Relevance of Supporting Documentation Supporting documentation of activities is informative and used judiciously. Supporting documentation is present when needed. Additional documentation is missing, irrelevant, redundant, or uninformative. Evidence of Improvement The program presents thoughtful, viable plans to not only address areas of deficiency, but also to further advance the quality of the program beyond the requirements of the Standards. The program proactively presents plans to address areas where the program is in need of improvement. No plans are presented or plans do not appear adequate or viable given the issues and the context of the program. Organization of the Report All sections of the report are complete and organized or to facilitate finding information, e.g., pages are numbered and sections have labeled or tabbed dividers. The reviewer is able to locate a response for each standard and the supporting documentation with minimal difficulty. Information appears to be missing or is difficult to find. Sections are not well labeled. Summary of the College or School’s Self-Evaluation of All Standards Please complete this summary () self-assessing compliance with the individual standards using the Self-Assessment Instrument. Standards Compliant Compliant with Monitoring Partially Compliant Non Compliant SECTION I: EDUCATIONAL OUTCOMES Foundational Knowledge Essentials for Practice and Care Approach to Practice and Care Personal and Professional Development SECTION II: STRUCTURE AND PROCESS TO PROMOTE ACHIEVEMENT OF EDUCATIONAL OUTCOMES Eligibility and Reporting Requirements College or School Vision, Mission, and Goals Strategic Plan Organization and Governance Organizational Culture Curriculum Design, Delivery, and Oversight Interprofessional Education (IPE) Pre-Advanced Pharmacy Practice Experiences (Pre-APPE) Curriculum Advanced Pharmacy Practice Experiences (APPE) Curriculum Student Services Academic Environment Admissions Progression Faculty and Staff – Quantitative Factors Faculty and Staff – Qualitative Factors Preceptors Physical Facilities and Educational Resources Practice Facilities Financial Resources SECTION III: ASSESSMENT OF STANDARDS AND KEY ELEMENTS linked Quality
the plan is addressing the factors and will bring the program into full compliance. Compliant Compliant with Monitoring Partially Compliant Non Compliant Recommended Monitoring: If applicable, briefly describe issues or elements of the standard that may require further monitoring. [TEXT BOX] [1,000 character limit, including spaces] Standard No. 8: Organization and Governance: The college or school is organized and staffed to advance its vision and facilitate the accomplishment of its mission and Documentation and Data: Required Documentation and Data: Uploads: College or school organizational chart Job descriptions and responsibilities for college or school Dean and other administrative leadership team members List of committees with members and designated charges College, school, or university policies and procedures that address systems failures, data security and backup, and contingency planning Curriculum of the Dean and other administrative leadership team members Evidence of faculty participation in university governance Required Documentation for On-Site Review: Written bylaws and policies and procedures of college or school Faculty Handbook Data Views and Standardized Tables: It is optional for the college or school to provide brief comments about each chart or table (see Directions). AACP Standardized Survey: Faculty – Questions 1, 2, 5, 10 AACP Standardized Survey: Alumni – Question 14
Any other notable achievements, innovations or quality improvements Interpretation of the data from the applicable AACP standardized survey questions, especially notable differences from national or peer norms [TEXT BOX] [15,000 character including spaces] (approximately six pages) College or School’s Final Self-Evaluation: Self-assess how well the program is in compliance with the standard by putting a check in the appropriate box : Compliant Compliant with Monitoring Partially Compliant Non Compliant No factors exist that compromise current compliance; no factors exist that, if not addressed, may compromise future compliance. No factors exist that compromise current compliance; factors exist that, if not addressed, may compromise future compliance /or • Factors exist that compromise current compliance; an appropriate plan exists to address the factors that compromise compliance; the plan has been fully implemented; sufficient evidence already exists that the plan is addressing the factors and will bring the program into full compliance. Factors exist that compromise current compliance; an appropriate plan exists to address the factors that compromise compliance and it has been initiated; the plan has not been fully implemented and/or there is not yet sufficient evidence that the plan is addressing the factors and will bring the program into compliance. • Factors exist that compromise current compliance; an appropriate plan to address the factors that compromise compliance does not exist or has not yet been initiated /or • Adequate information was not provided to assess compliance Compliant Compliant with Monitoring Partially Compliant Non Compliant Recommended Monitoring: If applicable, briefly describe issues or elements of the standard that may require further monitoring. [TEXT BOX] [1,000 character limit, including spaces] Standard No. 11: Interprofessional Education (IPE): The curriculum prepares all students to provide entry-level, patient-centered care in a variety of practice settings as a contributing member of an interprofessional team. In the aggregate, team exposure includes prescribers as well as other healthcare professionals. Documentation and Data: Required Documentation and Data: Uploads: Vision, mission, and goal statements related to interprofessional education
The objectives for each introductory and advanced pharmacy practice experience with the responsibilities of the student, preceptor, and site, as applicable A map/crosswalk of all advanced pharmacy practice experiences against the activities listed in Appendix 2 of the Standards. (Note: Each practice experience should be mapped to the activities listed and the map should demonstrate that students’ experiences will all the activities. The list of activities mapped, however, can include activities not specifically listed in Appendix 2.) Overview of APPE curriculum (duration, types of required and elective rotations, etc.) Advanced pharmacy practice experience course syllabi including general and experience-specific learning objectives Advanced pharmacy practice experience student and preceptor manuals Advanced pharmacy practice experience student and preceptor assessment tools Preceptor recruitment and training manuals and/or programs Student advanced pharmacy practice experience evaluation data documenting extent of exposure to diverse patient populations and interprofessional, patient care Outcome assessment data summarizing students’ overall achievement of advanced pharmacy practice experience educational outcomes Required Documentation for On-Site Review: List of current preceptors with details of credentials (including licensure) and practice site Data Views and Standardized Tables: It is optional for the college or school to provide brief comments about each chart or table (see Directions). AACP Standardized Survey: Student – Questions 37–-46 AACP Standardized Survey: Alumni – Questions 21, 25 Optional Documentation and Data: Other documentation or data that provides supporting evidence of compliance with the standard. Examples could include assessments and documentation of student performance, nature and extent of patient and health care professional interactions, and the attainment of desired outcomes; aggregate data from students about the type (diversity) and number of patients, problems encountered, and interventions; evidence of assuring, measuring, and maintaining the quality of site used for practice experiences; and quality improvements resulting from practice site assessments. College or School’s Self-Assessment: Use the checklist below to self-assess the program on the requirements of the standard and accompanying guidelines: S N.I. U