Evolution and Validation 0f Practice Standards, Training, and Professional Development

Pharmacy Services [a joint effort of SCCM, ACCP, and ASHP])

The task force provided 82 recommendation statements across five distinct domains (see Table 1 for

details):

Patient Care (n=34)

Quality Improvement (n=21)

Research/Scholarship (n=9)

Professional Development (n=8)

Essential: These are practice recommendations that are considered vital to the provision of pharmacy

care to ICU patients.

Desirable: Offers recommendations that are more specialized and specific to the ICU beyond the

essential recommendations

Essential versus desirable recommendation statements are further categorized based on the level of

ICU care being provided (see section V.D.1 in the text that follows for descriptions of level I, II, and

III ICUs)

and techniques vary depending on intended audience and content. The clinical pharmacist must develop

comfort and expertise with a wide range of teaching styles and techniques to be successful as an educator in

the ICU setting.

Pharmacy students and residents: Content has to be at a level appropriate to learners who may or may

not have a primary interest in critical care. Active learning strategies must be incorporated with didactic

approaches that are more traditional. For this audience, the clinical pharmacist has primary responsibility

for assessment/grading.

Clinical practice training

Role modeling (I do, you watch)

ii.

Coaching (I do, you help … then … you do, I help)

iii.

Mentoring (You do, I watch)

iv.

Facilitating (you do, I monitor)

Case-based teaching (point-of-care teaching)

Hands-on demonstrations of equipment, technology, and devices used in the ICU

Assigned readings

Journal club

Quality improvement projects

Writing assignments

Case reports

ii.

Guideline/protocol development

iii.

Pharmacy and therapeutics (P&T) monographs

Drug information response

Medication use evaluations