Well-Being and Resilience Certificate

WELL-BEING ENHANCING
STRATEGIES IN THE CLINICAL
ENVIRONMENT

Planned by the American Society of Health-System Pharmacists

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopying, microfilming, and recording, or by any information storage and
retrieval system, without written permission from the American Society of Health‐System Pharmacists.
WELL-BEING ENHANCING
STRATEGIES IN THE
CLINICAL ENVIRONMENT
Seena L. Haines, Pharm.D., CHWC, BCACP,
FASHP, FAPhA, FCCP, FNAP
Professor and Department Chair
University of Mississippi School of Pharmacy

WELL-BEING
AND RESILIENCE
CERTIFICATE
Planned and coordinated by ASHP

FINANCIAL RELATIONSHIP
DISCLOSURE
ASHP staff, planners, faculty, reviewers, and subject matter experts report no
financial relationships relevant to this activity.

As defined by the ACCME definition of commercial entity.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

2
LEARNING OBJECTIVES

 Identify challenges in the clinical environment that can affect well-being for
preceptors and learners.
 Use character strengths to improve well-being in the workplace.
 Apply strategies to help the preceptor and learners flourish in the clinical
environment.

SELF ASSESSMENT #1

Stacey Sweet recently joined the Mercy Medical Center after completing a PGY2
ambulatory care pharmacy residency. Over the course of her first year, the hospital
budget cuts and resources began to decline. Staffing in the transitions of care unit
decreased and Stacey’s patient load rose significantly. She struggled to keep up
with the increasing workload and found herself unable to spend as much time as
she wanted with her patients. Additionally, the hospital instituted mandatory
overtime to help overcome the staffing shortage, and Stacey had to work a few
hours beyond her usual 12-hour shifts, working harder six or seven days in a row.
She found herself tired all the time. She has continually found it difficult to focus,
especially near the end of her shift.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

3
SELF ASSESSMENT #1, CONT.

She started to call her family less often and never seems to have time for her
friends, or crafting, which she normally used to do on weekends. She now finds
herself reaching for beer or wine several times a week to shut off the work-related
stresses. Of the 12-stage model of burnout by Herbert Freudenberger and Gail
North where does Stacey likely fall given the circumstances described?
A. 0-2
B. 3-5
C. 6-8
D. 9-11

SELF-ASSESSMENT #2

Hugo is a 4th year PharmD student who usually answers questions accurately when
he puts in the effort, his work is impressive, but at times, he zones out on rounds.
You’ve caught him gazing around several times in the last week. He is not listening
to what is being discussed. He spends too much time texting on his phone and does
not speak up enough during patient discussions. His patient tracking forms lack
information and pertinent details. His SOAP notes are superficial. As you begin to
probe further to discuss those factors impacting Hugo’s performance, which two
topics are more critical to discuss initially?
A. Communication and gratitude
B. Distractions and expectations
C. Gratitude and physical fitness
D. Communication and expectations

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

4
ROADMAP OVERVIEW OF TOPICS

 Play to strengths
 Efficiencies of practice
 Gratitude and reflection
 Avoid social comparisons

PRECEPTOR REFLECTION

 Background and training alignment  Culture

 Skill and ability alignment  Level of autonomy
 Values alignment  Level of challenge
 Work relationship alignment

PAUSE THE VIDEO TO REFLECT

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

5
WORK ENVIRONMENT FACTORS

 Excessive workloads, schedules, staffing challenges

 Administrative burden
 IT usability
 Workflow inefficiencies
 Digital distractions
 Time pressure
 Moral distress
 Patient factors

National Academies of Sciences, Engineering, and Medicine. 2019. Taking Action Against Clinician Burnout:
A Systems Approach to Professional Well-Being. Washington, DC: The National Academies Press

MORAL DISTRESS AND WORKISM

 Perceived powerless  Time constraints

 Hierarchies within healthcare  Inadequate staffing
system  Lack of citizenship
 Lack of administrative support  Policy or priority conflicts
 Compromised care due to budget  Fear of litigation
constraints  Inadequate consent
 Prolonged or aggressive  Increased moral sensitivity
treatments
 Ineffective team communication

Mealer M et al. Intensive Care Med. 2016 Oct; 42(10):1615-1617.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

6
BURNOUT STAGES

Image courtesy of Burnout Geese Ltd. https://www.burnoutgeese.com/what-is-burnout.html and

medicalforum.com

PRECEPTOR & TRAINEE WELLNESS

Personality and Temperament

Coping Reserve

‒ Stress ‒ Healthy activities

‒ Internal conflict ‒ Mentorship
‒ Time & energy ‒ Intellectual
demands stimulation
‒ Psychosocial

Burnout Resilience
Adapted from Steward MT et al. Curr Probl Pediatr Adolesc Health Care. 2019 Nov; 49(11):100658.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

7
Image courtesy of Stanford WELL for Life Study, Stanford Prevention Research Center,
Stanford University School of Medicine.

HOW TO FLOURISH USING THE

PERMA WELL-BEING APPROACH
Positive emotions Engagement Relationships
• The right balance of • The regular development • The creation of authentic,
heartfelt positivity to boost of our strengths – those energizing connections
our resilience things we’re good at and
enjoy doing

Meaning Accomplishments
• A sense of connection to • The belief and ability to do
something bigger than the things that matter most
ourselves to us

Eat well, move well, sleep well

Slavin SJ, et al. Acad Med. 2012 Nov; 87(11):1481.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

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PERSONAL RESILIENCE
PERSON / JOB / FIT

Self-care Worksite
assessment evidence- Financial
and support based health management
systems promotion counseling

Safety net Encouragement Life-needs

systems for of peer support support
crisis mechanisms
interventions

Stanford WELL for Life Study, Stanford Prevention Research Center,

Stanford University School of Medicine.

JOB CRAFTING & SELF-

DETERMINATION THEORY
 Thriving: vitality and learning

Relatedness Autonomy

Competence

Spreitzer GM et al. Self-Determination as Nutriment for Thriving: Building an Integrative Model of

Human Growth at Work. New York: Oxford University Press.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

9
JOB CRAFTING

 Make work a work of art

 People value personalization at work
 Engagement can suffer without it
 Top down directives
 Conformity

Baker R et al. An introduction to micro job crafting: How job crafting for 12 minutes or less a day
contributes to sustainable positive behaviour change. CIPD.

JOB CRAFTING, CONT.

 Can lead to more compassion

 Emotional intelligence
 Agility
 Flexibility
 Adapting
 Initiative
 Creativity
 Innovation

Baker R et al. An introduction to micro job crafting: How job crafting for 12 minutes or less a day
contributes to sustainable positive behaviour change. CIPD.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

10
JOB CRAFTING & RECALCULATING
QUESTIONS

Autonomy Meaning Purpose

Skills Relational Well-being

crafting crafting crafting
Baker R et al. An introduction to micro job crafting: How job crafting for 12 minutes or less a day
contributes to sustainable positive behaviour change. CIPD.

PLAY TO YOUR STRENGTHS

& TAILOR TRAINEE LEARNING

Identifying and Match with Autonomy and Social support / Opportunities Opportunities
promoting interests flexibility work for professional for
talents (self community development engagement
and learners)
Education
Research
Leadership

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

11
VIA CHARACTER STRENGTHS

 Pull your character strengths forward from Module 2

 Regularly drawing on your strengths in your personal and professional endeavors
help you to find greater meaning and purpose in your life
 Signature strengths share some common characteristics called the 3E's:
‒ They are essential: the strength feels essential to who you are as a person
‒ They are effortless: when you enact the strength, you feel natural and
effortless
‒ The are energizing: using the strength uplifts you and leaves you feeling
happy, in balance and ready to take on more

Find Your 24 Character Strengths | Personal Strengths List | VIA Institute. (2020). VIA Institute on
Character.

OTHER RELEVANT INVENTORIES

 Preceptors  Trainees
‒ Strengthfinders ‒ Strengthfinders
‒ VARK ‒ VARK
‒ Myers Briggs ‒ Myers Briggs
DISC ‒ KOLB
‒ High 5 ‒ Learning Styles
‒ Professional Fulfillment ‒ High 5
‒ Index

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

12
CULTURE OF WELLNESS

 Ethics
 Altruism Organizational work
environment
 Work norms
 Equity and fairness Values and behaviors

Promote self-care and

compassion

Professional growth

Stanford WELL for Life Study, Stanford Prevention Research Center,

Stanford University School of Medicine.

THE FIVE T’S FOR INDIVIDUAL AND

ORGANIZATIONAL WORKFLOW
 Temperament for resilience, change, and engagement
 Team composition / function
 Technology-EMR tools and trainings
 Time for direct and related care
 Top of license roles

Stanford WELL for Life Study, Stanford Prevention Research Center,

Stanford University School of Medicine.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

13
KEY CULTURAL FACTORS

Leadership support,
Infrastructure and Regular measurement
commitment, and
resources to support of wellness /
accountability for
wellness professional fulfillment
wellness

Recognition and Fairness and Transparency and

appreciation inclusiveness values alignment

Stanford WELL for Life Study, Stanford Prevention Research Center,

Stanford University School of Medicine.

PRACTICE EFFICIENCY

Productivity targets How to say “no”

Positive
Enhance
Workplace Processes patient and Work-life
safety, quality,
systems and practices colleague integration
effectiveness,
interactions

Willingness to delegate

Stanford WELL for Life Study, Stanford Prevention Research Center,

Stanford University School of Medicine.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

14
EFFICIENCY OF PRACTICE FACTORS

 Workflow analysis
‒ Team-based clinical practice model alignment
‒ Communication method streamline
‒ Technology
‒ Staffing models

Stanford WELL for Life Study, Stanford Prevention Research Center,

Stanford University School of Medicine.

LAYERED LEARNING MODEL

APPE students
Pharmacist

PGY1 & PGY2

Intern
resident

IPEE students

Adapted from Pinelli NR et al. Am J Health Syst Pharm. 2016 Dec 15; 73(24):2077-2082.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

15
TAILORING CLINICAL LEARNING

 Take a history
‒ Send a brief questionnaire ahead
 Negotiate learning goals and layout expectations
 Diagnose learner needs
‒ Talk less, listen more
‒ Ask open-ended questions
‒ Directly observe trainees
 Tailor teaching moments based on:
‒ Knowledge, skills, and abilities
‒ Training level
‒ Interests

TAILORING CLINICAL LEARNING

Learner growth and

Sequence clinical Strategically select
patient safety
Deliberately structure learning opportunities learning activities to considerations drive
and sequence by adjusting patient promote individual
clinician educator
learning opportunities load, managing learner progression attention to learner
for different level complexity and along a
developmental levels
learners tailoring expectations developmental
and selection of
for different learners trajectory learning activities

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

16
ENGAGE MULTILEVEL LEARNERS

 Everyone teaches
 Novel topics
 Guide
 Ascend the ladder
 Groups within groups
 Empower learners with autonomy

Certain LK et al. Med Teach. 2011; 33(12):e644-50.

TIME MANAGEMENT INFLUENCERS

Ability to prioritize

Health professional
Organizational skills
expertise

Availability of
Team huddles
support staff

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

17
REDUCING DISTRACTION

 Beware of nomophobia

Create a quiet, distraction-free space

Turn off notifications (smart phone, computer, office phone)

Scheduled times to review e-mail

Limit / block social media usage

Do not disturb sign

Create daily to-do list (most important thing first)

Schedule breaks

POWER OF REFLECTION

 Reflection in action (at time of event)

‒ The experience itself
‒ Thinking about it during the event
‒ Deciding how to act at the time
‒ Acting immediately
 Reflection on action (after event)
‒ Reflecting on something that has happened
‒ Thinking about what you might do differently if it happened again
‒ New information gained used to process feeling and actions

Schon, D. A. (1984). The Reflective Practitioner: How Professionals Think In Action (1st ed). Basic
Books.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

18
THE REFLECTION MODEL

 Reflect:
‒ Recall
‒ Examine
‒ Acknowledge Feelings
‒ Learn
‒ Explore
‒ Create a plan
‒ Set Timescale

Chong MC. Asian Nurs Res (Korean Soc Nurs Sci). 2009 Sep; 3(3):111-20.

GRATITUDE DEFINED

 It is the appreciation felt after one has been the beneficiary of an altruistic act
‒ An emotion
‒ A virtue
‒ A moral sentiment
‒ A motive
‒ A coping response
‒ A skill
‒ An attitude

Emmons R et al. (2011-01-03). Why Gratitude Enhances Well-Being: What We Know, What We Need to
Know. In Designing Positive Psychology: Taking Stock and Moving Forward. : Oxford University Press.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

19
GRATITUDE BUILDS EMOTIONAL
RESILIENCE
 When giving a trainee feedback think about:
‒ Helping them to see the positive things in life
‒ Fighting the negative ruminations and rebuilding pessimistic thoughts with
optimistic ones
‒ Staying grounded and accept the present situation, even if that is a harsh
reality
‒ Identifying and focusing only on solutions
‒ Maintain good health by regulating our metabolic functioning and by
controlling the hormonal imbalances
‒ Sustain relationships and appreciate people who are there for us. As a
result, we feel more loved, cared for, and more hopeful

THE POWER OF GRATITUDE

Reduces cardiac diseases, inflammation, and neurodegeneration

Helps individuals fighting with depression, anxiety, and burnout

Brings hope and evokes positivity in suicidal patients and those

fighting terminal diseases

Improves the sleep-wake cycle and enhances mood

Helps with insomnia, substance abuse, and eating disorders

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

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FEEDBACK WITH GRATITUDE

 BOSS method

Brief Observation Significance Suggestions

 Layer with gratitude

Appreciation, coaching, evaluation

AVOID SOCIAL COMPARISONS -

PRECEPTORS AND TRAINEES
 Become aware of, and avoid, your triggers
 Others’ successes does not mean your failures
 Repeat whenever necessary: “Money doesn’t buy happiness, and never will”
 Be grateful for the good in your life, and resist any negative self-talk
 Use comparison as motivation to improve what actually matters
 Focus on your strengths
 Have social media boundaries

Aspinwall LG et al. Journal of Personality and Social Psychology. 1993; 64(5), 708–722.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

21
PRECEPTOR MODELING WITH
TRAINEES
 Interpersonal wellness - social support
 Intellectual wellness
 Mentoring
 Physical wellness
 Emotional and spiritual
‒ The mind
 Environmental wellness
‒ The community

DIVERSITY, EQUITY, AND INCLUSION

 Diversity, inclusion, and well-being are

linked in four ways: Belonging
1. Workplaces that are inclusive foster
enhanced employee well-being
Diversity
2. Employees with high levels of well-
being are more inclusive
3. Effective well-being initiatives can
accommodate unique needs of Inclusion Equity
diverse employee work force
4. Recognize mental health and well-
being as a diversity matter
Burnette, K. Belonging: A Conversation about Equity, Diversity, and Inclusion. August.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

22
WELL-BEING TOPICS TO IMPROVE
PERSONAL AND TRAINEE PERFORMANCE

 Possible topic discussions can include:

‒ How resilience can apply in adversities encountered during medical training
‒ Identify stress and support systems
‒ Resilience promoting behaviors
‒ The practice of gratitude
‒ Managing goals and expectations
‒ Coping strategies
‒ Promoting reflective practices

WORK ENVIRONMENT FACTORS:

HOW ORGANIZATIONS CAN IMPACT
Job demands Workplace resources
 Excessive workloads, schedules,  Meaning and purpose
staffing challenges  Organizational culture
 Administrative burden  Alignment of values and
 IT usability expectations
 Workflow inefficiencies  Job flexibility and autonomy
 Digital distractions  Rewards and incentives
 Time pressure  Social support and professional
 Moral distress relationships
 Patient factors  Work-life integration

National Academies of Sciences, Engineering, and Medicine. 2019. Taking Action Against Clinician Burnout:
A Systems Approach to Professional Well-Being. Washington, DC: The National Academies Press

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

23
BE THE CHANGE

Remember to model the way

“Self-care is never a selfish act – it is simply good stewardship of the only

gift I have, the gift I was put on earth to offer to others.”
- Parker Palmer

SELF ASSESSMENT #1

Stacey Sweet recently joined the Mercy Medical Center after completing a PGY2
ambulatory care pharmacy residency. Over the course of her first year, the hospital
budget cuts and resources began to decline. Staffing in the transitions of care unit
decreased and Stacey’s patient load rose significantly. She struggled to keep up
with the increasing workload and found herself unable to spend as much time as
she wanted with her patients. Additionally, the hospital instituted mandatory
overtime to help overcome the staffing shortage, and Stacey had to work a few
hours beyond her usual 12-hour shifts, working harder six or seven days in a row.
She found herself tired all the time. She has continually found it difficult to focus,
especially near the end of her shift.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

24
SELF ASSESSMENT #1, CONT.

She started to call her family less often and never seems to have time for her
friends, or crafting, which she normally used to do on weekends. She now finds
herself reaching for beer or wine several times a week to shut off the work-related
stresses. Of the 12-stage model of burnout by Herbert Freudenberger and Gail
North where does Stacey likely fall given the circumstances described?
A. 0-2
B. 3-5
C. 6-8
D. 9-11

SELF ASSESSMENT #1, CONT.

She started to call her family less often and never seems to have time for her
friends, or crafting, which she normally used to do on weekends. She now finds
herself reaching for beer or wine several times a week to shut off the work-related
stresses. Of the 12-stage model of burnout by Herbert Freudenberger and Gail
North where does Stacey likely fall given the circumstances described?
A. 0-2
B. 3-5
C. 6-8
D. 9-11

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

25
SELF-ASSESSMENT #2

Hugo is a 4th year PharmD student who usually answers questions accurately when
he puts in the effort, his work is impressive, but at times, he zones out on rounds.
You’ve caught him gazing around several times in the last week. He is not listening
to what is being discussed. He spends too much time texting on his phone and does
not speak up enough during patient discussions. His patient tracking forms lack
information and pertinent details. His SOAP notes are superficial. As you begin to
probe further to discuss those factors impacting Hugo’s performance, which two
topics are more critical to discuss initially?
A. Communication and gratitude
B. Distractions and expectations
C. Gratitude and physical fitness
D. Communication and expectations

SELF-ASSESSMENT #2

Hugo is a 4th year PharmD student who usually answers questions accurately when
he puts in the effort, his work is impressive, but at times, he zones out on rounds.
You’ve caught him gazing around several times in the last week. He is not listening
to what is being discussed. He spends too much time texting on his phone and does
not speak up enough during patient discussions. His patient tracking forms lack
information and pertinent details. His SOAP notes are superficial. As you begin to
probe further to discuss those factors impacting Hugo’s performance, which two
topics are more critical to discuss initially?
A. Communication and gratitude
B. Distractions and expectations
C. Gratitude and physical fitness
D. Communication and expectations

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

26
CONCLUSIONS

 The elements of the professional fulfillment model (culture of wellness,

efficiencies of practice, and personal resilience) can be applied to preceptor and
trainee well-being.
 Person-job-fit occurs when an individual’s characteristics are similar to, or match,
those in the work environment.
 Gratitude is a positive emotion, which can be felt when part of a routine, reflective
practice can be included as part of the trainee feedback process.
 Habitual negative social comparisons can cause a person to experience greater
stress, anxiety, depression, and make self-defeating choices.

REFERENCES

 Aspinwall, L. G., & Taylor, S. E. (1993). Effects of social comparison direction,

threat, and self-esteem on affect, self-evaluation, and expected success. Journal
of Personality and Social Psychology, 64(5), 708–722.
 Baker, R., & Slemp, G. (2018). An introduction to micro job crafting: How job
crafting for 12 minutes or less a day contributes to sustainable positive behaviour
change. CIPD. https://www.cipd.co.uk/Images/micro-job-crafting_tcm18-
59082.pdf (accessed 2020 Dec 2).
 Burnette, K. Belonging: A Conversation about Equity, Diversity, and Inclusion.
August. https://www.aug.co/blog/belonging-a-conversation-about-equity-diversity-
and-inclusion (accessed 2020 Dec 2).

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

27
REFERENCES, CONT.

 Certain, L. K., Guarino, A. J., & Greenwald, J. L. (2011). Effective multilevel

teaching techniques on attending rounds: a pilot survey and systematic review of
the literature. Medical teacher, 33(12), e644–e650.
 Chong M. C. (2009). Is reflective practice a useful task for student nurses?. Asian
nursing research, 3(3), 111–120.
 Emmons, R., & Mishra, A. (2011-01-03). Why Gratitude Enhances Well-Being:
What We Know, What We Need to Know. In Designing Positive Psychology:
Taking Stock and Moving Forward. : Oxford University Press.
 Find Your 24 Character Strengths | Personal Strengths List | VIA Institute. (2020).
VIA Institute on Character. https://www.viacharacter.org/character-strengths
(accessed 2020 Dec 2).

REFERENCES, CONT.

 Mealer, M., & Moss, M. (2016). Moral distress in ICU nurses. Intensive care
medicine, 42(10), 1615–1617.
 National Academies of Sciences, Engineering, and Medicine. 2019. Taking
Action Against Clinician Burnout: A Systems Approach to Professional Well-
Being. Washington, DC: The National Academies Press
 Pinelli, N. R., Eckel, S. F., Vu, M. B., Weinberger, M., & Roth, M. T. (2016). The
layered learning practice model: Lessons learned from implementation. American
journal of health-system pharmacy : AJHP : official journal of the American
Society of Health-System Pharmacists, 73(24), 2077–2082.
 Schon, D. A. (1984). The Reflective Practitioner: How Professionals Think In
Action (1st ed). Basic Books.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

28
REFERENCES, CONT.

 Slavin, S. J., Schindler, D., Chibnall, J. T., Fendell, G., & Shoss, M. (2012).
PERMA: a model for institutional leadership and culture change. Academic
medicine : journal of the Association of American Medical Colleges, 87(11), 1481.
 Spreitzer, G. M., & Porath, C. (2013). Self-Determination as Nutriment for
Thriving: Building an Integrative Model of Human Growth at Work. New York:
Oxford University Press. http://webuser.bus.umich.edu/spreitze/Pdfs/Self-
Determination.pdf (accessed 2020 Dec 2).
 Stanford WELL for Life. Stanford Medicine.
https://med.stanford.edu/wellforlife.html (accessed 2020 Dec 2).

REFERENCES, CONT.

 Stewart, M. T., Reed, S., Reese, J., Galligan, M. M., & Mahan, J. D. (2019).
Conceptual models for understanding physician burnout, professional fulfillment,
and well-being. Current problems in pediatric and adolescent health care, 49(11),
100658.
 What is burnout? Burnout Geese Ltd. https://www.burnoutgeese.com/what-is-
burnout.html (accessed 2020 Dec 2).

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

29
WELL-BEING
AND RESILIENCE
CERTIFICATE Planned and coordinated by ASHP

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

30
 Seena L. Haines, Pharm.D., CHWC, BCACP, FASHP, FAPhA, FCCP, FNAP
Professor and Department Chair
University of Mississippi School of Pharmacy
University, MS

Seena L. Haines is Chair, Department of Pharmacy Practice and Professor at the

University of Mississippi, School of Pharmacy. Prior to her position at the
University of Mississippi, she served as associate dean for faculty at Palm Beach
Atlantic University (PBA-GSOP). She received more than $750,000 from local
foundations for the creation and site replication of the pharmacotherapy model,
Integrated Pharmacotherapy Services™ (a pharmacist-run, primary care, indigent
clinic for the underserved in Palm Beach County). She served for seven years as
director of pharmacy services at four community health centers and co-director of the Diabetes Education and
Research Center. Dr. Haines has served as residency director for the ASHP (PGY-1) residency from 2008 to 2014.

Achievements include board certification in ambulatory care practice, Fellow of the American Society of Health-
System Pharmacists, Fellow of the American Pharmacists Association, Fellow of the American College of Clinical
Pharmacy, Distinguished Fellow National Academies of Practice, ASHP Distinguished Practitioner from the
section of ambulatory care practitioners, AACP Innovation in Teaching Award, Preceptor of Distinction, Hero in
Medicine, inaugural AACP academic leadership fellow, residency wellbeing coordinator, lead faculty for
wellbeing and resiliency in the office of wellbeing, certified health and wellness coach, certified yoga instructor
and co-editor and steering committee member for the Non-Prescription Medicine Academy.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

31
Disclosures

In accordance with ACCME and ACPE Standards for Commercial Support, ASHP requires that all
individuals in a position to control the content of this activity disclose financial relationships with
ACCME-defined commercial entities. An individual has a relevant financial relationship if he or she (or
spouse/domestic partner) has a financial relationship, in any amount, occurring in the past 12 months
with a commercial entity whose products or services will discussed in the activity.

All ASHP staff, planners, faculty, reviewers, and subject matter experts report no financial relationships
relevant to this activity.

Methods and CE Requirements

This online activity consists of a combined total of 7 learning modules. Pharmacists and pharmacy
technicians are eligible to receive a total of 18 hours of continuing education credit by completing all 7
modules within this certificate program.

Participants must participate in the entire activity, complete the evaluation and all required components
to claim continuing pharmacy education credit online at ASHP eLearning Portal
http://elearning.ashp.org. Follow the prompts to claim credit and view your statement of credit within
60 days after completing the activity.

Important Note – ACPE 60 Day Deadline:

Per ACPE requirements, CPE credit must be claimed within 60 days of being earned – no exceptions!

To verify that you have completed the required steps and to ensure your credits have been reported to
CPE Monitor, we encourage you to check your NABP eProfile account to validate your credits were
transferred successfully before the ACPE 60-day deadline. After the 60 day deadline, ASHP will no longer
be able to award credit for this activity.

System Technical Requirements

Courses and learning activities are delivered via your Web browser and Acrobat PDF. Users should have
a basic comfort level using a computer and navigating websites.

View Frequently Asked Questions for more information.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

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