- Domain 1: Foundational Knowledge
- Domain 2: Essentials for Practice and Care
- Domain 3: Approach to Practice and Care
- Domain 4: Personal and Professional Development
1.1. Learner (Learner) – Develop, integrate, and apply knowledge from the foundational disciplines (i.e., pharmaceutical, social/behavioral/administrative, and clinical sciences) to evaluate the scientific literature, explain drug action, assess and solve therapeutic problems, and advance population health and patient-centered care.
1.1.1. Develop and demonstrate depth and breadth of knowledge in pharmaceutical, social/behavioral/administrative, and clinical sciences.
1.1.2. Articulate how knowledge in foundational sciences is integral to clinical reasoning; evaluation of future advances in medicine; supporting health and wellness initiatives; and delivery of contemporary pharmacy services.
1.1.3. Integrate knowledge from foundational sciences to explain how specific drugs or drug classes work and evaluate their potential value in individuals and populations.
1.1.4. Apply knowledge in foundational sciences to solve therapeutic problems and advance patient-centered care.
1.1.5. Critically analyze scientific literature related to drugs and disease to enhance clinical decision making.
1.1.6. Identify and critically analyze emerging theories, information, and technologies that may impact patient-centered and population based care.
2.1. Patient-centered care (Caregiver) – Provide patient-centered care as the medication expert (collect and interpret evidence, prioritize patient needs, formulate assessments and recommendations, implement, monitor and adjust plans, and document activities).
2.1.1. Collect subjective and objective evidence related to patient, medications, allergies/adverse reactions, and disease, by performing patient assessment (including physical assessment) and gathering data from chart/electronic health records, pharmacist records and patient/family interviews.
2.1.2. Interpret evidence and patient data.
2.1.3. Prioritize patient needs.
2.1.4. Formulate evidence based care plans, assessments, and recommendations.
2.1.5. Implement patient care plans.
2.1.6. Monitor the patient and adjust care plan as needed.
2.1.7. Document patient care related activities.
2.1.8. Provide appropriate referral of patients including ensuring continuity of care throughout transitions between providers or settings and following up on patient progress and outcomes.
2.1.9. Perform all skills essential for delivery of patient-centered care.
2.1.10. Provide health care services to patients and families aimed at preventing health problems or maintaining health. (Also relevant to 2.3 Promoter.)
2.2. Medication use systems management (Manager) – Manage patient healthcare needs using human, financial, technological, and physical resources to optimize the safety and efficacy of medication use systems.
2.2.1. Compare and contrast the components of typical medication use systems in different pharmacy practice settings.
2.2.2. Describe the role of the pharmacist in impacting the safety and efficacy of each component of a typical medication use system (i.e., procurement, storage, prescribing, transcription, dispensing, administration, monitoring and documentation).
2.2.3. Utilize technology to optimize the medication use system.
2.2.4. Identify and utilize human, financial, and physical resources to optimize the medication use system.
2.2.5. Manage healthcare needs of patients during transitions of care.
2.2.6. Apply standards, guidelines, best practices and established processes related to safe and effective medication use.
2.2.7. Utilize continuous quality improvement techniques in the medication use process.
2.2.8. Demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care (Systems-based Practice.
2.3. Health and wellness (Promoter) – Design prevention, intervention, and educational strategies for individuals and communities to manage chronic disease and improve health and wellness.
2.3.1. Describe systematic preventive care, using risk assessment, risk reduction, screening, education, and immunizations.
2.3.2. Provide prevention, intervention and educational strategies for individuals and communities to improve health and wellness.
2.3.3. Participate with inter-professional healthcare team members in the management of and health promotion for, all patients.
2.3.4. Evaluate personal, social, economic, and environmental conditions to maximize health and wellness.
2.4. Population-based care (Provider) – Describe how population-based care influences patient-centered care and influences the development of practice guidelines and evidence-based best practices.
2.4.1. Assess the healthcare status and needs of a targeted patient population.
2.4.2. Develop and provide an evidence-based approach that considers the cost, care, access, and satisfaction needs of a targeted patient population.
2.4.3. Participate in population health management by evaluating and adjusting interventions to maximize health.
3.1. Problem Solving (Problem Solver) – Identify and assess problems; explore and prioritize potential strategies; and design, implement, and evaluate the most viable solution.
Evidence-based Problem Solver: the graduate applies foundational knowledge and solves practice problems in an evidence-based manner. The graduate is adept at using resources and tools that are accessible in the practice setting to assimilate information needed for evidence-based decisions.
3.1.1. Use an organized and effective problem solving approach to solve a patient-specific or other practice-related problem.
184.108.40.206 Identify and define the primary problem.
220.127.116.11 Define goals and alternative goals.
18.104.22.168. Explore multiple solutions by organizing, prioritizing, and defending each possible solution.
22.214.171.124. Anticipate positive and negative outcomes by reviewing assumptions, inconsistencies, and unintended consequences.
126.96.36.199. Implement the most viable solution, including monitoring parameters, to measure intended and unintended consequences.
188.8.131.52 Reflect on the solution implemented and its effects to improve future performance.
3.1.2 Use informatics resources and tools that are accessible in the practice setting to assimilate information needed for an evidence-based decision.
3.1.3 Answer health/drug information questions by using an organized problem-solving approach and using information retrieval skills in order to make an evidence-based decision.
3.1.4. Demonstrate clinical reasoning and clinical judgment skills.
3.2. Educator (Educator) – Educate all audiences by determining the most effective and enduring ways to impart information and assess understanding.
3.2.1. Conduct a learning needs assessment of constituents who would benefit from pharmacist-delivered education (e.g., patients/caregivers, technicians and interns, pharmacy students, fellow pharmacists, other healthcare providers, legislators).
3.2.2. Select the most effective techniques/strategies to achieve learning objectives.
3.2.3. Demonstrate the ability to coordinate educational efforts with other healthcare providers, when appropriate, to ensure a consistent, comprehensive, and team-based encounter.
3.2.4. Ensure instructional content contains the most current information relevant for the intended audience.
3.2.5. Adapt instruction and deliver to the intended audience.
3.2.6. Assess audience comprehension.
3.3. Patient Advocacy (Advocate) – Assure that patients’ best interests are represented.
3.3.1. Empower patients to take responsibility for, and control of, their health.
184.108.40.206. Work with patients to address determinants of health that affect them.
220.127.116.11. Work with patients and their families to increase their opportunities to adopt healthy behaviors.
3.3.2. Assist patients in navigating the complex healthcare system.
3.3.3. Ensure patients obtain the resources and care required in an efficient and cost-effective manner (e.g., triage to social and/or other healthcare services).
3.4. Inter-professional collaboration (Collaborator) – Actively participate and engage as a healthcare team member by demonstrating mutual respect, understanding, and values to meet patient care needs.
Collaborative Inter-professional Team Member: As a collaborative inter-professional team member, the graduate is ready to participate in practice models involving Team Based Care and collaborative practice agreements.
3.4.1. Use the knowledge of one’s own role and those of other professions to address the healthcare needs of populations and patients served.
3.4.2. Communicate with other health professionals in a respectful and responsible manner. (UF HSC)
3.4.3. Demonstrate inter-professional teamwork in a variety of roles (e.g., team member, team leader, and role model.
3.4.4. Collaborate inter-professionally to address healthcare system development and quality improvement needs.
3.4.5. Provide inter-professional patient-centered care in a safe, timely, effective, efficient and equitable manner.
3.5. Cultural sensitivity (Includer) – Recognize social determinants of health in order to diminish disparities and inequities in access to quality care.
3.5.1. Recognize the collective identity and norms of different cultures without overgeneralizing (i.e., recognize and avoid biases and stereotyping).
3.5.2. Demonstrate an attitude that is respectful of different cultures.
3.5.3. Assess a patient’s health literacy and modify communication strategies to meet the patient’s needs.
3.5.4. Safely and appropriately incorporate patients’ cultural beliefs and practices into health and wellness care plans.
3.6. Communication (Communicator) – Effectively communicate verbally and nonverbally when interacting with an individual, group, or organization.
3.6.1. Interview patients using an organized structure, specific questioning techniques (e.g., motivational interviewing), and medical terminology adapted for the audience.
3.6.2. Actively listen and ask appropriate open and closed-ended questions to gather information.
3.6.3. Use available technology and other media to assist with communication as appropriate.
3.6.4. Use effective interpersonal skills to establish rapport and build trusting relationships.
3.6.5. Communicate assertively, persuasively, confidently, and clearly.
3.6.6. Demonstrate attributes that promote a professional therapeutic relationship with patients and their families (e.g., empathy).
3.6.7. Deliver and obtain feedback to assess learning and promote goal setting and goal attainment.
3.6.8. Develop professional documents pertinent to organizational needs (e.g., monographs, policy documents).
3.6.9. Document patient care activities clearly, concisely, and accurately using appropriate medical terminology.
3.6.10. Communicate with the public across a broad range of socioeconomic and cultural backgrounds.
3.6.11. Communicate effectively with colleagues within one’s profession, other health professionals, and health related agencies. (See also 3.4.2).
18.104.22.168. Effectively present verbal reports of clinical encounters and plans.
3.6.12. Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of life, adverse effects, bad news, disclosure of errors, and other sensitive topics.
4.1. Self-awareness (Self-aware) – Examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could enhance or limit personal and professional growth.
4.1.1. Use metacognition to regulate one’s own thinking and learning.
4.1.2. Maintain motivation, attention, and interest (e.g., habits of mind) during learning and work-related activities.
4.1.3. Identify, create, implement, evaluate and modify plans for personal and professional development for the purpose of individual growth.
4.1.4. Approach tasks with a desire to learn.
4.1.5. Demonstrate persistence and flexibility in all situations; engaging in help seeking behavior when appropriate.
4.1.6. Strive for accuracy and precision by displaying a willingness to recognize, correct, and learn from errors.
4.1.7. Use constructive coping strategies to manage stress.
4.1.8. Seek personal, professional, or academic support to address personal limitations.
4.1.9. Display positive self-esteem and confidence when working with others.
4.2. Leadership (Leader) – Demonstrate responsibility for creating and achieving shared goals, regardless of position.
4.2.1. Identify characteristics that reflect leadership versus management.
4.2.2. Identify the history (e.g., successes and challenges) of a team before implementing changes.
4.2.3. Develop relationships, value diverse opinions, and understand individual strengths and weaknesses to promote teamwork.
4.2.4. Persuasively communicate goals to the team to help build consensus.
4.2.5. Empower team members by actively listening, gathering input or feedback, and fostering collaboration.
4.3. Innovation and Entrepreneurship (Innovator) – Engage in innovative activities by using creative thinking to envision better ways of accomplishing professional goals.
4.3.1. Demonstrate initiative when confronted with challenges.
4.3.2. Develop new ideas and approaches to improve quality or overcome barriers to advance the profession.
4.3.3. Demonstrate creative decision making when confronted with novel problems or challenges.
4.3.4. Assess personal strengths and weaknesses in entrepreneurial skills
4.3.5. Apply entrepreneurial skills within a simulated entrepreneurial activity.
4.3.6. Conduct a risk-benefit analysis for implementation of an innovative idea or simulated entrepreneurial activity.
4.4. Professionalism (Professional) – Exhibit behaviors and values that are consistent with the trust given to the profession by patients, other healthcare providers, and society.
4.4.1. Demonstrate altruism, integrity, trustworthiness, flexibility, and respect in all interactions.
4.4.2. Display preparation, initiative, and accountability consistent with a commitment to excellence.
4.4.3. Deliver patient-centered care in a manner that is legal, ethical, and compassionate.
4.4.4. Recognize that one’s professionalism is constantly evaluated by others.
4.4.5. Engage in the profession of pharmacy by demonstrating a commitment to its continual improvement.
Adopted August 2013