Model Curriculum for Pharmacy Technician Education and Training Programs

MODEL CURRICULUM FOR PHARMACY TECHNICIAN EDUCATION AND TRAINING PROGRAMS

FOURTH EDITION

American Society of Health-System Pharmacists® 7272 Wisconsin Avenue Bethesda, MD 20814

©Copyright, 2015 American Society of Health-System Pharmacists. All rights reserved. The ASHP name and logo are federally registered trademarks of the American Society of Health-System Pharmacists, Inc. ACKNOWLEDGEMENTS

For their help in revising the Model Curriculum for Pharmacy Technician Education and Training Programs (Model Curriculum) thanks go to:

Pharmacy Technician Advisory Board American Society of Health-System Pharmacists Staff

Mary B. McHugh, Pharm.D. Lisa S. Lifshin, R.Ph. Director, Pharmacy Technology Director, Program Services University of Montana College of Technology Coordinator, Technician Program Development Missoula, MT Janet Teeters, M.S, R.Ph. Janet McGregor Liles, MSHS, C.Ph.T. Director, Accreditation Services Division Pharmacy Technician Training Program Director Arkansas State University – Searcy Naomi M. Schultheis, M.Ed. Searcy, AR Director, Standards Development and Training

Jeannie Pappas, C.Ph.T. Pharmacy Technician Training Program Instructor Pinellas, Technical Education Center St. Petersburg, FL

John J. Smith, Ed.D. Assistant Vice-President – Programmatic Compliance Corinthian Colleges, Inc. Santa Ana, CA

ASHP would also like to acknowledge Christine M. Nimmo, Ph.D., for her work on the first two editions of the Model Curriculum.

INTRODUCTION TO THE THIRD EDITION

Model Curriculum for Pharmacy Technician Education and Training (Model Curriculum) provides detail on how to meet the goals defined in the ASHP Accreditation Standard for Pharmacy Technician Education and Training Programs. It includes objectives and instructional objectives for each of the goals, as well as examples of learning activities for each portion of the program, including the didactic, simulated (lab), and experiential program components as described in the overview below. The Model Curriculum is intended to help new programs that are just starting up, as well as current programs who are reviewing their curriculum.

The new Model Curriculum may be used in an interactive manner as a template to which programs can add notes and additional activities to the different columns that describe the different program components. Simply use a different font and/or color to add your own activities to describe how your program is teaching the goals. The template can be used as evidence during an accreditation survey.

This edition of the Model Curriculum reflects changes to the ASHP Accreditation Standard for Pharmacy Technician Education and Training Programs that was approved by the ASHP Board of Directors in April 2013. The new set of goals took into consideration the most recent task analysis by the Pharmacy Technician Certification Board and other current trends. The new Standard is intended to be responsive to changes in the pharmacy profession and the evolving role of pharmacy technicians.

Overview

The format of the Model Curriculum includes five columns for each goal, described in the chart below. A goal is defined as broad area of capability. While a goal is not necessarily measurable, the objectives associated with each goal provide the specificity and measurability necessary to determine if students have achieved the goal.

Column 1: Column 2: Column 3: Column 4: Column 5: Objectives Instructional Sample didactic Sample simulation Sample experiential Objectives activities activities activities

Objectives are Instructional objectives Sample activities for Sample activities for Sample activities for specific, measurable further break down the didactic portion of the simulated (lab) the experiential descriptions of what necessary learning to the program that teach portion of the program portion of the program learners must be able achieve the associated the associated that teach the that teach the to do to achieve the objective and, objective. associated objective. associated objective. associated goal. therefore, the goal.

The Model Curriculum goals are categorized into the following areas.

Goal Categories • Personal/Interpersonal Knowledge and Skills • Foundational Professional Knowledge and Skills • Processing and Handling of Medications and Medication Orders • Sterile and Non-Sterile Compounding • Procurement, Billing, Reimbursement and Inventory Management • Patient- and Medication-Safety • Technology and Informatics • Regulatory Issues • Quality Assurance

The goals are listed by category below.

Goals Personal/Interpersonal Knowledge and Skills (1) Demonstrate ethical conduct in all job-related activities. (2) Present an image appropriate for the profession of pharmacy in appearance and behavior. (3) Communicate clearly when speaking and in writing. (4) Demonstrate a respectful attitude when interacting with diverse patient populations. (5) Apply self-management skills, including time management, stress management, and adapting to change. (6) Apply interpersonal skills, including negotiation skills, conflict resolution, and teamwork. (7) Apply critical thinking skills, creativity, and innovation to solve problems.

Foundational Professional Knowledge and Skills (8) Demonstrate understanding of healthcare occupations and the health care delivery system. (9) Demonstrate understanding of wellness promotion and disease prevention concepts, such as use of health screenings; health practices and environmental factors that impact health; and adverse effects of alcohol, tobacco, and legal and illegal drugs. (10) Demonstrate commitment to excellence in the pharmacy profession and to continuing education and training. (11) Demonstrate knowledge and skills in areas of science relevant to the pharmacy technician’s role, including anatomy/physiology and pharmacology. (12) Perform mathematical calculations essential to the duties of pharmacy technicians in a variety of contemporary settings. (13) Demonstrate understanding of the pharmacy technician’s role in the medication-use process.

(14) Demonstrate understanding of major trends, issues, goals, and initiatives taking place in the pharmacy profession. (15) Demonstrate understanding of non-traditional roles of pharmacy technicians. (16) Identify and describe emerging therapies. (17) Demonstrate understanding of the preparation and process for sterile and non-sterile compounding.

Processing and Handling of Medications and Medication Orders (18) Assist pharmacists in collecting, organizing, and recording demographic and clinical information for direct patient care and medication- use review. (19) Receive and screen prescriptions/medication orders for completeness, accuracy, and authenticity. (20) Assist pharmacists in the identification of patients who desire/require counseling to optimize the use of medications, equipment, and devices. (21) Prepare non-patient-specific medications for distribution (e.g., batch, stock medications). (22) Distribute medications in a manner that follows specified procedures. (23) Practice effective infection control procedures, including preventing transmission of blood borne and airborne diseases. (24) Assist pharmacists in preparing, storing, and distributing medication products requiring special handling and documentation [(e.g., controlled substances, immunizations, chemotherapy, investigational drugs, drugs with mandated Risk Evaluation and Mitigation Strategies (REMS)]. (25) Assist pharmacists in the monitoring of medication therapy. (26) Prepare patient-specific medications for distribution. (27) Maintain pharmacy facilities and equipment, including automated dispensing equipment. (28) Use material safety data sheets (MSDS) to identify, handle, and safely dispose of hazardous materials.

Sterile and Non-Sterile Compounding (29) Prepare medications requiring compounding of sterile products. (30) Prepare medications requiring compounding of non-sterile products. (31) Prepare medications requiring compounding of chemotherapy/hazardous products.

Procurement, Billing, Reimbursement and Inventory Management (32) Initiate, verify, and assist in the adjudication of billing for pharmacy services and goods, and collect payment for these services. (33) Apply accepted procedures in purchasing pharmaceuticals, devices, and supplies.

(34) Apply accepted procedures in inventory control of medications, equipment, and devices. (35) Explain pharmacy reimbursement plans for covering pharmacy services.

Patient- and Medication-Safety

(36) Apply patient- and medication-safety practices in all aspects of the pharmacy technician’s roles. (37) Verify measurements, preparation, and/or packaging of medications produced by other healthcare professionals (e.g., tech-check- tech). (38) Explain pharmacists’ roles when they are responding to emergency situations and how pharmacy technicians can assist pharmacists by being certified as a Basic Life Support (BLS) Healthcare Provider. (39) Demonstrate skills required for effective emergency preparedness. (40) Assist pharmacists in medication reconciliation. (41) Assist pharmacists in medication therapy management.

Technology and Informatics (42) Describe the use of current technology in the healthcare environment to ensure the safety and accuracy of medication dispensing.

Regulatory Issues (43) Compare and contrast the roles of pharmacists and pharmacy technicians in ensuring pharmacy department compliance with professional standards and relevant legal, regulatory, formulary, contractual, and safety requirements. (44) Maintain confidentiality of patient information.

Quality Assurance (45) Apply quality assurance practices to pharmaceuticals, durable and non-durable medical equipment, devices, and supplies. (46) Explain procedures and communication channels to use in the event of a product recall or shortage, a medication error, or identification of another problem.

Model Curriculum for Pharmacy Technician Education and Training Programs

Personal/Interpersonal Knowledge and Skills

Goal 1: Demonstrate ethical conduct in all job-related activities.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 1.1 Act ethically in all • (Remembering) Define the term Instructor: Cover material Sample activities: Students: Demonstrate job-related activities. "ethics." described in objectives (“ethics” ethical responses when definition, etc.). Combine ethically called for. • (Understanding) Explain the challenging situations with difference between ethics and Sample student activity: other lab activities that Preceptors: Ask students laws. Describe sample ethical require students to apply describe ethical challenges situations and ask students to ethical judgment and they encountered and how • (Understanding) Explain situations describe and justify ethical decisions. they responded to them. that might present ethical responses. questions for technicians. Example: Susan works at a small private pharmacy with the owner. An older patient comes in to purchase a small tube of cream which would last them several months. The owner wants you to sell the customer a larger tube (that they won’t use and the same cream will expire in two days.) The larger cream is on sale but still more expensive. The owner wants to get rid of the inventory before the expiration date and instructs you to sell the customer the larger tube of cream. What would be ethical to do and what are your options? How do you think you would handle this situation?

Goal 2: Present an image appropriate for the profession of pharmacy in appearance and behavior.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 2.1 (Applying) Apply • (Understanding) Discuss what is Instructor: Cover material Sample activities: Exhibit appropriate dress, skills for presenting a appropriate for a technician to described in objectives hygiene and behavior at professional image in wear to work. (appropriate attire/hygiene Have students dress the way the experiential site. appearance (including challenging situations, etc.). they would on a job and give dress and hygiene) and • (Understanding) Discuss the constructive feedback as Preceptors: Ask students to behavior. importance of personal hygiene in Sample student activities: needed. describe challenging technicians work. Show or describe various situations they encounter. appearances of technicians and Role-play challenging Have them describe how • (Understanding) Explain typical ask if they are acceptable, why situations and how to they handled the situation situations that may challenge self- or why not and how professionally handle them. and discuss ways it might control in technicians work. unacceptable appearances can have been handled more be improved. effectively, if needed. • (Understanding) Explain techniques for maintaining self- Have students describe how control in challenging situations. they would respond professionally in challenging • (Understanding) Differentiate situations. professional and informal communication. Give examples of professional and informal communications and ask students which are appropriate. Have them translate informal communications into a professional communication style.

Example: John works with you in the pharmacy. He is easy-going and

8 his usual response to most other employees and customers at the counter is “Don’t worry about it!” A customer asks for a refill and his response is, “O.K. – don’t worry about it!” The lunch schedule is discussed and John is told he will go to lunch at 12:30 pm, his response is “O.K. – don’t worry about it!” Are John’s responses appropriate? If not, what are more appropriate responses? What is effective and/or ineffective about his responses?

Goal 3: Communicate clearly when speaking and in writing.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 3.1 (Applying) Apply • (Applying) Pronounce technical Instructor: Cover material Sample activities: Preceptor: Give feedback if effective verbal and terms accurately. described in objectives (how to verbal communications are written communication pronounce technical terms Simulate common spoken unclear and how they can skills. • (Applying) Communicate accurately, etc.) and written be improved. effectively with patients who are communications. non-English speakers or who have Sample student activity: Preceptor: Review other special needs, such as vision Instructor correctly and selected written or hearing problems, low reading incorrectly pronounces terms. communications with level, difficulty understanding Have students identify when students and provide instructions). terms are correctly constructive feedback. pronounced. If incorrect, ask • (Understanding) Explain ways to them to say them correctly. assess if a listener understood a verbal or written communication Have student give common (e.g., repeating back). verbal and written communications. Have other students and/or instructor give feedback about if they clearly understood them and/or how they could be improved. Example: When individuals don’t understand directions being given, there may be a tendency to talk louder, instead of remaining calm and making another, more effective, attempt to explain. Consider role playing this situation where one individual is giving directions and the other person doesn’t understand.

3.2 (Applying) Use • (Understanding) Explain non- Instructor: Cover material Preceptor: Give feedback listening skills verbal aspects of listening skills, described in objectives (body to students on how well effectively. such as body language. language, etc.) their listening skills come across to patients and team • (Understanding) Explain verbal Sample student activity: members. aspects of listening skills, such as Instructor role-play a patient acknowledging and reflecting giving a common back. communication. Ask students to respond with effective listening skills (examples: leaning forward, nodding, acknowledging (“uh-huh”, “I see”, “I understand”, repeating back: “Let me see if I understand you correctly…”; empathetic response, such as, “That sounds very difficult.”).

3.3 (Applying) Use • (Remembering) Identify types of Instructor: Cover material Apply skills as needed at effective strategies for patients who require special described in objectives (special the experiential site. communicating with communication strategies (e.g., communication strategies, etc.) patients who are non- vision or hearing problems, low English speakers or reading level, difficulty Sample student activity: who have other special understanding instructions). Discuss relevant situations and needs, such as vision or how communication could be hearing problems, low • (Understanding) Explain how adapted to be effective. reading level, difficulty communication strategies can be understanding adapted when needed. instructions).

Goal 4: Demonstrate a respectful attitude when interacting with diverse patient populations.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 4.1 Demonstrate a • (Understanding) Explain the Instructor: Cover material Demonstrate a respectful respectful attitude importance of demonstrating a described in objectives attitude when interacting when interacting with respectful attitude when (respectful vs disrespectful with diverse patient diverse patient interacting with diverse patient actions, etc.) populations at the populations. populations. experiential site. Sample student activity: • (Understanding) Identify types of Group discussion about Preceptors: Give feedback diverse populations, such as possible challenges with to students about how well diversity of culture, religion, race, diverse populations and how to they communicate respect age, gender, sexual orientation, respond. and care verbally and non- transgender, disability, economic verbally to all patients. status.

• (Understanding) Describe actions that convey respect or disrespect.

Goal 5: Apply self-management skills, including time management, stress management, and adapting to change.

5.2 (Applying) Apply • (Understanding) Identify common Instructor: Cover material Preceptors: Have students stress management sources of stress in a pharmacy described in objectives (sources describe stressful situations skills. technician’s job. of stress, ways to manage they encounter at the stress, etc.) experiential site, how they • (Understanding) Describe stress dealt with them and management techniques that can Sample student activities: discuss other strategies be used in a pharmacy Invite a panel of experienced that could also be applied. technician’s job when needed. pharmacy technicians to come and discuss sources of stress on their job, how they deal with it and answer questions from students.

Describe stressful scenarios and ask students to discuss effective ways to deal with

them.

5.3 (Applying) Apply • (Understanding) Explain why Instructor: Cover material Apply change management change management dealing with change is an described in instructional skills as needed at the skills. important skill for pharmacy objectives (principles of change experiential site. technicians. management, etc.)

• (Understanding) Explain principles of change management.

Goal 6: Apply interpersonal skills, including negotiation skills, conflict resolution, and teamwork.

Give students scenarios describing types of interactions that occur in the work of the pharmacy technician. Ask them what interpersonal skills are required to handle them

effectively and what they would do in those situations.

6.2 (Applying) Resolve • (Understanding) Explain effective Instructor: Cover material Sample activity: Handle conflicts effectively conflicts effectively. conflict management skills, described in objectives (conflict at the experiential site. including negotiation skills. resolution, negotiation skills). Role-play conflict situations that may occur in a Sample student activity: technician’s job. Describe sample conflict situations and ask students to discuss how they would handle them to resolve the conflict.

Example: Susan takes an hour for lunch each day at the busiest time of the day. This puts a burden on you and it is making you more angry each day. Your co- worker, Anne, confronted Susan and the verbal exchange was heated, loud and uncomfortable. Now Susan and Anne are not speaking to each other and the situation is preventing work form being accomplished. How can you resolve this conflict in a more effective manner than Anne did?

Goal 7: Apply critical thinking skills, creativity, and innovation to solve problems.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 7.1 Apply critical • (Understanding) Explain the kinds Instructor: Cover material Sample activity: Preceptors: Ask students to thinking skills to solve of problems that can occur in described in objectives (types of discuss how critical problems common in technicians’ work. problems, critical thinking Present a simulated thinking skills were applied pharmacy technician’s skills.) problem requiring the to problems encountered work. • (Understanding) Explain how student to apply critical at the experiential site. critical thinking skills can be used Sample student activities: thinking skills to solve. to solve problems. Describe typical problems that may come up in a pharmacy Example: technician’s job. Ask students Your department is under a to discuss how critical thinking very tight deadline to skills can be applied to solve complete a project. Your the problems. supervisor has asked that the project be completed by the end of the week. You have several employees who have asked for the next few days off who have been working on the project. How could you apply critical thinking skills to handle this situation? Discuss possible options.

7.2 Apply creativity and • (Understanding) Describe how Instructor: Cover material Sample activity: Preceptors: Ask students to innovation to solve creativity can be used to solve described in objectives discuss how creativity and problems common problems. (creativity and innovation). Present a simulated innovation were, or could frequently in pharmacy problem and ask students to be, applied to problems technician’s work. • (Understanding) Describe how Sample student activities: use creativity and innovative encountered at the innovation can be used to solve Discuss how creativity and thinking to solve the experiential site. problems. innovation can be applied to problem.

solve problems pharmacy technicians may encounter Example: during their jobs, using You have a staff of five examples. technicians. On the day of the flu clinic when one technician was to manage the forms, a large drug order has come in that must be unpacked and placed on the shelves before the regional managers and CEO of the company arrive. In addition, the pharmacy is busier than normal that morning. How could you apply creativity and innovation to ensure all activities are covered? Discuss possible options.

Foundational Professional Knowledge and Skills

Goal 8: Demonstrate understanding of healthcare occupations and the health care delivery system.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 8.1 (Understanding) • (Understanding) Identify and Instructor: Cover material Describe how different describe healthcare occupations. described in objectives healthcare occupations (healthcare occupations, interact in the health • (Understanding) Explain how health care delivery system) care delivery system. patient care is delivered in the health care system.

Goal 9: Demonstrate understanding of wellness promotion and disease prevention concepts, such as use of health screenings; health practices and environmental factors that impact health; and adverse effects of alcohol, tobacco, and legal and illegal drugs.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 9.1 (Understanding) Instructor: Cover material When possible, have Explain the importance described in objectives students participate in and methods of (wellness promotion practices, wellness promotion wellness promotion etc.) programs available in the and disease prevention pharmacy. practices, such as use of health screenings; health practices and environmental factors that impact health; and adverse effects of alcohol, tobacco, and legal and illegal drugs.

Goal 10: Demonstrate commitment to excellence in the pharmacy profession and to continuing education and training.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 10.1: (Applying) • (Understanding) Explain the Instructor: Cover material Preceptors and other Demonstrate importance and benefits of described in objectives pharmacists and commitment to technicians staying current with (resources for staying current, technicians at the excellence in the advances in pharmacy practice. etc.) experiential site: Share pharmacy profession with students their and to continuing • Sample student activity: (Understanding) Discuss resources activities that education and training. and practices for staying current Ask students to discuss ways demonstrate their (e.g., journals, newsletters, they plan to continue their educational conferences, learning after completing the commitment to membership in professional pharmacy technician training excellence in the organizations). program. Ask them to share pharmacy profession and

any past or current experiences continuing education • (Understanding) Define technician with any activities discussed in and training. Ask certification (vs licensure and the content covered. students to discuss registration), its benefits and the which seem most process for attaining. appropriate for them and which they are most interested in pursuing.

Goal 11: Demonstrate understanding and skills in areas of science relevant to the pharmacy technician’s role, including anatomy/physiology and pharmacology.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 11.1 (Remembering) • (Remembering) State definitions Instructor: Cover material State the definitions of of commonly used medical terms. described in objectives (define medical terms medical terms). commonly used in the • (Remembering) Identify the range of patient care correct medical term for given Ask students to complete a settings. abbreviations. matching activity during which they match medical terms with their definition.

Ask students to complete a matching activity during which they match medical terms with their abbreviations.

Give students a list of commonly used medical terms and ask them to write the accepted abbreviation for each.

Give students a list of commonly used medical abbreviations and ask them to write the medical term they stand for.

11.2 (Understanding) For each body system listed in Objective Instructor: Cover material Explain the use and 11.2: described in objectives for each side effects of • (Understanding) Describe basic body system (anatomy, etc.) prescription and non- anatomy and physiology prescription Sample student activities: medications, and • (Understanding) Therapeutic Have students match alternative therapies effects of prescription and medications with the body (e.g., herbal products, nonprescription medications and system they are usually used to dietary supplements, alternative therapies used to treat treat. homeopathy, lifestyle diseases modification) used to For each body system, have treat common disease • (Understanding) Adverse effects students match typically used states, including those medications with their that affect the • (Understanding) Brand and appropriate dosage forms, following body generic names of medications routes of administration and systems: commonly used to treat doses. 1. cardiovascular conditions that typically affect the 2. respiratory system and their usual dosage 3. gastrointestinal forms, route(s) of administration 4. renal and doses. 5. nervous 6. endocrine 7. reproductive 8. immune 9. skeletal 10. eyes, ears, nose and throat

11. dermatologic 12. hematologic 13. muscular

11.3 (Understanding) Instructor: Cover material Preceptor: Explain the role Explain the role of the described in objectives of the FDA in how they FDA in regulating (relevant regulations, etc.) handle herbal products and herbal products and dietary supplements in dietary supplements. their pharmacy.

Goal 12: Perform mathematical calculations essential to the duties of pharmacy technicians in a variety of contemporary settings.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 12.1 (Applying) • (Understanding) Explain the Instructor: Cover material Sample activity: Perform calculations as Perform mathematical use of Roman and Arabic described in objectives (types of needed during duties at the calculations frequently numerals, fractions, decimals and calculations, when used, how to Perform each type of experiential site. needed in pharmacy apothecary symbols perform, practice) calculation in situations that technicians’ work. simulate tasks that occur as • (Applying): Demonstrate how to Sample student activities: a part of typical pharmacy convert weights and measures, Perform each type of technician jobs. and direct ration and proportion. calculation in relevant assignments and assessments. Examples: • (Applying) Demonstrate how to Ask students to calculate the reduce and enlarge formulas total amount of a suspension if the patient • (Applying) Demonstrate how to must take 10 ml every 8 solve problems involving specific hours for 7 days, followed by gravity, percent strength, weight- 10 ml every 12 hours for 5 in-volume, weight-in-weight and days, followed by 5 ml every volume-in-volume 12 hours for 2 days.

• (Applying) Demonstrate how to Ask students to calculate the perform ratio strength total number of tablets

calculations for pharmaceutical needed if the patient is to preparations take two tablets every 4 hours for 15 days, followed • (Applying) Demonstrate how to by two tablets every 6 hours perform dilution and for 10 days, followed by one concentration calculations, tablet every 12 hours for including using the alligation another 10 days and then method one tablet for 3 days.

• (Applying) Demonstrate use of milliequivalents

• (Applying) Accurately determine the correct volume to be added to compounded products requiring overfill.

• (Understanding) Identify and explain the types of situations in which the various types of calculations will be necessary.

Goal 13: Demonstrate understanding of the pharmacy technician’s role in the medication-use process.

Teaching Strategy Examples* Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 13.1 (Understanding) • (Understanding) Explain how the Instructor: Cover material Explain the pharmacy medication-use process differs in described in objectives technician’s role in the different patient-care settings. (technician role, etc.) medication-use process. • (Understanding) Discuss the role of the technician in the medication use process.

Goal 14: Demonstrate understanding of major trends, issues, goals, and initiatives taking place in the pharmacy profession.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 14.1 (Understanding) • (Understanding) Describe the Instructor: Cover material Preceptors: Discuss with Identify and describe PPMI initiative and its impact on described in objectives students what initiatives, major trends, issues, the pharmacy profession. (initiatives, trends) trends, etc. are impacting goals, and initiatives the experiential site and taking place in the • (Understanding) Describe other how they are impacting it. pharmacy profession. major trends, issues, goals and initiatives taking place in the pharmacy profession.

Goal 15: Demonstrate understanding of non-traditional roles of pharmacy technicians.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 15.1 (Understanding) Instructor: Cover material Identify and explain described in objective (non- non-traditional roles of traditional roles) pharmacy technicians.

Goal 16: Identify and describe emerging therapies.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 16.1 (Understanding) Instructor: Cover material Identify and describe described in objectives emerging therapies. (identification and description of emerging therapies)

Goal 17: Demonstrate understanding of the preparation and process for sterile and non-sterile compounding.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 17.1 (Understanding) Instructor: Cover material Demonstrate described in objectives understanding of the (preparation and process for preparation and sterile and non-sterile process for sterile and compounding) non-sterile compounding.

Processing and Handling of Medications and Medication Orders

Goal 18: Assist pharmacists in collecting, organizing, and recording demographic and clinical information for direct patient care and medication-use review.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 18.1 (Applying) Act in • (Understanding) Explain how state Instructor: Cover material Act in accordance with accordance with state laws and regulations determine described in objectives relevant laws at the laws and regulations what activities regarding (relevant state laws, etc.) experiential site. regarding collection of collection of patient specific patient specific information can be delegated to information. technicians.

18.2 (Applying) Collect • (Understanding) Explain the Instructor: Cover material Sample activity: Collect patient information needed patient purposes for collecting patient- described in objectives appropriately as needed at information from the specific information by (pertinent patient information, Have students collect the experiential site. medical chart, patient pharmacists. etc.) appropriate information in profile or medical given cases. record when needed. • (Understanding) Explain the

organization of patient medical charts or records and patient profiles.

• (Applying) Locate needed information in patient medical charts, records and patient profiles.

18.3 (Applying) Instructor: Cover material Sample activity: Conduct interviews as Effectively interview described in objectives needed at the experiential patients, their (effective interviewing) Role-play interview with site. representatives, or patient, their their caregivers to Sample student activities: representatives, or their obtain needed patient Role-play interview with caregivers. (can be done in information. patient, their representatives, didactic or simulated portion or their caregivers. (can be of program) done in didactic or simulated portion of program)

18.4 (Applying) Obtain Instructor: Cover material Sample activity: Obtain information as required patient described in objectives (types needed at the experiential information from other on information that may be In simulations, determine site. members of the health needed from health care team what members of the health care team when and how to obtain it) care team may have needed needed. information.

18.5 (Applying) Follow Instructor: Cover material Sample activity: Accurately use the an established system described in objectives (formats system(s) at the for organizing collected for organizing information). Ask students to organize experiential site. patient-specific given patient-specific information in a useful information into a specified electronic or manual template.

25 format.

18.6 (Evaluating) When Instructor: Cover material Identify patients needing collecting patient- described in objectives (when pharmacist attention as specific information, patients require pharmacist needed at the experiential identify situations attention) site. where the patient requires the attention Sample student activity: of the pharmacist. Describe scenarios in which patients need or don’t need the pharmacists’ attention. Ask students to identify those in which the patient needs the pharmacist’s attention and explain why.

18.7 (Applying) • (Understanding) Explain the Instructor: Cover material Collect data as requested Appropriately collect purpose of a medication use described in objectives (how to at the experiential site. data for the review. collect data for a medication pharmacist’s use in a use review, etc.) medication use review. • (Understanding) Explain the structure of a medication use review.

18.8 (Applying) • (Remembering) State the types of Instructor: Cover material Collect data as requested Appropriately collect information the pharmacist might described in objectives (how to at the experiential site. data for the request to assist in managing collect data for use in pharmacist’s use in pharmacy services. managing pharmacy services, managing pharmacy etc.) services. • (Understanding) Explain the use of productivity data in contemporary pharmacy practice.

• (Understanding) Compare and

contrast the functions and applications of several currently used pharmacy productivity measurement systems.

• (Understanding) Explain technicians’ potential roles in establishing, maintaining, and participating in a pharmacy productivity measurement system.

Goal 19: Receive and screen prescriptions/medication orders for completeness, accuracy, and authenticity.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 19.1 (Applying) Act in • (Understanding) Explain how Instructor: Cover material Comply with state laws and accordance with state laws state laws and regulations described in objective (laws regulations when receiving and regulations related to determine what activities and regulations) and screening medication receiving and screening of regarding receiving and orders during duties at the medication orders. screening experiential site. prescription/medication orders for completeness and authenticity can be delegated to technicians.

19.2 (Applying) Assess • (Remembering) State the Instructor: Cover material Sample activities: Use paper and electronic prescription/medication components of a complete described in objectives (how to systems to receive orders for completeness prescription/medication order assess for completeness and Simulate receiving prescription/medication and authenticity when including authenticity, etc.) prescriptions/medication orders at the experiential receiving orders via paper prescription/medication orders orders. site. or electronic systems. for controlled substances. Sample student activity: Give students prescriptions Simulate assessing for Assess • (Remembering) When given an and medication orders, some completeness and prescriptions/medication abbreviated instruction for of which contain errors in authenticity. orders for completeness and medication use, state the full completeness or authenticity. authenticity at the wording of the instruction. Ask them to determine if they experiential site. are complete and/or authentic. • (Remembering) State the schedule for controlled substances and commonly used medications that fall into each category.

• (Understanding) Explain the procedure to verify the validity of a prescriber’s DEA number.

• (Understanding) Explain techniques for detecting forged or altered prescriptions.

• (Understanding) Explain the importance of alerting the pharmacist if a prescription/medication order appears to be illegitimate.

19.3 (Applying) Efficiently • (Understanding) Explain Instructor: Cover material Sample activity: Obtain information to

28 obtain information to methods for obtaining missing described in objectives (how to complete a complete a pieces of information in a obtain information) Give students prescription/medication prescription/medication prescription/medication order. incomplete medication order as needed at the order. Sample student activity: orders and ask how they experiential site. Give students incomplete would obtain the missing medication orders and ask how information. (can be they would obtain the missing done in didactic or information. (can be done in simulated portion of didactic or simulated portion of program) program)

19.4 (Analyzing) Identify • (Understanding) Explain Instructor: Cover material Sample activity: Identify refills and renewals situations when screening common situations when described in objectives (how to for which they should notify refills and renewals when screening refills and renewals identify possibly inappropriate Include refill and the pharmacist of potential the technician should when the technician should refills and renewals) renewal orders that are inappropriateness at the notify the pharmacist of notify the pharmacist of inappropriate during experiential site. potential potential inappropriateness. Sample student activity: simulated activities. inappropriateness. Give students sample refill or Students should renewals and ask if they should correctly identify these. notify the pharmacist of potential inappropriateness and why.

Goal 20: Assist pharmacists in the identification of patients who desire/require counseling to optimize the use of medications, equipment, and devices.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 20.1 (Applying) Act in • (Remembering) Describe the Instructor: Cover material Act in accordance with accordance with state laws legal obligations for patient described in objectives (laws and relevant state laws at the and regulations regarding counseling, including regulations, etc.) experiential site. patient counseling. documentation, as specified in OBRA 90 and in state laws and regulations.

• (Understanding) Explain how state laws and regulations determine what activities regarding patient counseling can be delegated to technicians.

20.2 (Applying) Use • (Understanding) Explain the Instructor: Cover material Determine if patients would effective communication importance of counseling described in objectives like pharmacist counseling skills to determine if a patients in the use of (importance of counseling, etc.) at the experiential site. patient or caregiver would medications. like pharmacist counseling on the use of medications. • (Understanding) Explain how to question patients to determine if they would like pharmacist counseling.

Goal 21: Prepare non-patient-specific medications for distribution (e.g., batch, stock medications).

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 21.1 (Applying) Act in • (Understanding) Explain how Instructor: Cover material Act in accordance with accordance with state laws state laws and regulations described in objectives (state relevant state laws at the and regulations regarding determine what activities laws, etc.) experiential site. preparing medications for regarding preparing medications distribution. for distribution can be delegated to technicians. • (Understanding) Explain why it is important to notify the pharmacist when a non- formulary medication has been ordered.

• (Understanding) Explain one’s own state laws governing pharmacist review of medications prior to distribution.

21.2 (Applying) Follow • (Understanding) Explain federal Instructor: Cover material Sample activity: Act in accordance with established laws and and state laws governing the described in objectives (purpose relevant state laws at the protocols to select the substitution of medication and use of a formulary, etc.) Practice appropriate experiential site. appropriate product. products. selection of products in the simulated • (Understanding) Explain the setting. purpose and use of a formulary (e.g., state, health system, buying group).

• (Understanding) Explain the influence that the formulary and/or policies of third party payers have on the selection of products.

• (Understanding) Explain the function of an NDC number.

21.3 (Applying) • (Understanding) Explain typical Instructor: Cover material Sample activity: Use appropriate processes Appropriately obtain storage arrangements for described in objectives (typical to obtain prescribed prescribed medications or medications and devices. storage arrangements) Use appropriate medications or devices from devices from inventory. processes to obtain inventory at the experiential • (Understanding) Explain the Sample student activity: prescribed site. importance of the way Describe a hypothetical medications or medications and devices are technician obtaining a devices from typically arranged. medication from inventory, who inventory in a makes a mistake while doing so. simulated setting.

Ask students what the mistake is and what should be done instead.

21.4 (Applying) Follow • (Understanding) Explain the Instructor: Cover material Sample activity: Follow the experiential site’s safety policies and importance of following safety described in objectives (safety safety policies and procedures in the policies and procedures when policies and procedures, etc.). Follow safety procedures when preparing preparation of all preparing medications. procedures during medications. medications. Sample student activity: simulated activities. • (Remembering) Describe Describe a hypothetical standard safety policies and technician preparing a procedures for preparing medication, who makes a medications. mistake in safety procedures while doing so. Ask students what the mistake is and what should be done instead. Ask the potential impact of the mistake and who it may impact (e.g., self, co-workers, patients) 21.5 (Applying) Package the • (Understanding) Explain the need Instructor: Cover material Sample activity: Appropriately package product in the appropriate for packaging products in the described in objectives (product products at the experiential type and size of container appropriate type and size of packaging options, etc.) Appropriately package site. using a manual or container. products in a automated system. Sample student activity: simulated setting. • (Remembering) Describe the Describe a hypothetical various sizes and types of technician packaging a product, containers for the packaging of who makes a mistake while pharmaceuticals in different doing so. Ask students what the pharmacy settings. mistake is and what should be done instead. • (Remembering) Describe options for the packaging of products for children and patients who are the physically challenged or aged.

• (Complex overt response) Skillfully operate automated packaging equipment.

21.6 (Applying) Follow an • (Understanding) Explain the Instructor: Cover material Sample activity: Appropriately generate established procedure to importance of accurate labeling described in objectives labels at the experiential generate accurate and of pharmaceuticals. (information needed on label) Appropriately site. complete product labels. generate labels in a • (Remembering) Describe the Sample student activity: simulated setting. information in a complete Describe a hypothetical product label. technician labeling a product, who makes a mistake while doing so. Ask students what the mistake is and what should be done instead.

21.7 (Applying) Affix the • (Remembering) State categories Instructor: Cover material Sample activity: Appropriately affix auxiliary appropriate primary and of medications which require described in objectives labels at the experiential auxiliary labels to auxiliary labels and what those (categories of medications Appropriately affix site. containers. labels are. requiring auxiliary labels) auxiliary labels in a simulated setting. • (Understanding) Explain the Sample student activity: importance of placing labels so Have students observe that all information on all labels classmates or the instructor is visible. placing auxiliary labels on a product. Ask students critique what they observe and identify any mistakes and how to correct them.

21.8 (Applying) Follow • (Understanding) Discuss the Instructor: Cover material Sample activity: Properly record established policies and importance of documenting described in objectives preparations at the procedures for recording preparation of bulk, unit dose, (recording procedures, etc.) Properly record experiential site.

33 preparation of bulk, unit and special doses of medications preparations in a dose, and special doses of immediate or anticipated future Sample student activity: simulated setting. medications for immediate use. Describe a hypothetical or anticipated future use. technician recording • (Remembering) Describe preparations of different types, categories of information to be who makes mistakes while recorded at the time of doing so. Ask students what the preparation of bulk, unit dose, mistake is and what should be and special doses of medications done instead. prepared for immediate or anticipated future use.

21.9 (Applying) Follow • (Remembering) State the Instructor: Cover material Sample activity: Properly record established policies and meaning of the term "controlled described in objectives (relevant preparations of controlled procedures for recording substance." policies and procedures, etc.) Properly record substances at the the preparation of preparations of experiential site. controlled substances. • (Remembering) State legal Sample student activity: controlled substances obligations regarding recording Describe a hypothetical in a simulated setting. the preparation of controlled technician recording the substances. preparation of a controlled substance, who makes a mistake while doing so. Ask students what the mistake is and what should be done instead.

21.10 (Applying) Follow the • (Understanding) Explain the Instructor: Cover material Sample activity: Properly store medications manufacturer's importance of proper storage of described in objectives (relevant at the experiential site. recommendation and/or medications. recommendations and Properly store the pharmacy's guidelines guidelines, etc.) medications in a for storage of medications • (Understanding) Explain the simulated setting. prior to distribution. storage requirements for Sample student activity: different medication products. Describe a hypothetical technician storing a medication, who makes a mistake while

doing so. Ask students what the mistake is and what should be done instead.

Goal 22: Distribute medications in a manner that follows specified procedures.

22.2 (Applying) Follow Instructor: Cover material Sample activity: Appropriately record the established policies and described in objectives (relevant distribution of prescription of procedures to record the policies and procedures, etc.) Simulate recording medications at the distribution of prescription the distribution of experiential site. medications. prescription medications.

22.3 (Applying) Follow • (Complex overt response) Instructor: Cover material Sample activity: Record the distribution of established policies and Skillfully operate automated described in objectives (relevant controlled substances at the procedures to record the distribution systems. policies and procedures, etc.) Simulate recording experiential site. distribution of controlled the distribution of substances. • (Remembering) Describe controlled substances. standard policies and procedures

for recording the distribution of controlled substances. 22.4 (Evaluating) Monitor Instructor: Cover material Monitor medication use to medication use to assure it described in objectives (how to assure it is consistent with is consistent with the monitor for proper use). the prescription/medication prescription/medication order for the patient as order for the patient. needed at the experiential site.

Goal 23: Practice effective infection control procedures, including preventing transmission of blood borne and airborne diseases.

• (Understanding) Explain institutional policies and procedures regarding infection control.

Goal 24: Assist pharmacists in preparing, storing, and distributing medication products requiring special handling and documentation [(e.g., controlled substances, immunizations, chemotherapy, investigational drugs, drugs with mandated Risk Evaluation and Mitigation Strategies (REMS)].

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 24.1 (Understanding) Instructor: Cover material Explain special procedures described in objectives (e.g., pharmacy technicians will procedure for preparing, storing be responsible for and distributing controlled regarding preparing, substances, etc.) storing and distributing controlled substances.

24.2 (Applying) Act in • (Understanding) Explain how Instructor: Cover material Act in accordance with state accordance with state laws state laws and regulations described in objectives (relevant laws and regulations and regulations regarding determine what activities state laws, etc.) regarding the technician’s the technician’s role in regarding immunizations can be role in immunizations at the immunizations. delegated to technicians. experiential site.

24.3 (Applying) Apply Instructor: Cover material Sample activity: Follow relevant special special procedures described in objectives (relevant procedures at the technicians will be special procedures) Practice special experiential site. responsible for regarding procedures in a preparing, storing and Sample student activity: simulated setting. distributing controlled Ask students to identify errors in substances and scenarios involving special chemotherapy agents. procedures for controlled substances and chemotherapy agents.

24.4 (Applying) Apply Instructor: Cover material Sample activity: Follow relevant special special procedures described in objectives (relevant procedures regarding pharmacy technicians will special procedures) Practice special investigational drug at the

37 be responsible for procedures regarding experiential site, if needed. regarding preparing, Sample student activity: investigational drugs storing and distributing Ask students to identify errors in in a simulated setting. investigational drugs scenarios involving special procedures for investigational drugs.

24.5 (Applying) Apply • (Remembering) Define Risk Instructor: Cover material Sample activity: Follow special handling special handling Evaluation and Mitigation described in objectives (special procedures for drugs with procedures for drugs with Strategies (REMS) and its handling procedures). Practice special mandated Risk Evaluation mandated Risk Evaluation importance. procedures in a and Mitigation Strategies and Mitigation Strategies simulated setting. (REMS) at the experiential (REMS)]. site.

24.6 (Applying) Follow the Instructor: Cover material Sample activity: Follow the established established protocol for the described in objectives (relevant protocol for the preparation, preparation, storage and special procedures) Practice protocols for storage and recording of recording of an investigational drugs investigational medication investigational medication Sample student activity: in a simulated setting. products at the experiential product. Ask students to identify errors in site. scenarios involving protocols for investigational drugs.

Goal 25: Assist pharmacists in the monitoring of medication therapy.

25.2 (Understanding) Instructor: Cover material Explain the purpose of described in instructional monitoring a patient's objectives (purpose of medication therapy. monitoring, etc.)

25.3 (Complex Overt • (Remembering) Describe the Instructor: Cover material Sample activity: Monitor procedures as Response) Demonstrate equipment and supplies used to described in instructional needed at the experiential skill in monitoring selected perform selected procedures and objectives (equipment, supplies, Simulate monitoring site. procedures (e.g., finger- their limitations. reasons for procedures, etc.) selected procedures. stick blood draw for glucose monitoring and • (Understanding) Explain the Sample student activity: cholesterol screening, reasons for the steps in the Have students match monitoring blood pressure, pulse). selected procedures. procedures with information gained from the procedure and/or what condition or disease usually calls for the procedure.

Goal 26: Prepare patient-specific medications for distribution.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 26.1 (Applying) Act in • (Understanding) Explain how Instructor: Cover material Follow relevant state laws accordance with state laws state laws and regulations described in objectives (state and regulations at the and regulations regarding determine what activities laws and regulations) experiential site. technician’s role in regarding preparing medications preparing medications for for distribution can be delegated distribution. to technicians.

• (Understanding) Explain why it is important for the technician to notify the pharmacist when screening of the prescription/medication order reveals a non-formulary medication has been ordered.

• (Understanding) Explain one’s own state laws governing pharmacist review of medications prior to distribution.

26.2 (Applying) Accurately • (Applying) Accurately use the Instructor: Cover material Sample activity: Accurately create a new, or create a new, or enter data following systems for inputting described in objectives (systems enter data into an existing, into an existing, patient prescription/medication order for inputting Practice using each patient profile using the profile according to an information: metric, avoirdupois, prescription/medication order system in the established procedures of the established procedure. household and apothecary information). simulated setting. experiential site. systems.

26.3 (Applying) Accurately • (Applying) Accurately use the Instructor: Cover material Sample activity: Count, weigh and measure count or measure finished following systems to count and described in objectives finished dosage forms at the dosage forms as specified measure: metric, avoirdupois, (counting, measuring, etc.) Practice counting, experiential site.

40 by the household system (e.g. teaspoon, weighing and prescription/medication tablespoon) and apothecary. measuring finished order. dosage forms in the • (Complex Overt Response) simulated setting. Accurately operate common pharmaceutical measurement and weighing devices.

• (Applying) Accurately convert from one measurement system to another as needed.

26.4 (Applying) Follow • (Remembering) Describe Instructor: Cover material Sample activity: Follow the experiential site’s protocol to assemble pharmacist obligations for described in objectives (patient protocols to assemble appropriate patient counseling as required in OBRA information materials). Have students include appropriate patient information materials. '90. appropriate written information materials. Sample student activity: materials with • (Understanding) Explain the Have students match different simulated dispensed importance of including written types of dispensed products products in the lab patient information at the time with written information that setting. of dispensing. would need to go with it.

• (Remembering) Describe the types of written information that are typically included with dispensed products.

Goal 27: Maintain pharmacy facilities and equipment, including automated dispensing equipment.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 27.1 (Applying) Follow • (Understanding) Explain the need Instructor: Cover material Sample activity: Follow policies and policies and procedures for for sanitation management in the described in objectives (policies procedures for sanitation sanitation management pharmacy. and procedures for sanitation Practice procedures management and and hazardous waste management, etc.). for maintaining hazardous waste handling handling (e.g., needles). • pharmacy facilities (Remembering) Define at the experiential site. "hazardous waste". Sample student activity: and equipment, such Give descriptions of sanitation as automated • (Understanding) Explain state management and hazardous dispensing regulations regarding handling waste handling, some using equipment, laminar hazardous waste. appropriate procedures and flow biological safety others not. Ask the students to cabinets and • (Understanding) Explain differentiate if proper equipment requiring institutional policies and procedures are being used or calibration. procedures regarding hazardous not and how to correct the waste management. situations in which they are not.

• (Understanding) Explain the reasons for the procedures for cleaning a laminar flow biological safety cabinet. 27.2 (Applying) Apply Instructor: Cover material Sample activity: Clean laminar flow biological appropriate techniques to described in objectives safety cabinets at the clean laminar flow (appropriate techniques for Simulate cleaning experiential site using biological safety cabinets. cleaning laminar flow biological laminar flow biological appropriate technique. safety cabinets). safety cabinets using appropriate techniques. 27.3 (Applying) Maintain a • (Understanding) Explain the Instructor: Cover material Maintain a clean and neat clean and neat work importance of maintaining a described in objectives work environment at the environment. clean and neat work (importance of maintaining a experiential site.

environment. clean and neat work environment). 27.4 (Applying) Accurately • (Remembering) Describe the Instructor: Cover material Sample activities: Accurately calibrate weighing calibrate weighing or equipment and pharmacy devices described in objectives (how to or counting devices, fluid counting devices, fluid common to pharmacy practice. calibrate). Practice calibrating compounders, or syringe compounders, or syringe weighing and counting pumps at the experiential pumps. • (Remembering) Describe the devices, fluid site. term "calibration" as it refers to compounders and the equipment commonly used in syringe pumps in a pharmacy practice. simulated setting.

• (Applying) Accurately calibrate syringe pumps and devices for weighing, counting and compounding.

• (Understanding) Explain the role of electronic devices in the delivery of direct patient care.

• (Understanding) Explain how to update and maintain information systems for prices updates and report generation. 27.5 (Applying) Follow Instructor: Cover material Sample activity: Follow manufacturers' manufacturers' guidelines described in objectives (sample guidelines in troubleshooting, in troubleshooting, guidelines for trouble shooting, Practice or simulate maintaining, and repairing maintaining, and repairing maintain and repairing practice of electronic devices used in electronic devices used in electronics relevant devices). appropriately preparing and dispensing preparing and dispensing troubleshooting, medications. medications. maintaining and/or repairing selected devices.

Goal 28: Use material safety data sheets (MSDS) to identify, handle, and safely dispose of hazardous materials.

Teaching Strategy Examples* Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 28.1 (Applying) Accurately • (Understanding) Define and Instructor: Cover material Sample activity: Accurately follow follow instructions on explain the purpose and described in objectives (MSDS, instructions on material material safety data sheets. importance of material safety etc.) Simulate following safety data sheets at the data sheets (MSDS). instructions on a experiential site. material safety data • (Understanding) Describe sheet. examples of instructions on a material safety data sheet.

Sterile and Non-Sterile Compounding

Goal 29: Prepare medications requiring compounding of sterile products.

29.2 (Applying) Collect the • (Remembering) Define the term Instructor: Cover material Sample activity: Collect the correct correct ingredients for "compounding". described in objectives ingredients for sterile sterile products requiring (procedures for maintaining Collect ingredients in products requiring compounding. • (Understanding) Explain why sterility while collecting the simulated setting. compounding at the some medications require materials for compounding, etc.) experiential site. compounding.

• (Remembering) Define the terms

"sterile" and "non-sterile" in pharmacy.

• (Understanding) Explain why some medications must be sterile.

• (Applying) Demonstrate the proper procedure for maintaining the sterility of materials being collected for compounding a sterile product.

29.3 (Applying) Accurately • (Applying) Correctly solve Instructor: Cover material Sample activity: Determine the correct determine the correct mathematical problems using described in objectives (methods amounts of ingredients for amounts of ingredients for Roman numerals, Arabic for determining amounts). Determine the correct compounded products at a compounded product. numerals, fractions, apothecary amounts of the experiential site. symbols, and decimals. Sample student activities: ingredients for a Solve each type of problem compounded product • (Applying) Correctly solve listed in the instructional in the simulated mathematical problems involving objectives. setting. conversion of weights and measures and direct ratio and proportion.

• (Applying) Correctly solve mathematical problems involving reducing and enlarging formulas.

• (Applying) Correctly solve mathematical problems involving specific gravity, percent strength, weight-in-volume, weight-in- weight, and volume-in-volume.

• (Applying) Correctly solve mathematical problems involving ratio strength calculations for pharmaceutical preparations.

• (Applying) Correctly solve mathematical problems involving dilution and concentration.

• (Applying) Correctly solve mathematical problems involving dilution and concentration using the alligation method.

• (Applying) Correctly solve mathematical problems involving milliequivalents.

• (Applying) Solve for the correct volume to be added for compounded products that require an overfill.

29.4 (Complex Overt • (Remembering) State one’s state Instructor: Cover material Sample activities: Compound sterile products Response) Compound regulations regarding technician described in objectives (sterile using appropriate sterile products using compounding of sterile products. compounding techniques). Practice sterile techniques, equipment and appropriate techniques, compounding devices at the experiential equipment and devices. • (Understanding) Explain the Sample student activities: technique in the site. reason for each step of aseptic • Present enactments or simulated setting. technique. descriptions of sterile compounding and ask • (Understanding) Explain students to identify therapeutic, pharmaceutical, and errors and how they

chemical incompatibility. should be corrected.

• (Understanding) Explain how the • Show videos that effects of incompatibilities can be demonstrate correct overcome when compounding technique. sterile products.

• (Understanding) Explain the uses of horizontal and vertical laminar flow hoods.

• (Complex Overt Response) Demonstrate the proper use of equipment and devices used in compounding sterile products.

Goal 30: Prepare medications requiring compounding of non-sterile products.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 30.1 (Complex Overt • (Remembering) State one’s state Instructor: Cover material Sample activity: Compound non-sterile Response) Compound non- regulations regarding technician described in objectives (relevant products using appropriate sterile products using compounding of non-sterile state regulations, non-sterile Practice compounding technique at the appropriate technique. products. technique, etc.). non-sterile products in experiential site. the simulated setting. • (Understanding) Explain the reasons for the steps of non- sterile technique.

• (Understanding) Explain how the effects of incompatibilities can be overcome when compounding non sterile products.

Goal 31: Prepare medications requiring compounding of chemotherapy/hazardous products.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 31.1 (Complex Overt • (Remembering) State one’s state Instructor: Cover material Sample activity: Practice compounding Response) Compound regulations regarding technician described in objectives (relevant cytotoxic and other cytotoxic and other compounding of cytotoxic and state regulations, risks, steps in Practice compounding hazardous medication hazardous medication other hazardous medication preparation, etc.). cytotoxic and other products at the experiential products using appropriate products. hazardous medication site. technique. products in the • (Understanding) Explain risks simulated setting. involved in the preparation and handling of cytotoxic and other hazardous medication products.

• (Understanding) Explain the reasons for the steps in cytotoxic or other hazardous medication product preparation technique.

31.2 (Applying) Follow • (Remembering) Describe Instructor: Cover material Sample activity: Follow safety policies and safety policies and standard safety policies and described in objectives (relevant procedures when disposing procedures when disposing procedures when disposing of safety policies and procedures). Practice following of hazardous and non- of hazardous and non- hazardous and non-hazardous safety policies and hazardous wastes at the hazardous wastes. wastes. procedures during experiential site. simulations of disposing of hazardous and non- hazardous wastes.

31.3(Applying) Follow • (Understanding) Explain the need Instructor: Cover material Sample activity: Follow the experiential site’s policies and procedures for for sanitation management in the described in objectives (relevant policies and procedures for sanitation management, pharmacy setting. policies and procedures). Simulate handling of sanitation management,

48 hazardous waste handling hazardous waste. hazardous waste handling (e.g., needles), and • (Remembering) Define and infection control. infection control (e.g., "hazardous waste". protective clothing). • (Remembering) Define "infection control".

• (Understanding) Explain OSHA regulations regarding pharmacy practice, including regulations for blood-borne pathogens.

• (Understanding) Explain state regulations regarding the handling of hazardous waste and infection control.

• (Understanding) Explain institutional policies and procedures regarding hazardous waste management and infection control.

31.4 (Complex Overt • (Understanding) Explain Instructor: Cover material Sample activity: Clean up a cytotoxic or other Response) Demonstrate processes for cleaning up a described in objectives (how to hazardous medication skill in cleaning up a cytotoxic or other hazardous clean up a hazardous spill) Clean up a cytotoxic product spill using the cytotoxic or other medication product spill. or other hazardous accepted procedure if hazardous medication medication product needed at the experiential product spill using the spill using the site. accepted procedure. accepted procedure in a simulated setting.

Procurement, Billing, Reimbursement and Inventory Management

Goal 32: Initiate, verify, and assist in the adjudication of billing for pharmacy services and goods, and collect payment for these services.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 32.1 (Applying) Effectively • (Remembering) Describe the Instructor: Cover material Sample activity: Obtain needed information obtain needed information possible methods of payment for described in objectives from the customer/patient at from the customer/patient, a prescription/medication order (obtaining needed information) Role-play scenarios in the experiential site. including method of and associated services. which the student must payment for a obtain method of prescription/medication payment and/or order and patient-specific patient-specific information. information.

32.2 (Analyzing) Verify and • (Understanding) Describe how to Instructor: Cover material Sample activity: Verify and accurately input accurately input third party verify third party coverage. described in objectives third party coverage for a coverage for a (verifying third party coverage, Simulate actions prescription/medication order prescription/medication etc.) needed to verify and at the experiential site. order. accurately input third party coverage for a prescription/medication order.

32.3 (Applying) When a • (Understanding) Describe ways Instructor: Cover material Identify reasons for rejected claim is rejected, identify to determine reasons for a described in objectives (rejected claims at the experiential site. the reason. rejected claim. claims)

32.4 (Applying) • (Understanding) Explain ways to Instructor: Cover material Sample activity: Communicate third party Appropriately communicate third party payer described in objectives payment coverage communicate third party responses that are sensitive to (communication of third party Role-play scenarios in information and further action

50 payment coverage customer/patient concerns and payment coverage information, which the student must to be taken to information and further are clearly understood. etc.). communicate third customers/patients as needed action to be taken to party payment at the experiential site. customers/patients. • (Applying) Use effective coverage information. communication techniques for diffusing strong emotional reactions to third party payment response.

32.5 (Applying) Accurately Instructor: Cover material Accurately complete third complete third party claims described in objectives (third party claims forms at the forms. party claim forms) experiential site.

Sample student activity: Practice completing sample third party claims forms.

32.6 (Applying) Accurately • (Application) Accurately assess a Instructor: Cover material Accurately record the receipt record the receipt of prescription transmission described in instructional of payment for payment for adjudication for appropriate objectives (recording receipt of pharmaceutical goods and pharmaceutical goods and payment. payment) services at the experiential services. site. • (Application) Using cost analysis Sample student activity: methods, verify that the Practice recording receipt of submitted medication has been payments. paid for by the third party insurance.

• (Application) When a judgment decision is required, alert the pharmacist to determine proper prescription adjudication.

32.7 (Complex Overt • (Understanding) Explain Instructor: Cover material Sample activity: Effectively use the cash

Response) Demonstrate different types of payment (e.g., described in instructional register at the experiential skill in the operation of a debit, credit, cash, certificates, objectives (how to perform Operate or simulate site. cash register. coupons) and how each is tasks on the cash register) operation of a cash entered in the cash register. register in a simulated setting. • (Complex Overt Response) Exercise skill in replacing cash register tapes and ribbons.

• (Understanding) Explain how to void transactions on the cash register.

• (Understanding) Explain the concept of departmental codes and how they are entered in the cash register.

32.8 (Applying) Accurately Instructor: Cover material Sample activity: Accurately make change at make change. described in objectives (how to the experiential site. make change). Accurately make change during Sample student activity: simulated transactions. Describe scenarios in which change must be given and have student calculate the amount.

32.9 (Applying) Determine • (Remembering) Describe the Instructor: Cover material Accurately determine Accurately determine which items which are taxable. concepts of taxable and described in objectives which items are taxable items are taxable at the nontaxable. (distinguishing taxable from during simulated experiential site. nontaxable items) transactions. • (Remembering) Describe the legal obligation to tax required Sample student activity: items. Have students identify items in

a given list as taxable or nontaxable.

32.10 (Applying) Determine • (Remembering) Describe Instructor: Cover material Accurately determine Determine payment due the payment due the health common pricing and billing described in objectives (pricing, payment due the health health system for medication system for medication systems. billing and tracking systems) system during orders when needed at the orders. simulated transactions. experiential site. • (Remembering) Describe common systems for tracking medication billing to patients.

Goal 33: Apply accepted procedures in purchasing pharmaceuticals, devices, and supplies.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 33.1 (Applying) Follow an • (Remembering) Describe typical Instructor: Cover material Follow the experiential site’s established procedure for procedures for purchasing described in objectives procedures for purchasing purchasing pharmaceuticals, devices, and (purchasing procedures) pharmaceuticals, devices, pharmaceuticals, devices, supplies. and supplies. and supplies. • (Remembering) Describe typical procedures used to expedite emergency orders/prescriptions.

• (Remembering) Describe typical procedures used for the purchase of atypical products (e.g., biologics, interferons, HIV medications, investigational medications, non-formulary products.)

Goal 34: Apply accepted procedures in inventory control of medications, equipment, and devices.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential

34.1 (Applying) Apply • (Remembering) Describe the Instructor: Cover material Sample activity: Apply accepted procedures in accepted procedures of various methods of inventory described in objectives (methods inventory control at the inventory control (e.g., control (e.g., prime vendor, just- of inventory control, etc.) Simulate inventory experiential site. prime vendor, just-in-time). in-time). control procedures. Sample student activity: Give descriptions of a hypothetical technician handling inventory, sometimes using appropriate procedures and other times not. Ask the students to differentiate if proper procedures are being used or not and how to correct the situations in which they are not.

Example: Scenario: Lisa receives a shipment of OxyContin for the pharmacy, which she previously ordered. She verifies that it is complete and intact before putting it into storage. What is a potential problem with this scenario? (Answer: A different person should order and receive a controlled substance.)

34.2 (Applying) Follow • (Remembering) Describe the Instructor: Cover material Follow the experiential site’s

54 established policies and general tasks involved in described in objectives (ways to policies and procedures procedures verifying receiving and verifying the order verify specifications, etc.). verifying specifications on specifications on the of inventory. original orders when original order when receiving inventory. receiving inventory. • (Remembering) Describe methods for handling back ordered medications.

34.3 (Applying) Follow Instructor: Cover material Sample activity: established policies and described in objectives (putting procedures for placing inventory in storage). Provide simulated pharmaceuticals, durable materials for students medical equipment, to practice properly devices, and supplies in placing into storage. inventory under proper storage conditions.

34.4 (Applying) Follow • (Remembering) Define the terms Instructor: Cover material Sample activity: Follow established policies established policies and "expired", "discontinued", and described in objectives and procedures for removing procedures for removing "recalled" as used in pharmacy. (definition of terms, etc.) Provide simulated from inventory as needed at from inventory materials for students the experiential site. expired/discontinued • (Remembering) Describe to review and identify pharmaceuticals, durable common reasons for which need to be medical equipment, discontinuing or recalling items. removed. Have them devices, supplies, or give the reason and recalled items in these • (Understanding) Explain a follow proper same categories. standard procedure for documentation inspecting nursing units for procedures. expired, discontinued, or recalled medications.

• (Understanding) Explain a standard procedure for reviewing, removing and

handling pharmaceuticals, equipment, devices, and supplies that have expired, been recalled, or are otherwise unfit for patient utilization.

• (Understanding) Explain the various levels of recall and the associated responsibilities for each level.

• (Understanding) Explain the importance to cash flow of returning expired or excess inventory goods.

34.5 (Applying) Follow • (Understanding) Explain the Instructor: Cover material Sample activity: Follow established policies established policies and importance of maintaining an described in objectives and procedures for procedures for inventory system through (documentation importance and Provide simulated documenting repackaging or documenting repackaging accurate documentation. procedures when repackaging or materials for students the removal from inventory or the removal from removing inventory, etc.) to repackage or at the experiential site. inventory of remove as expired/discontinued appropriate and pharmaceuticals, durable complete needed medical equipment, documentation. devices, supplies, or recalled items in these same categories.

34.6 (Analyzing) Identify • (Understanding) Explain the Instructor: Cover material Sample activity: pharmaceuticals, durable importance of maintaining an described in objectives (items to medical equipment, adequate supply of be ordered, etc.) Provide simulated devices, and supplies to be pharmaceuticals, durable medical materials for students ordered. equipment, devices, and to review to

supplies. determine what needs to be ordered. • (Understanding) Explain the problems associated with an excessive supply of pharmaceuticals, durable medical equipment, devices, and supplies.

• (Understanding) Explain the role that judgment plays in supplementing an automated system for determining the timing and amount of pharmaceuticals, durable medical equipment, devices, and supplies to order.

34.7 (Understanding) • (Remembering) State categories Instructor: Cover material Explain alternative ways of of alternative sources of items described in objectives obtaining a pharmacy item not available from the primary (alternate sources, etc.) that is not available. vendor at time of need. Sample student activity: • (Understanding) Explain the Have students discuss scenarios importance of evaluating the cost in which a needed pharmacy of obtaining a needed item from item is not available and what an alternative source. they would do.

34.8 (Understanding) Instructor: Cover material Explain methods for described in objectives (product communicating changes in availability communication product availability to methods, etc.) patients, caregivers, and/or health care professionals. Sample student activity:

Have students describe actions they would take if specified product availability were interrupted. 34.9 (Applying) Follow • (Understanding) Explain the Instructor: Cover material Follow the experiential site’s established policies and difference between tolerance described in objectives (policies policies and procedures to procedures for prevention and physical dependence. and procedures to deter theft, deter theft and/or of theft and/or medication etc.) medication diversion. diversion. • (Remembering) Describe common methods for preventing theft and/or medication diversion.

• (Remembering) Describe methods of reporting theft and/or medication diversion.

34.10 (Applying) Follow • (Remembering) State the legal Instructor: Cover material Sample activity: Follow the experiential site’s established policies and requirements for recording described in instructional policies and procedures to procedures to maintain a controlled substances received, objectives (policies and Have students maintain a record of record of controlled stored, and removed from procedures for recording simulate recording of controlled substances substances received, inventory. controlled substances, etc.) controlled substances received, stored, and stored, and removed from received, stored, and removed from inventory. inventory. • (Remembering) State procedures removed from for destroying controlled inventory. substances.

Goal 35: Explain pharmacy reimbursement plans for covering pharmacy services.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential

35.1 (Understanding) Instructor: Cover material Explain pharmacy described in objective (pharmacy reimbursement plans for reimbursement plans). covering pharmacy services.

Patient- and Medication-Safety

Goal 36: Apply patient- and medication-safety practices in all aspects of the pharmacy technician’s roles.

Teaching Strategy Example*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 36.1 (Understanding) • (Understanding) Explain ways Instructor: Cover material Sample activity: Preceptors: Explain the Describe common factors pharmacy technicians can help described in objectives experiential site’s approach of an effective pharmacy prevent medication errors. (technician tasks to prevent Flag “high alert” to preventing medication department approach to medication errors, types of medications in the errors. preventing medication • (Understanding) Explain the role medication errors). mock lab. errors. of multiple checks in avoiding medication errors.

• (Understanding) Explain age- related medication errors that may be detected by technicians.

• (Remembering) Define the term “high alert.”

36.2 (Understanding) • (Understanding) Identify role and Instructor: Cover material Explain the programs limitations of the FDA MedWatch described in objectives currently in place for program in error reporting. (programs for reporting reporting medication medication errors). errors on a global and • (Understanding) Explain the role institutional level. of ISMP in preventing medication errors.

• (Understanding) Identify role and limitations of the ISMP Medication Errors Reporting Program (MERP).

• (Understanding) Explain how calculations, use of zeros and decimals, abbreviations, illegible handwriting, missing information, drug product characteristics, preparation, labeling, work environment , and personnel impact medication errors.

• (Remembering) Define the term “failure mode and effects analysis” (FMEA).

• (Understanding) Identify situations where patient counseling may prevent medication errors.

36.3 (Understanding) • (Remembering) Identify the term Instructor: Cover material Explain the technician’s “root cause analysis.” described in objectives role in preventing and (technician’s role).

60 detecting medication • (Remembering) Identify five errors. steps of root cause analysis.

36.4 (Analyzing) When a Instructor: Cover material If a clinically significant clinically significant adverse described in objective (how to adverse medication event medication event (ADE) is determine the presence of (ADE) is identified at the identified, participate in similar ADE’s). experiential site, participate determining the presence in determining the presence of any similar potential of any similar potential ADE’s. ADE’s, if possible.

36.5 (Analyzing) When a • (Understanding) From a Instructor: Cover material If a clinically significant ADE clinically significant ADE is pharmacy department described in objectives (role of is identified at the identified, participate in perspective, explain the role that automation in medication experiential site, participate formulating a strategy for automation and information errors). in formulating a strategy for preventing its technology play in preventing preventing its reoccurrence, reoccurrence. medication errors. if possible.

• (Understanding) From a pharmacy department perspective, explain the potential for contribution to the occurrence of medication errors by the use of automation and information technology.

• (Analyzing) Identify trends of medication errors in hypothetical cases.

• (Understanding) Explain the importance of sharing trends of medication errors with staff.

Goal 37: Verify measurements, preparation, and/or packaging of medications produced by other healthcare professionals (e.g., tech-check-tech).

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 37.1 (Understanding) Instructor: Cover material Explain how state laws and described in objectives (state regulations determine laws). what activities regarding verifying the Sample student activity: measurements, Have students use the pharmacy preparation, and/or law book and other State Board packaging of medications of Pharmacy resources to produced by other illustrate how state law technicians can be regulates the scope of practice delegated to technicians. for technicians.

37.2: (Evaluation) • (Understanding) Explain Instructor: Cover material Sample activity: Check colleagues work at the Accurately assess the federal/local laws and described in objectives experiential site, if possible. correctness of medications institutional policies/procedures (methodical approach to check Have students check produced by other governing under what other’s work). each other’s work in technicians including circumstances technician the lab. measurements, verification of the work preparation technique, and performed by other technicians packaging. may be performed.

• (Understanding) Identify federal/local laws and institutional policies/procedures governing what level of pharmacist verification of technician work must occur before medications are ready for distribution.

• (Understanding) Describe a methodical approach for technicians checking other technicians’ work.

Goal 38: Explain pharmacists’ roles when they are responding to emergency situations and how pharmacy technicians can assist pharmacists by being certified as a Basic Life Support (BLS) Healthcare Provider.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 38.1 (Understanding) Instructor: Cover material Explain technicians’ roles described in objectives when they are responding (technicians’ roles when to emergency situations. responding to emergency situations).

38.2 (Application) Achieve • (Understanding) Explain how Instructor: Cover material Sample activity: Assist in emergency certification as a Basic Life pharmacy technicians can assist described in objectives (how situations if needed at the Support (BLS) Healthcare pharmacists by being certified as being BLS certified is helpful). Simulate experiential site. Provider. a Basic Life Support (BLS) collaboratively Healthcare Provider. assisting in emergency situations with other allied health students (EMT/paramedic, nursing, etc.)

Goal 39: Demonstrate skills required for effective emergency preparedness.

Goal 40: Assist pharmacists in medication reconciliation.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 40.1 (Applying) Apply skills • (Remembering) Define Instructor: Cover material Sample activity: Assist with medication required to assist “medication reconciliation.” described in objectives reconciliation at the pharmacists in medication (definition and description of Simulate medication experiential site. reconciliation. • (Understanding) Describe medication reconciliation). reconciliation benefits of medication responsibilities reconciliation. technicians may be asked to perform. • (Understanding) Describe the process of medication reconciliation.

Goal 41: Assist pharmacists in medication therapy management.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 41.1 (Applying) • (Remembering) Define Instructor: Cover material Sample activity: Assist pharmacists in Demonstrate skills needed “medication therapy described in objectives medication therapy to assist pharmacists in management.” (technician role in medication Simulate medication management at the medication therapy therapy management) therapy tasks in cases experiential site. management. • (Understanding) Explain in the lab setting. medication therapy management processes.

• (Understanding) Explain ways pharmacy technicians may assist pharmacists in medication therapy management.

Technology and Informatics

Goal 42: Describe the use of current technology in the healthcare environment to ensure the safety and accuracy of medication dispensing.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 42.1 (Understanding) • (Understanding) Explain how Instructor: Cover material Preceptors: Explain and Describe the use of current medical information systems are described in objectives (medical demonstrate technology technology in the healthcare used in pharmacy practice information systems) used at the experiential site environment to ensure the activities. for ensuring safety and safety and accuracy of accuracy of medication medication dispensing. • (Understanding) Explain the dispensing. type of data collected, transmitted and stored by

pharmacy information systems.

• (Understanding) Explain the impact on quality of decision making of valid, reliable, and consistent data entered into medical information systems.

42.2 (Applying) • (Understanding) Explain Instructor: Cover material Sample activity: Use word processing, spread Demonstrate proficiency characteristics of typical described in objectives sheet, and database software with word processing, databases used in both acute (characteristics of databases) Use word processing, at the experiential site. spread sheets, and and non-acute care pharmacy spread sheet, and databases. practice settings. database software to simulate processes that pharmacy technicians typically use in their jobs.

42.3 (Applying) Instructor: Cover material Sample activity: Use the internet, e-mail, and Demonstrate skill in using described in objectives (internet, electronic medication the internet, e-mail, and email use in the pharmacy, etc.) Use the internet, e- information databases at the electronic medication mail, and electronic experiential site. information databases. medication information databases to simulate processes that pharmacy technicians typically use in their jobs.

42.4 (Understanding) Instructor: Cover material Explain currently emerging described in objective (emerging technologies that may technologies) impact the practice of pharmacy.

42.5 (Applying) • (Applying) Demonstrate use of Instructor: Cover material Sample activity: Use bar coding and Demonstrate the ability to bar coding technology. described in objective (how to Use, or simulate use automated dispensing use technologies frequently use bar coding and automated of, bar coding and technology, and unit dose used in the pharmacy • (Applying) Demonstrate use of dispensing technology and unit automated dispensing packaging and reporting in setting, including bar coding automated dispensing dose packaging and reporting) technology, and unit the lab setting as needed at and automated dispensing technology. dose packaging and the experiential site. technology, and unit dose reporting in the lab packaging and reporting. • (Applying) Demonstrate use of setting. unit dose packaging and reporting.

Regulatory Issues

Goal 43: Compare and contrast the roles of pharmacists and pharmacy technicians in ensuring pharmacy department compliance with professional standards and relevant legal, regulatory, formulary, contractual, and safety requirements.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 43.1 (Understanding) • (Understanding) Explain the Instructor: Cover material Preceptors: Describe policies Describe policies and importance and role of federal, described in objective(s) (laws, and procedures in place at procedures for monitoring state, and local laws; regulations, standards) the experiential site for the practice site and/or regulations; and professional Sample student activity: monitoring compliance with service area for compliance standards. Have students use electronic federal, state, and local laws; with federal, state, and local resources to identify federal, regulations; and professional laws; regulations; and state, and local laws, regulations standards. professional standards. and professional standards, such as USP, FDA, DEA, NABP, ASHP, APhA.

Goal 44: Maintain confidentiality of patient information.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 44.1 (Applying) Observe • (Understanding) Explain types of Instructor: Cover material Sample activity: Observe legal and ethical legal and ethical guidelines patient information that should described in objective(s) guidelines for safeguarding for safeguarding the and should not be shared with (confidentiality guidelines) Simulate patient the confidentiality of patient confidentiality of patient third party payers. confidentiality information at the information. situations. experiential site. • (Understanding) Explain patient confidentiality issues related to data collection, transmission, and storage by pharmacy information systems and electronic medical records.

Quality Assurance

Goal 45: Apply quality assurance practices to pharmaceuticals, durable and non-durable medical equipment, devices, and supplies.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential 45.1 (Applying) Apply quality • (Remembering) Define “quality Instructor: Cover material Sample activity: Apply quality assurance assurance practices to assurance.” described in objective(s) (quality practices at the experiential technician activities, assurance definition, etc.) Practice quality site. including handling of • (Understanding) Describe assurance processes pharmaceuticals, durable prospective and retrospective during activities in the and non-durable medical approaches to quality simulated setting. equipment, devices and assurance. supplies. • (Understanding) Describe technician tasks that require

quality assurance procedures.

• (Understanding) Describe quality assurance methods related to pharmaceuticals, durable and non-durable medical equipment, devices and supplies.

Goal 46: Explain procedures and communication channels to use in the event of a product recall or shortage, a medication error, or identification of another problem.

Teaching Strategy Examples*Suggestions only. Other options possible at discretion of program Objective Instructional Objectives (IOs) Didactic Simulated (Lab) Experiential

46.1 (Applying) Apply • (Remembering) Identify the Instructor: Cover material Sample activity: Follow applicable procedures appropriate procedures and three classifications of pharmacy described in objective(s) at the experiential site in the communication channels to recalls. (relevant procedures and Simulate a product event of a product recall. use in the event of a communication channels, etc.) recall and ask product recall. • (Remembering) Identify how students to respond. products may be withdrawn from the market absent a recall.

• (Understanding) Explain procedures and communication channels to use in the event of a product recall.

46.2 (Applying) Apply • (Understanding) Explain Instructor: Cover material Sample activity: Follow applicable procedures appropriate procedures and procedures and communication described in objectives at the experiential site in the communication channels in channels to use in the event of a (procedures during shortage). Simulate a product event of a product shortage. the event of a product product shortage. shortage and ask shortage. students to respond.

46.3 (Applying) Apply • (Understanding) Explain Instructor: Cover material Sample activity: Follow applicable procedures appropriate procedures and procedures and communication described in objectives at the experiential site in the communication channels in channels to use in the event of a (procedures if medication error). Simulate a medication event of a medication error. the event of a medication medication error. error and ask students error. to respond.

46.4 (Applying) Apply • (Remembering) Identify other Instructor: Cover material Follow applicable procedures appropriate procedures and problems that may occur that a described in objectives (types of at the experiential site in the communication channels in pharmacy technician may help other problems that may occur event of problem other than the event of other problems in resolving. and procedures used). a recall, shortage or error. that may occur. • (Understanding) Explain procedures and communication channels to use in the event of other problems that may occur.

Endorsed by the ASHP Board of Directors September 20, 2013. Endorsed by the ASHP Commission on Credentialing August 18, 2013. Endorsed by the Accreditation Council for Pharmacy Education Board of Directors November 7, 2015.