Course Information

Instructional Methodology This course provides live instruction and hands-on training on campus. Course work is completed online through Blackboard.

Course Grade Breakdown

Course grading is determined by points. Points are assigned for each portion of the component coursework. Please review the following tables for the breakdown of your coursework points.

Lecture Grade Breakdown

Lab Grade Breakdown

The “Minimum Required Points” are the minimum points that are required to achieve the passing score of 75% for each component. A score of 75% or higher is required for BOTH the lecture AND lab components of this course.

Course Grading Ranges

Passing Grade -  If the required minimum score of > 75% has been achieved for both components of the course, the final letter grade will be determined by the average of the lecture and lab components.

Failing Grade -    If the required minimum score of > 75% has NOT been met for a component of the course, the final assigned grade will be based on the percentage of the failed component of the course.

Course Final Letter Grade

Students are encouraged to check their grades/scores in Blackboard by clicking the My Grades tab on the left side of Blackboard. Check your grade regularly and reach out to your course instructor if you have any questions or need assistance in determining your standing in the course.

To qualify for the Sterile Compounding Certification:

• Students must earn a grade of 75% (or above) on each exam.
• Earn a grade of 85% (or above) on each Blackboard assignment.
• Earn an average of 90% (or above) on the LAB Component at the end of the course.
• Negative growth result in Growth Media Fill Test.

Pharmacy Coursework

The type and amount of coursework required for each class varies depending on how advanced the course is, and whether there is a lab component in the course. However, most coursework will fall into one of the categories listed below. A brief synopsis of each category is provided. This overview is for your information only. Be sure to refer to the course schedule, grading breakdown, and other details provided for your course on Blackboard.

NOTE: Not all the items listed below are required in this course. This is simply a broad overview that identifies the types of coursework you may encounter in the pharmacy technician program. Only the course-specific information that is in your Blackboard course, or is disseminated in class by the instructor, should be relied upon as being the most up to date and accurate.

The course information in Blackboard will include specific details related to the amount and type of coursework as well as the instructions for completion, due dates, and your instructor’s desired method of submission.

Assigned Reading/Videos

Most courses in the pharmacy technician program require you to complete assigned readings or video viewings. Reading may be assigned from lectures or other documents posted in Blackboard, from identified websites, from documents distributed in class, or from your workbook, reading book, or textbook. Videos are generally accessed through Blackboard but may occasionally be accessed through YouTube or website links provided by your instructor. In general, assigned reading and video viewing is designed to prepare you for the scheduled lecture or lab. The pharmacy technician program uses a Flipped Learning approach to instruction. This requires students to prepare ahead of time by completing the assigned readings and/or video viewing before the scheduled class meeting or lab. Completing this preparatory work before engaging in the day's class or lab activities helps to prime the brain for deeper learning.

Discussion Board

Discussion board is a feature of the Blackboard learning management system. Discussion boards are primarily used in online (DIL) courses but may be incorporated into hybrid and live courses as well. Discussion board is used as a tool to help students engage with and learn about each other and their instructor. Discussion boards can also be used to assist students with exploring and discussing coursework and other relevant topics.

Assignments

Assignments, which may also be referred to as homework, are generally designed to be completed outside of class, although you may occasionally work on assignments in the classroom or lab. Assignments are used as a way for you to explore the information that was presented in a lecture, class, or lab, or in the assigned reading. Assignments will enhance your understanding of the coursework, and in some instances, may be used as a tool for exam preparation. Assignments may require you to utilize your textbook, reading book, workbook, Blackboard, the internet, and/or other resources as applicable.

Quizzes

Quizzes are most frequently completed in Blackboard; however, in some instances, your instructor may instead have you complete a hard-copy quiz (e.g., pencil and paper). Quizzes require you to use critical thinking and recall of coursework that was presented in class or lab, or in assignments or assigned readings. Quizzes are used to assess your understanding of previously presented material. Quizzes are an excellent tool to help you prepare for exams.

Exams

Exams are used as a tool to assess your knowledge of material covered in previously presented coursework or labs. Exams require you to apply critical thinking and recall ability over a wide-ranging section of coursework that was presented in class or lab, in Blackboard modules, or in assigned readings. Referring to previous lectures, notes, handouts, quizzes, and in some cases previously covered labs, are an excellent way to prepare for exams. Depending on the course, exams may be administered in class, online, or in the testing center.

Lab Coursework/Labs

Laboratory activities are sometimes referred to as labs, lab coursework, or competency assessments. Lab activities are generally designed to be completed in the pharmacy lab, although you may occasionally be required to work on them outside of class. Labs are used as a way for you to apply the information that was presented in class or lab, or in the assigned reading, or lecture. Labs may require you to utilize lab handouts, pharmacy software, and/or equipment as applicable. You also may be required to use your textbook, reference books, workbook, and/or the internet, as applicable.

Depending on the course, you may be required to complete written lab exams that test you over lab procedures and lab-specific information. You may also be required to complete a variety of competency assessments where your instructor observes you performing a variety of skills and then scores you and provides you with detailed feedback using a process validation competency assessment worksheet, which is a form of a grading rubric. Because of the nature of competency assessments and other coursework done in the lab, these activities can be hard to “make-up” if a lab session is missed, so attendance is very important.

Process Validations

Students must complete nine (9) process validations and one (1) final process validation including one (1) growth media fill test with a negative result, to qualify for the Sterile Compounding and Aseptic Technique Certification. 

The process validations will cover procedural labs covered and practiced in the lab. Students must be able to demonstrate 100% compliance with USP Chapter <797> requirements. Students must earn an overall 90% average in the lab component to qualify for the sterile compounding certification. 

The instructor will provide a grading rubric and written feedback for each process validation. If a student fails a process validation, the student has an opportunity to retest. Second attempts will be scheduled with the instructor on an individual basis.

NOTE:  If a student misses a process validation for any reason, it is the responsibility of the student to contact the instructor within 24 hours after missing the process validation to schedule a retest.

Miscellaneous Coursework

Depending on the course, there may be several other activities you are required to complete. Some of these may include orientation activities, projects, presentations, portfolios, attendance quizzes, (e.g., Ten-Minute Quiz), flash cards, case studies, module assessments, journaling, Quizlets, etc. All these activities are intended to enhance or assess your attainment of knowledge and skills necessary to pass the course.

Clinical Coursework

The capstone course in the pharmacy technician program is the pharmacy practicum. Students in the practicum course will engage in a variety of experiential learning activities that will require them to apply what they have learned in all previous pharmacy courses. Practicum coursework will include an internship rotation at one or more pharmacies. Students will be evaluated by their clinical preceptor and will be required to complete several reflective self-evaluations. Additional coursework may include discussion boards, and a variety of other assignments. Only students who are in the practicum course will complete clinical coursework.

Extra Credit

Depending on the course, your instructor may occasionally make extra credit points (e.g., bonus points) available. In general, extra credit points are earned by submission of an optional activity(ies) in which a small number of points can be earned by successfully completing a relevant activity(ies) to increase the total number of points you have in a course. Extra credit activities are not intended to replace assigned coursework. Since all assigned coursework is required, extra credit activities should be engaged in only after completing your assigned coursework, or upon the advice of your instructor. Extra credit activities will be identified on Blackboard or by your instructor as they become available.

Course Schedule and Due Dates

Refer to the Course Schedule in the “Start Here” folder in Blackboard to find the due dates for all coursework.

Blackboard Learning Management System and Required Technology

All courses in the pharmacy technician program utilize the Blackboard Learning Management System. Blackboard may be used for instruction, coursework submission, collaboration with faculty and fellow students, and communication. To access Blackboard, and learn about the technology required for your course, go to https://acconline.austincc.edu.

Some of the courses in the ACC Pharmacy Technician Program may be taught in an entirely online (Distance Learning; DIL), or in Hybrid (HYD) format with online lecture coursework with live labs. Successful DIL and HYD students generally have good time management and study skills and utilize tools like a hard copy calendar to stay on top of coursework due dates. DIL courses may require you to have additional technology such as a webcam. To learn more about and identify resources to support you in DIL and HYD courses, go to: https://programs.austincc.edu/acc-online/.

Student Technical Support

Austin Community College provides free, secure drive-up WiFi to students and employees in the parking lots of all campus locations. WiFi can be accessed seven days a week, 7 am to 11 pm. Additional details are available at Student Technology Access.

Students who do not have the necessary technology to complete their ACC courses can request to borrow devices from Student Technology Services. Available devices include iPads, webcams, headsets, calculators, etc. Students must be registered for a credit course, Adult Education, or Continuing Education course to be eligible. For more information, including how to request a device, visit Student Technology Access.

Student Technology Services offers phone, live-chat, and email-based technical support for students and can provide support on topics such as password resets, accessing or using Blackboard, access to technology, etc. To view hours of operation and ways to request support, visit Student Technology Access.

Pharmacy Technician Program Policies

Attendance

Attendance in all pharmacy technician classes and labs are required. Refer to the course schedule to determine if your class meets live or in Blackboard. Unless otherwise indicated, all lab classes meet in person at the Eastview campus. Except in the case of potentially contagious illness, or personal/family emergencies, absences are strongly discouraged. The student should make every attempt to notify the instructor, in advance, if an absence is anticipated. The student is responsible for getting missed notes from another student and any missed instructions and handouts, etc. from their instructor. For courses that meet on campus for lecture and lab, students are expected to attend both the lecture and lab section of the class in its entirety to get full attendance credit for that day. A student who attends only one half of a day’s course (e.g., attends lecture but not lab, or attends lab but not lecture) will be assigned ½ day absence.

16-week courses:  A student who misses three (3) class and/or lab sessions will be expected to meet with their faculty during office hours for a check in to identify issues that are preventing class attendance, connect with appropriate resources, and determine a plan to get back on the track to success.

• • A student who misses a fourth (4th) class and/or lab sessions will be required to meet with their faculty for a follow-up and written student success check-in, and to receive a referral to meet with the pharmacy technician program department chair for additional support.

12-week and 10-week hybrid courses:  Because of the limited number of live lab dates (often just two days for the entire course), a student who misses any lab session would generally be encouraged to withdraw from the course and take it at a time when they can be fully available for the live labs.

• • Students who find themselves in this situation should immediately consult with their assigned faculty to determine the best course of action for their situation.

8-week courses:  Because of the limited number of lecture/lab sessions in this short semester, a student who misses one (1) class session should be in contact with their instructor to see if there is a need for support, so that the student can have the greatest likelihood of student success. A student who misses two (2) class and/or lab sessions will be required to meet with their faculty during office hours for a check in to identify issues that are preventing class attendance, connect with appropriate resources, and determine a plan to get back on the track to success.

• • A student who misses a third (3rd) class and/or lab sessions will be required to meet with their faculty for a follow-up and written student success check-in, and to receive a referral to meet with the pharmacy technician program department chair for additional support.

Students who miss an(y) additional class and/or lab day(s), more than those described above, are required to meet with the pharmacy technician program’s department chair to identify opportunities to connect the student with resources for additional support, as well as to discuss the possibility of withdrawal, and identify the best course of action for their situation.

Students are expected to arrive at class on time and ready to begin working. If a student arrives late, they should quietly enter without disturbing others. A student who is late by 10 minutes or more is considered officially tardy. Four official tardies will constitute one absence.

Students who are continually absent, arrive to class late, disrupt the classroom upon late entrance, or come to class unprepared may be in violation of the Technical Standards and Essential Functions agreement and/or the Agreement of Understanding that they signed during program orientation. In these situations, the student may be subject to disciplinary action including referral for academic coaching or mentoring, reduction in grade, being withdrawn from the course, or potentially being removed from the program.

Participation & Professionalism

Classroom and laboratory sessions are a time and place for learning where all students are expected to engage in the process of learning, and participate in the lesson as well as any associated activities, labs, or assignments. Depending on the course, points may be assigned for student participation and/or professionalism. There is generally no way to “make up” points awarded for professionalism or participation.

The foundation of professionalism is to behave respectfully toward your fellow students, faculty, and yourself. Students must communicate in a polite and respectful manner and refrain from doing anything that is not related to the assigned coursework. Some examples are:

• Students should refrain from using their cell phone (including looking at notifications, text messaging, etc.), tablet, computers, or other electronic devices (see electronic device policy below). 
• Students should avoid side talking or carrying on conversations on topics other than immediate coursework, or engaging in conversations or activities that may distract others.

Students who are unprofessional, disrespectful, or who disrupt the learning of others may lose professionalism or participation points which may negatively impact the student’s overall grade. Students who regularly engage in actions or activities that are unprofessional or disruptive are in violation of the Agreement of Understanding that they signed during the new student orientation, they may also be in violation of the Technician Standards and Essential Functions that they signed and submitted in Castle Branch. Continued violations may result in withdrawal from the course and/or removal from the program. 

Standardized Grading Policy

The pharmacy technician program has a standardized grading policy for all courses. A minimum score of > 75% is required to pass lecture-only, and clinical courses in the pharmacy program. A minimum overall course score of 75% is required in both the lecture and laboratory components of a combined lecture/lab course to pass. If the student fails either component of a combined lecture/lab course, the final grade posted will be that of the failed portion of the course.

If the student achieves ≥ 75% in both the lecture and lab component of a course, the instructor will assign the course grade based on the lecture/lab average

A final score of > 75% is required to earn a grade of “C”. A grade of “C” or higher is required to pass all courses in the pharmacy technician program.

Exam Retesting

There are no retests on exams in the pharmacy technician program.

We understand that sometimes life happens, and something might prevent you from making it to class on a testing day, or you did not devote quite as much time to studying for an exam as you should have, and you end up with a less than desirable exam grade. The end of course replacement exam is designed to help you still have a way to do well in the course.

There is no downside, disadvantage, or penalty to taking the end of course replacement exam. Whichever score is highest (either the score you received on the original exam or the score you earned on the end of course replacement exam) will be used for the student’s official exam score.

The end of course replacement exam is also a great way to bring up your grade in a class. Taking the end of course replacement exam may help you to pass the course. For some students it may just give you enough of a point boost that you get that “A” you have been working for. Go for it!

How to use the end of course replacement exam:

Replace a Missed Exam:

• If the student misses an exam, they must take the end of course replacement exam
• The end of course replacement exam score will be used to replace the missing exam score
• If the student misses an exam and fails to take the replacement exam, they will receive a zero for that exam 

Replace a Failed Exam:

• If the student scores <75% on an exam, they should plan to take the end of course replacement exam
• The end of course replacement exam score will be used to replace the failed exam score
• The end of course replacement exam can only be used to replace the lowest failed exam score; it cannot be used to replace multiple failed or low scoring exams

Replace a Low Scoring Exam:

• If the student completed all the course exams with ≥ 75%, but they want to boost their overall grade in the course, the student can elect to take the end of course replacement exam which would be used to replace their lowest scoring exam

Quizzes

If your course has a quiz component, you will be allowed up to three attempts on each quiz, prior to the due date listed in your course syllabus. Whatever the highest score you have achieved at 11:59 pm on the due date will be recorded as your final score. If you submit your quiz after the due date, you will have only one attempt. Late quizzes will also be subjected to the late work penalty described below.

Late Work

Assigned coursework is required. It is essential to your learning and to overall class progress that you stay caught up and submit assigned coursework by the due dates indicated in your course schedule. Submitting coursework by the due date is the best way to ensure that you are prepared for activities conducted in class or lab, as well as related exams. Unless otherwise indicated in the course schedule, coursework is due by 11:59 pm on the date listed on the course schedule.

You are encouraged to submit your work early. This will avoid potential issues related to unforeseen delays such as: being stuck in traffic, having to work overtime, being sick, sick kids, poor internet connection, etc.

Unless otherwise approved in advance by your instructor, all late work will be subject to a penalty, even if it was submitted late due to an unforeseen issue such as those described above.

Failure to submit your work by the assigned due dates will result in a late work penalty with a 5% deduction per day up to a maximum point deduction of 25%. After five days, the maximum highest grade that can be earned on the assignment is 75%.

Repeated failure to submit coursework by the due date will result in the student being required to meet with the assigned instructor to develop a plan to get back on a track to success, and potentially also a referral to speak with the program’s department chair to identify resources for additional support.

Incompletes

Incompletes are rarely granted. In certain circumstances, an incomplete (grade of “I”) will be granted if a student was unable to complete all requirements for a course by the end of the semester.

To be considered incomplete, the student must have completed at least 80% of the coursework and have an average of 75% or higher in both the lecture and lab portion of the course.

Upon student request, the instructor will verify the student’s eligibility, and complete the necessary incomplete form which identifies the work that the student must complete to earn a grade, the instructions for submitting that work, and the date by which all work must be submitted.

• • The instructor and student must sign the incomplete form
  • The instructor must then submit the signed form to the department chair for final approval
  • The student, faculty, and department chair will all be provided a signed copy of the incomplete form
  • The student is responsible for submitting all coursework to the faculty by the due date listed on the incomplete form

Under no circumstances will the student be allowed to carry an incomplete longer than the end of the following semester. If the incomplete is not resolved by the deadline, the grade automatically converts to a failing grade or “F.”

Withdrawals

Students are responsible for understanding the impact that withdrawal from a course may have on their financial aid, veterans’ benefits, and international student status. Per state law, students enrolling for the first time in Fall 2007 or later at any public Texas college or university may not withdraw (receive a “W”) from more than six courses during their undergraduate college education. Some exemptions for good cause could allow a student to withdraw from a course without having it count toward this limit. Students are strongly encouraged to meet with an advisor when making decisions about course selection, course loads, and course withdrawals.

Students must withdraw by the posted withdrawal dates. If the student fails to withdraw prior to the withdrawal date, and they do not have sufficient points to pass the course, they will end up with a grade of “F” (fail) or, in the case of CE students, a grade of “U” (unsatisfactory). Students should refer to posted college withdrawal deadlines, procedures, and consequences listed at:  https://admissions.austincc.edu/registration/withdrawals/.

Students intending to withdraw from a course should first reach out to their course instructor. The instructor may refer the student to meet with the program’s accreditation coordinator, or the program’s department chair for further advising. Our goal will be to assist you in making the best choice for your personal situation, and to identify the potential impact on program progression, as well as course planning for future semesters. In addition, students are encouraged to reach out to their academic adviser who can provide additional advising support, especially as it applies to financial aid requirements.

Academic Integrity Statement

• I understand that I am not to view unauthorized copies of previous or current versions of exams prior to taking them.
• I understand that I am prohibited from receiving exam or quiz questions or answers from another student. 
• I understand that I am prohibited from sharing questions or answers with any other student, including current, past, and/or future students.
• I understand that notes, smartwatches, smart glasses, Air pods, headphones, cell phones, computers or any other unauthorized devices are prohibited during exams and quizzes.
• I understand that I must keep my eyes on my own paper and must not share views of my paper with anyone at any time.
• I understand that even though some coursework will involve group participation, I am expected to demonstrate my own knowledge and competency by completing my assigned coursework.
• I understand that copying another person’s work, or allowing someone to copy my work is considered cheating.
• I understand that failure to abide by the policies described above may be considered cheating, which may result in disciplinary action, including academic penalty and possible withdrawal from the program.
• Students in the pharmacy technician program indicate their agreement to comply with the above academic integrity statement during the new student orientation which occurs during the first week of the first semester in the program. 
• During the new student orientation, the student signs the Agreement of Understanding form which signifies they will comply with the program’s academic integrity statement.
• The student may further indicate their agreement & compliance with the academic integrity statement by submitting a required orientation quiz or assignment during the first week of class, as applicable.
• There may be additional academic integrity requirements that are specified by the college. It is the student's responsibility to stay abreast of these requirements, as well as procedures and processes related to Student Standards of Conduct and disciplinary processes by visiting the https://students.austincc.edu/student-rights-responsibilities/.

Electronic Devices

Electronic devices including cell phones, pagers, smartwatches, Air pods, headphones, tablets, laptops, etc. may be disruptive to the learning environment and are prohibited in the classroom and lab.

Unless otherwise directed by your instructor, please do the following:

• Silence your electronic device(s) immediately upon entering the classroom or lab
• Before class starts, place your silenced device in your bookbag or purse and place it under the table next to your chair

Failure to follow this policy:

• May result in your electronic device being sequestered by the instructor. It will be returned to you upon completion of the class session.
• Any resulting disruption of the learning environment may put you in violation of our program’s Agreement of Understanding statement, and/or Technical Standards and Essential Functions statement that you signed prior to starting the program or course.
• Continued violations of the policy or disruptions to the class or lab environment may result in disciplinary action up to and including dismissal from the course or program.

If you have an emergency situation where you must be immediately available by phone, please inform the instructor who will assist with identifying an acceptable process that is not disruptive to the class.

If applicable, your instructor will inform you when it is acceptable to remove your device from where it is stowed; however, it should be kept silent while in classrooms, labs, and hallways.

Calculators

If use of a calculator is allowed, students are only permitted to use calculators within the following parameters:

• • Silent
  • Hand-held
  • Non-programmable
  • Without a fraction key
  • Must be a BASIC calculator

*Scientific, business, programmable, or other complex-operation calculators are not permitted

• • Use of a cell phone or other non-basic function calculator may be considered cheating
  • Cell phones are expressly prohibited for use on quizzes and exams and are not permitted under any circumstances
  • If you need to borrow a calculator while in class, please inform your instructor

Email and Communication Requirements

Faculty are here to guide you in the course, and to assist you in developing strategies to overcome any challenges you may face during the semester. We can also assist you with connecting to student support services including financial assistance, childcare support, technology-related issues, tutoring, counseling, etc. It is important for you to take responsibility for your own learning and success by staying in touch with your instructor about any issues you have that might affect your academic performance. Do not wait until it is too late to seek help! Reach out as soon as you begin to encounter difficulties, which is the best time for us to come up with a plan of support that will help you reach your goals. 

Some Important Notes About Communication

If you have a general question that others in class may know the answer to, you are encouraged to check in with your classmates first. If unable to obtain the information from classmates, reach out to your instructor.

Examples of these types of questions include:

• • What day is next week’s exam, Monday, or Wednesday?
  • Which questions are we supposed to submit tomorrow on Blackboard?

If you have a question the whole class might benefit from, please ask it in class, or in the virtual lecture (if applicable).

Examples of questions the entire class might benefit from include:

• • I am confused about translating SIGNAs, can you go over that again?
  • Can you show us again how to set up a ratio and proportion question and to show our units of measure?
  • You said that exam 2 was going to be next Friday the 24th, but the course schedule still says exam 2 will be on the 1st, which one is correct?

If you have a question of a private or personal nature, please see your instructor before or after class, visit with them during office hours, or set up an appointment to discuss it with them.

Examples of these types of questions include:

• • What is my grade right now in this class?
  • What grade do I need to make on the next exam to pass before the withdrawal deadline?
  • I am having some personal difficulties that make it difficult for me to attend class, is it okay if I miss next week?
  • Do you know anywhere that I can get help paying for textbooks?

Important Information Regarding Emails

• Students are required to use their ACC Gmail account for all course communications, as it is the only secure means of communication accepted by the college
• Instructors teach several courses/sections each semester. To be sure that your email gets answered in a timely fashion, be sure to include the four-letter course rubric: PHRA, and the four-digit course number, followed by the three-digit section number in the email subject line for every email (for example: PHRA 1301-001; PHRA 1305-804, etc.)
  • The four-letter rubric for all pharmacy tech courses is PHRA 
  • You will find the course number and section number for this course on the front page of your syllabus
• Students are expected to use appropriate, professional email etiquette which includes:
  • Use complete sentences
  • Avoid slang, text language, ALL CAPS, unusual font colors/sizes/types
  • Avoid misspellings – be sure to use spell check
  • Emails MUST include the students first and last name
  • Emails should include the students ACCeID number
  • Include a phone number where you can be reached for questions
• Respond to instructor emails within 72 hours or by the second business day
• Course instructors will strive to respond to your emails within 72 hours or by the second business day (for instance, if you email your instructor on Friday, they have until Tuesday evening to reply and still be within the desired response time – remember that response time will be longer if over a holiday)
• While course instructors will always strive to reply within 72 hours or by the second business day, there are times when – due to workload or unforeseen situations, our response time may be slightly longer than that
  • If you have not received a response within 72 hours or by the 2nd business day, please feel free to reach out again
• Use the email feature within Blackboard as an easy way to reach your instructor without having to remember their email address – just go to the Tools section on the left side of the screen, within your Blackboard course, and click on the email tool. Then select your instructor in the “To” field and it will go directly to that instructor when you hit “submit”
• Failure to follow the email policy outlined above may result in a significant delay in replying to your email

Midsemester Meeting

Students must meet at the midpoint of each semester with either the department chair or the program’s accreditation coordinator for a mandatory advising session. Agenda items may include Castle Branch compliance items that are due, course planning for next semester, petition instructions, practicum planning, student support services, etc. Students will only need to complete the midsemester meeting once each semester (e.g., fall, spring, summer), or three times per year. Students will not be allowed to register for classes for next semester until they have completed the mandatory midsemester meeting.

Students will receive an email instructing them when and how to sign up for their midsemester meeting. Meetings are conducted by phone; however, should a video or live meeting be preferable, reply to the accreditation coordinator to inform them of your preference and that will be arranged. Students should use their ACC email and provide a phone number where they can be reached at their appointment time.

Students are strongly encouraged to touch base with their course instructor to determine their academic standing in the course at the midpoint of the semester so that they know if they are missing any coursework, as well as the scores they need to achieve on remaining coursework to get a passing grade in the class.

Students should be aware of the withdrawal date for the semester, which is available on the college website. Students who are considering withdrawing from a course should first discuss it with their instructor, and inform the program’s accreditation coordinator, who may arrange an advising appointment with the department chair so that the student can be sure that they are making the best decision for themselves regarding academic progress and availability of future courses, etc. 

Tutoring

Free tutoring is available at all ACC learning labs. Some tutors at the Eastview Campus Learning Lab have specialized training in pharmacy mathematics and pharmacology. Students are strongly encouraged to have tutors proofread all written assignments (e.g., papers, essays, etc.) prior to submitting them for a grade. The learning labs have a great environment where you can drop in without having to set up an appointment, use their computers or printers, get help with an assignment, have them proofread a paper, etc. It is a quiet environment where you can study and do your homework. If you prefer, you can also schedule one-on-one tutoring in advance. For more information: https://students.austincc.edu/learning-lab/.

Dress Code

Classroom:  Students are expected to attend class in clean, appropriate clothing. Students wearing overly revealing clothing, or clothing with offensive language may be asked to cover themselves with other clothing or may be asked to leave class and return wearing more suitable clothing.

Labs:  Students in lab courses are expected to wear medical scrubs, preferably teal-colored. Students are also required to wear low-heeled, soft-soled, close-toed shoes such as sneakers, tennis shoes, deck shoes, etc.

Practicum:  Students in the practicum course are required to wear teal-colored scrubs (only) and shoes that meet the previous description.

Food and Beverages

Classroom

In general, only drinks in sealable containers are allowed in the classroom. However, at the instructor’s discretion, there may be situations where a limited amount/type of food (etc. a piece of fruit, Ziplock bag of chips, small sandwich, etc.) may be allowed in the classroom, provided that the following conditions are met:

• • Limit foods that are overly smelly or aromatic
  • Limit foods in containers that make a lot of noise when opened 
  • Avoid foods that make a mess when opened and/or eaten
  • Be respectful of the people around you – do your best to avoid distracting your instructor or fellow students
  • If you are distracted from the classroom activities or your studies due to preparing, eating, and/or clean-up of your food during class time, you may lose the opportunity to eat in the classroom
  • Clean up after yourself – wipe down the table after you eat (there is a kitchen with paper towels just down the hall). If necessary, empty the small trash container in the room into one of the larger containers in the hallway

* - The person who sits at your desk after you should not see any trace that you had food in the classroom 

• • Having food in the classroom is a privilege not a right
  • Anyone who fails to abide by the policies described above may end up having that privilege taken away for everyone
  • For your convenience, there is a kitchen with a refrigerator and microwave that is located near the second-floor elevator. Be sure to put your name on lunches left in the refrigerator
  • There are two vending machines with a limited number of snacks located in the first-floor kitchen that is directly below the second-floor kitchen
  • Use of tobacco products and/or vaping products (such as e-cigarettes) on campus is strictly prohibited. For more information on the college policies on smoking and vaping, refer to the college website.

Lab

• • Other than sealable water bottles, food and beverage are strictly prohibited in the pharmacy lab

Technical Standards and Essential Functions

The following technical standards and essential functions outline reasonable expectations of a student in the Pharmacy Technician Program for the performance of common pharmacy technician functions. The pharmacy technician student must be able to apply the knowledge and skills necessary to function in a variety of classroom, lab and/or clinical situations while providing the essential competencies of pharmacy technicians. These requirements apply for the purpose of admission and continuation in the program.

The student must demonstrate the following abilities:

All qualified applicants are encouraged to apply to the program. It is the responsibility of the student to contact the Student Accessibility Services Office if they require reasonable accommodation for one or more of the technical standards listed. Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodation through the Student Accessibility Services Office on the campus where they expect to take the majority of their classes. Students are encouraged to do this for a minimum of three weeks before the start of each semester.

Health Sciences programs establish technical standards and essential functions to ensure that students have the abilities required to participate and potentially be successful in all aspects of the respective programs. Students are required to meet technical standards and essential functions for the Pharmacy Technician Program as indicated below. If an applicant or student is unable to meet all of the outlined standards, he/she may be withdrawn from the program.

Learning Outcomes

End of Course Outcomes

1. Identify the ethical and legal obligations of sterile compounding personnel, including training and assessment requirements, and the procedures for avoiding and reporting medication errors.
2. Describe the pharmacy environment appropriate for sterile compounding as defined by USP Chapter <797>.
3. Identify supply items used in sterile compounding and demonstrate techniques to maintain the sterility of their critical sites.
4. Translate pharmacy and medical terminology, abbreviations, and symbols that are used on the medication orders and CSP labels utilized in sterile compounding.
5. Perform the calculations required for dosage determination and solution preparation.
6. Demonstrate aseptic technique in garbing, hand washing, and hood cleaning utilizing technique defined in USP Chapter <797>.
7. Perform sterile compounding procedures to prepare various vial-based or ampule-based large-volume and small- volume parenteral preparations.
8. Prepare specialty admixtures such as narcotic preparations and pediatric CSPs.
9. Display appropriate technique in the compounding of a TPN preparation.
10. Identify the procedures for handling hazardous materials such as chemotherapy CSPs.
11. Exhibit excellent aseptic technique during process validation and assessment of the sterile compounding procedures presented in the textbook.

Course Learning Outcomes

1. 1. Prepare and provide a sterile product that contains the prescribed ingredients in the correct amounts, free from microbial and pyrogenic contaminants as well as undesirable levels of particulate or other toxic contaminants, stable and compatible until the expiration date, prepared with proper documentation, and labeled and stored using the principles of good drug quality control.
   2. Recognize the infectious control process, contamination methods, and procedures which apply to sterile product preparations.
   3. Recognize pharmaceutical dosage forms and their stability characteristics; storage requirements for Intravenous (IV) admixture and cytotoxic drugs; and Total Parenteral Nutrition (TPN) solutions.
   4. Given the description of a pharmacy sterile products service in a medical facility, describe the techniques and procedures required for safe handling of cytotoxic and hazardous drugs in a chemotherapeutic sterile product work environment.
   5. Demonstrate the techniques and procedures required for preparation of vaccinations in the institutional pharmacy setting.
   6. Prepare and provide sterile products documentation and proper labeling.
   7. Demonstrate the concepts of sterile technique in the preparation of IV admixtures.
   8. Recognize and demonstrate the proper procedures for compounding a sterile product.
   9. Recognize the causes, reporting, and management of medication errors.
   10. Identify and define environmental quality control for each category.

Main Educational Objectives for Pharmacy Technicians

1. Identify the components of sterile compounding and aseptic technique as defined in USP<797>.
2. Perform pharmaceutical calculations required in sterile compounding.
3. Demonstrate various aspects of aseptic technique including garbing, hand washing, gloving, and hood cleaning.
4. Prepare various compounded sterile preparations (CSPs), including: LVP, SVP, ampule preparations, etc.

Pharmacy Technician Program Accreditation

The ACC Pharmacy Technician Program is accredited by the American Society of Health-System Pharmacists (ASHP) and the Accreditation Council on Pharmacy Education (ACPE). Education and training programs for pharmacy technicians are built upon the goal objectives found in the ASHP Model Curriculum for Pharmacy Technician Education and Training, 5th edition.

ASHP Model Curriculum for Pharmacy Technician Education and Training Programs:

Standard Categories:

1. Personal/Interpersonal Knowledge and Skills
2. Foundational Professional Knowledge and Skills
3. Processing and Handling of Medications and Medication Orders
4. Patient Care, Quality and Safety Knowledge and Skills
5. Regulatory and Compliance Knowledge and Skills
6. Authority and Responsibility provided to Program Director
7. Strategic Plan
8. Advisory Committee
9. Curricular Length
10. Curricular Composition and Delivery
11. Student Recruitment, Acceptance, Enrollment, and Representation
12. Faculty/Instructors
13. Documentation
14. Assessment of Competency Expectations
15. Assessments of Structure and Process

The Standards pertaining to pharmacy technician curriculum are as follows:

Standard 1: Personal/Interpersonal Knowledge and Skills

ENTRY-LEVEL

1. 1. Demonstrate ethical conduct. Present an image appropriate for the profession of pharmacy in appearance and behavior.
   2. Demonstrate active and engaged listening skills.
   3. Communicate clearly and effectively, both verbally and in writing.
   4. Demonstrate a respectful and professional attitude when interacting with diverse patient populations, colleagues, and professionals.
   5. Apply self-management skills, including time, stress, and change management.
   6. Apply interpersonal skills, including negotiation skills, conflict resolution, customer service, and teamwork.
   7. Demonstrate problem solving skills.

ADVANCED-LEVEL

1. 1. Demonstrate capability to manage or supervise pharmacy technicians in matters such as conflict resolution, teamwork, and customer service.
   2. Apply critical thinking skills, creativity, and innovation.
   3. Apply supervisory skills related to human resource policies and procedures.
   4. Demonstrate the ability to effectively and professionally communicate with other healthcare professionals, payors, and other individuals necessary to serve the needs of patients and practice.

Standard 2: Foundational Professional Knowledge and Skills

ENTRY-LEVEL

1. 1. Explain the importance of maintaining competency through continuing education & professional development.
   2. Demonstrate ability to maintain confidentiality of patient information & understand applicable state/federal laws.
   3. Describe the pharmacy technician’s role, pharmacist’s role, & other occupations in the healthcare environment.
   4. Describe wellness promotion and disease prevention concepts.
   5. Demonstrate basic knowledge of anatomy, physiology and pharmacology, and medical terminology relevant to the pharmacy technician’s role.
   6. Perform mathematical calculations essential to the duties of pharmacy technicians in a variety of settings.
   7. Explain the pharmacy technician's role in the medication-use process.
   8. Practice and adhere to effective infection control procedures.

ADVANCED-LEVEL

1. 1. Describe investigational drug process, medications used in off-label indications, and emerging drug therapies.
   2. Describe further knowledge and skills required for achieving advanced competencies.
   3. Support wellness promotion and disease prevention programs.

Standard 3: Processing and Handling of Medications and Medication Orders

ENTRY-LEVEL

1. 1. Assist pharmacists in collecting, organizing, and recording demographic and clinical information for the Pharmacists’ Patient Care Process.
   2. Receive, process, and prepare prescriptions/medication orders for completeness, accuracy, and authenticity to ensure safety.
   3. Assist pharmacists in the identification of patients who desire/require counseling to optimize the use of medications, equipment, and devices.
   4. Prepare patient-specific medications for distribution.
   5. Prepare non-patient-specific medications for distribution.
   6. Assist pharmacists in preparing, storing, and distributing medication products including those requiring special handling and documentation.
   7. Assist pharmacists in the monitoring of medication therapy.
   8. Maintain pharmacy facilities and equipment. Use information from Safety Data Sheets (SDS), National Institute of Occupational Safety and Health (NIOSH) Hazardous Drug List, and the United States Pharmacopeia (USP) to identify, handle, dispense, and safely dispose of hazardous medications and materials.
   9. Describe Food and Drug Administration product tracking, tracing, and handling requirements.
   10. Apply quality assurance practices to pharmaceuticals, durable & non-durable medical equipment, devices, and supplies.
   11. Explain procedures and communication channels to use in the event of a product recall or shortage, a medication error, or identification of another problem.
   12. Use current technology to ensure the safety and accuracy of medication dispensing.
   13. Collect payment for medications, pharmacy services, and devices.
   14. Describe basic concepts related to preparation for sterile and non-sterile compounding.
   15. Prepare simple non-sterile medications per applicable USP chapters (e.g., reconstitution, ointments & creams).
   16. Assist pharmacists in preparing medications requiring compounding of non-sterile products
   17. Explain accepted procedures in purchasing pharmaceuticals, devices, and supplies.
   18. Explain accepted procedures in inventory control of medications, equipment, and devices.
   19. Explain accepted procedures utilized in identifying and disposing of expired medications.
   20. Explain accepted procedures in delivery and documentation of immunizations.
   21. Prepare, store, and deliver medication products requiring special handling and documentation.

ADVANCED-LEVEL

1. 1. Prepare compounded sterile preparations per applicable, current USP Chapters.
   2. Prepare medications requiring moderate and high level non-sterile compounding as defined by USP (e.g., suppositories, tablets, complex creams).
   3. Prepare or simulate chemotherapy/hazardous drug preparations per applicable, current USP Chapters.
   4. Initiate, verify, & manage the adjudication of billing for complex &/or specialized pharmacy services & goods.
   5. Apply accepted procedures in purchasing pharmaceuticals, devices, and supplies.
   6. Apply accepted procedures in inventory control of medications, equipment, and devices.
   7. Process, handle, and demonstrate administration techniques and document administration of immunizations and other injectable medications.
   8. Apply the appropriate medication use process to investigational drugs, medications being used in off-label indications, and emerging drug therapies as required.
   9. Manage drug product inventory stored in equipment or devices used to ensure the safety and accuracy of medication dispensing.

Standard 4: Patient Care, Quality and Safety Knowledge and Skills

ENTRY-LEVEL

1. 1. Explain the Pharmacists’ Patient Care Process and describe the role of the pharmacy technician in the patient care process.
   2. Apply patient- and medication-safety practices in aspects of the pharmacy technician's roles.
   3. Explain how pharmacy technicians assist pharmacists in safely & legally responding to emergent situations.
   4. Explain basic safety and emergency preparedness procedures applicable to pharmacy services.
   5. Assist pharmacist in the medication reconciliation process.
   6. Explain point of care testing.
   7. Explain pharmacist and pharmacy technician roles in medication management services.
   8. Describe best practices regarding quality assurance measures according to leading quality Organizations.

ADVANCED-LEVEL

1. 1. Verify measurements, preparation, &/or packaging of medications produced by other healthcare professionals.
   2. Perform point-of-care testing to assist pharmacist in assessing patient's clinical status.
   3. Participate in the operations of medication management services.
   4. Participate in technical and operational activities to support the Pharmacists’ Patient Care Process as assigned.
   5. Obtain certification as a Basic Life Support Healthcare Provider.

Standard 5: Regulatory and Compliance Knowledge and Skills

ENTRY-LEVEL

1. 1. Describe and apply state and federal laws pertaining to processing, handling and dispensing of medications including controlled substances.
   2. Describe state and federal laws and regulations pertaining to pharmacy technicians.
   3. Explain that differences exist between states regarding state regulations, pertaining to pharmacy technicians, and the processing, handling, and dispensing of medications.
   4. Describe the process & responsibilities required to obtain & maintain registration and/or licensure to work as a pharmacy tech.
   5. Describe pharmacy compliance with professional standards and relevant legal, regulatory, formulary, contractual, and safety requirements.
   6. Describe Occupational Safety and Health Administration (OSHA), National Institute of Occupational Safety and Health (NIOSH), and United States Pharmacopeia (USP) requirements for prevention and treatment of exposure to hazardous substances (e.g., risk assessment, personal protective equipment, eyewash, spill kit).
   7. Describe OSHA requirements for prevention and response to blood-borne pathogen exposure (e.g., accidental needle stick, post-exposure prophylaxis).
   8. Describe OSHA Hazard Communication Standard (i.e., “Employee Right to Know”).

ADVANCED-LEVEL

1. 1. Participate in pharmacy compliance with professional standards and relevant legal, regulatory, formulary, contractual, and safety requirements.
   2. Describe major trends, issues, goals, and initiatives taking place in the pharmacy profession.

SCANS Competencies

Workplace Essential Skills

Resources Related to the SCANS Competencies and Foundation Skills

Business organizations have claimed for years that the workplace skill levels of American workers do not meet the needs of rapidly changing markets facing global competition. Before efforts to improve this situation can begin, it is critical to document which skills are needed in existing work environments, which skills will be needed in the future, and at which levels of competency American workers will need to perform. With this key information, policy makers, educators, and businesspeople can set goals to achieve cost-effective improvements in the educational and vocational systems that are expected to produce a quality workforce.

As the concept of defining workplace skills has become accepted, systems for analyzing, identifying, and measuring essential workplace skills have grown rapidly and in many directions. Because of the high demand from businesses and educators for such services and the expanding research being conducted in this area, competing interests have produced a vast number and variety of systems, programs, definitions, and tools. As with other high-demand products, these vary in content and quality, assessment availability, and training innovation and success.

It has been difficult for consumers to evaluate the vast array of products and services and to determine which will be the most appropriate for them. Language has been the biggest barrier. Even in traditional skill areas, such as reading and writing, few groups have agreed on any one definition. Striving for uniqueness, comprehensiveness, or addressing specific needs, many groups have put their own trademarks on the content of skill areas. While each has added new understanding to the definition process, it is difficult to justify valuing any one definition over another. Therefore, there is a real need for a comprehensive overview of products and services related to workplace skills. Such an overview can serve as a resource for organizations and researchers as they build on these definitions in the future, and as a history of the efforts made to date, and how they relate to one another. It can function as a basic resource for trainers, curriculum developers, or other educators who wish to rely on a taxonomy of skills development when planning courses or other training experiences, or who would like further guidance in relating assessments to the skills being taught.

A framework is needed to organize the workplace skills of interest. To date, the Secretary’s Commission on Achieving Necessary Skills (SCANS) remains a popular document focused on essential workplace skills. Commissioned by the U.S. Department of Labor, SCANS convened in 1990 to identify the skills that American workers needed for job success in a global market, and to create a plan of action to make sure those skills are developed by all citizens. The competencies and foundation skills that resulted from SCANS (shown in Figure 1) were intended to set the agenda for what students are taught in the nation’s schools and how workers are trained and retrained for the high-skill, high-wage jobs of the future. Considering SCANS’ roots in the Department of Labor and its prominence in the development of this field, it is logical to use it as the framework for this overview.

SCANS Framework

ESSENTIAL WORKPLACE SKILLS

Health Science Policies

There are additional policies that apply to all students taking courses in the health science division programs. It is important that you take a few minutes to review those policies, which are available at the following link:  Health Sciences Student Resources

College Policies

To review current college policies and valuable student resources, check out the link in each of your Blackboard Courses. You can also review these policies at the following link:  College Policies and Student Support website

Required Textbooks / Materials / Software

Catalog Description

This course provides technician-focused instruction and training for the successful production of sterile parenteral preparations, a major responsibility of the pharmacy technician in hospitals, long-term care facilities, and home healthcare. A study of sterile products, hand washing techniques, pharmaceutical calculations, references, safety techniques, aseptic techniques in parenteral compounding, proper use of equipment, preparation of sterile products, and safe handling of antineoplastic drugs. This important work requires the mastery of aseptic technique: the procedures that avoid introducing pathogens into sterile products, ensure patient safety, and maintain product consistency. Course content is based on the current USP<797> Standards.

College transferability of workforce courses varies. Students interested in transferring courses to another college should speak with their Area of Study (AoS) advisor, Department Chair, and/or Program Director.

Course Rationale

To provide an overview of the duties of pharmacy professionals in settings that require expertise in sterile compounding and aseptic technique. Settings may include hospital pharmacies, compounding facilities, home healthcare pharmacies, etc. Provides details related to pharmacy technician and pharmacist responsibilities within this specialized field. Provides students with an advanced level of knowledge allowing them to work in more advanced levels of pharmacy practice. Assists students with preparing for the Pharmacy Technician Certification Exam (PTCE). Qualifies students to sit for the Pharmacy Technician Certification Board’s (PTCB) exam to become a Certified Compounded Sterile Preparation Technician (CSPT). May assist pharmacists in preparation for the Board of Pharmacy Specialties (BPS) Compounded Sterile Preparations Pharmacy Specialty Certification (BCSCP) exam.

Prerequisites HPRS 1106 or HPRS 1206; HPRS 1171, EDUC 1100 or EDUC 1300; and PHRA 1301, PHRA 1309, PHRA 1313, and PHRA 1349.

Learning Outcomes

End of Course Outcomes

1. Identify the ethical and legal obligations of sterile compounding personnel, including training and assessment requirements, and the procedures for avoiding and reporting medication errors.
2. Describe the pharmacy environment appropriate for sterile compounding as defined by USP Chapter <797>.
3. Identify supply items used in sterile compounding and demonstrate techniques to maintain the sterility of their critical sites.
4. Translate pharmacy and medical terminology, abbreviations, and symbols that are used on the medication orders and CSP labels utilized in sterile compounding.
5. Perform the calculations required for dosage determination and solution preparation.
6. Demonstrate aseptic technique in garbing, hand washing, and hood cleaning utilizing technique defined in USP Chapter <797>.
7. Perform sterile compounding procedures to prepare various vial-based or ampule-based large-volume and small- volume parenteral preparations.
8. Prepare specialty admixtures such as narcotic preparations and pediatric CSPs.
9. Display appropriate technique in the compounding of a TPN preparation.
10. Identify the procedures for handling hazardous materials such as chemotherapy CSPs.
11. Exhibit excellent aseptic technique during process validation and assessment of the sterile compounding procedures presented in the textbook.

Course Learning Outcomes

1. 1. Prepare and provide a sterile product that contains the prescribed ingredients in the correct amounts, free from microbial and pyrogenic contaminants as well as undesirable levels of particulate or other toxic contaminants, stable and compatible until the expiration date, prepared with proper documentation, and labeled and stored using the principles of good drug quality control.
   2. Recognize the infectious control process, contamination methods, and procedures which apply to sterile product preparations.
   3. Recognize pharmaceutical dosage forms and their stability characteristics; storage requirements for Intravenous (IV) admixture and cytotoxic drugs; and Total Parenteral Nutrition (TPN) solutions.
   4. Given the description of a pharmacy sterile products service in a medical facility, describe the techniques and procedures required for safe handling of cytotoxic and hazardous drugs in a chemotherapeutic sterile product work environment.
   5. Demonstrate the techniques and procedures required for preparation of vaccinations in the institutional pharmacy setting.
   6. Prepare and provide sterile products documentation and proper labeling.
   7. Demonstrate the concepts of sterile technique in the preparation of IV admixtures.
   8. Recognize and demonstrate the proper procedures for compounding a sterile product.
   9. Recognize the causes, reporting, and management of medication errors.
   10. Identify and define environmental quality control for each category.

Main Educational Objectives for Pharmacy Technicians

1. Identify the components of sterile compounding and aseptic technique as defined in USP<797>.
2. Perform pharmaceutical calculations required in sterile compounding.
3. Demonstrate various aspects of aseptic technique including garbing, hand washing, gloving, and hood cleaning.
4. Prepare various compounded sterile preparations (CSPs), including: LVP, SVP, ampule preparations, etc.

Pharmacy Technician Program Accreditation

The ACC Pharmacy Technician Program is accredited by the American Society of Health-System Pharmacists (ASHP) and the Accreditation Council on Pharmacy Education (ACPE). Education and training programs for pharmacy technicians are built upon the goal objectives found in the ASHP Model Curriculum for Pharmacy Technician Education and Training, 5th edition.