This is an assigned group activity with four members – in the outside world it is rare that we are able to choose with whom we work, and the National Competency Framework 2010 specifies that a pharmacist must be able to work effectively with others, whilst managing their own contribution to the task.
This task requires TWO artefacts to be produced. The first is a collaboratively researched and developed Brief Report for the patient’s doctor and the second is patient education and management decision-tree or flow diagram outlining the information that you will present to the patient.
In addition, you and your group need to provide evidence of participation in at least TWO face-to-face meetings and the agreed tasks and responsibilities.
You and your group you will be expected to demonstrate excellent time management skills (as expected in the National Competencies) by:
No fewer than five key JOURNAL references that you intend to cite in your brief report to the patient’s doctor
Submitting a professionally researched and written brief report and patient education and management decision tree or flow diagram in Word
In the case you select you need to identify and respond to the following:
1 General or contextual information about the patient
2 Chief complaint or issue
3 Medical and medication history (as available)
4 Proposed suggestions/plan
Follow up checks or tests
Patient Vignette (Margaret Talbot)
Margaret is 68 years of age living in a larger rural community with good access to health professionals. She has smoked all her adult life and her GP would like her to at least cut down and preferably stop. Margaret smokes 10 cigarettes daily usually associated with meals where she drinks coffee which she greatly enjoys.
She lives with the following health issues:
5 Multiple Sclerosis -fatigue and balance issues predominant
6 Unable to manage her medications successfully
8 Osteoporosis (subsequent to a fractured neck of femur and hip replacement 6 months earlier)
Margaret, who is widowed and has no family living close by, is finding it very difficult to manage her many medications. She is struggling to understand her osteoporosis, and also how to manage her Multiple Sclerosis which has affected her balance.Recently she has started using a wheeled walker having progressed from a walking stick. She is looking to learn to manage her health issues more effectively and stay safely in her own home for as long as possible. Margaret is lactose intolerant and is struggling to consume adequate calcium in her diet. Her GP has suggested that she seek your help.
This task allows you to learn to work collaboratively, cope with uncertainty and to prepare a discussion of the topic by evaluating relevant articles, by conducting your own research, and by communicating a professional viewpoint, well supported by quality journal articles and resources.
|Criteria (20%)||HD (17-20)||Total|
Presentation and style consistent with specified format – report using professional language
Crisp clear expression that is logical and comparable to pharmacy journals such as Australian Pharmacist or AJP
|Consistent throughout with style, with logical development and communication of relevant well-evidenced recommendations consistent with journals e.g. AJP or AP.|
|Criteria (20%)||HD (17-20)||Total|
|Patient management Decision tree or Flow Chart
Presentation and style consistent with decision tree or flow chart format chart
The language should use lay terminology and be patient friendly and explanatory.
|The decision tree or flow chart is consistent with effective patient education and management.
It It addresses all the issues specified in the case chosen and identifies those which may reasonably develop. Issues are addressed with priority given to patient safety, interventions are spaced to enhance patient understanding and adoption.
Appropriate referrals are made and review of the actions taken are clearly articulated
Relevant pathology or radiology are identified.
It uses examples and clarifications to enhance patient understanding and identifies specific relevant resources for that patient
|Criteria (40% total)||HD (8.5-10)||Total|
|Literature Research Process and evidence of applicable broad relevant reading of journal articles with at least 80% < 5years old||Greater than Twenty recent, relevant journal articles that comprehensively and specifically address the topic and related topics, 80% 0f which are|
|Critical Appraisal of the literature with communication incorporating original ideas, synthesis and integration, logically presented||Extensive critical appraisal, which is presented as well supported unfolding of logical arguments, including many original ideas, and a logical, comprehensive synthesis and integration.|
|Criteria (10)||HD (8.5-10)||Total|
|Accurate references citation in APA style||In APA style, with complete formatting, appropriate attribution and citation. There is a reference list and not a bibliography and there are no omissions or spelling errors.|
|Criteria (20)||HD (17-20)|
|Group functioning evidence
Date, time, length
Addressing issues / concerns
|Multiple sources of evidence provided in detail including meeting length, frequency, outcomes, allocation of tasks, addressing issues that may have arisen|
|Total Mark / 100||TOTAL|
Report for the GP
Headings are expected to be included to enhance the clarity of the document – the tone of the communication is professional and the focus is on evidence-based information and recommendations. The level of communication shall be at least comparable to journals such as Australian Pharmacist or Australian Journal of Pharmacy.
Your group number, names of every team member and your campus location shall be in the footer of each page of the assignment and it shall have a cover page on the front.
References are expected to be in APA format and no marks will be allocated for references that are not in APA style.
Patient Information and management Decision tree/Flow Chart
This document is intended to outline your decision-making, contingency planning and is intended to communicate information to the patient using lay language about your plans and their implementation. The format is expected to be a decision tree or flow chart with explanation within the symbol/box. This should address the information you intend to provide to the patient in one or more sessions and you may include provision for follow up appointments for specific tasks. It is expected that you will clearly identify any resources you would use with or provide to the patient but there is no need to attach them or include them in an appendix unless the resources are not freely available or accessible – so do not for example include Self care Fact cards – just clearly identify them by topic/title.
Each student is expected to contribute to this task in a manner perceived to be an equivalent contribution by group members. Groups thrive on the four “Cs”: collaboration, cooperation, commitment and courtesy.
If there are issues with working as a group, please do NOT wait till submission date to advise the subject convenor. Use a task list or action sheet, start early and seek help if one or more group members are not participating. They will then work independently under the supervision of the subject convenor to fulfil their role and tasks within the group.
Thus every student is expected to contribute to planning and researching the task and to the preparation of the specified assessment artefacts.