1. Pharmacy and Pharmaceutical Sciences Title slide without an image Hospital Pharmacy Tutorial Series

2. Tutorial series learning objectives  To understand the roles of hospital pharmacists, including in the continuum of patient care.  To recognise the key role of hospital pharmacists in multidisciplinary healthcare teams.  To further develop communication and clinical skills in preparation to undertake hospital placements and hospital pharmacist roles.

3. Learning outcomes  To increase readiness for –Hospital placements (PEPs) –Pharmacist internship, and –Post-registration employment

4. Tutorial overview TutorialTopics #1Performing Medication Reconciliation Providing Medicines Information Problem solving – IV/enteral access device implications Communicating with other health professionals #2Contributing to prescribing decisions Educating patients about medications Supporting continuum of care Communicating with other health professionals #3Monitoring drug therapy Problem solving IV/enteral access device implications Communicating with other health professionals 3 x 2-hour tutorials supported by video case vignettes, group discussions and inter-active activities

5. Assessment  2-hour Objective Structured Clinical Examination (OSCE) during the official examination period  40% of unit mark  Five-station OSCE covering: –Medication reconciliation –Communication –Medicines information –Extemporaneous preparation –Documenting information on Medication chart  Will test application of clinical and practical knowledge, and communication skills  Practice OSCE in the last tutorial (# 4)

6. Hospital tutorial # 1  Specific learning objectives: –To understand the process of medication reconciliation Taking medication histories Reviewing in-patient medication charts/medical records Documenting information on medication charts –To understand the implications of IV/enteral access devices on medicine administration –To understand how to provide evidence-based medicines information to patients and other health professionals –To understand how to communicate with other health professionals and optimise medicine use and safety

7. Learning outcomes  At the end of this tutorial you should be able to: –perform medication reconciliation in a hospital setting take a medication history review a medication chart and locate information in medical records record information on patient’s medication charts –identify medication administration issues with IV/enteral devices –understand the pharmacist’s role in contributing to quality use of medicines in multidisciplinary teams

8. Clinical Pharmacy

9. Medication Reconciliation

10. Patient’s hospital journey Arrival ‘Admission’ ’ Emergency Department (ED), or Elective or ‘planned’ admission (often via pre- admission clinic) Inpatient stay On a ward (e.g. cardiology, surgical, medical) +/- need for Intensive Care Unit stay +/- visits/transfers to other areas/units ( e.g. physiotherapy, rehabilitation ) Leaving ‘Discharge’ Home, usually with discharge medicines dispensed in hospital pharmacy

11. Medication Reconciliation  Transition points of admission or entry, discharge or exit, and transfer between units are ‘weak links’ in the health care chain  Medication Reconciliation process aims to: –address communication breakdowns and system vulnerabilities at these ‘weak links’  Medication Reconciliation is: –A formal, standardised process for compiling, recording and sharing medication data between and among care providers and the patient 11

12. Medication Reconciliation  Aims to: –Prevent medicine-related safety issues e.g. inadvertent omission of regular medicines taken prior to hospital admission –Ensure Quality and Safe Use of Medicines as patients transition between the community and hospital e.g. opportunity to review whether all medications are still needed and doses are optimised –Improve healthcare of patients e.g. ensure that changes made to the medication regimen in hospital are appropriate

13. Medication reconciliation is a 3-step process: 1.Obtain medication history - review multiple sources of information 2.Review medication charts - compare medication history, medical record and medication chart 3.Resolve discrepancies through review of medical record and discussion with healthcare team - document in the patient’s medical record

14. Medication Reconciliation: On Admission The process of comparing the patient’s pre-admission medicines to those prescribed on the hospital medication chart

15. Medicine Reconciliation: On Discharge The process of comparing the patient’s medication chart…. ….with the discharge prescription

16. Activity: 5 mins Getting to know some different hospital forms (medical records) commonly used in hospitals –Familiarise yourself with the charts and forms in the folder –Consider what a pharmacist would write, and where

17. Medication Reconciliation is a 3-step process: 1.Obtain medication history 2.Review medication charts and medical record 3.Identify and reconcile discrepancies between the medication history and medication chart - discuss with healthcare team - document in the patient’s medical record

18. Medication History Taking  Pharmacists have in-depth medication knowledge, and are trained to take more accurate and comprehensive medication histories than other health care professionals  Preferably within one day following admission  Preferably face-face interview  Other sources as appropriate

19. Scenario 1:  A 66-year-old male in Emergency Department (ED) complaining of left- sided stroke symptoms  The ED pharmacist begins the medicine reconciliation process to find out what the patient was taking before coming into hospital

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21. Medication History Interview  Activity: –Discuss strategies to use if the patient is unavailable or unable to be interviewed? (5 minutes) –Each group can offer suggestions in turn until all ideas are exhausted

22. Medication History Interview  If patient is unavailable for interview… ­ Patient’s own medicine list ­ Patient’s own medicine labels ­ Carer/other family members ­ Community pharmacy records ­ Other healthcare professionals ­ Webster packs/ Dosette boxes ­ GP letter ­ Hospital records from previous admission/discharge Use at least two sources of information for all medication histories

23. Medication History Interview  Group Activity: –Perform a medication history interview (15 mins) –Form 5 groups –In each group one student will role play patient, another one will be the pharmacist and others will be observers –Patient/Observers to provide feedback to the pharmacist at the end of the interview

24. Medicine Reconciliation is a 3-step process: 1.obtain medication history 2.review medication charts and medical record 3.Identify and reconcile discrepancies between the medication history and medication chart - discuss with healthcare team - document in the patient’s medical record

25. Inpatient Medication Chart  Important, yet complex multi- page document  Provides information on: –Patient’s demographics including age and possibly weight –All medicines prescribed by the hospital doctors –Administration times of medicines by nursing staff, and their initials –Reasons for medicine non- administration –Allergies  Used by many members of the health care team, including pharmacists

26. Inpatient Medication Chart  Pharmacist’s role: –Daily (Mon-Fri) review to ensure correct medicines are prescribed (reconcile medication history information with medication chart) –Consider appropriateness of prescribed drugs –Check doses, administration routes and timing, drug-drug and drug-disease interactions

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28. Medication Reconciliation is a 3-step process: 1.Obtain medication history 2.Review medication charts and medical record 3.Identify and reconcile discrepancies between the medication history and medication chart - discuss with healthcare team - document in the patient’s medical record

29. Use of Medical Records  Access them for comprehensive patient information AND  Document Medication Reconciliation activities in them –If no discrepancies identified, eg:  All meds prescribed correctly OR –If discrepancies identified and action taken, eg:  Regular meds omitted - Xalatan eye drops 1 bd  Contacted [resident] & recommended to prescribe Xalatan  Annotate with your name, signature, profession (‘pharmacy’) and contact details such as a pager number

30. Medicines Information

31. Medicines Information: Role of Clinical Pharmacists  Steps in providing medicines information: –Determine primary question and required timeframe for response –Develop search strategy –Access relevant information –Critically appraise information –Respond within agreed timeframe

32. Access relevant information  Which references to use and when? –Standard Texts: dosing, indications, drug interactions, compatibility, common ADRs –Literature search: investigational drugs, off-label use for marketed drugs, rare ADRs –Time may be limited on the wards May need to enlist assistance from Medicines Information Centre/Pharmacist

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34. Activity: 15 mins  You are reviewing a medication chart for Mr John Brown on your ward.  The nurse asks for your advice about how to give the regimen via a nasogastric tube. –Diltiazem CD 240mg capsule –Asasantin capsules (Aspirin 25 mg tablet inside a capsule containing 200 mg SR dipyridamole beads) –MS Contin (morphine SR) tablets 30 mg –Efexor XR (venlafaxine) capsules –Omeprazole 20mg tablet

35. Activity: 15 mins –Form 5 groups –Access the relevant information and formulate a response –For medications that can be given as prescribed, endorse the orders so as to ensure the doses are given correctly –For medication orders that need to be changed, determine what you would recommend the doctor prescribe so that the regimen can be given via the NG tube –In each group one student will role play nurse, another one will be the pharmacist and others will be observers –Nurse/Observers to provide feedback to the pharmacist at the end of the medicines information session 35

36. Answers –None of them should be crushed to administer via the NG tube Diltiazem CD, MS Contin (morphine SR), Efexor XR (venlafaxine) capsules and Asasantin capsules are slow release products. –Diltiazem should be switched to 60mg tablets and given ‘qid’ –MS Contin could be switched to morphine solution (and given 4 hourly) or MS Contin granules could be used, as long as they were not crushed. –Efexor capsules can be opened and the beads can be administered down the NG tube, but might stick to plastic tube. The beads should not be crushed. Preferable to switch to alternative SSRI or with-hold in the short-term. 36

37. Answers (contd) –Asasantin capsules can be opened and the 25mg aspirin tablet crushed and the granules carefully mixed with water, but not crushed, then administered down the tube. Alternatively, aspirin could be given as a dispersible tablet, then the standard release dipyridamole tablets can be crushed and made into a slurry. In this case an equivalent daily dose would need to be administered four times daily. –Omeprazole should not be crushed due to the enteric coating. The tablets (not capsules) can be dispersed in water, but not crushed. –Remember to use oral syringes, not intravenous syringes, to deliver the medications via the tube. 37

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39. Compulsory Homework: National Inpatient Medication Chart online training course  Go to: http://nps.lamsinternational.com/moodle/course/category.p hp?id=40 http://nps.lamsinternational.com/moodle/course/category.p hp?id=40  Takes 1.5 - 2 hours  Print a record of your course completion certificate and scores  Bring completion certificate to Tutorial 2 or 3

41. References  SHPA Standards of Practice for Clinical Pharmacy  Clinical Skills for Pharmacists, A Patient-Focused Approach (Tietze, J, ed 3)  Pharmacy Practice Experiences – A Students Handbook (Setlak, P)  Hospital Pharmacy (Stephens, M ed 2)  Medication Review: A Process Guide for Pharmacists (Chen, T et al, ed 2)  Australian Medicines Information Training Workbook (ed 1)