96012 Professional Services 4
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2018 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96009 Professional Services 3 AND 96010 Integrated Therapeutics 2 AND 96011 Primary Health Care AND 96024 Clinical Practice 2
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
Our health care system is facing increasing pressure due to the expanding burden of chronic disease, ageing of the population, development of new and complex therapies, and emphasis on early diagnosis of illness. Collectively, these issues are overwhelming our basic health services and increasing health care costs. To address these issues, pharmacists can utilise their expertise and accessibility to offer targeted services and provide advanced pharmacy practice; for example, disease state management (DSM) services and pharmacist prescribing. DSM services for chronic diseases, including health priority areas such as asthma, diabetes, mental health, cancer and cardiovascular disease, are evolving to help reduce illness-related morbidity and mortality. Different models of DSM are explored in this subject, including optimisation of the role of patients in self-management of their disease. Pharmacists may also apply their therapeutic expertise in more advanced forms of pharmacy practice, for example as consultant pharmacists or prescribing pharmacists. This subject reviews different models of prescribing, as well as models for in-depth inter-professional communication. In providing such services and advanced practice, pharmacists must take into account a range of factors such as: technology, legislation, compliance, ethics, pharmaceutical science, pathology, patient safety, clinical practice, therapeutics, inter-professional relationships and roles, and competency standards.
Subject learning objectives (SLOs)
| 0042. | Obtain relevant medical and medicine-related information from a consumer using appropriate questioning |
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| 0045. | Communicate health and medication management information to patients and health care professionals in a useful and context-relevant way |
| 0047. | Use appropriate non-verbal, verbal, questioning and listening skills when communicating with patients and other HCPs |
| 0048. | Communicate with patients and other HCPs in a non-judgemental, non-discriminatory and respectful manner |
| 0049. | Obtain a complete medication and medical history for a patient |
| 0061. | Work successfully as a member of a collaborative group |
| 0062. | Demonstrate ability to contribute in team learning situations |
| 0071. | Prioritise patients' rights, needs and wishes in the delivery of health care |
| 0072. | Apply major ethical theories to professional practice |
| 0084. | Explain the current and possible future roles of the pharmacist |
| 0086. | Differentiate the Australian health care system from international health care systems |
| 0106. | Discuss the current and potential impacts of pharmacy on health policy |
| 0107. | Discuss how health care policy is driving change in pharmacy and identify opportunities for the profession |
| 0117. | Evaluate the business impact of implementing health promotion activities in the pharmacy |
| 0118. | Identify at-risk groups that may benefit from health promotion or disease prevention programs |
| 0119. | Identify other organisations and health care professionals with whom pharmacy can collaborate in health activities and disease programs |
| 0128. | Apply the theoretical frameworks that underpin current and emerging practices of health care service delivery |
| 0130. | Formulate a human resources plan given the service orientation of a particular practice |
| 0131. | Describe key theories and models in change management and identify how these can be applied to pharmacy |
| 0132. | Identify the characteristics/qualities of an effective team leader |
| 0133. | Demonstrate an understanding of the importance of communication in effective teams |
| 0134. | Identify key qualities of an effective team |
| 0136. | Explain the 5 P's of marketing |
| 0137. | Identify factors that influence consumer behaviour and purchasing decisions |
| 0138. | Compare the concepts of services marketing versus product marketing |
| 0139. | Describe key marketing concepts |
| 0140. | Utilise standard accounting tools |
| 0141. | Discuss key concepts in human resources management |
| 0142. | Identify and discuss key considerations in writing a business plan |
| 0143. | Describe key performance indicators used to measure business performance |
| 0144. | Describe how PESTEL (Political, Economic, Social, Technological, Environmental and Legal) factors can influence a small business |
| 0146. | Demonstrate an understanding of the benefits of interprofessional learning and teamwork and its potential for improving health outcomes |
| 0150. | Examine and evaluate current and emerging technologies for pharmacy practice |
| 0151. | Evaluate and apply advances in pharmacy informatics to optimise patient outcomes |
| 0159. | Describe the specific clinical presentation of illness and diseases and the criteria for differential diagnosis |
| 0162. | Describe acute and chronic clinical presentations of disease |
| 0163. | Identify the differing clinical presentations of illness and diseases based on individual patient characteristics |
| 0169. | Integrate relevant patient, drug, disease and system factors in the selection and management of appropriate therapy for populations and individual patients |
| 0175. | Use evidence-based cognitive and technological tools for professional service delivery in a range of healthcare environments |
| 0178. | Apply principles of goal setting in health management |
| 0181. | Identify priorities for patient management |
| 0537. | Define and plan the delivery of a specified professional service |
| 0538. | Implement a specified professional service |
| 0539. | Evaluate the delivery of a specified professional service |
| 0548. | Recognise, evaluate and respond to influences on prescribing practice at individual, local and national levels |
| 0549. | Prescribe safely, appropriately and cost-effectively within the prescriber's scope of practice |
Contribution to the development of graduate attributes
This subject contributes to the Master of Pharmacy by providing students with the knowledge and skills to design, implement and evaluation a pharmacy-based portfolio of services.
The subject contributes to the following Graduate Attributes: Specialist knowledge
Lifelong learning
Analysis, problem solving
Teamwork, collaboration and leadership Communication
Global
Inter-disciplinarity
Teaching and learning strategies
This subject is delivered using range of learning strategies and formats including: on-campus lectures, online modules, case-based learning workshops, skills-based workshops (relating to diagnostic processes, tools, devices), simulation workshops, and self-directed learning. In this subject, the emphasis is on enabling students to apply all of the knowledge and skills so far acquired to the development and implementation (through simulation) of a portfolio of professional pharmacy services. Throughout the semester, students will progressively develop this portfolio (a detailed proposal and plan, including a marketing pitch) week-to-week, drawing on the additional specific content provided in lectures and online modules, and using the competencies developed in the case-based and skills-based workshops. The portfolio will be designed by students to target a specific practice gap or need (as identified by the students, with guidance from the teaching staff). Students will present the portfolio in three ways throughout the semester: via simulation and discussion of the proposed services during weekly workshops; a structured, written proposal (mid-semester report); AND a structured, final oral presentation incorporating simulation elements, such as photographs and video clips of the service provision (end of semester).
On-campus lectures
Each week, there is a brief series of supporting lectures (2-3 hours each week) which are conducted face-to-face (on campus). These lectures are presented by experienced and specialist health care practitioners (medical doctors, clinical pharmacists, expert academics) as well as professionals with expertise in business management and service planning. The health professionals will provide insights on service needs and gaps in specific clinical contexts (e.g., special patient populations, specific regions or settings), and will describe the specific clinical skills (e.g., diagnostic, therapeutic, prescribing) needed to address these. The business managers and planners will outline the specific considerations around developing a service proposal and business plan, addressing issues relating to: scoping, financial planning, marketing, and tracking outcomes. The lectures provide a basic introduction to key concepts, drawing on previous learning whilst referring students to self-directed learning, and are not intended to cover all aspects of any particular topic. They also provide students an opportunity to engage in discussion with relevant experts, in-keeping with the practice-based nature of the Master of Pharmacy coursework.
Online modules
Throughout the semester, students will be referred to various online resources to support their learning. These may include: recorded lectures, online presentations, online learning modules, online video clips.
Case-based learning workshops
Case-based workshops will be used to help students develop their understanding of the key concepts and practical steps in developing a portfolio of professional services in pharmacy settings. In the first half of semester, the cases will focus on service provision in the context of disease statement management, such that the cases will explore service provision in selected disease states and/or special patient populations (e.g., older persons, children, women’s health, men’s health). In the second half of semester, the cases will focus on specialised services, such as clinical consultancy and prescribing, in the context of providing holistic health care services.
Skills-based workshops
Students will have the opportunity to further develop their clinical competencies via skills-based workshops. In the first half of the semester, students will explore the use of specific tools and devices to assist in delivering pharmacy-based point-of-care services. In the second half of semester, students will explore the use of diagnostic tests and processes in the context of clinical consultancy and prescribing.
Simulation workshops
Students will develop their portfolio of services in a very practical way throughout the semester. Each week, students will be allocated to various rooms (on campus) to represent the settings (e.g., hospital, community pharmacy, clinics, primary care settings, home-based care, mobile services) in which they may deliver their proposed services. A roster will be uploaded to UTS Online (accompanying the subject timetable) showing students allocations to these rooms. There will be spend time in each room (setting) on two occasions throughout the semester:
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in Round 1 (first rotation, during Weeks 1 to 8) students will focus on exploring the opportunities in each setting and consider how the service will be practically delivered here. This exploration and refinement will form the basis of the written proposal (mid-semester report)
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in Round 2 (second rotation, during Weeks 9 to 14) students will simulate their service delivery in each setting, demonstrating the delivery of the service. During this simulation, students will take photographs and video clips to use in their final oral presentation (end of semester).
Self-directed learning
As students develop their portfolio of services from week to week, they will need to undertake some self-directed learning to explore their chosen topic and identify the required elements of the services to be proposed: scope of services to be provided (noting what already exists), potential impact of the services, practical aspects of delivering the services, tools and resources needed to deliver the services, marketing strategies and opportunities that appropriate for the portfolio, as well as funding and financial considerations in implementing the services.
Content (topics)
Professional Services 4 builds on students’ skills in providing pharmacy services, particularly drawing on the services explored to date (Professional services 1, 2, 3, Primary Health Care), therapeutic knowledge attained (Integrated Therapeutics 1, 2, 3), and experiences gained (Clinical Practice 1, 2, 3, 4). This subject will explore a range of topics relevant to the development of a portfolio of services, including: the principles of disease state management, particularly as applied to specific patient populations and/or settings; service and business planning (scoping, marketing, financial management); diagnostics tools and processes; and advanced pharmacy practice (specifically, pharmacist consultancy and prescribing).
Assessment
Assessment task 1: Written Report (Service Portfolio)
| Intent: | To demonstrate students’ application of new knowledge gained and skills acquired throughout the semester (Weeks 1 to 8), as well as integration of prior learning, in the development of a portfolio of services. The report also evaluates students’ ability to articulate their proposal in writing (simulating the real-world practice setting), demonstrating the use of appropriate language / engaging text / detail. Additionally, this assessment provides students the opportunity to obtain mid-semester formative feedback on their proposed portfolio, so that it can be refined during the simulation workshops (Weeks 9 to 13) prior to the final oral presentation (Week 14). |
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| Type: | Report |
| Groupwork: | Group, group and individually assessed |
| Weight: | 30% |
| Criteria: | Grading criteria will be provided on UTSOnline |
Assessment task 2: Oral Presentation (Service Portfolio)
| Intent: | To demonstrate students’ ability to showcase a portfolio (proposal) of services in a more authentic format, that being an oral presentation (a ‘pitch’) to a mock panel of business and service managers. This assessment integrates the students simulation of service delivery (Weeks 9 to 13), utilising the photographs and video clips created throughout semester. The presentation also evaluates students’ ability to articulate their proposal orally, demonstrating the use of appropriate language / engaging speech / detail |
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| Type: | Report |
| Groupwork: | Group, group and individually assessed |
| Weight: | 30% |
| Criteria: | See Assessment tab in 96012 UTS Online site Specific grading criteria for the written report will be provided during semester |
Assessment task 3: OSCE
| Intent: | This assessment intends to replicate the problem-based approach to solving cases, and to assess students’ knowledge of the therapeutic topics explored in this subject |
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| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 25% |
| Criteria: | See Assessment tab in 96012 UTSOnline site
85 – 100% High Distinction 75 – 84% Distinction 65 – 74% Credit 50 – 64% Pass 0 – 49% Fail
Specific grading criteria for each station of the OSCE will be provided later in the semester |
Assessment task 4: Group and class participation and contribution
| Intent: | To ensure that students fully engage with the subject matter, meaningfully contribute to the learning process, and gauge their development through teacher/peer/self-evaluation. This assessment also reflects the level of engagement required with colleagues, collaborators, and stakeholders(in the real-world practice setting) in preparing a portfolio of services that is comprehensive, appropriately detailed, methodologically robust, and well integrated in terms of concept (i.e., the practice gap being addressed) and flow/delivery of articulated suite of services within the proposal. |
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| Type: | Laboratory/practical |
| Groupwork: | Individual |
| Weight: | 15% |
| Criteria: | See Assessment tab in 96012 UTS Online site. To pass this subject, students must complete the required SPARK assessments |
Minimum requirements
A combined (average) mark of 50% or more across Assessment task 1 and Assessment task 2
At least 85% attendance for compulsory classes (lectures and workshops)
Required texts
Policy for Assessment of Coursework Subjects
Procedures for assessment of Coursework Subjects
Graduate School of Health Policy, Guidelines and Procedures (login required)
Additional required readings will be provided via UTSOnline
Recommended texts
Specific readings are outlined in the weekly subject content in UTS Online.
