- Email: [email protected]
SAPhA
SAPhA
The Pharmacy InternTechnician or ProfessiQnal? As one views the status of the profession today, it is noticeable that there is an ·everincreasing use of the pharmacy technician. He is often known as the "technician," "technologist," "aide," or simply "clerk." Whatever the title, this pharmacy assistant is a nonprofessional person, trained to carry out specific tasks. Pharmacy supportive personnel are beginning to play a more important role in the functional operation of the pharmacy, be it in community or institutional practice. There are many positive aspects to the rational use of supportive personnel from the practitioner point of view. Pharmacists, in general, feel that ancillary personnel perform a significant service when delegated tasks of a routine, nonjudgmental nature. This was affirmed at the 1976 APhA Annual Meeting, when the APhA House of Delegates approved a policy statement on the use of supportive personnel. From an economic point of view, the aide will not demand the salary of a professional. An employer can then hire two paraprofessional people as opposed to one pharmacist. Supportive personnel also ease staffing problems, as individuals in this capacity can be hired full-time or part-time, according to what staffing patterns indicate. The pharmacy student, however, cannot fit into the staffing schedule with such ease. The student's first responsibility is to his education, and secondly, his internship requirements. The internship should be an integral part of the student's education, but should not interfere with the educational process. This presents a dilemma for the pharmacy practitioner. The practitioner is torn between
Med-i-Quiz Answers 1. 2. 4.
B A A, Band C B
5. 6.
c c
7. 8. 9.
D B A and D
3.
10.
c
11. 12. 13.
acidosis B,CandD D
14.
c
Vol. NS 16, No.8, August 1976
his responsibility to the profession and to economic considerations. Each pharmacist, whether community or institutional, is responsible for training the intern to meet the needs of patients as well as considering the needs of the intern as a student. The pharmacist must consider this his right, a practice that has been handed down since the days of the apprentice. This apprenticeship, once the heartbeat of the educational system, is still deemed an invaluable experience as it compliments the didactic portion of pharmacy education. Finally, the practitioner should consider it a privilege to train future professionals. He is afforded the opportunity to mold the student into a competent and caring practitioner. Students, however, feel that the increased use of ancillary personnel is making the practitioner deaf to their cry for internship positions. Many pharmacists are failing to acknowledge their professional responsibilities to the student, due in part to the convenience of hiring supportive personnel. Perhaps even more injurious is the use of the intern in a subordinate role to the technician. As an example, one might consider the use of a part-time intern as a delivery person, while the aide works "on the bench"! As appalling as this may seem, it is indicative of the viewpoint of many students. Student and practitioner alike must stop to examine the position of the other. Each must
view the other as a colleague and professional first, and as employer-employee second. The relationship must be that of teacher and student. The wealth of knowledge which the practitioner has accumulated can be of lasting value to the intern. Secondly, the intern must identify his role in the practice setting, especially as it relates to the technician. The purpose of internship is to learn and experience the practice of pharmacy. The intern must be given the opportunity to utilize his knowledge, and to expand on his educational foundation. The intern needs to become acquainted with patients, to advise them on legend and over-the-counter drugs. The student wants to learn from you, the practitioner, because you are the professional that he wants to be someday. Take a step back and look at an intern and look at an aide. Now look at each individual as he would appear ten years hence. Who is your colleague? Linda A. Nelson SAPhA Vice President
BANKERS Makes Available
$15,000,000 loan Fund To
Drake University
PHARMACISTS
Invites applications and nominations for
Unsecured Note Loans Entirely by Mail Borrow $1,000, $2,000, $3,000 or More!
DEAN OF THE COLLEGE OF PHARMACY Qualifications include an undergraduate degree in pharmacy, an earned doctorate, academic experience, demonstrated administrative abilities, and evidence of leadership in educational and professional activities and development. Registration as a pharmacist is desirable.
We offer note loans nationally to pharmacists on an unsecured basis, entirely by mail. This sup· plementary source of personal credit to phar· - macists is emphatically confidential. No inquiries are made of your banking affilliations or business associates; we do not require collateral or en· dorsers. Our service is as fast as airmail and as convenient as the installment loan department at your bank . You are invited to compare our Annual Percentage Rate with other companies lending money by maTiand your local bank.
Complete applications must include a resume of education, experience, and scientific and professional accomplishments and the names and addresses of five references. Applications must be received no later than October 1, 1976.
Complete and mail coupon or phone collect today for full information.
~~J.'~~~~.~~ ·
··. ~··~ ·• ""•i>oo
··
BANKERS INVESTMENT COMPANY
Nominations and applications should be addressed to: Dr. C. Boyd Granberg, Chairperson Dean Search Committee College of Pharmacy Drake University Des Moines, lA 50311
. ~~~t: a~:'iiji ( iliYi,•a~
j:;j.AN'i
PHONE (316) 662-4431 Bankers Investme nt Bldg., Dov C12 •
Hutchinson, Kans. 67501
-; ;;-;- ~r;- - - - - -- ..........""'••...,.•"·-BANKERS INVESTMENT CO .• Dov C12 Bankers lnv. Bldg., Hutchonson. Kans 67501 Please ru sh informati on and mail·loan papers in plaon envel~pe
Name _ _ _ _ _ _ _ _ _ _ _ __ Address _ _ _ _ _ _ _ _ _ _ _ __
An equal opportunity/ affirmative action employer
I I I
L~---~~~~----z.!..--===.J
471
The Pharmacy InternTechnician or ProfessiQnal? As one views the status of the profession today, it is noticeable that there is an ·everincreasing use of the pharmacy technician. He is often known as the "technician," "technologist," "aide," or simply "clerk." Whatever the title, this pharmacy assistant is a nonprofessional person, trained to carry out specific tasks. Pharmacy supportive personnel are beginning to play a more important role in the functional operation of the pharmacy, be it in community or institutional practice. There are many positive aspects to the rational use of supportive personnel from the practitioner point of view. Pharmacists, in general, feel that ancillary personnel perform a significant service when delegated tasks of a routine, nonjudgmental nature. This was affirmed at the 1976 APhA Annual Meeting, when the APhA House of Delegates approved a policy statement on the use of supportive personnel. From an economic point of view, the aide will not demand the salary of a professional. An employer can then hire two paraprofessional people as opposed to one pharmacist. Supportive personnel also ease staffing problems, as individuals in this capacity can be hired full-time or part-time, according to what staffing patterns indicate. The pharmacy student, however, cannot fit into the staffing schedule with such ease. The student's first responsibility is to his education, and secondly, his internship requirements. The internship should be an integral part of the student's education, but should not interfere with the educational process. This presents a dilemma for the pharmacy practitioner. The practitioner is torn between
Med-i-Quiz Answers 1. 2. 4.
B A A, Band C B
5. 6.
c c
7. 8. 9.
D B A and D
3.
10.
c
11. 12. 13.
acidosis B,CandD D
14.
c
Vol. NS 16, No.8, August 1976
his responsibility to the profession and to economic considerations. Each pharmacist, whether community or institutional, is responsible for training the intern to meet the needs of patients as well as considering the needs of the intern as a student. The pharmacist must consider this his right, a practice that has been handed down since the days of the apprentice. This apprenticeship, once the heartbeat of the educational system, is still deemed an invaluable experience as it compliments the didactic portion of pharmacy education. Finally, the practitioner should consider it a privilege to train future professionals. He is afforded the opportunity to mold the student into a competent and caring practitioner. Students, however, feel that the increased use of ancillary personnel is making the practitioner deaf to their cry for internship positions. Many pharmacists are failing to acknowledge their professional responsibilities to the student, due in part to the convenience of hiring supportive personnel. Perhaps even more injurious is the use of the intern in a subordinate role to the technician. As an example, one might consider the use of a part-time intern as a delivery person, while the aide works "on the bench"! As appalling as this may seem, it is indicative of the viewpoint of many students. Student and practitioner alike must stop to examine the position of the other. Each must
view the other as a colleague and professional first, and as employer-employee second. The relationship must be that of teacher and student. The wealth of knowledge which the practitioner has accumulated can be of lasting value to the intern. Secondly, the intern must identify his role in the practice setting, especially as it relates to the technician. The purpose of internship is to learn and experience the practice of pharmacy. The intern must be given the opportunity to utilize his knowledge, and to expand on his educational foundation. The intern needs to become acquainted with patients, to advise them on legend and over-the-counter drugs. The student wants to learn from you, the practitioner, because you are the professional that he wants to be someday. Take a step back and look at an intern and look at an aide. Now look at each individual as he would appear ten years hence. Who is your colleague? Linda A. Nelson SAPhA Vice President
BANKERS Makes Available
$15,000,000 loan Fund To
Drake University
PHARMACISTS
Invites applications and nominations for
Unsecured Note Loans Entirely by Mail Borrow $1,000, $2,000, $3,000 or More!
DEAN OF THE COLLEGE OF PHARMACY Qualifications include an undergraduate degree in pharmacy, an earned doctorate, academic experience, demonstrated administrative abilities, and evidence of leadership in educational and professional activities and development. Registration as a pharmacist is desirable.
We offer note loans nationally to pharmacists on an unsecured basis, entirely by mail. This sup· plementary source of personal credit to phar· - macists is emphatically confidential. No inquiries are made of your banking affilliations or business associates; we do not require collateral or en· dorsers. Our service is as fast as airmail and as convenient as the installment loan department at your bank . You are invited to compare our Annual Percentage Rate with other companies lending money by maTiand your local bank.
Complete applications must include a resume of education, experience, and scientific and professional accomplishments and the names and addresses of five references. Applications must be received no later than October 1, 1976.
Complete and mail coupon or phone collect today for full information.
~~J.'~~~~.~~ ·
··. ~··~ ·• ""•i>oo
··
BANKERS INVESTMENT COMPANY
Nominations and applications should be addressed to: Dr. C. Boyd Granberg, Chairperson Dean Search Committee College of Pharmacy Drake University Des Moines, lA 50311
. ~~~t: a~:'iiji ( iliYi,•a~
j:;j.AN'i
PHONE (316) 662-4431 Bankers Investme nt Bldg., Dov C12 •
Hutchinson, Kans. 67501
-; ;;-;- ~r;- - - - - -- ..........""'••...,.•"·-BANKERS INVESTMENT CO .• Dov C12 Bankers lnv. Bldg., Hutchonson. Kans 67501 Please ru sh informati on and mail·loan papers in plaon envel~pe
Name _ _ _ _ _ _ _ _ _ _ _ __ Address _ _ _ _ _ _ _ _ _ _ _ __
An equal opportunity/ affirmative action employer
I I I
L~---~~~~----z.!..--===.J
471