Related Experiment Video
Updated: Jul 18, 2026
07:31
A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
Published on: February 13, 2020
An assessment system for mapping CAPE outcomes in an advanced pharmacy practice experience program
Christopher J Turner1, Ralph Altiere, Douglas Fish
1School of Pharmacy, University of Colorado at Denver and Health Sciences Center, 4200 East Ninth Avenue, Box C238, Denver, CO 80262, USA. Christopher.Turner@uchsc.edu
American Journal of Pharmaceutical Education
|December 1, 2006
Summary
A new assessment system effectively uses the Center for the Advancement of Pharmaceutical Education (CAPE) Outcomes to evaluate students in advanced pharmacy practice experiences (APPEs). This system aids in grading and identifying areas for student improvement.
Area of Science:
- Pharmacy Education
- Competency-Based Assessment
Background:
- The Center for the Advancement of Pharmaceutical Education (CAPE) established Outcomes in 1998 to guide pharmacy education.
- Advanced Pharmacy Practice Experiences (APPEs) are critical for developing practical pharmacy skills.
Purpose of the Study:
- To implement and evaluate a novel assessment system for students in APPEs.
- To align student evaluations with the 1998 CAPE Outcomes.
Main Methods:
- Preceptors developed summative assessment tools focusing on 20-30 key CAPE competencies and sub-elements.
- A 4-point scoring scale was used, ranging from 'exceeds expectations' to 'below expectations'.
- Student grades were determined by an examination committee, considering preceptor assessments and a mechanism for addressing competency deficits.
Main Results:
- The system successfully mapped individual student performance in APPE courses to CAPE competencies for grading.
- Class performance within the APPE program could be mapped to CAPE competencies for quality assurance and institutional planning.
Conclusions:
- The implemented assessment system, based on the 1998 CAPE Educational Outcomes, was successfully introduced for students in APPE training.
- This system provides a structured framework for evaluating student performance and informing educational strategies.
Related Concept Videos
01:21Methods of Documentation III: PIE
Problem-intervention-evaluation (PIE) is a systematic approach to documentation used in healthcare settings for clinical decision-making and patient care planning. It is a structured approach to organizing patient data based on problems, interventions, and evaluations. Here's a breakdown of its key features and considerations:
01:11Guidelines for Writing Outcome
When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care evaluation by...
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care evaluation by...
01:15Nursing Evaluation
The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
Section...
Section...
01:20Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
01:15Nursing Implementation
Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
01:26Methods of Documentation II: POMR
The Problem-Oriented Medical Record (POMR) revolutionized medical record-keeping by introducing a systematic approach focusing on the patient's problems rather than merely listing symptoms. Dr. Lawrence Weed's introduction of this method in the 1960s marked a significant advancement in medical documentation. The POMR framework consists of four key components: the database, problem list, plan of care, and progress notes.