Data Analysis

Analysis of data in document analysis involves a systematic, stepwise approach to the

review of the selected data sources. The analysis was based on the approach described

by Bowen (2009). This process involved firstly skimming the material for superficial examination, secondly reading the material for a more thorough examination and finally interpretation. Bowen’s (2009) approach suggests that first, content analysis should be used to identify meaningful passages of text or other data in a ‘first-pass

document review’. Next, coding should be completed using thematic analysis either

with predefined codes or by inductively generating codes a priori (Bowen, 2009, p. 32). In this research, deductive thematic analysis (Kuckartz, 2014, p. 59) was used

with activity system elements as the predefined codes to reflect the activity theory-

based design. Using the activity system elements (subject, object, tools, division of

labour, community, rules) as codes allowed me to identify activity system components

and map them directly onto a diagram (structure shown in Fig. 4.1). In order to

demonstrate how the data were coded, illustrative quotes relating to each element are

presented in Table 4.3 for interns and Table 4.4 for tutors. As the analysis was

completed, the data were mapped to the activity system diagram (Fig. 4.2). Each

element is annotated with a letter to indicate its source. The letters (a-l) correspond

Table 4.2. Illustrative Examples of Text from Sources Used to Identify Intern Activity System Elements in Document Analysis Subject: Interns

Resource Name Illustrative Comments Element(s): Component(s)

a. Orientation day presentation

Intern and Tutor

• Collaboratively review appraisal data

• NB role of seeking feedback and importance of record-keeping

• Good time to discuss any particular areas you feel you need to work on with your tutor

Community: Intern and tutor

Division of Labour: collaboratively review data

b. eLearning materials

You are required to complete a number of self- and tutor- appraisals, and these are completed on Compass [Online lecture MPO.1 Introduction to the Programme, Aims, Assessment, and Attendance]

Try and use it [the WBA process] formatively throughout the year as a formative diagnostic and developmental tool. Identify areas that you need to improve. [Online lecture; MPO.1 Introduction to the Programme, Aims, Assessment, and Attendance]

Compass is a Moodle-based activity that allows you to appraise yourself and your tutor to appraise you against the competency framework using the rating scale. [Online lecture MPO.5; Completing Self and Tutor

Assessments on the Virtual Learning Environment]

Rule: Complete appraisals

Tool: Appraisal as a development tool

Tool: Compass technology to support WBA

c. Appraisal dates Clinical (12 Month) Appraisal Number 1: Appraisal Opens 16th October 2015 Appraisal Closes 6th January 2016 Rule: Set appraisal dates

d. General announcements forum

Dear Intern,

The Compass Competency Rating System is now open on the VLE at the following link: https://vle.rcsi.ie/course/view.php?id=995

Please note that that until you have completed and submitted your self-assessment appraisal, your tutor cannot complete their appraisal.

Please find attached the compass appraisal phases dates for 2015/2016. Please do not hesitate to contact me if you have any questions.

Kind regards,

[Programme Coordinator]

Division of Labour: Intern completes WBA first, followed by tutor

Subject: Interns

Resource Name Illustrative Comments Element(s): Component(s)

e. PSI (Education and Training) Rules 2008

Completion of the in-service practical training programme 14.

(1) Subject to the provisions of this Part, and for the purposes of Rule 5(b), a person who has been awarded a degree in pharmacy that has been recognised and approved by the Council in accordance with Part 3 shall complete in the State at least twelve months of an in-service practical training programme, under the direct supervision of a tutor pharmacist, in a registered retail pharmacy business or in the pharmaceutical department of a hospital if he or she wishes to apply under Part 5 to present for the Professional Registration Examination. Such in-service practical training programmes shall be subject to the prior approval of the Council.

(2) Notwithstanding the provisions of paragraph (1), and in accordance with Rule 17, such a person may complete in the State a period of not less than 6 months practical training other than in a registered retail pharmacy business or the pharmaceutical department of a hospital with the prior approval of the Council, and always provided that at least 6 months of the required training shall have been conducted in a retail pharmacy business or in the pharmaceutical department of a hospital as provided for in paragraph (1).

Rules: 12-month placement, at least 6 months in a clinical environment

f. Marks and standards for NPIP

Workplace Assessment: This assessment involves online completion and submission of the appraisal of the competence standards appropriate to each of the modules MP1-MP6. Each student will be appraised against relevant competence standards a specified number of times based on their placement structure. This will be at least three times. However, only the final designated clinical summative appraisal in the competence standards will form part of the summative assessment of the student’s competence.

Rules: Minimum of three appraisals based on CCF; final appraisal only is summative

Table 4.3. Illustrative Examples of Text from Sources Used to Identify Tutor Activity System Elements in Document Analysis Subject: Tutors

Resource Name Illustrative Comments Element(s): Component(s)

g. Tutor handbook The tutor has a key responsibility for initiating and maintaining a suitable learning environment throughout the period of the intern’s training. This requires the provision of appropriate activities, opportunities and most importantly regular scheduled periods of protected time for both the tutor and the intern to discuss and review the training to date. It is important to realise that what is taught does not equate with what the intern learns. The teaching process is an interaction between the teacher (tutor), the learner (intern), the subject and the context. The tutor pharmacist plays a key role in the education and professional training of future cohorts of pharmacists, ensuring that such pharmacists at the point of registration with the Pharmaceutical Society of Ireland have the necessary knowledge, skills, attitudes and capability to practise safely and effectively in the best interests of their patients. In return for sharing their knowledge and expertise with interns, there are a number of benefits accruing from being a tutor pharmacist:

• Contributing to the continued growth and development of the pharmacy profession by actively participating in the formation of its future member

• Diversifying and enhancing your professional skills by acting as a practice based educator. All pharmacy tutors are associate members of the Faculty of Medicine and Health Sciences at Royal College of Surgeons in Ireland and will receive a certificate confirming this

• Strengthening and enhancing your practice

• Maintaining, updating, and refreshing your knowledge

The conduct of the third and final assessment of an intern’s competency is a very important task for the tutor, not only because it contributes to the intern’s overall M.Pharm grade but because in accordance with the Rule 15(4) of the PSI (Education and Training) Rules 2008, the Council of the PSI is required to evaluate the performance of an intern by means including the assessment of the intern’s ability to apply the competencies set out by the PSI as being required to competently and independently practise pharmacy.

Division of Labour: Tutor to initiate and support learning activities

Object: Professional fulfilment and development

Rule: Sign-off at level 4 at final appraisal

h. General announcements forum

Practice Liaison Pharmacist: [name] can travel to visit students and tutors in the practice site. If you have any queries on any aspect of the Internship Programme, please do make contact [email] or at [mobile telephone]

Community: Practice liaison pharmacist

Subject: Tutors

Resource Name Illustrative Comments Element(s): Component(s)

i. Appraisal dates Clinical (12 Month) Appraisal Number 1: Appraisal Opens 16th October 2015 Appraisal Closes 6th January 2016

Rules: Appraisal Dates

j. Education and training rules

Tutor pharmacists

19. (1) A registered pharmacist practising as such who— (a) has practised as a pharmacist for a minimum of 3 years with a minimum of 1 years’ experience in the field of pharmacy practice in which he or she intends to act as a tutor pharmacist, (b) has completed such programmes of education and training as may be set down by the Council from time to time, and (c) meets the standard of knowledge, skills and experience as may be required by the Council from time to time for such pharmacists, may be recognised by the Council with a view to acting as a tutor pharmacist under these Rules.

Community: Tutor pharmacist criteria

k. eLearning materials

Coaching is the art of improving the performance of others. Coaches demonstrate skills by encouraging people to learn from and be challenged by their work. It is a life skill for a tutor

“The objective of performance management is to help the individual improve their performance, realise their potential and achieve better results for the organisation

Tool: Tutor skills in coaching

Tool: Performance management skills

l. Tutor training day slides

What is Compass

• A Moodle based activity that enables

○ Intern completing a self-assessment against the CCF

○ Tutor completing assessment of their assigned student(s) against the CCF” Setting the Scene

• Coaching provides the process that helps people get better, thereby facilitating goal achievement

• Every tutor has the potential to become an effective coach if they want to

• Good coaches demonstrate their power as a motivator, communicator & facilitator of change

Tool: Compass technology

Figure 4.2. Document Analysis Findings Mapped to an Activity System: Components identified during the document analysis mapped onto the activity system elements to model an activity system (unit of analysis).