Ensuring high quality clinical placements through appropriate - - PowerPoint PPT Presentation

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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

@drmahendrapatel

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

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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

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.........

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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

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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

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

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RPS Professional Development Roadmap

Core components of RPS Professional Development Programmes

RPS Professional Development Programmes

Elements of Foundation and Faculty Assessments

Faculty and Foundation Assessments CV Demonstrates progression through career Portfolio Exploring the breadth of practice across the Framework

Peer assessment and testimonials Demonstrates accountability for provided services to patients and the organisation

Practice Assessment Demonstrates a depth of knowledge and skills

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

• f best practice”

Mentoring Programme

• 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

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

Pre-Foundation Vision

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.

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.

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

Professional development during student and pre-registration training

Pre-Foundation Programme

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 pharmacists

FOUNDATION PRACTICE each 12-18 months during first 1000 days FOUNDATION PRACTICE each year during maintenance phase Foundation Pharmacy Framework self- assessment 6-12 portfolio entries including: Foundation Pharmacy Framework self- assessment 1-3 Workplace-based assessments Reflective account Peer assessment Clinical learning episodes (aligned to RPS Foundation Curriculum) 5 - 25 Workplace-based assessments (WPBA) Reflective account 1 Peer Assessment 3-6 Clinical learning episodes (aligned to RPS Foundation Curriculum) 1 Record of In-Training Assessment (portfolio review with Foundation Tutor) 1 portfolio review with Foundation Tutor or RPS CPD Assessor End of first 1000 days and then every 5 years Foundation Portfolio Review (with RPS Foundation Assessor) and Final Foundation Assessment

RPS Professional Development Programmes

Principles for Foundation accreditation

• Demonstrates the ability to deliver learning experiences for the Foundation

Pharmacist to demonstrate competence and development mapped to the Foundation Pharmacy Framework (FPF)

• Guides and supports Foundation Training providers to ensure a local

infrastructure that delivers Foundation training and workplace-based assessment

• Quality assurance:
• Workplace meets learning requirement of framework
• Established educational lead
• A range of training is available
• Handbooks and supportive resources are available
• Those involved in education and development are competent to do so
• Tutors receive training, recognition, accreditation and are supported
• Workplace based assessment are in place
• Appropriate records are in place

RPS Professional Development Programmes

RPS Faculty Less structure, broader skill sets, building practitioner independence and flexibility of career and scope

RPS Professional Development Programmes

Advanced Practice: advancement and sustainability

Building practitioner independence and flexibility

ADVANCED PRACTICE each 12-18 months (1000 days) during focused development ADVANCED PRACTICE each year during maintenance phase 6-12 Faculty portfolio entries reviewed by RPS CPD Assessor / Faculty assessor 6-12 Faculty portfolio entries reviewed by RPS CPD Assessor / Faculty assessor Advanced Pharmacy Framework self-assessment Advanced Pharmacy Framework self-assessment Practice based assessments (as defined by area of practice) required in preparation for Record of Exert Professional Practice (REPP) 1-3 practice based assessments (as defined by area of practice) required in preparation for REPP and full Faculty assessment every 5 years 1 REPP (5 to 25 practice based assessments) 1 Peer Assessment 1 Peer Assessment Faculty assessment (peer assessment) via portfolio review, once every 5 years

RPS Professional Development Programmes

Assessments must be:

Practical: Emulating situations that a pharmacists operates in, reflective of scope of practice Proportionate: A balance between robust, fair and appropriate to the complexity of the care and risk to patients and the public Consistent: Ensuring consistency in the ‘expectations of Foundation stage of practice’ throughout all sectors of practice.

RPS Professional Development Programmes

Accredited Providers

• Boots UK
• Rowlands Pharmacy
• UKCPA

RPS Professional Development Programmes

• Cardiff University
• UCL and KCL (Joint School)
• Liverpool John Moores

University

• NI CP
• UKCPA
• Pharmacy

Management

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Pharmacy students at Cardiff University undertaking placements at:

• Mother and toddler groups
• Healthcare charities
• Other non-traditional pharmacy

environments

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Pharmacy Placements in General Practice

Atif Shamim Lead Pharmacist, Community and Primary Care

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Emerging Trainee Placements in Primary Care

• GP and Community Pharmacy Trainees undertake reciprocal placements

and quality-improvement projects

• Increased awareness and understanding across the Primary Care setting
• Conduit for closer working relationships
• Associated quality-assured tutor training for community pharmacists
• Part of drive to up-skill and equip community pharmacy workforce

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Key takeaways

• Surveys show high variable quality of

tutor training in primary care

• Need tutors that are fit for purpose,

with some way to measure this

• Need to ensure that all pre-reg sites

provide equal quality training and especially in light of new and emerging placements

• Pre-Foundation Framework being

developed by RPS to provide appropriate mentoring and support to both tutors and trainees

Dr Mahendra G Patel PhD FRPharmS FHEA Fellow of NICE Principal Enterprise Fellow in Pharmacy Practice @drmahendrapatel m.patel@hud.ac.uk