Woloschuk Donna M M, Raymond Colette B
, PharmD, MDE, FCSHP, is Regional Pharmacy Manager, Educational Services, Winnipeg Regional Health Authority Pharmacy Program, Winnipeg, Manitoba.
Can J Hosp Pharm. 2010 Jul;63(4):295-303. doi: 10.4212/cjhp.v63i4.933.
Many Canadian hospital pharmacies are experiencing difficulties recruiting supervisory personnel. It was expected that, through a "learning-by-doing" course, pharmacy staff would learn to apply basic skills in the day-to-day supervision of pharmacy operations and human resources and to apply the principles of supervisory documentation.
A supervisory skills course targeted to pharmacy staff members was developed and implemented by the pharmacy department of a large urban health region. The course was initially offered to practising pharmacy technicians. The course design emphasized a constructivist framework incorporating authentic learning and reflective practice during seminars, with experiential and self-directed learning in the workplace. Preceptors assisted learners to achieve the course goals. Learners and preceptors provided feedback about hours spent (as the course progressed) and about their satisfaction with the course itself (at the end of the course). Learners and preceptors completed a post-program evaluation 2 months after completing the course to help in the assessment of the transfer of learning (lasting impact) associated with the course. Overall performance in the course was assessed on a pass/fail basis.
Eighteen pharmacy technicians were admitted to the program, but one withdrew because of a job change. All learners successfully completed the course. Two months after the course, learners and preceptors described enhanced organization, time management, leadership, communication, and conflict-resolution skills on the part of learners, as well as their increased confidence, maturity, and ability to supervise staff. Learners' evaluations revealed a broadened perspective of pharmacy. The preceptors valued the enhancement of learners' skills and their increased enthusiasm. At the time of writing, 6 of the participants had secured supervisory positions.
Creating formal instruction that engages pharmacy staff to pursue management positions is challenging. Instructional design grounded in constructivist theory and incorporating authentic learning experiences and reflection resulted in high learner satisfaction with learning outcomes.
许多加拿大医院药房在招聘管理人员方面遇到困难。预计通过一门“边做边学”课程，药房工作人员将学会在药房运营和人力资源的日常管理中应用基本技能，并应用管理文件记录原则。
一个针对药房工作人员的管理技能课程由一个大型城市卫生区域的药房部门开发并实施。该课程最初面向在职药房技术员。课程设计强调建构主义框架，在研讨会上融入真实学习和反思性实践，同时在工作场所进行体验式和自主学习。指导教师协助学习者实现课程目标。学习者和指导教师提供了关于（随着课程进展）所花费时间以及他们对课程本身满意度（课程结束时）的反馈。学习者和指导教师在完成课程2个月后完成了一项课程后评估，以帮助评估与该课程相关的学习迁移（持久影响）。课程的总体表现按及格/不及格评定。
18名药房技术员参加了该项目，但有1人因工作变动退出。所有学习者均成功完成课程。课程结束2个月后，学习者和指导教师表示学习者在组织、时间管理、领导、沟通和解决冲突技能方面有所提高，同时他们的信心、成熟度和监督员工的能力也有所增强。学习者的评估显示对药房的认识更加广泛。指导教师重视学习者技能的提升以及他们更高的积极性。在撰写本文时，6名参与者已获得管理职位。
创建让药房工作人员追求管理职位的正规教学具有挑战性。基于建构主义理论并融入真实学习体验和反思的教学设计使学习者对学习成果高度满意。
