Postgraduate Diploma in General Pharmacy Practice Induction & Refresher session for Educational and Practice Supervisors Online presentation 1: Philosophy, principles and aims 1

In this presentation we will cover 1.Programme philosophy 2.Aims of the programme 3.A brief introduction to the principles of self- directed learning 2

Programme Philosophy  Programme that supports pharmacist development strategy by putting patient care at the centre of learning : competence (patient safety) at the heart of the experience recognises employment changes (AfC) – access to learning and pay  Recognition that complex pharmaceutical skills only acquired via structured WORK-BASED LEARNING  Supports the concept of continuing professional development  Provides a general experience which serves as the foundation for future specialist practice 3

Undergraduate & preregistration General post- registration General LevelPhwSI/Advanced & Consultant Level Professional Development Frameworks Pharmacist development model Consultant Pharmacist Higher level practice (2) Advanced Practitioner SI or PhwSI Higher level practice (1) Workplace education; work-based learning 4

NHS Specialist Services Specialist groups Senior Managers Service Perspective HE London Brighton Kings Medway Portsmouth UEA Reading Kingston Hertfordshire Educational Quality 5

Postgraduate Diploma in General Pharmacy Practice Aims:  Produce practitioners competent to a general level  Provide a curriculum based on typical band 6 experience, including patient and clinical services; and technical pharmacy/medicines information  Stimulate and develop appropriate Self Directed Learning – link to CPD  Stimulate an enquiring, analytical and creative approach  Encouraging independent judgement and critical self-awareness 6

7 Recognising practitioners’ learning approaches Surface approach learning – Intention to only complete task requirements – Memorise facts for assessments – Treats tasks as external imposition Deep approach learning – Intention to understand – Can apply to different scenarios

Practitioner - Student Adult learners Independence Awareness of knowledge Self-directed Self-managing Practitioner Development CPD 8

THE CHALLENGE……….. 9

Practitioner - Student Adult learners Independence Awareness of knowledge Self-directed Self-managing Practitioner Development CPD 10

How do we achieve this?  Provide clear direction – what is required  Develop your learning skills – to help enable you to identify your individual needs  Develop the workplace as a learning environment ⁻Recognising opportunities to learn ⁻Developing tutors and educational facilitators to support through assessment and facilitation 11

LEARNING WHILST DELIVERING A SERVICE 12

Learning and working…a different culture Pre-service Learning Environment Peer contact Defined curriculum Tutor Access Regular Appraisal Guided study material Learning Support Typical Workplace learning Environment Lack of individualised Curriculum – CPD skills Limited Tutor Support Infrequent Appraisal Difficult to identify learning needs Need to recognise learning opportunities 13

Predominantly FDL and e-modes Predominantly face- to-face modes Cohort learners Lone learner On-site (HEI) learning Off-site (work) learning FDL, e-modes off-site, experiential Independent Career driven Learning modality with time/career pathway UG UG/Pre Post-reg Higher 14

Theory into practice… (outcomes) …the competent and reflective practitioner Technical skills (clinical; MI; management; etc) Technical skills (clinical; MI; management; etc) Approach to practice (attitudes; ethics; values; decisions; judgements; reasoning; etc) Professionalism (role in HC system; personal development) 15

Self- directed learning (SDL) We will tell you more if you attend a ‘Skills for Diploma Supervisors’ training event but here is a summary of the philosophy 16

What about Self-Directed Learning (SDL)? “SDL is about pharmacy practitioners being personally responsible for achieving the required competencies in the workplace to achieve fitness to practice, supported by the infrastructure of a JPB-accredited training centre.” Jubraj B. Pharmaceutical Journal 2009; 283:

Self-directed learning Be sure you’re clear on the definition Remember that self-directed learning isn’t just about self; and it requires direction It’s more about the ‘how’ to learn rather than the ‘what’ to learn It’s about equipping practitioners for lifelong, independent learning at a deep level 18

Summary We have covered the philosophy and aims of the Postgraduate Diploma in General Pharmacy Practice We have covered an introduction to the principles around self-directed learning Please see if there are other online presentations that will help you and remember to refer back to the ‘Diploma Supervisor induction’ document 19