3 drug therapy assessment pcp · 2013-09-13 · 120131 1 drug therapy assessment preceptor...
TRANSCRIPT
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Drug Therapy Assessment
Preceptor Development: Patient Care Process
• Se#ng the stage for precep0ng drug therapy assessment
• Elements of drug therapy assessment • Hierarchy • Flow chart
• Student use of flow chart • Reviewing the Student’s Assessment
• Feedback and evalua0on of your student • Overview of preceptor role • An example: my prac0ce
Outline
1. Iden0fy and evaluate how you assess drug therapy in your prac0ce
• What is your prac3ce environment? • Who are your team members, if any? • What role do other pa3ent care providers have with
respect to assessing drug therapy?
2. Get to know your student; specifically, their comfort and experience with drug therapy assessments
• How many drug therapy assessments have been learned and prac3ced?
• What specific drug therapy assessments have been learned and prac3ced?
Setting the Stage
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3. Share your approach with your student • What types of drug therapy assessments do
you rou3nely conduct?
• Where is informa3on documented and stored which supports your assessment?
For example: · Past Medical History (PMH) · Netcare data · Refill records
Setting the Stage
1. Indica3on
2. Efficacy
3. Adherence
4. Safety
Hierarchy of Drug Therapy Problems (DTPs)
PRECEPTING TIP:
ARer your student has gathered a pa0ent database, have him present to you the INDICATION for each drug. This would also apply for:
• EFFICACY • ADHERENCE • SAFETY
Is drug therapy effec3ve for each indica3on?
(Goals/Efficacy Monitoring Parameters)
Why? Addi3onal therapy required ● Non-‐adherence ● Low dose/dosing frequency/dose 3tra3on ● Interac3on ● Onset of ac3on ● Malabsorp3on ● Formula3on ● Expired drug Move on to Adherence and Safety Evalua0on
Is the pa3ent able to take drug therapy as prescribed?
Why? Adverse Effect ● Incorrect dosage form/frequency ● Direc3ons not understood (consider culture, language, educa3on/health literacy) ● Cost/Drug access ● Pa3ent preference, beliefs, mo3vators ● Pa3ent ability to self-‐administer drugs (age, dexterity, vision, swallowing, memory) Move on to Safety Evalua0on
Is the pa3ent at risk of or experiencing any significant drug-‐drug, drug-‐food, drug-‐disease, or drug-‐laboratory test interac3ons?
Con3nue therapy, it appears appropriate for this pa3ent. Can the interac3on be managed? Is a change in therapy indicated?
Is the pa3ent at risk of or experiencing any adverse effects?
(Safety Monitoring Parameters)
Is the dose appropriate? (Consider weight, organ func3on, age) Is the pa3ent being monitored appropriately?
Is the dose too high? (Consider weight, organ func3on, age) Can the adverse effect be managed? Is a change in therapy indicated?
Developed by: Deon Druteika, PharmD, Pharmacy Services AHS Adapted by: Pa<ent Care Working Group, Faculty of Pharmacy, UofA 2011
Copyright © 2011, Faculty of Pharmacy & Pharmaceu<cal Sciences, University of Alberta
Is drug therapy op3mal (first-‐line) for that specific condi3on?
● Explore reasons for use of alternate drug therapy
● Consider switching to op3mal therapy if appropriate
Move on to Efficacy Evalua0on
Medical Condi3on/Problem
Is therapy indicated? (Consider non-‐drug management and pa3ent preferences) Has drug therapy
been ini3ated?
Can therapy be discon3nued?
Assessment of Drug Therapy Flow Chart
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• Have your student use the flow chart as a guide when evalua3ng drug therapy
• Keep in mind that the flow chart is not all inclusive, but rather a systema3c process tool
Student Use of Flow Chart
PRECEPTING TIP:
For more comprehensive informa0on about assessing drug therapy, refer your student to the full Pa0ent Care Process document for sugges0ons.
• Missing Informa0on
• What is needed, and how will it be gathered? • Chart, pa3ent, Netcare, community pharmacy, MD, allied healthcare providers, other
• Assessment inaccurate or not
clinically relevant
• How can you re-‐direct?
Reviewing the Student’s Assessment
PRECEPTING TIP:
Role model for your student how to think like a detec0ve when gathering and assessing informa0on.
Is the student’s assessment thorough, accurate and clinically relevant?
• Provide feedback to your student on: • Ability to ask the right ques3ons which in turn, forms
the assessment of the pa3ent • Ability to interpret, integrate and apply retrieved data • Ability to priori3ze medical and drug therapy
problems
• Evaluate your student on the following criteria:
• Ability to iden3fy clinically relevant DTPs • Quality of DTP assessment · Thorough · Accurate
Feedback and Evaluation
Note: If student is unable to assess drug therapy despite feedback and sufficient prac3ce, please contact the course coordinator.
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Before the clinical placement • Be familiar with the drug therapy assessment process student’s are
taught • Suggest medical condi3ons and therapeu3cs your student should
review that are commonly assessed in your prac3ce
Early in the clinical placement • Discuss your expecta3ons for pa3ent assessments (on Day 1) • Ensure your student can compile a thorough pa3ent database • Assign some straighcorward, simple pa3ents with few co-‐morbidi3es • Review thoroughly to ensure student has a good grasp on process and
assessments are comprehensive.
Later in the clinical placement • Assign more complex pa3ents, and increase pa3ent workload
Overview of Preceptor Role
Have the student compile a list of current & previous medical problems from assigned pa3ent(condi3ons)
Have the student priori3ze them (star3ng with the reason for admission/encounter/or consulta3on)
Precepting Drug Therapy Assessment in my practice – Step 1
Focus your student to start with highest priority medical problem and begin movement through the flow chart
Your student should use one cycle of the flow chart per medica3on used for each medical condi3on and mul3ple cycles for condi3ons requiring mul3ple therapies
Precepting Drug Therapy Assessment in my practice – Step 2
Once all cycles complete for one medical condi0on, assess therapy for next problem in priori0zed list. Rinse, repeat.
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As DTP’s are iden3fied via the flow diagram, formulate a list of problems that can be resolved.
Priori3ze solvable DTP’s in terms of clinical relevance and 3meframe
Move onto the next step in process of care….resolving DTPs.
Precepting Drug Therapy Assessment in my practice – Step 3