Evolution and Validation 0f Practice Standards, Training, and Professional Development
ASHP
critical
care
traineeship
(https://www.ashpfoundation.org/leadership-development/
traineeships)
Previously offered through the ASHP Foundation
ii.
Four-month distance education component – Independent reading, web-based education, and
teleconference case studies
iii.
Two-week on-site experiential training
iv.
Post-experiential training activities
Is not a comprehensive training program but can be a valuable component of a training program
for nontraditional-path clinical pharmacists
| d. | Other potential components of a nonconventional training program: Actual program structure will |
|---|
vary depending on the available resources, practice environment, baseline knowledge and skills of
the pharmacist, and institutional support.
Graduate degree (e.g., master’s degree)
ii.
Continuing education (CE) programming – Live, web based, print
iii.
Attendance at national and regional critical care meetings – CE, networking, research
presentations
iv.
Fundamental Critical Care Support course completion (www.sccm.org/Fundamentals)
ACLS, advanced trauma life support (ATLS), and/or pediatric advanced life support (PALS)
training and certification
vi.
Regular participation in the SCCM Clinical Pharmacy and Pharmacology Section national
journal club
vii.
SCCM Clinical Pharmacy and Pharmacology Section mentor program – Long-distance
mentoring program
viii.
Self-arranged experiential rotations at peer institutions under the supervision of a qualified
critical care pharmacist
ix.
Visiting professor or scholar programs to bring specialized expertise to the clinical site for on-
site experiential training and didactic teaching
Policy, guideline, and protocol development for critical care pharmacotherapy–related issues
under the supervision of qualified peers
xi.
Critical care pharmacy service or program development, implementation, and outcome
measurement under the supervision of qualified peers
Mentor-protégé relationship
Symbiotic, nurturing relationship between two adults
Assist each other in meeting shared career objectives
Attributes of a successful mentor-protégé relationship (see Box 1)
| d. | Mentor typically 15–20 years older than protégé |
|---|
Teaching – New knowledge, skills, and attitudes
Sponsoring – Helps protégé reach career goals, assists in networking, vouches for abilities, offers
protection from threats
Encouraging – Affirming, challenging, inspiring
| d. | Counseling – Listening, probing, advising during difficult challenges |
|---|
Befriending – Acceptance, understanding, and trust