Source: House of Delegates Resolution

To support the position that by the year 2020, the completion of an ASHP-accredited postgraduate-year-one residency should be a requirement for all new college of pharmacy graduates who will be providing direct patient care.

Source: Council on Education and Workforce Development

To support the goal that pharmacy technicians entering the pharmacy workforce have completed an ASHP-accredited program of training; further,

To encourage expansion of ASHP-accredited pharmacy technician training programs.

This policy supersedes ASHP policy 0212.

Source: Council on Education and Workforce Development

To strongly advocate that all pharmacy residency programs become ASHP-accredited as a means of ensuring and conveying program quality.

This policy supersedes ASHP policy 0216.

Source: Council on Education and Workforce Development

To encourage faculties in colleges of pharmacy and preceptors of ASHP-accredited residency training programs to use ASHP statements, guidelines, and professional policies as an integral part of training programs and courses.

This policy supersedes ASHP policy 8407.

Source: Council on Educational Affairs

To support the Accreditation Council for Pharmacy Education's continuing role of promulgating accreditation standards and guidelines and engaging in sound accreditation processes to ensure quality in the education provided by colleges of pharmacy; further,

To acknowledge that, in addition to a robust curriculum, access to quality experiential educational sites and the availability of qualified faculty (including preceptors and specialty-trained clinical faculty) are essential determinants of the ability to expand enrollment in existing or additional colleges of pharmacy; further,

To support such expansion when it does not compromise the quality of pharmacy education.

Source: Council on Educational Affairs

To encourage colleges of pharmacy and other health professions schools to teach students the skills necessary for working with other health care professionals and health care executives to provide patient care; further,

To encourage the Accreditation Council for Pharmacy Education to include interdisciplinary patient care in its standards and guidelines for accreditation of Doctor of Pharmacy degree programs; further,

To encourage and support pharmacists' collaboration with other health professionals and health care executives in the development of interdisciplinary practice models; further,

To urge colleges of pharmacy and other health professions schools to include instruction, in an interdisciplinary fashion, about the principles of performance improvement and patient safety and to train students in how to apply these principles in practice; further,

To foster documentation and dissemination of outcomes achieved as a result of interdisciplinary education of health care professionals.

This policy supersedes ASHP policies 0311 and 0312.

Source: Council on Educational Affairs

To work with health-system leadership to foster opportunities for pharmacy practitioners to move into pharmacy leadership roles; further,

To encourage current leaders to seek out and mentor practitioners in developing administrative, managerial, and leadership skills; further,

To encourage interested practitioners to obtain the skills necessary to pursue administrative, managerial, and leadership roles; further,

To encourage colleges of pharmacy and state affiliates to foster leadership skills in students through development and enhancement of curricula, leadership conferences, and other programs; further,

To encourage colleges of pharmacy to develop more opportunities for students to pursue combined degree programs; further,

To encourage colleges of pharmacy and health systems to develop more opportunities for students to pursue residency programs that develop administrative, management, and leadership skills; further,

To encourage residency programs to develop leadership skills by mentoring, training, and providing leadership opportunities; further,

To encourage residency programs to provide training for residents to develop administrative and management skills; further,

To foster leadership skills for pharmacists to use on a daily basis in their roles as leaders in medication safety and medication management in patient care.

This policy supersedes ASHP policy 9913.

Source: Council on Educational Affairs

To foster effective communication (with appropriate attention to patients' levels of general and health literacy) among health-system pharmacy practitioners, patients, and other health care providers; further,

To develop programs to enable pharmacy students, residents, and health-system pharmacy practitioners to self-assess their levels of health literacy and general communication skills; further,

To develop methods with which pharmacy students, residents, and health-system pharmacy practitioners can assess the level of general and health literacy of patients; further,

To disseminate information about resources for students, residents, and health-system pharmacy practitioners to use in working with patients and others having specific communication needs.

This policy supersedes ASHP policy 0210.

Source: Council on Educational Affairs

To endorse the concept of continuing professional development (CPD), which involves personal self-appraisal, educational plan development, plan implementation, documentation, and evaluation; further,

To strongly encourage the development of a variety of mechanisms and tools that pharmacists can use to assess their CPD needs; further,

To support the efforts of individual pharmacists to understand CPD (including the fact that various options are available for self-assessment) and to implement CPD; further,

To collaborate with other pharmacy organizations in the development of effective strategies for piloting the implementation of CPD; further,

To strongly support objective assessment of the outcomes of implementation of CPD; further,

To encourage colleges of pharmacy and accredited pharmacy residency programs to teach the principles, concepts, and skills of CPD.

Source: Council on Educational Affairs

To encourage that the principles of patient-centered care be integrated throughout the college of pharmacy curriculum.

This policy was reviewed in 2007 by the Council on Education and Workforce Development and by the Board of Directors and was found to still be appropriate.

Source: Council on Educational Affairs

To foster cultural competence among pharmacy students, residents, and practitioners and within health systems for the purpose of achieving optimal therapeutic outcomes in diverse patient populations.

This policy was reviewed in 2007 by the Council on Education and Workforce Development and by the Board of Directors and was found to still be appropriate.

Source: Council on Educational Affairs

To encourage practitioner input in pharmacy education; further,

To encourage that institutional and health-system environments be used as sites for experiential training of pharmacy students; further,

To encourage colleges of pharmacy and health systems to define and develop appropriate organizational relationships that permit a balance of patient care and service, as well as educational and research objectives, in a mutually beneficial manner; further,

To include the administrative interests of both the health system and the college of pharmacy in defining these organizational relationships to ensure compatibility of institutional (i.e., health system or university) and departmental (i.e., pharmacy department and department in the college) objectives; further,

To encourage pharmacists and pharmacy leaders to recognize that part of their professional responsibility is the development of new pharmacy practitioners.

This policy was reviewed in 2007 by the Council on Education and Workforce Development and by the Board of Directors and was found to still be appropriate.

Source: Council on Legal and Public Affairs

To support state licensure eligibility of a pharmacist who has graduated from a pharmacy program accredited by the Accreditation Council for Pharmacy Education (ACPE) or accredited by an ACPE-recognized accreditation program.

This policy was reviewed in 2007 by the Council on Public Policy and by the Board of Directors and was found to still be appropriate.

Source: Council on Legal and Public Affairs

To support legislation and regulation that ensures public funding for accredited pharmacy residency programs consistent with the needs of the public and the profession; further,

To oppose legislation or regulation involving reimbursement levels for graduate medical education that adversely affects pharmacy residencies at a rate disproportionate to other residency programs.

This policy was reviewed in 2007 by the Council on Public Policy and by the Board of Directors and was found to still be appropriate.

Source: Council on Educational Affairs

To collaborate with appropriate professional and academic organizations in fostering adequate education on substance abuse and chemical dependency at all levels of pharmacy education (i.e., colleges of pharmacy, residency programs, and continuing-education providers); further,

To support federal, state, and local initiatives that promote pharmacy education on substance abuse and chemical dependency; further,

To advocate the incorporation of education on substance abuse and chemical dependency into the accreditation standards for Doctor of Pharmacy degree programs and pharmacy technician training programs.

This policy was reviewed in 2006 by the Council on Education and Workforce Development and by the Board of Directors and was found to still be appropriate.

Source: Council on Educational Affairs

To oppose the use of "P.D." or any other designation that implies an academically conferred degree where none exists.

This policy was reviewed in 2006 by the Council on Education and Workforce Development and by the Board of Directors and was found to still be appropriate.

Source: Council on Educational Affairs

To support the position that every educational program that offers a pharmacy degree must be accredited by the Accreditation Council for Pharmacy Education (ACPE), regardless of licensure status of students enrolled.

This policy was reviewed in 2005 by the Council on Educational Affairs and by the Board of Directors and was found to still be appropriate.

Source: Council on Educational Affairs

To encourage colleges of pharmacy to continue to develop innovative ACPE-accredited programs that meet the professional advancement needs of practitioners, using distance learning and other advanced technologies where appropriate; further,

To identify and publicize mechanisms available to baccalaureate-degree pharmacists for overcoming barriers to the attainment of the Pharm.D. Degree.

This policy was reviewed in 2005 by the Council on Educational Affairs and by the Board of Directors and was found to still be appropriate.

Source: Council on Educational Affairs

To recognize that optimal direct patient care by a pharmacist requires the development of clinical judgment, which can be acquired only through experience and reflection on that experience; further,

To establish as a goal that pharmacists who provide direct patient care should have completed an ASHP-accredited residency or have attained comparable skills through practice experience.

This policy was reviewed in 2005 by the Council on Educational Affairs and by the Board of Directors and was found to still be appropriate.

Source: Council on Administrative Affairs

To encourage pharmacy managers to serve as mentors to their staff, pharmacy students, pharmacy residents, and peers in a manner that fosters the development of future pharmacy leaders.

This policy was reviewed in 2003 by the Council on Administrative Affairs and by the Board of Directors and was found to still be appropriate.

Source: Council on Educational Affairs

To continue efforts to increase the number of pharmacy residency training programs and positions available; further,

To expand efforts to make pharmacy students aware early in their education of the career choices available to them and the importance health-system employers attach to the completion of a residency.

This policy was reviewed in 2003 by the Council on Educational Affairs and by the Board of Directors and was found to still be appropriate.

Source: Council on Educational Affairs

To urge colleges of pharmacy to develop career counseling programs to make students aware of postgraduate career options, including residency training and career paths in various types of practice; further,

To urge that career counseling occur in a structured manner early in the curriculum and be continued throughout the curriculum; further,

To urge practitioners in various organized health-care settings to make themselves available to colleges of pharmacy for participation in both structured and unstructured career counseling.

This policy was reviewed in 2006 by the Council on Education and Workforce Development and by the Board of Directors and was found to still be appropriate.