Pharmacist Competency Gap Reflection

This reflection paper details a student pharmacist's experience observing an incorrect medication dispensing by a senior pharmacist during a placement. The student initially hesitated due to intimidation, but ultimately sought guidance from their mentor who facilitated a conversation with the pharmacist, leading to corrective action and improved practices. The assignment highlights the importance of assertiveness, patient safety, and addressing competency gaps within healthcare teams.

Running head: REFLECTION 1
REFLECTION
Name
Institution

REFLECTION 2
REFLECTION
In my placement in the course of my second year, I was able to identify my competency
gap when I was working in the community pharmacy as a community pharmacist, I recall a day I
was task to monitor drug utilization in a scheme to analyze the prescription monitoring for
adverse drug reaction. I was working under my supervisor. It is upon this that I observed my
fellow experienced pharmacist wrong dispensing. The pharmacist had been dispensing drug to
another patient, Mr. Smith. For a moment, I thought about what I could or assert, however, by
that point I was already summoned adequate nerve to speak, I felt it was already amiss as the
pharmacist had by now dispensing.
I became alarmed extremely by the practice, since I had anticipated my senior pharmacist
would dispense correctly to his patient. Nonetheless, I felt extremely intimated since I felt the
pharmacist looked extremely knowledgeable than I as a 2nd year pharmacy learner; I never
wanted to humiliate him. Further, I never wanted to make his client worried by challenging him
in his presence.
To assist me communicate such issues to my senior pharmacist and to resolve my
problem, I planned and spoke to my mentor regarding the incident since the incident remained
highly challenging to me. I bemoaned that I never acted to contest this practice of the pharmacist
before he dispensed. He recommended that both of us speak with the pharmacist regarding the
practice. The mentor got the pharmacist inside, questioned him whether he had correctly
dispensed. He appeared extremely stunned. He mentioned he had extremely been busy hence had
not thought about that. My mentor discussed the significance of proper dispensing with him, and
the pharmacist gave an assurance that he would pay much attention prior to dispensing to each
patient in future.

REFLECTION 3
I was delighted that pharmacist positively responded to the feedback of my mentor. I
have subsequently observed that he has presently altered his practices due to this occurrence. I
learnt from this event, since I am taught the significance of assertively working with coworkers,
in a subtle means, to defend the patient’s well-being (Warland, McKellar & Diaz, 2014). I have
hence realized that my lack of confidence has been uprooted since I understand my obligation to
act to identify as well as minimize risk to clients and patients (Michelson, Sugai, Wood &
Kazdin, 2013).
Reflecting on this particular occasion, I am able to observe that I needed to have acted
promptly, and that I must have made sure that pharmacist follow correct procedure while
dispensing. I am able now to see that my inaction placed the patient’s wellbeing at extreme risk.
Following the deliberation with the mentor, I acknowledge that I should develop my level of
confidence to confront my coworker’s practices, placing clients’ wellbeing at the forefront of my
own mind. I have realized the significance of being compassionate to my fellows, recognizing
pressures facing them, but making sure such practices put no risk to clients. I will aim in the
future to develop my assertive skills when working with fellows to make sure that patient’s well-
being is unquestioned.

REFLECTION 4
References
Michelson, L., Sugai, D. P., Wood, R. P., & Kazdin, A. E. (2013). Social skills assessment and
training with children: An empirically based handbook. Springer Science & Business
Media.
Warland, J., McKellar, L., & Diaz, M. (2014). Assertiveness training for undergraduate
midwifery students. Nurse education in practice, 14(6), 752-756.