Section Title @drmahendrapatel Ensuring high quality clinical placements through appropriate mentoring and support Dr Mahendra G Patel PhD FRPharmS FHEA Fellow of NICE Principal Enterprise Fellow in Pharmacy Practice
Section Title Overview • Role of General Pharmaceutical Council • National survey of pre-registration students and their tutors regarding their experiences of pharmacy placements • Role of the Royal Pharmaceutical Society (England, Scotland & Wales) – supporting students and tutors at placements • Examples of some new and emerging placements with implications for the future
General Pharmaceutical Council • Regulator of the pharmacy profession, focussed on assuring patient safety • All pharmacists must register in order to practice and use the title ‘pharmacist’ • Responsible for CPD process, fitness to practice, premises regulation and inspection, protecting patients from unsafe practitioners • Concerned with ensuring we all comply with minimum standards
Section Title Pre-registration surveys 2013/14 • November 2013 GPHC launched first ever survey of pre-registration training. • Survey was run online for trainees who undertook training in 2012/13 • Emails sent to 2577 pre-registration trainees (2380 single placement trainees and 197 split placement trainees) • Overall response rate was 35%, with 905 trainees completing survey • In 2014 followed by survey from both trainees and tutors.........
Section Title Survey Results • Over half of tutors had 5 years experience or less • 70% placements were in the community • 92% had a single placement • About 80% were satisfied and felt supported • Only 1% of tutors thought their trainee would rate their training experience as poor or very poor
Clinical Placements
Preparation for placements • Students : – Are provided with guidance by their HEIs about leaning outcomes (organised locally) – May be assigned certain activities and tasks for placement – Learning may contribute to student portfolio • Tutors: – Are provided with guidance by HEIs, so they know how to support students – May receive training – May be included in a network – RPS has tutor guidance
Challenges • Issues around securing sufficient high quality placement for students, particularly in England (different in Scotland and Wales) • No centralised/national model for organising/coordinating placements in England • No standards for validating or assessing the quality of placements • Some HEIs organise placement visits to assess the suitability of the workplace using their own criteria • RPS has standards for workbased learning and training
Section Title The Royal Pharmaceutical Society (RPS) • Professional membership body for pharmacists and pharmacy in Great Britain • Leads the profession of pharmacy to improve the public's health and wellbeing • Since 2010 building services, standards and programmes to support and advance the profession • Supporting the continuous professional development and improvement of our members • Recognising professional development through the RPS Foundation and Faculty programmes
RPS Professional Development Roadmap
RPS Professional Development Programmes Core components of RPS Professional Development Programmes
Elements of Foundation and Faculty Assessments Peer assessment and testimonials Demonstrates accountability for provided services to patients and the organisation Portfolio Exploring the breadth of practice across the Framework Practice Assessment Demonstrates a depth of CV knowledge and skills Demonstrates progression Faculty and Foundation through career Assessments
The role of RPS • Pre-Foundation programme to provide students and pre-reg trainees with access to support and guidance for seamless transition • The programme will support students and tutors with clinical placements • Facilitates a consistent, high quality experience for all pharmacy students. • Tutor principles and guidance to support new and existing tutors • RPS Faculty supports tutors to develop advanced knowledge, skills and behaviours. • The RPS Pharmacy Workforce vision: “ an evolving workforce is one that can adapt its core roles and responsibilities to meet the new and emerging needs of patients and the public ” . • Standards for workplace learning from RPS
RPS vision: Transforming the pharmacy workforce “ A needs-based, outcomes-focused approach to professional pharmacy education and training should be taken during student and pre-qualification years. ” “ Need models of education and training delivery to ensure that all student pharmacists across GB (UK even) enter the profession with the highest quality education and training experiences possible. ” “ Models of delivery need to be flexible to allow for innovations and developments led by educational experts and innovative providers and should span a variety of approaches across countries and systems according to both needs and evidence of best practice ”
RPS Professional Development Programmes Mentoring Programme VISION : Every member will be supported to develop and advance, by RPS Tutors and Mentors at every stage of their career, from Day One to career end, to ensure excellence of practice to secure the safety of patients and the public and the medicines that they take • We seek to provide development and support for RPS mentors, through accredited training and development packages, so that they are fully trained before being thoughtfully matched with a suitable mentee. • We’ll ensure all mentors have the opportunity to deliver this support in a consistent and appropriate way, so we want to share good practice around mentorship as well as menteeship and align networks, support tools and guidance
RPS Professional Development Programmes Pre-Foundation Vision All pre-foundation members to have access to professional support and guidance during their undergraduate studies, so the transition from sixth form/college studies, through the different years of higher education and then pre-registration training is seamless. This support will facilitate development and learning so they are suitably prepared for day one of training and professional practice. We recognise that higher education institutions have a key role in supporting the programme, therefore we will also ensure that academic colleagues have access to quality information, guidance and networks to enable them to support students effectively .
RPS Professional Development Programmes Purpose of Pre-Foundation • Enhance and further support what students are required to already participate in during their Higher Education Institution (HEI) studies and alongside the GPhC requirements • Offer a seamless transition from day one student to Faculty Fellow • Mentoring and tutoring will provide exposure to being both a mentee/tutee • Offer guidance to placement providers on in-course and vacation placements
RPS Professional Development Programmes Pre-Foundation Programme Professional development during student and pre-registration training
RPS Professional Development Programmes RPS Foundation Programme Highly structured, supported, safe development for novice pharmacists
RPS Professional Development Programmes RPS Foundation Programme philosophy • Supports development by putting patient care at the centre of learning • Recognise that complex pharmaceutical skills are acquired via structured WORKPLACE-BASED LEARNING • Supports the concept of continuing professional development • Provides a general experience which serves as the foundation for future expert practice 25
RPS Professional Development Programmes Workplace-based learning and assessment • What have we learnt from the medics? • What is clinical competence? Possible solution = workplace-based learning and assessment • Feedback to motivate and encourage aspirations to excellence – Promotes learning – Provides evidence for review – Demonstrate progression – Helps to identify ‘practitioners in difficulty’ – Identifies patterns of ‘good’ behaviour
RPS Professional Development Programmes Foundation Programme assessment journey
RPS Professional Development Programmes Foundation practice: development of established practice Highly structured, supported, safe development for novice pharmacist s FOUNDATION PRACTICE FOUNDATION PRACTICE each 12-18 months during first 1000 days each year during maintenance phase Foundation Pharmacy Framework self- 6-12 portfolio entries including: Foundation Pharmacy Framework self- assessment assessment 5 - 25 Workplace-based assessments (WPBA) 1-3 Workplace-based assessments Reflective account Reflective account Peer assessment 1 Peer Assessment Clinical learning episodes (aligned to RPS 3-6 Clinical learning episodes (aligned to RPS Foundation Curriculum) Foundation Curriculum) 1 Record of In-Training Assessment (portfolio 1 portfolio review with Foundation Tutor or RPS review with Foundation Tutor) CPD Assessor End of first 1000 days and then every 5 years Foundation Portfolio Review (with RPS Foundation Assessor) and Final Foundation Assessment
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