

Attendance

The FWSOP requires a minimum of 160 hours of Introductory Pharmacy Practice Experience (IPPE) be completed in a community pharmacy setting during the summer after the first didactic year. A minimum of 160 hours of Introductory Pharmacy Practice Experiences (IPPE) in a hospital pharmacy setting is required the summer after the second didactic year. During the fourth year of pharmacy school, each student is required to complete nine, one-month Advanced Pharmacy Practice Experiences (APPE) rotations. Each APPE rotation requires a minimum of 160 hours over the fourweek period.

Students are required to track their rotation hours in CORE under the “Hours Tracking” function. Students should record rotation hours at least weekly under CORE. The Preceptor must approve rotation hours each rotation block. Students who falsify rotation hours may be at risk for failing the course and will be referred to the Academic and Professionalism Misconduct Committee.

Students are expected to devote the necessary amount of time to complete the required objectives of each pharmacy practice experience under the direction of their pharmacy Preceptor. It is expected that students be prepared to arrive early and/or remain late in order to complete their educational and patient-related responsibilities during their rotation. Absences of any type may decrease any student's ability to achieve all the objectives of the rotations, and this may be reflected in his or her rotation grade. It is reasonable for Preceptors to require students to work different shifts during their IPPE or APPE rotations. There is no guarantee that rotation hours will be within a first shift time frame.

Students may not be absent from rotations in order to take another course. For example, students who are also enrolled in the MBA program are not allowed to request a different IPPE or APPE schedule in order to attend an MBA course. Also, students will not be given preference to their APPE zones based on their enrollment in the MBA or any other program. In addition, students who are taking online courses in another program will not be allowed to complete their online courses while at their experiential sites during rotations.

Students are responsible for adhering to the rotation schedule agreed upon with the Preceptor, including meetings and other professional activities that may occur outside the usual rotation hours. The holiday schedule of the rotation site will supersede the University holiday schedule. This means that if a site is open during a university holiday, the Preceptor can require the student to work that day. Any questions or concerns should be addressed with the Associate Dean for Experiential Education.

It is the professional responsibility of the student to notify their Preceptor in cases of sickness or other emergencies that cause a student to be late or absent from rotations.

When a student realizes he/she will be late or absent to their rotation, they should contact the Preceptor, by phone, as soon as possible. An e-mail should also be sent to the appropriate Experiential Course Coordinator (Director of Experiential Education or the Associate Dean for Experiential Education) regarding this absence or tardiness. All absences must be approved by the assigned Preceptor and through the Office of Experiential Education.

Students are required to use the “Absence Tracker” function in CORE to submit their requested absence to their Preceptors:

• Log into CORE

• On the left side menu, click on “Absences”

• On the right side, click on “Record New Absence”

• Fill in all required fields including comments about why you need to be absent

• Add details in the comment section on the type of absence you are requesting (e.g., sickness, bereavement, professional leave, etc.)

• Attach any necessary documentation related to this absence

• Click “Submit Absence”

Students should refrain from requesting absences from IPPE rotations unless there is an emergency. For example, all physician appointments should be scheduled outside of the IPPE assigned block.

During the APPE year, it is possible students may need to be absent for a physician appointment or something of this nature. In the event that you know you will have an excused absence in advance of your rotation (dentist appointment, physical), you should submit the absence request to your Preceptor at the beginning of the rotation month. Please refer to the sections below for an explanation of excused and unexcused absences. For all absences, students are required to use the “Absence Tracker” function in CORE. Your assigned Preceptor and the Office of Experiential Education will be notified of your request through the CORE system. Your Preceptor must approve or deny your request. You will receive an email from the Office of Experiential Education if additional information or documentation is required. All time at the experiential site that is missed due to absences (excused or unexcused) must be made up.

In the instance that a student has an acute illness or an unforeseen emergency (automobile accident, death in immediate family, etc.), the student should attempt to log into CORE and complete the “Absence Tracker” request. Students should also notify their Preceptor by phone to alert them of this situation. Students should also email the appropriate Office of Experiential Education team member of this emergency. All absences must be documented through the “Absence Tracker” function in CORE. In the event that a student has an emergency situation that prevents them from completing the “Absence Tracker” request, they will have 48 hours to complete it.

Failure to adhere to this policy may constitute an unexcused absence and can result in failure of the rotation.

Inclement Weather

Students who cannot reasonably drive to their rotation site due to inclement weather must notify their Preceptor, by phone as soon as they realize that they will not be able to attend; and they must submit a request through the “Absence Tracker” function CORE. Failure to do so will constitute an unexcused absence. Students are not excused from rotation hours due to inclement weather. Students are required to make up any rotation hours missed due to inclement weather.

Professional Leave

Approved professional leave absences are considered excused. A limited number of professional leave days from APPE rotations may be granted to students. Each student may use a maximum of three professional leave days per APPE rotation, not to exceed a total of eight days for the APPE rotation year.

Requests to miss IPPE rotation days will be approved or denied on a case-by-case basis by the IPPE Course Coordinator. IPPE students are discouraged from taking professional leave, but if approved, the maximum number of days is limited to two.

Professional leave includes professional meetings, residency/job interviews and nonmandatory school of pharmacy professional functions on campus. Students must complete the Professional Leave form at least two weeks before the absence will occur. Forms must be submitted to and approved by the appropriate member of the Office of Experiential Education (Director of Experiential Education or the Associate Dean for Experiential Education). If professional leave is approved through the Office of Experiential Education, the student must complete the “Absence Tracker” request in CORE to also request professional leave from the Preceptor. Both the Office of Experiential Education and the Preceptor must approve the absence before the student may take professional leave. In the event the Preceptor does not approve the absence, the student will not be allowed to miss rotation days. At the discretion of the Office of Experiential Education and the Preceptor, students may be required to make up rotation hours missed

Excused Absences

The Office of Experiential Education recognizes that there are legitimate and verifiable circumstances that may occasionally result in a student’s absence from rotation. Unless otherwise formally approved and documented by the Office of Experiential Education and Preceptor, all rotation hours missed due to absences (excused or unexcused) must be made up within the same 4-week rotation block.

Examples of abusing this policy include falsifying an illness or family emergency, falsely claiming that attendance at an event is required, falsely claiming to have attended an event, or falsely claiming that an absence is approved by the Office of Experiential Education and/or Preceptor. If the Office of Experiential Education determines a

student is guilty of abusing this policy, they may be removed from their rotation site and be at risk of failing the rotation. This will be treated as any other instance of academic or professional misconduct.

Below is a list of excused absence definitions:

• Bereavement: Excused absences for bereavement apply only in the death of an immediate family member (student’s spouse, parents, siblings, children, grandparents, father/mother-in-law, son/daughter-in-law, or grandchild). Students will work with their Preceptor to make-up hours at the rotation site. Unless otherwise approved by the Office of Experiential Education, students may miss up to three days at their rotation site due to bereavement. Students will be required to provide documentation to the Office of Experiential Education.

• Emergency (Non-Health): An absence due to an automobile accident is considered excused. Students will be required to provide documentation to the Office of Experiential Education.

• Health: Personal: Verified illness or hospitalizations are considered excused absences.

Documentation to be turned in to the Office of Experiential Education: note from a licensed healthcare provider verifying the illness or hospitalization.

• Jury Duty / Court Summons: Students who are summoned to court to report for jury duty are granted excused absence(s) for the rotation days missed. Documentation to be turned in to the Office of Experiential Education: copy of summons.

• Military Duty: Deployment for two consecutive days or less may be considered excused. Longer deployment should be handled on a case-by-case basis. Documentation to be turned in to the Office of Experiential Education: military orders.

• Observance of a Religious Holiday: Students seeking an excused absence for a religious holiday must notify the Office of Experiential Education. Please refer to the information at the following link for religious holidays of particular significance to traditions represented on campus. http://www.highpoint.edu/religiouslife/observance-holy-days/

Unexcused Absences

Absences that are not approved as excused will be considered as unexcused absences. Students are not allowed to be absent from rotation for vacations or personal days (that are not related to a verified illness or hospitalization). The FWSOP does not tolerate unexcused absences as they threaten the student’s successful completion of the

rotation. For one unexcused absence, a 10-point deduction will be taken from the student’s rotation final grade. Two unexcused absences may result in a failure (F) grade for the rotation.

Examples of unexcused absences include (but are not limited to):

• Failure to contact the Preceptor (or site, as directed by the Preceptor) and the Office of Experiential Education in the event of an illness

• Failure to contact the Preceptor (or site, as directed by the Preceptor) if for any reason the student is unable to arrive at the site at the time agreed upon with the Preceptor

• Falsifying an absence

• Missing rotation hours due to failure to obtain rotation requirements (immunizations, CPR, HIPAA, OSHA, background check, drug screen, etc.)

University Holidays

Students are excused from class on the following University holidays: Good Friday, Easter, Thanksgiving, Christmas Eve, and Christmas day. Students are not excused from rotations on university holidays unless approved by the Preceptor. If students are allowed to miss rotation hours due to holidays, students are required to “make up” missed hours.

Tardiness

It is the professional responsibility of the student to arrive to their rotation site on time. The Preceptor should discuss the required arrival and departure times of the rotation with the student. In the event of tardiness, the student should contact the Preceptor, by phone, immediately. Failure to notify the Preceptor will result in an unexcused absence. Two tardy arrivals will result in an unexcused absence.

Additional Information for Students

Each rotation block is a four-week rotation.

Students complete a minimum of 160 hours (40 hours/week) per rotation block. Students are not allowed to be paid by their sites (no remuneration). Student should not have been previously employed at their site.

Each rotation is a four-credit hour course graded as pass/fail. Students should email their preceptor two weeks prior to the beginning of each rotation with an introduction email.

Please refer to the Document Library under CORE for additional information regarding the course syllabus, grading scale (midpoint and final evaluations), and orientation slides.

IPPE rotations include a required workbook (available in the Document Library in CORE).

There is no workbook for APPE rotations, but there are required activities listed in each course syllabus (available in the Document Library in CORE).

Housing and Transportation Policy

Housing

The FWSOP offers IPPE and APPE rotational experiences in a variety of regions of North Carolina and different states. It is the student’s responsibility to secure and pay for housing while completing IPPE and APPE rotations. Student housing during IPPE and APPE rotations is not provided by the School of Pharmacy or the rotation sites

Transportation

Students will be assigned to complete rotations in a variety of areas depending on student preferences and Preceptor availability. It reasonable for a student to travel up to an hour (and sometimes longer) to a pharmacy practice site to complete a rotation. Transportation to and from pharmacy practice sites is the responsibility of the student. Students must plan, in advance, their mode of transportation to and from their assigned pharmacy practice site.

IPPE/APPE Parking

Some pharmacy practice sites, especially larger hospitals and facilities, have limited parking available for students. Often, students are required to obtain a parking pass prior to arriving at the practice site. Parking fees are the student’s responsibility. We request that preceptors notify students of parking arrangements before the start of the rotation.

It is important that students comply with all parking rules at their assigned rotation sites. At all times, students should only park in the designated student parking area. Not doing so may result in a professionalism violation and grade reduction. Often, parking areas are a good distance away from the pharmacy. Students should keep this in mind and allow for extra time to park and walk to assigned areas.

Experiential Dress Code

Students are expected to dress in a way that demonstrates professionalism. If a deviation from dress code is necessary for religious, medical, or cultural reasons, the student must make a request to the Assistant/Associate Dean for Student and Professional Affairs (ADSPA), in writing, 30 days prior to the start of a rotational block. The student must be willing to provide requested documentation and receive written approval from the ADSPA and the ADEE.

Professional Attire

Professional attire for students is a requirement during all experiential education rotations and activities.

For IPPE and APPE Rotations:

Men are expected to wear the following:

• Long sleeved dress shirt and tie

• Dress pants/slacks

• Dress shoes

• An approved white lab coat with SOP name badge

Women are expected to wear the following:

• Dress pants/slacks or a skirt/dress (no shorter than one inch above the knee)

• Modest dressy blouse (must not be low-cut or revealing)

• Close-toed dress shoes

• An approved white lab coat with SOP name badge

Students are required to wear their HPU approved white coat while attending all rotational experiences. White coats are expected to be long-sleeve, waist-length and clean. Students are required to wear their FWSOP name badge, which identifies the student as a student pharmacist at HPU. Some pharmacy practice sites require an institution specific name badge. If such a badge is required by the site, students must comply. If a Preceptor/site has established a stricter dress code policy, students are expected to abide by those standards.

Some pharmacy practice sites prefer employees and students to dress more casually. If the Preceptor/site has a more relaxed dress code, the student may comply by those

standards. Please keep in mind that it is the policy of the FWSOP that the following are considered inappropriate even if allowed by the Preceptor/site:

• Hats, caps or head wraps/head scarves (unless worn for bona fide medical or religious purposes)

• Shorts (athletic, casual, or dress) or skorts

• Skirts with splits beyond one inch above the knee

• Jeans or denim of any color

• Athletic apparel including sweatpants, sweatshirts, or spandex

• Graphic or casual T-shirts (as the outer shirt)

• No gauge accessories

• Crocs or flip flops

• Blue tooth headset devices are prohibited

• Revealing or distasteful blouses/shirts which include tank tops, spaghetti strap shirts, tube tops, halter tops

• Excessive jewelry or accessories

Students who do not comply with the HPU Experiential Dress Code may be sent home from rotations and be in violation of the Code of Professionalism. Failure to comply with the dress code may affect the student’s final grade.

Personal Hygiene

All FWSOP students must maintain clean personal hygiene including regular bathing, grooming, shaving, hairstyling, and nail care. Beards should be neatly trimmed.

Excessive facial jewelry/piercing and tongue piercing should not be worn. Facial jewelry worn for bona fide religious purposes is permissible. Nails must be neatly trimmed (not chipped) and kept at a length that will not interfere with the duties of a pharmacist (e.g., dispensing prescription, compounding in lab, performing physical assessments, making IVs). Perfumes or cologne must not be worn, as many individuals may be allergic to or offended by the fragrance. Students are not allowed to wear scrubs unless required by the site.

Hairstyles must be neat and clean and must not obstruct vision or interfere with rotation performance. Extreme hairstyles and colors are deemed unacceptable by many of our rotation sites.

International Travel After Onboarding for APPEs

It is recommended that once clearance and onboarding procedures are completed for Advanced Pharmacy Practice Experiences (APPEs), student pharmacists should not travel abroad except for High Point University-sponsored international travel (i.e.: mission trips, international electives, etc.) which is cleared through the HPU Office of Global Education.

Depending on the travel program, students may be required to purchase travel insurance through the HPU Office of Global Education. It is incumbent upon the student to become familiar with what insurance is required and be in compliance prior to their departure for their international APPE rotation.

Whether travelling internationally on High Point University’s (HPU) behalf or for personal reasons, the Office of Experiential Education recommends students familiarize themselves with the political, health, crime, and other safety-related conditions of their travel destination and follow the Center for Disease Control’s recommendations for vaccinations.

HIPAA Confidentiality and Privacy

Confidentiality and Privacy of Patient Information

Students of the Fred Wilson High Point University School of Pharmacy have an ethical and legal duty to keep patient information confidential. Federal law known as the Health Insurance Portability and Accountability Act of 1996 (HIPAA) forbids healthcare providers from disclosing patients’ protected healthcare information, except upon written authorization by the patient of as others permitted by law.

Under the HIPAA Security and Privacy Regulations, hospitals and other healthcare providers are required to have the capacity to determine who is accessing their patients’ protected healthcare information and to protect the privacy of that information. Failure to maintain patient confidentiality, accessing patient information without a need to do so for work, or any other violation of policy, may result in disciplinary action against the student.

General student guidelines are as follows:

• Access patient information only if you need that information to do your work.

• Share or discuss patient information only if it is necessary to do your work and only in appropriate locations.

• If there are electronic health records, never share your identification number or password, and log off computer sessions when you will be away from a workstation.

• Follow the health care system and provider’s policies on confidentiality and privacy.

• Ensure confidentiality when you handle all protected healthcare information.

Experiential Education Student Drug Screen Policy

All enrolled students must comply with the FWSOP Student Drug Screen Policy. The policy below applies to the Experiential Education program at the FWSOP.

Process for obtaining the required drug screen:

1. Students enrolled in the Fred Wilson School of Pharmacy are required to complete random drug screens at the discretion of the Office of Experiential Education (OEE). At minimum, students will complete a yearly drug screen prior to beginning clinical rotations. The OEE selects an approved drug screen vendor to initiate the drug screen process. The OEE oversees this process.

2. The OEE will notify students via e-mail of the deadline for completion of any required drug screens. If a student declines to undergo a required drug screen they will be dismissed from the program.

3. If a student is not currently on a clinical rotation and fails to comply with a required drug screen deadline, the student will be immediately removed from their upcoming rotation and will be required to meet with the ADEE for further review. Students may also be referred to the APCC.

4. If a student is currently on a clinical rotation and fails to comply with a required drug screen deadline, the student will be immediately removed from their current rotation and will be required to meet with the Assistant/Associate Dean for Experiential Education (ADEE) for further review. Students may also be referred to the Academic and Professionalism Conduct Committee (APCC).

5. The approved drug screen vendor will provide students with instructions regarding obtaining and authorizing release of all required drug screen results. Students are financially responsible for all drug screen charges.

6. Students are required to follow the entire drug screen process outlined by the approved vendor and the OEE. This includes but is not limited to:

7. proper registration and payment for drug screening

8. providing urine specimen by the deadline

9. following all steps for release of drug screen results

10.communicating with the Medical Review Officer/Physician (MRO) when required

11.responding to emails or phone communication from the vendor and/or the OEE by assigned deadlines

12.Required drug screen will consist of but is not limited to: Amphetamines (amphetamine and methamphetamine), Cocaine metabolite, Cannabinoids,

Opiates (codeine and morphine), Phencyclidine, Barbiturates, Benzodiazepines, Methadone, Propoxyphene, Oxycodone, and MDMA (Ecstasy).

13.Results of all student drug screens will be provided by the approved vendor to the ADEE.

14.The approved vendor will ensure that all “non-negative” results are reviewed by the MRO.

15.Failure to comply with this policy may result in a rotation cancellation which could prevent progression through the program.

Program examination of drug screen results:

1. The ADEE will review all drug screen reports for students who have upcoming clinical rotations.

2. Because of the mandate to comply with health system policies, and the serious implications of a “nonnegative” drug screen, disciplinary actions against students may be imposed without the customary mechanisms of warning and probation.

3. Many clinical rotation sites require access to random drug screen results for students who will be completing rotations at their site. Clinical sites have the discretion to deny a student’s placement at the site based on drug screen results. Any “non-negative” results may prohibit a student from completing clinical rotations, thus preventing progression through the program. The OEE complies with all components, including drug screen requirements which are outlined within the affiliation agreements between HPU and our clinical partners/sites.

4. All students sign a release form indicating that the program has the right to release full drug screen results to clinical sites. Student drug screen results will be distributed as appropriate on a need-to-know basis with clinical partners/sites.

5. Any “non-negative” drug screen result is serious and is considered a professionalism violation. Any “non-negative” drug screen will result in a minimum of a three-month cancellation of clinical rotations. As a result, the student may not be able to complete the requirements of the PharmD program and could be dismissed from the program following final review by the APCC. Students may be required to complete subsequent random drug screens after a “non-negative” drug screen result.

a. When a P1 or P2 student’s drug screen result is “non-negative,” the student will not be allowed to complete the upcoming IPPE summer rotation. The student will be reported to the APCC.

b. When a P3 or P4 student’s drug screen result is “non-negative,” the student will not be allowed to complete the three subsequent APPE

rotations which will delay graduation. The student will be reported to the APCC for further review.

c. If a student is currently completing a clinical rotation and receives a “non-negative” drug screen result, the student will immediately be removed from the rotation. The student will be reported to the APCC for further review and will not be allowed to complete that rotation or any subsequent rotation for a minimum of three months.

d. In some situations, when a student’s drug screen result is “nonnegative,” the NC Board of Pharmacy may be consulted for guidance.

6. Students are not allowed to complete any clinical rotations without a current negative random drug screen initiated by the FWSOP.

Appeals Process

Students should refer to the FWSOP Drug Screen Policy for information regarding appeals.

Maintenance of Records and Confidentiality

Information obtained for the purpose of and during the drug screen will be retained by the School of Pharmacy separate from other student educational and academic records. Confidentiality will be maintained consistent with FERPA and any other appropriate guidelines.

Experiential Education Student Background Check Policy

All enrolled students must comply with the FWSOP Student Background Check Policy. The policy below applies to the Experiential Education program at the FWSOP.

Process for obtaining criminal background and sex offender (CBSO) check:

1. Students enrolled in the Fred Wilson School of Pharmacy are required to complete a CBSO at the discretion of the Office of Experiential Education (OEE). At minimum, students will complete a yearly CBSO prior to beginning clinical rotations. The OEE selects an approved vendor to initiate the CBSO process. The OEE oversees this process.

2. The OEE will notify students via e-mail of the deadline for completion of any required CBSOs. If a student declines to undergo a required CBSO they will be dismissed from the program.

3. If a student is not currently on a clinical rotation and fails to comply with a required CBSO deadline, the student will be immediately removed from their upcoming rotation and will be required to meet with the ADEE for further review. Students may also be referred to the APCC.

4. If a student is currently on a clinical rotation and fails to comply with a required CBSO deadline, the student will be immediately removed from their current rotation and will be required to meet with the Assistant/Associate Dean for Experiential Education (ADEE) for further review. Students may also be referred to the Academic and Professionalism Conduct Committee (APCC).

5. The approved CBSO vendor will provide students with instructions regarding obtaining and authorizing release of all required CBSO results. Students are financially responsible for all CBSO charges.

Program examination of information obtained through criminal background and sex offender check:

1. The ADEE will review all CSBO reports for students who have upcoming clinical rotations.

2. Because of the mandate to comply with health system policies, and the serious implications of a CBSO containing charges or convictions of criminal or sexual misconduct, disciplinary actions against students may be imposed without the customary mechanisms of warning and probation.

3. Many clinical rotation sites require access to CBSO results for students who will be completing rotations at their site. Clinical sites have the discretion to

deny a student’s placement at the site based on CBSO results. These results may prohibit a student from completing clinical rotations, thus preventing progression through the program. The OEE complies with all components, including drug screen requirements which are outlined within the affiliation agreements between HPU and our clinical partners/sites.

4. All students sign a release form indicating that the program has the right to release full CSBO results to clinical sites. Student drug screen results will be distributed as appropriate on a need-to-know basis with clinical partners/sites.

5. When a CBSO result contains adverse information the ADEE consults with the Associate Dean for Student and Professional Affairs (ADSPA). Adverse information is serious and may be considered a professionalism violation. If a report contains adverse information:

a. The student is informed by the ADEE or ADSPA and is given the opportunity to provide explanatory information or to challenge the finding.

b. Reports containing adverse information will be referred to the APCC by the ADEE or the APSPA where appropriate.

c. An investigation may be opened.

d. If a student is currently on rotation and adverse information is found on a CBSO check, the student may be removed from their clinical experience. Students may not be allowed to complete their upcoming clinical experiences until the adverse information can properly be investigated.

e. In all situations, when a student’s CBSO result is “non-negative,” the NC Board of Pharmacy may be consulted for guidance.

Appeals Process

Students should refer to the FWSOP Drug Screen Policy for information regarding appeals.

Maintenance of Records and Confidentiality

Information obtained for the purpose of and during the drug screen will be retained by the School of Pharmacy separate from other student educational and academic records. Confidentiality will be maintained consistent with FERPA and any other appropriate guidelines.

HPU Nondiscrimination Title IX Statement

NONDISCRIMINATION/TITLE

IX STATEMENT

High Point University does not discriminate on the basis of race, color, national origin, sex, disability, religion, age, genetic information, veteran status, gender identity or expression, or sexual orientation in its education programs and activities as required by Title IX of the Educational Amendments of 1972, the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, Title VII of the Civil Rights Act of 1964, and other applicable statutes and University policies. University programs and activities include but are not limited to athletics (NCAA and club sports), admissions, financial aid, and employment. High Point University will not tolerate any form of harassment including sexual violence and sexual harassment.

If a person believes that a violation has occurred, please report it to the appropriate High Point University Compliance Officer listed below. High Point University will not tolerate any form of retaliation towards a person reporting a violation.

IF THE REPORTING PARTY IS A STUDENT, CONTACT STUDENT LIFE, SLANE CENTER 3RD FLOOR:

Lori Stutts

Interim Title IX and 504 Coordinator lstutts@highpoint.edu titleix@highpoint.edu 336-841-9138

Couch Hall, Room 327 One University Parkway High Point, NC 27268

Deputy Title IX Coordinators

• Nicole Hundt, Senior Director of Housing and Residence Life Student Affairs, Slane Student Center, 336-841-9027, nhundt1@highpoint.edu

• Gwenn Noel, Associate Vice President for Student Experience, 336-841-9672, gnoel@highpoint.edu

After normal business hours and weekends, please contact Campus Security at 336-841-9112 to reach the on-call Deputy Title IX Coordinator

FOR DISABILITY-RELATED VIOLATIONS OR INQUIRIES INVOLVING STUDENTS AND/OR APPLICANTS FOR ADMISSION, PLEASE CONTACT THE OFFICE OF DISABILITY RESOURCES, SMITH LIBRARY, 4TH FLOOR:

• Anna Ward, Director, Office of Accessibility Resources and Services, 336-841-2897, award2@highpoint.edu

• Dana Bright, Accessibility Specialist, 336-841-9361, dbright@highpoint.edu

HPU Student FERPA Policy General Guidance

FERPA is a Federal law that applies to educational agencies and institutions that receive funding under a program administered by the U. S. Department of Education. The statute is found at 20 U.S.C. § 1232g and the Department’s regulations are found at 34 CFR Part 99.

Under FERPA, schools must generally afford students who are 18 years or over, or attending a postsecondary institution:

• access to their education records

• an opportunity to seek to have the records amended

• some control over the disclosure of information from the records.

1. Access to Education Records

Schools are required by FERPA to:

• provide a student with an opportunity to inspect and review his or her education records within 45 days of the receipt of a request

• provide a student with copies of education records or otherwise make the records available to the student if the student, for instance, lives outside of commuting distance of the school

• redact the names and other personally identifiable information about other students that may be included in the student’s education records. Schools are not required by FERPA to:

• Create or maintain education records;

• Provide students with calendars, notices, or other information which does not generally contain information directly related to the student;

• Respond to questions about the student.

2. Amendment of Education Records

Under FERPA, a school must:

• Consider a request from a student to amend inaccurate or misleading information in the student’s education records;

• Offer the student a hearing on the matter if it decides not to amend the records in accordance with the request;

• Offer the student a right to place a statement to be kept and disclosed with the record if as a result of the hearing the school still decides not to amend the record.

A school is not required to consider requests for amendment under FERPA that:

• Seek to change a grade or disciplinary decision;

• Seek to change the opinions or reflections of a school official or other person reflected in an education record.

3. Disclosure of Education Records

A school must:

• Have a student’s consent prior to the disclosure of education records;

• Ensure that the consent is signed and dated and states the purpose of the disclosure.

A school MAY disclose education records without consent when:

• The disclosure is to school officials who have been determined to have legitimate educational interests as set forth in the institution’s annual notification of rights to students;

• The student is seeking or intending to enroll in another school;

• The disclosure is to state or local educational authorities auditing or enforcing Federal or State supported education programs or enforcing Federal laws which relate to those programs;

• The disclosure is to the parents of a student who is a dependent for income tax purposes;

• The disclosure is in connection with determining eligibility, amounts, and terms for financial aid or enforcing the terms and conditions of financial aid;

• The disclosure is pursuant to a lawfully issued court order or subpoena; or

• The information disclosed has been appropriately designated as directory information by the school.

• If the student has not restricted access to directory (or public) information, the school may release the following:

• • Name

• Address

• Telephone number

• HPU E-mail address

• Enrollment status

• Degrees & awards received

• Most recent previous school attended

4. Annual Notification

A school must annually notify students in attendance that they may:

• Inspect and review their education records;

• Seek amendment of inaccurate or misleading information in their education records;

• Consent to most disclosures of personally identifiable information from education records.

The annual notice must also include:

• Information for a student to file a complaint of an alleged violation with the FPCO;

• A description of who is considered to be a school official and what is considered to be a legitimate educational interest so that information may be shared with that individual; and

• Information about who to contact to seek access or amendment of education records.

5. Means of notification:

• Can include student newspaper; calendar; student programs guide; rules handbook, or other means reasonable likely to inform students;

• Notification does not have to be made individually to students.

Complaints of Alleged Violations:

Complaints of alleged violations may be addressed to:

Family Policy Compliance Office

US Department of Education

400 Maryland Avenue, SW Washington, DC 20202-5920

Complaints must:

• Be timely submitted, not later than 180 days from the date you learned of the circumstances of the alleged violation

• Contain specific allegations of fact giving reasonable cause to believe that a violation has occurred, including:

o Relevant dates, such as the date of a request or a disclosure and the date the student learned of the alleged violation;

o Names and titles of those school officials and other third parties involved;

o A specific description of the education record around which the alleged violation occurred;

o A description of any contact with school officials regarding the matter, including dates and estimated times of telephone calls and/or copies of any correspondence exchanged between the student and the school regarding the matter;

o The name and address of the school, school district, and superintendent of the district;

o Any additional evidence that would be helpful in the consideration of the complaint.

Evaluations/Grading

Preceptor Assessment of Students

IPPE and APPE experiential rotations are graded on a Pass/Fail basis based on a total of 100 possible points. Each rotation has course competencies and expected activities to be assessed listed in the syllabus for the course. The syllabus can be accessed in CORE by choosing Messaging/Support, Document Library, Syllabi, and then the specific syllabus or by clicking the link below to access the Document Library. https://www.rxpreceptor.com/command_center/schools/document_library.php

Evaluation

Preceptors should complete both a formative verbal midpoint evaluation as well as a summative final evaluation for each student. On the verbal midpoint evaluation, Preceptors use a three-tier scale to indicate progression in the rotation: Outstanding, Meeting Expectations, or Not Meeting Expectations. The Preceptor should discuss the student’s performance with them verbally and if needed, provide guidance on areas for improvement. The OEE will contact the Preceptor to discuss students not meeting expectations to determine any support needed. Further information can be found in the Student Progression Concerns section of this Manual.

Preceptors evaluate students on the final evaluation on several indicators in the following categories:

• Skills and Abilities

• Knowledge

• Communication and Professionalism

• Interprofessional Education/Team Readiness

The Preceptor will use the following rubric to assess a student’s performance: 4 Outstanding 3 Competent 2 Needs Improvement 1 Unacceptable

The student consistently performs above expectations and requires minimal guidance and supervision from the preceptor.

The student frequently performs within expectations and requires minimal guidance and supervision from the preceptor.

The student sometimes performs within expectations and requires regular guidance and supervision.

The student rarely performs within expectations and requires constant guidance and supervision.

For IPPE rotations, students will complete a workbook that contains assignments intended to ensure students complete and reflect upon essential pharmacist duties and responsibilities. The Preceptor will grade this workbook and record this on the final evaluation. These workbooks can be accessed in CORE by choosing Messaging/Support, Document Library, IPPE Workbooks, and the specific workbook or by clicking the link below to access the Document Library. https://www.rxpreceptor.com/command_center/schools/document_library.php

All students on IPPE and APPE rotations are graded on one other rotation requirement, this differs depending on rotation type. For IPPE Community rotations this is a Patient Counseling session, while for IPPE Hospital and APPE rotations this could be a project or presentation. More information can be found in the course syllabus for the rotation which can be found in the CORE Document Library.

Entrustable Professional Activities

Preceptors also assess students on their ability to complete the 2022 AACP Entrustable Professional Activities (EPAs) adopted by the FWSOP.

While the assessment of these activities does not contribute to the rotation grade, they are important indicators of student progression towards professional competency. Preceptors should carefully assess their student’s ability to complete these tasks on the final evaluation. There are 13 EPAs, although not every EPA is assessed on every rotation:

Activity^

1. Collect information necessary to identify a patient’s medication-related problems and health-related needs.

2. Assess collected information to determine a patient’s medication-related problems and health-related needs.

3. 3. Create a care plan in collaboration with the patient, others trusted by the patient, and other health professionals to optimize pharmacologic and nonpharmacologic treatment.

4. Contribute patient specific medication-related expertise as part of an interprofessional care team.

5. Answer medication related questions using scientific literature.

6. Implement a care plan in collaboration with the patient, others trusted by the patient, and other health professionals

7. Fulfill a medication order.

8. 8. Educate the patient and others trusted by the patient regarding the appropriate use of a medication, device to administer a medication, or self-monitoring test.

9. Monitor and evaluate the safety and effectiveness of a care plan.

10. Report adverse drug events and/or medication errors in accordance with site specific procedures.

11. Deliver medication or health-related education to health professionals or the public.26

12. Identify populations at risk for prevalent diseases and preventable adverse medication outcomes.

13. Perform the technical, administrative, and supporting operations of a pharmacy practice site.

*EPAs are activities not assessments; EPAs delineate essential tasks of a pharmacist that a PharmD graduate can be entrusted with.

^EPAs 1-10 are aligned with the Pharmacist Patient Care Process (PPCP) and colored according to the PPCP steps. See Figure 1. EPA 1 aligns with Collect, EPA 2 aligns with Assess, EPAs 3-5 aligns with Plan, EPAs 6-8 align with Implement, and EPAs 9 and 10 are Monitor.

Entrustment Scale for Entrustable Professional Activities

Level Description

Observe only Learner is permitted to observe only. Even with direct supervision, learner is not entrusted to perform the activity or task.

Direct Supervision

Reactive Supervision

Intermittent Supervision

Learner is entrusted to perform the activity or task with direct and proactive supervision. Learner must be observed performing task in order to provide immediate feedback.

Learner is entrusted to perform the activity or task with indirect and reactive supervision. Learner can perform task without direct supervision by may request assistance. Supervising pharmacist is quickly available on site. Feedback is provided immediately after completion of activity or task.

Learner is entrusted to perform the activity or task with supervision at a distance. Learner can independently perform task. Learner meets with supervising pharmacist at periodic intervals.

Feedback is provided regarding overall performance based on sample of work.

Students are expected to attain “Observe only” or “Direct Supervision” in their IPPE rotations, and “Reactive Supervision” in their APPE rotations by graduation

Preceptor Evaluations of Students

Preceptors and students can access sample Preceptor Evaluation of Student Forms in CORE by choosing Messaging/Support, Document Library, Evaluations, and then the specific evaluation or by clicking the link below to access the Document Library.

https://www.rxpreceptor.com/command_center/schools/document_library.php

Student Evaluation of Preceptor

As part of the experiential education program, all students are required to complete the Student Evaluation of Site/Preceptor in CORE at the conclusion of each IPPE and APPE rotation. These evaluations serve as an essential component of the program’s quality assurance process, supporting the ongoing assessment and enhancement of preceptor performance and practice site quality.

To preserve student confidentiality, preceptors will only have access to their evaluations once a minimum of three submissions have been received. Furthermore, preceptors never receive the written responses from the free-response item. These comments are used by the OEE to assess the effectiveness of a preceptor, rotation, and site.

Preceptors and students can access a sample Student Evaluation of APPE or IPPE Site/Preceptor Form in CORE by choosing Messaging/Support, Document Library, Evaluations, Student Evaluation of Preceptor or by clicking the link below to access the Document Library.

https://www.rxpreceptor.com/command_center/schools/document_library.php

Student Progression Concerns

The FWSOP uses the Starfish EARLY ALERT™ system to monitor and alert students at risk for failure or poor performance. These alerts can be used for academic concerns, professionalism issues, or other indicators of poor performance.

The OEE will raise a Starfish EARLY ALERT™ flag if

• A student earns an EPA entrustment rating below Reactive Supervision in any APPE rotation course in which the EPA is evaluated or below the target entrustment level for an EPA in any IPPE;

• A student earns a score of < 3 on any item in the IPPE or APPE evaluation rubric

• A student receives a mid-point evaluation indicating the student is at risk for failing the rotation

• A Preceptor raises professionalism or other concerns about a student with the OEE

If a Starfish EARLY ALERT™ flag indicates the student is in danger of failing, this alerts the Assistant/Associate Dean of Academic Affairs (ADAA) and the Office of Financial Aid that the student is at risk of failure. The following steps are then taken to assist the student and Preceptor:

• The ADEE or Director of Experiential Education contacts the Preceptor and/or Site Coordinator to discuss the issue. There is discussion on how or if the student can successfully complete the rotation. These discussions are documented and reported back to the ADAA.

• The ADEE or Director of Experiential Education contacts or meets with the student to discuss the issue. The student has the opportunity to provide additional information regarding the situation. These discussions and concerns are documented.

• When necessary, the Preceptor, Site Coordinator, ADEE, or Director of Experiential Education and student meet in person, by phone or via electronic meeting to discuss a plan on how the student can successfully complete the rotation or if the student should be dismissed from that rotation.

If the student successfully completes the rotation, the Starfish EARLY ALERT™ flag is lowered alerting the ADAA and the Office of Financial Aid that the student will progress.

If the student fails the rotation, the student will follow the Progressions Policy as outlined in the HPU FWSOP Student Handbook.

Preceptors can contact the Office of Experiential Education at any time during the rotation when there are concerns regarding a student on rotation. This same policy applies to any student at any time during their rotation who is at risk of failing a rotation.

CORE ELMS Users Guide