P R E PA R AT I O N O F

S TA N D A R D PAT I E N T
SCRIPTING,
INCIDENT
MODULE 2:
REPORTING AND
U S U A L C O M PA N Y
POLICIES AND
R E G U L AT I O N S
At the end of this module the student
should be able to:
• 1. Prepare a pharmacist-patient script during basic
counselling process.
• 2. Prepare an incident report in a pharmacy setting.
• 3. Demonstrate awareness of various company policies
and procedures in dispensing.
• 4. Express values of respect and professionalism.
APHA- THE PHARMACIST PRACTICE
ACTIVITY CLASSIFICATION IN 1998
• ASIDE FROM PREPARING AND DISPENSING OF
MEDICATION, PHARMACISTS ACTIVITIES
INCLUDES MANY TASKS THAT INVOLVE PATIENT
INTERACTION SUCH AS:
1. Interviewing the patient
2. Obtaining patient information
3. Educating the patient
4. Providing verbal and written information
5. Discussing, demonstrating, face-to -face 4
patient contact, and patient counseling
 In addition to a current knowledge of
pharmacotherapy, pharmacists need to have
the knowledge and skills to provide effective
and accurate patient education and counseling.

They should know about their patients’

Pharmacists’ cultures, especially health and illness beliefs,
Knowledge and attitudes, and practices.
Skills

They should be aware of patients’ feelings

toward the health system and views of their
own roles and responsibilities for decision-
making and for managing their care.
Pharmacists’ Knowledge and Skills
Effective, open-ended questioning and active listening are essential
skills for obtaining information from and sharing information with
patients.

Pharmacists must adapt messages to fit patients’ language skills and

primary languages, using teaching aids, interpreters, or cultural guides if
necessary.

Pharmacists also need to observe and interpret the nonverbal

messages (e.g., eye contact, facial expressions, body movements, vocal
characteristics) patients give during education and counseling sessions
 Pharmacists’ Knowledge and Skills
Assessing a patient’s cognitive abilities, learning style, and sensory and
physical status enables the pharmacist to adapt information and
educational methods to meet the patient’s needs.
A patient may learn best by hearing spoken instructions; by
seeing a diagram, picture, or model; or by directly handling
medications and administration devices.
A patient may lack the visual acuity to read labels on prescription
containers, markings on syringes, or written handout material.

A patient may be unable to hear oral instructions or may lack enough

motor skills to open a child-resistant container
Pharmacists’ Knowledge and Skills

In addition to assessing whether

patients know how to use their The pharmacist needs to
medications, pharmacists determine whether a patient is
should attempt to understand willing to use a medication and
patients’ attitudes and potential whether he or she intends to do
behaviors concerning so
medication use.
Process Steps (1)

1Establish caring relationships with

patients as appropriate to the
practice setting and stage in the
patient’s health care management. Determine the patient’s primary
Introduce yourself as a pharmacist, spoken language.
explain the purpose and expected
length of the sessions, and obtain the
patient’s agreement to participate.
Process Steps (2)
Assess the patient’s knowledge about his or her health problems
and medications, physical and mental capability to use the
medications appropriately, and attitude toward the health
problems and medications.
Ask open-ended questions about each medication’s purpose
and what the patient expects and ask the patient to describe or
show how he or she will use the medication.

Patients returning for refill medications should be asked to describe

or show how they have been using their medications.

They should also be asked to de-scribe any problems,

concerns, or uncertainties they are experiencing with their
medications.
Process Steps (3)
Provide information
Open the m
orally and use visual aids
containers
or demonstrations to fill
patients th
patients’ gaps in
sizes, shap
knowledge and
markings o
understanding.
As a suppl
For oral liquids and
face-to-fac
injectables, show
communic
patients the dosage
written ha
marks on measuring
help the p
devices.
the inform
 Process Steps (3)

Demonstrate Gather Adjust

Demonstrate the If a patient is Then adjust the
assembly and use of experiencing pharmacotherapeutic
administration problems with his or regimens according
devices such as nasal her medications, to protocols or notify
and oral inhalers. gather appropriate the prescribers
data and assess the
problems.
Process Steps (4)
Verify patients’ knowledge and understanding
Verify of medication use.

Ask patients to describe or show how they will

Ask use their medications and identify their
effects.

Obser Observe patients’ medication-use capability and

accuracy and attitudes toward following their
ve pharmaco-therapeutic regimens and monitoring plans
Patient scripting
Because, even
though humans
Scripting can be are creatures of
very useful in habit, providing a
healthcare as a consistent level of
tactic to create great service is
predictably often the biggest
positive patient obstacle in
experiences. creating a culture
of service
excellence.
 PRACTICE PROBLEMS
HOW WILL YOU HANDLE THE FOLLOWING PATIENTS?
MAKE A SCRIPT.
❑ANGRY PATIENTS OR PHYSICIANS
❑PATIENT WHO CANNOT PAY FOR THEIR MEDICINE
❑COMPLAINS ABOUT DRUG PRICES
❑INCORRECT DISPENSE MEDICATIONS
❑PEDIATRIC PATIENT
❑GERIATRIC PATIENT
❑MUTE AND DEAF
Steve Leuck, PharmD, haS developed a simple acronym that
helps keep him focused while providing a patient
medication counseling session. The acronym he uses is
D.R.U.G.:

DOSAGE RESULTS UNDERLYING GENERAL

ISSUES INFORMATION
Dosage:
• Discuss the dose of the
medication, how it should
be taken, any specific
dosage timing issues, and
what to do if the patient
misses a dose.
 Results:

What should the patient How is the drug working in the

expect while taking this body, and how can the patient
medication? tell if the medication is
working?

It is also important for the patient

to understand the consequences
of nonadherence.
 Does this medication
have any Black Box
Underlying Warnings?
Issues: Present
potential issues
that the patient Is the patient
needs to be allergic to this
aware of when
taking the medication?
medication,
including: Is the patient taking any
other medications that
may interact with this
medication?
Does this medication have any
specific alcohol, grapefruit, or sun
sensitivity warnings?
Underlying Issues:
Does this medication influence any
Present potential
other disease states that the patient issues that the
may have? patient needs to
be aware of when
Are there any special precautions taking the
with the elderly, young, pregnant, or
breast-feeding patients? medication,
including:
Are there any other medication
specific cautions or precautions that
should be discussed?
General information:

Discuss how to properly store

the medication, what to do
Assess the patient's
about refills, how to dispose
understanding of the above
of unused meds, and assure
information.
that the patient knows who to
call for questions.
 The pharmacist should
record
• (1) that counseling was
Documentation offered and was accepted
and provided or refused and
• (2) the pharmacist’s
perceived level of the
patient’s understanding.
 Activity for patient scripting
Based from above discussion, make your own script of
a pharmacist-patient interaction. Choose among the
following drugs:
• 1. Paracetamol tablet
• 2. Mefenamic acid suspension
• 3. Loperamide
• 4. Hydrite
• 5. Carbocisteine
Incident reporting

Incident reporting is An incident report

the process of should be completed at
documenting all the time an incident
workplace injuries, near occurs no matter how
misses and accidents. minor an injury is.
 Minimal Information Model
• The WHO Minimal Information Model for
Patient Safety is a simple tool which contains
the core data categories required for analysis,
that can be used by any institution that is
looking to set up, or improve their reporting
and learning system.
Minimal Information
Model for Patient Safety
• “Minimal Information Model for Patient
Safety Incident Reporting” (MIM PS) was
developed to define a minimum set of
common data categories within a
universally applicable model to meet the
most basic information needs for reporting
patient safety incidents. It aims to
strengthen effective reporting by
identifying the key data features that
provide minimal meaningful learning. A
user guide has been developed to help
countries implement MIM PS.
 INCIDENT
I D E N T I F I C AT I O N : a i m s
to describe an incident
specifically
Sex Patient/Person:

Age
Definition: date and time of day when
the incident occurred.
Rationale: to describe when the event T
occurred and understand the timeline
of the incident. I
M
Value set: Timestamp
E
Use standard date format: YYYY-
MM-DD and HH:mm in 24-hour
format(e.g. 2014-01-01, 16:00)
 L
DEFINITION: RATIONALE: TO VALUE SET: · NO
O
PHYSICAL
ENVIRONMENT
DESCRIBE THE
PLACE WHERE
HEALTH CARE
SETTING TYPE
IDENTIFIABLE
PLACE NAME
C
IN WHICH A
PATIENT SAFETY
INCIDENT
THE EVENT
OCCURRED.
SHOULD BE
MENTIONED. A
OCCURS. T
I
· SELECT ONLY · IF AN
O
ONE TYPE OF
HEALTH CARE
SETTING.
APPROPRIATE
SETTING IS NOT
LISTED, CHOOSE
N
“OTHER”.
Agent(s) involved
Definition: agent with Rationale: to identify
the potential to cause the agents used before,
harm. It refers to the during or after the
product, device, person incident without
·orFor
anythe purposeinvolved
elements of the inferring any causal
present information
in the incident with the relation with the
model,
potentialthe agent
to influence it. incident.
category means the
product, device, person
or any element involved Value set: List of medical
in the incident. The devices
mention of any agent
involved in the reported
incident may or may not
be the cause of the
incident.
incident type
Definition: a descriptive term for a cate
up of incidents of a common nature, g
because of shared, agreed features.

Rationale: to clearly identify the type o

incident.

Value set: Pre-defined set of Incident T

described in the ICPS report
Definition: all impacts upon a patient or an organization
wholly or partially attributable to an incident.

INCIDENT
Rationale: to describe all kinds of outcomes and
consequences of an incident.
OUTCOM
ES
For the purpose of this information model, outcomes of
a patient safety incident are:

· Patients outcomes
Definition: all actions resulting of an incident.

Rationale: to identify immediate or indirect action

RESULTIN
related to the patient or the organization resulting of
an incident.
G
ACTION
Such actions may aim at:
· AMELIORATING ACTION Improving a situation that
emerged as a result of an incident, either in terms of
patient outcome or of organizational outcome;
 REPORTER
• Definition: person who collects and writes information about the
incident.
• Rationale: to identify the reporter.
Profession
• Definition: role of the reporter when the incident occurred.
• Rationale: to analyze the way different healthcare professionals
describe an incident.
• Value set: to be discussed
 PPHA CODE OF ETHICS FOR PHARMACISTS
PREAMBLE
PHARMACISTS are health professionals who help individuals protect
themselves against diseases, maintain good health and make the best use of
their medications. The pharmacists promote rational use of drugs and ensure
the provision of safe, effective and quality drugs for improved patient care and
quality of life. This code, prepared and supported by pharmacists, is intended
to state publicly the principles that form the fundamental basis of their roles
and responsibilities which are based on moral obligations and virtues and to
guide pharmacists in their relationship with patients, health professionals and
society.
37
CODE OF ETHICS FOR PHARMACISTS

A pharmacist promotes
A pharmacist places the
the welfare of each
well being of the
individual in a caring
patient at the center of
and compassionate
professional practice.
manner

38
CODE OF ETHICS FOR PHARMACISTS

A pharmacist respects
A pharmacist serves
the rights of patients
the needs of the
and upholds
individual, community
confidentiality of
and society
patient’s record

39
CODE OF ETHICS FOR PHARMACISTS
A pharmacist
A pharmacist acts respects the
with honesty, abilities, values and
integrity and contribution of
professionalism in colleagues and
relationship with other health
the patients and professionals and
other health work with them
professionals closely to ensure
40
better patient care.
CODE OF ETHICS FOR PHARMACISTS

A pharmacist, in coordination with

the government and other health
A pharmacist is committed to professionals helps in the
continuously enhance formulation and implementation
professional competence of health care policies, standards
and programs designed for the
benefit of society.

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