{"http:\/\/dx.doi.org\/10.14288\/1.0413184":{"http:\/\/vivoweb.org\/ontology\/core#departmentOrSchool":[{"value":"Pharmaceutical Sciences, Faculty of","type":"literal","lang":"en"}],"http:\/\/www.europeana.eu\/schemas\/edm\/dataProvider":[{"value":"DSpace","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/alternative":[{"value":"PHRM 270 Community Service Learning Handbook for Community Partners, September 2021","type":"literal","lang":"en"}],"https:\/\/open.library.ubc.ca\/terms#rightsCopyright":[{"value":"UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/creator":[{"value":"University of British Columbia. Office of Experiential Education","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/issued":[{"value":"2022-05-02T18:29:25Z","type":"literal","lang":"en"},{"value":"2021-09","type":"literal","lang":"en"}],"http:\/\/www.europeana.eu\/schemas\/edm\/aggregatedCHO":[{"value":"https:\/\/circle.library.ubc.ca\/rest\/handle\/2429\/81441?expand=metadata","type":"literal","lang":"en"}],"http:\/\/www.w3.org\/2009\/08\/skos-reference\/skos.html#note":[{"value":"PHRM 270 COMMUNITY SERVICE LEARNING HANDBOOK FOR COMMUNITY PARTNERS Effective September 2021 INNOVATIVE LEADERS OF EXCELLENCE IN PHARMACY EXPERIENTIAL EDUCATION ENTRY-TO-PRACTICE PHARMD PROGRAM Community Service Learning: Community Partner Handbook Copyright \u00a9 2021UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 1 Table of Contents Acknowledgement ................................................................................................................................................. 2 Office of Experiential Education ............................................................................................................................. 3 Section 1 \u2013 Key Information for You as a Community Partner ................................................................................ 4 1.1 Introduction ................................................................................................................................... 4 1.2 Glossary of Terms ........................................................................................................................... 5 1.3 What is Community Service Learning? ................................................................................................ 5 1.4 Learning from the Community ........................................................................................................... 7 1.5 General Course Timeline for Community Partners ................................................................................. 8 1.6 Expectations of a Community Partner ................................................................................................. 9 Section 2 \u2013 Frequently Asked Questions .............................................................................................................. 11 Section 3 \u2013 Forms ................................................................................................................................................. 13 Appendix 1: Forms ................................................................................................................... 14 Appendix 1.1 Pharmacy Student Health & Safety Orientation \u2013 Community Service Learning .................... 15 Appendix 1.2 Student and Community Partner Contract ............................................................................. 17 Appendix 1.3 Completed Hours and Activities Log Sheet ............................................................................. 19 Appendix 1.4 Community Partner Assessment of Student Performance ..................................................... 20 Community Service Learning: Community Partner Handbook Copyright \u00a9 2021 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 2 Acknowledgement UBC\u2019s Point Grey Campus is located on the traditional, ancestral, and unceded territory of the xwm\u0259\u03b8kw\u0259y\u0313\u0259m (Musqueam) people.  The land it is situated on has always been a place of learning for the Musqueam people, who for millennia have passed on in their culture, history, and traditions from one generation to the next on this site. We thank the many individuals within our faculty who have made the Community Service Learning course possible, and for their ongoing support. In addition, we are grateful to the UBC Centre for Community Engaged Learning team who have been involved since the inception of Community Service Learning in the Entry-to-Practice PharmD program and continue to be a source of support and guidance. Finally, we would like to thank our community partners. Community partners play an integral role in student learning. When they share expertise in their community context, students are better able to connect and contribute to the community in which they live, learn about the larger political and social structures within the community, develop civic responsibility and strong leadership skills, examine and challenge their values and belief systems and practice specific skillsets in a safe environment. We thank our community partners for their work and interest in being involved. Our students become better equipped to be excellent pharmacists when they learn from the community. Community Service Learning: Community Partner Handbook Copyright \u00a9 2021 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 3 Office of Experiential Education The Office of Experiential Education (OEE), Faculty of Pharmaceutical Sciences is responsible for the academic and administrative leadership of the experiential components of the Entry-to-Practice PharmD Program. For concerns or comments about course requirements and activities or student performance, please contact Course Coordinator.  For questions or comments about logistics, details, or changes to site availability, please contact our Administrative Support Team. Administrative Support Team Course Number, Description General Inquiries (604) 822 8077 phar.oee@ubc.ca PHRM 270 Community Service Learning II Community Service Learning: Community Partner Handbook Copyright \u00a9 2021 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved.  4    Section 1 \u2013 Key Information for You as a Community Partner  1.1 Introduction  The Faculty of Pharmaceutical Sciences at the University of British Columbia has a mission to advance knowledge, health outcomes, and the profession of pharmacy leading to enhanced societal benefit and optimal patient care. The OEE is grateful to collaborate with our community partners to achieve this mission by supporting pharmacy students in this Community Service Learning (CSL) course.  Community partners play an integral role as a co-educator in learning by cultivating students\u2019 social awareness and civic engagement as members of their community.  Through the experience of working alongside community partners, students will be better prepared to work in the community and be better able to embrace a holistic patient-centered approach to care as future pharmacy professionals.  We hope that through this course, students will also be of service and provide meaningful contributions to communities and its members by addressing community-identified goals and needs.  PHRM 270 Community Service Learning is a second-year pharmacy course where students collaborate with a community partner site to provide 20 hours of service that add value to the work of the organization. This course runs the academic year from September to April.  Students will complete their placements within specific block dates in either Term 1 (September to December) or Term 2 (January to April).  Over 200 students are enrolled in PHRM 270 each year.  Listed below are some broader thematic areas in which we are hoping to engage students.  This is not an exhaustive list and there may be others that are not listed, but connect well to the course:  \u2022 Different meanings of service \u2022 Social determinants of health \u2022 Advocacy \u2022 Communication \u2022 Professionalism \u2022 Power and privilege \u2022 Critical reflection \u2022 Barriers to health for different communities   Community Service Learning: Community Partner Handbook Copyright \u00a9 2021 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 5 1.2 Glossary of Terms PHRM 270 Community Service Learning is a unique experiential course in which students interact with non-pharmacy members of the public.  Below are common terms used throughout the course and this handbook. Table 1: Glossary of Terms 1.3 What is Community Service Learning? Community Service Learning is a type of experiential education that involves a combination of meaningful community service, critical self-reflection, and curricular course content. Community Service Learning is NOT the same as volunteering.  CSL is unique in this course in that: 1. Service is defined and guided by host community members; this means it will look different in each organization. 2. Service learning is designed with the purpose of reciprocity: just as students provide a service to an organization, community partners and members teach students about their unique community contexts. 3. Community partners are upheld as experts and informal educators. 4. There is an intentional connection to pharmacy curriculum. 5. There are associated learning goals that are developed by the student. Term Description Community Partner Site A non-pharmacy, non-profit, public, or government organization.  Examples include a community kitchen, food bank, community center, shelter, and more. Community Partner A person who is the primary contact person staffed at the community partner site.  A community partner is often the volunteer coordinator or programs manager.  The community partner may or may not be directly supervising the student at all times during the placement but should be able to assess overall student performance.  The community partner is expected to sign the required course forms. Site Supervisor A person from the community partner site who directly supervises the activity or program the student is involved in.  The site supervisor may or may not be the community partner.  There may be several site supervisors.  The site supervisor(s) may inform the community partner of student performance in order to complete assessment of student performance. Community Member A member of the public who accesses or uses the services provided by the community partner site. Community Service Learning: Community Partner Handbook Copyright \u00a9 2021 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 6 Learning activities in this course were developed to progress student pharmacists towards several competencies from the Association of Faculties of Pharmacy of Canada (AFPC) Educational Outcomes for First Professional Degree Programs in Pharmacy*, while ensuring that students experience a holistic view of healthcare. Figure 1:  Visualizing Service-Learning The image part with relationship ID rId17 was not found in the file. Community Service Learning: Community Partner Handbook Copyright \u00a9 2021 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved.  7    1.4 Learning from the Community  Pharmacists practice their profession in and with diverse communities. By sharing knowledge and expertise, community partners help students to:  1. Connect and contribute to the community in which they live and work  2. Learn about the complexities of local communities  3. Develop civic responsibility, social accountability and strong leadership skills  4. Draw from disciplinary knowledge in their work with communities  5. Examine and challenge their assumptions pertaining to community work  6. Build professional networks  7. Practice specific skill sets relating to community projects in a safe environment   Community Service Learning: Community Partner Handbook Copyright \u00a9 2021 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 8 1.5 General Course Timeline for Community Partners Table 2. General Course Timeline for Community Partners Annual Timeframe Event April Community partner site recruitment. May Students rank preferences for community partner sites. June OEE individually notifies students and community partners service-learning placement matches. August (Term 1) Community partners contact students to notify them of shift schedules running from September to December. September to December (Term 1) Students fulfill service-learning placements. December (Term 2) Community partners contact students to notify them of schedule running from January to April. January to April (Term 2) Students fulfill service-learning placements. Community Service Learning: Community Partner Handbook Copyright \u00a9 2021 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 9 1.6 Expectations of a Community Partner Community partners have important programs to run and community members to serve.  To assist you in preparing for your upcoming placements, the below table outlines the expected activities and estimate time commitment for each. Table 3.  Time Commitment from a Community Partner Activity Required Description Be fo re  P la ce m en t Communication with course coordinator X Communication with students X During the site recruitment phase, the course coordinator and administrative support team will liaise with community partners to arrange placements for the upcoming academic year. We expect community partners to initiate email contact with students to notify them of shift schedules running through the term.   The community partner determines the appropriate amount of time and level of guidance to provide students as they fulfill their service-learning placement.   This will ensure that students have a clear understanding of what is required of them before they arrive (e.g. shift dates and times, dress code, sign-in instructions). Du rin g Pl ac em en t Student orientation X Each community partner site has its specific way of running programs and services.  Although students receive an overall orientation to PHRM 270 by the course coordinator, the community partner should orient the student to the organization\/site to best integrate them into the organization\u2019s culture and site safety procedures. Community partners may also assign students to review relevant background readings and information about the organization. In-placement guidance X The time that a community partner chooses to spend with students will vary greatly depending on the site\u2019s needs and activities arranged with students. Feedback on students\u2019 critical reflection assignments Students are required to complete critical reflections about their service-learning placement experiences.  Although they are not required to submit them to the community partner, students may ask you to share your insight and feedback on their reflections. Fo llo w in g Pl ac em en t Final assessment of student X Community partners are required to provide a summative assessment of student engagement and performance by completing the Community Partner Assessment of Student Performance form. Debrief We encourage community partners to provide us with feedback. The input received will support the ongoing refinement of this course. Table 4.  Forms Requiring Community Partner Completion and\/or Student Submission Community Service Learning: Community Partner Handbook Copyright \u00a9 2021 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 10 Form Required Submission Description Pharmacy Student Health and Safety Orientation (HSO)\u2014Community Service Learning X X To meet WorkSafeBC requirements, student must review and complete the form within the first 24 hours and submit the completed form to UBC within the first 72 hours of beginning their placement. Student and Community Partner Contract X The purpose of this form is to ensure that both the community partner and student agree to a mutual understanding of tasks and activities the student will be performing during their placement. Completed Hours and Activities Log Sheet X This form is used to keep track of the activities and completed placement hours. Community Partner Assessment of Student Performance X X This form will be used by the community partner to assess the student\u2019s engagement and performance. It is one of the ways to provide constructive feedback to the student, in addition to informal verbal communication.  Students are expected to provide a copy of this form to their community partner at the end of the placement.  It is the student\u2019s responsibility to ensure the form is completed before the end of the placement and is submitted to the course coordinator by the deadline. Site-specific documents and forms To be determined by community partner sites Community partners sites may require students and its guests to complete site-specific documents and forms which do not replace the required course forms for PHRM 270.  The student is expected to comply with all site-specific rules and regulations. Community Service Learning: Community Partner Handbook Copyright \u00a9 2021 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 11 Section 2 \u2013 Frequently Asked Questions 1. Are students limited in the types of service activities they are allowed to do? Since CSL placements will not have a registered pharmacist as a community partner, students must not provide pharmacy or medication-related advice without the direct supervision of a registered pharmacist.  There is no universal definition of service.  Students are allowed to participate in any activity the community partner determines that meets the needs of the community partner site. Activities could range from direct interaction with community members to providing background support to the operations of the site.  Students should be working safely and respectfully on their placements. 2. When will students require the most guidance? Students generally require the most guidance in the beginning of their placement and so an initial orientation or some initial communications around expectations would be beneficial. How and how often community partners and site supervisors wish to provide guidance to students will be unique to each community partner site. 3. Where can I access some of the materials that students are learning from in this course? Community partners are co-educators in this course. New community partners will be provided resource and training guides at the time of onboarding.   Course materials are optional for community partners to review to gain a greater understanding of the course concepts that students are learning outside of their placements.   These materials are available on the OEE Practice Educator Resource Centre, in the \u201cPHRM 270 Community Service Learning\u201d course. 4. What are students supposed to be learning in PHRM 270? We recognize that each placement is unique and therefore, the student learning will vary tremendously depending on their community partner site.  The Community Service Learning Handbook for Students is available on the OEE Practice Educator Resource Centre for your reference.  The PHRM 270 learning objectives are: 1. Understand and recognize the six key ideas of PHRM 270 as outlined in this student handbook and throughout the course. 2. Understand the social determinants of health in relation to: \u2022 The role of a pharmacist \u2022 Their impact on the health outcomes of individuals, families, and communities \u2022 The student\u2019s specific service-learning experience Community Service Learning: Community Partner Handbook Copyright \u00a9 2021 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved.  12    3. Identify the AFPC key competencies that have been developed through the CSL placement and other course activities. 4. Engage in a critical reflection process that includes the four stages of priming, noticing, processing, and choosing. 5. Collaborate and communicate effectively with community partner organizations and diverse members of the community. 6. Understand and describe community service-learning and its relevance to training as a healthcare professional.  5. Will I need to come to UBC campus for this partnership? No, we do not routinely ask community partners to come to UBC for this partnership. The goal is to honour and respect the work that community partners do for their organization, and one way we achieve that is to ensure that students and staff come to you. We do host appreciation events in which we highlight the work of community partners who will be invited to join at that time. Please feel welcome to contact the course coordinator to arrange a time for a meeting.  6. Should I give students feedback on their performance? Yes, we hope that community partners will feel free to provide feedback to students based on the site\u2019s goals and expertise. Feedback is welcome and encouraged on student performance. Most often, community partners may communicate that feedback to the student(s) directly. The Community Partner Assessment of the Student Form one formal way to provide written feedback to the student.  If there are any exceptional concerns or commentary on student performance, please contact the course coordinator immediately.  7. How many students will I be hosting? Capacity to host students is determined by the community partner, with no minimum number of placements required.  The community partner site\u2019s needs may change over time.  During site recruitment, our Office will contact sites to confirm their offered placement numbers for the upcoming academic year.  8. Are there any tools or resources I can access as a community partner? In addition to this handbook, UBC\u2019s Centre for Community Engaged Learning has resources developed specifically for community partners.  The OEE Practice Educator Resource Centre\u2019s \u201cPHRM 270 Community Service Learning\u201d course is the home for handbooks and short course overview videos. Community Service Learning: Community Partner Handbook Copyright \u00a9 2021 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved.  13    Section 3 \u2013 Forms  Community partner verification of student hours and feedback on student performance are required as described in Table 4.  Each form may take approximately 5-10 minutes to complete.  Digital and inked signatures are considered acceptable.  Students are expected to provide a copy of the Community Partner Assessment of Student Performance form to their site supervisor before the end of their placement.  For your convenience, forms are appended below in Appendix 1.   Community Service Learning: Community Partner Handbook Copyright \u00a9 2021 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 14 Appendix 1: Forms Appendix 1.1 Pharmacy Student Health & Safety Orientation \u2013 Community Service Learning Appendix 1.2 Student and Community Partner Contract Appendix 1.3 Completed Hours and Activities Log Sheet Appendix 1.4 Community Partner Assessment of Student Performance INNOVATIVE LEADERS OF EXCELLENCE IN PHARMACY EXPERIENTIAL EDUCATION Adapted with Permission: UBC Faculty of Medicine Office of Experiential Education, Faculty of Pharmaceutical Sciences Pharmacy Student Health & Safety Orientation \u2013 Community Service Learning In order to ensure the student\u2019s health and safety, students must review the following items within the first 24 hours of your placement with your Community Partner, Site Supervisor, or designate. SAFETY GUIDELINES: General: Safety is your first priority. Always be mindful of your safety. \u2022 Orient yourself to your workspace and be aware of your surroundings and exits \u2022 Orient yourself to the CSL site, neighbourhood, and surrounding area \u2022 DO NOT wear objects that can be grabbed and used to choke you - If you are wearing an identification card on a lanyard, ensure that it is a lanyard that snaps open when pulled \u2022 Respect personal space and maintain enough space between you and the community member as this will allow you to exit from a situation. \u2022 Go with your \u201cgut feeling\u201d and exit a situation or area early if you are in doubt or you feel uncomfortable \u2022 In an enclosed room\/space with a community member, position yourself close to an exit but DO NOT block the exit in case the other person wishes to promptly exit or leave the room \u2022 Immediately discuss any concerns you have with the Site Supervisor, staff, and Course Coordinator Look for communication red flags: \u2022 Community member raises their voice \u2022 Community member uses abusive language \u2022 Community member comes too close to you physically \u2022 Community member intrudes your personal space \u2022 Community member is agitated and potentially unpredictable In the event of a Robbery: \u2022 Stay calm \u2022 Do not be a hero \u2022 Do not make eye contact with the robber \u2022 Do not block the robbers\u2019 exit from the placement site \u00a8 I am aware that I should immediately remove myself from a threatening situation and get immediate assistance if a community member becomes threatening or abusive. \u00a8 I have read and understood the above.  STUDENT INITIAL _________________________  2021W INNOVATIVE LEADERS OF EXCELLENCE IN PHARMACY EXPERIENTIAL EDUCATION Adapted with Permission: UBC Faculty of Medicine Office of Experiential Education, Faculty of Pharmaceutical Sciences General Orientation: I understand and am aware of the following (please note N\/A in the adjacent marked box if item is not applicable): \u00a8 The location of eyewash equipment, emergency exits, fire alarms, and fire extinguishers \u00a8 The designated assembly area in the event of an evacuation \u00a8 When to wear personal protective equipment, including gloves and eye protection \u00a8 The proper hand washing techniques to use before and after each patient\/person encounter as needed \u00a8 The Safe Work Procedure for handling and disposing of sharps \u00a8 The appropriate procedures in case of a BBF \u201cblood or bodily fluid\u201d incident & clean up \u00a8 That I may be exposed to infectious diseases during my practicum, as noted in the Office of Experiential Education\u2019s Practicum Policies, Procedures, & Guidelines. As part of infection control procedures, students should review BCCDC guidelines and contact the Office of Experiential Education at phar.oee@ubc.ca for more information. \u00a8 That I cannot wear fragrance or scented personal products (including shampoo) \u00a8 That I must wear close-toed shoes \u00a8 That I must use a break-away lanyard \u00a8 That I must wear my hair closely cropped or pulled back in a ponytail \u00a8 That I may refuse unsafe work or work for which I am not sufficiently supervised or trained \u00a8 That I should not be harassed, bullied, or discriminated against. Should this occur, I am aware that I should contact the Office of Experiential Education and speak to the Director or Course Coordinator.  If I am injured or involved in a safety incident, I am aware that I should contact the Community Partner or Site Supervisor and the Office of Experiential Education and speak to the Director or Course Coordinator \u00a8 That if I am visiting multiple sites during the practicum, I will ensure that I understand and am aware of all of the noted provisions above for each partner site.  I will provide each site\u2019s location to the Office of Experiential Education (OEE) at phar.oee@ubc.ca.  If the community partner supervisor or designate orienting me to any practice site is different from the person listed below on this form, I will also provide that person\u2019s name, phone number, and email address to the OEE at phar.oee@ubc.ca.  This information must be provided to the OEE as soon as I become aware or within 24 hours of my visit to the new site(s). \u00a8 That if I am working remotely for any portion of my service learning placement, my community partner has explained to me my roles and responsibilities when working remotely and\/or at each partner site.  I understand the safety guidelines described above pertaining to community members still apply to remote interactions. Community Partner or Site Supervisor Name (print) Community Partner or Site Supervisor Phone and Email Student Name (print) Student Phone and Email Student Signature (signed) Date  2021W 2021W Pharmacy 270: Student & Community Partner Contract Phone: Student Name: Email: Community Partner Site: Community Partner Name: Email:  Phone: Student\u2019s responsibilities to the community partner site (To be discussed and determined in collaboration with the Community Partner) 1. 2. 3. 4. 5. Student\u2019s learning goals (To be determined by the student) 1. 2. 3. 4. 5. 2021W I have read and agree to the Student and Community Partner Contract and the guidelines as outlined above. (Signature of student) Date I have read and agree to the Student and Community Partner Contract and the guidelines as outlined above.  I agree to supervise or provide supervision for the aforementioned student. (Signature of Community Partner) Date 2021W Pharmacy 270: Completed Hours and Activities Log Sheet Instructions: \u2022 After each service learning shift, fill out the necessary fields in this document and ask the community partner or site supervisor to sign off on it. \u2022 Complete 20 hours overall. Please print off second copy if need more space. Student Name: Community Partner Site: Community Partner or Site Supervisor Name: Date Number of hours Brief description of service learning activities Community Partner or Site Supervisor Initials I certify that this is a true and correct record of the time and dates that I have worked. (Signature of student) Date (Signature of Community Partner or Site Supervisor) Date 2021W Pharmacy 270: Community Partner Assessment of Student Performance Student: Provide form to your supervisor for completion and submit it to the faculty by the specified deadline. Community Partner: Please complete and return this assessment form to the student so he\/she can submit it. This assessment will be considered in the student\u2019s overall grade for the course. Student Name:   Date: Community Partner: Supervisor\u2019s Name: Please rate the service learner\u2019s performance in the following areas to the best of your ability. *If a student receives a 2 or below in any category, the course coordinator will meet with the student to discuss their performance. (1-Unsatisfactory; 2-Needs Improvement; 3-Satisfactory; 4-Commendable; 5-Outstanding; NA-not able to assess) Description 1 2 3 4 5 NA 1. Consistently meets any deadlines and completes tasks in a reliable fashion. 2. Contributes to a respectful atmosphere by consistently being punctual. 3. Consistently demonstrates care, compassion, acceptance, and empathy towards others. 4. Consistently uses professional verbal, written, and nonverbal communication in all interactions with you (their supervisor) and the clients that your organization serves. 5. Consistently demonstrates professional integrity. 6. Consistently accountable for performance of service activities. 7. Consistently shows enthusiasm for service learning activities. 8. Overall benefit of service provided to your organization. Please explain any less than satisfactory ratings (i.e. rating of 1 or 2) ______ Please feel free to add any additional comments. Were there areas in which the student demonstrated particular initiative or creativity? Were there any areas for improvement? 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