A Professional Development Framework
for Pharmacy Staff involved in
E ducation, T raining and
W orkforce D evelopment
Launched at the joint GHP / UKCPA Conference, Warwick 9 -11 May 2008
June 2008
Welcome to the
Professional Development Framework for Pharmacy Staff involved in Education, Training and Workforce Development (ETWD Framework)
The ETWD framework has been developed jointly by the The NHS Pharmacy Education and Development Committee and the UKCPA Education and Training (E&T) Group.
It is a structured professional development tool for both:
G
those seeking to achieve an expert role in education, training and workforce development and
G
those who have education and training as an important, but less substantial part of their role The ETWD framework has 3 main sections which can be downloaded as separate files:
Section 1: Introduction.
Section 2 The Education, Training and Workforce Development Framework (ETWD
Framework) with hyperlinks to National Occupational Standards (marked in blue) Section 3: Case Studies
You can also download the following Appendix materials
Appendix 1: Examples of evidence provided by interviewees in terms of mapping to competencies in clusters 1 and 5 of the ETWD framework
Appendix 2: Mapping of the NHS Knowledge and Skills Framework (KSF) to the ETWD framework
Appendix 3: Mapping of the Higher Education Academy UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education (HEA framework) to clusters 1 and 5 of the ETWD framework
Appendix 4: Groups involved in the development of the ETWD framework
G
Project Steering and Working Group
G
Wider Reference group
Organisations involved in the development of the framework
The UKCPA Education & Training (E&T) Group NHS Pharmacy Education
& Development Committee
Building on the Advanced & Consultant Level Framework (ACLF) developed and validated by:
The NHS Pharmacy Education and Development Committee exists to provide co-ordination in pharmacy education, development, and training within the National Health Service
aims to:
• •
encourage and promote innovations and research in education, training and development to develop the pharmacy workforce leading to improved patient care• •
establish and promote standards in clinical pharmacy education•
•
support the continuing professional development of practitioners with roles in pharmacy education, training and developmentwww.ukcpa.org
www.codeg.org www.nhspedc.nhs.uk
including Northern Ireland
Foreword
The NHS Pharmacy Education and Development Committee and the UKCPA Education and Training (E&T) Group jointly identified the need for a professional development framework suitable for the pharmacy workforce with roles in Education, Training and Workforce Development.
Since competency in education and training is vital for our profession today and tomorrow, the aspiration was to produce a single framework that:
• •
defines competences in pharmacy education, training and workforce development• •
supports 'Higher Level Practice' in education, training and workforce development for both pharmacists and pharmacy technicians across all sectors of pharmacy practice• •
acts as a structured professional and career development tool for both:- those seeking to achieve an expert role in education, training and workforce development and
- those who have education and training as an important, but less substantial part of their role
Irrespective of the diversity in roles, competencies in all aspects of education and training involve very similar and transferable skills which could be embodied in a single framework.
We made it a priority to engage a wide range of colleagues and stakeholders representing a cross section of organisations and sectors of pharmacy practice from the start. This engagement continued throughout the development to ensure wide applicability of the framework.
The framework can be used in conjunction with other competence frameworks and professional development approaches used by different pharmacy groups and in line with relevant National Occupational Standards (NOS).
Finally we wish to acknowledge the contributions of all stakeholders engaged at various stages of this development(listed in Appendix 4).
Special thanks are due to practitioners who agreed to be interviewed enabling the development of the 'Case Studies' which should greatly facilitate the use of the framework in practice as well as enhance applicability in different settings and sectors of practice. These contributors cannot be listed by name as all case studies are anonymised.
Susan Sanders
(NHS Pharmacy Education &
Development Committee)
www.nhspedc.nhs.uk
Sally Lau
(UKCPA E&T Group - Chair)
www.ukcpa.org
Other project leads
Maria Christou • Catherine Duggan • • Helen Middleton • • Julie Sowter •
Section 4 Section 3 Section 2
Contents
Introduction
• •
Background• •
Why was the framework developed?• •
Who is the framework for?• •
The development process• •
How the Education, Training & Workforce Development (ETWD) framework links to professional development strategies for pharmacy staff• •
Using the ETWD framework in conjunction with other competency frameworks• •
Validation of the ETWD framework• •
How to use the ETWD framework and associated case studies• •
Benefits of using the ETWD framework• •
Future development• •
BibliographyThe Education, Training & Workforce Development framework
• •
The Education, Training & Workforce Development (ETWD) framework• •
Glossary of terms used in the ETWD frameworkCase Studies
illustrating applications of the ETWD framework• •
List of interviewees’ job roles• •
How to interpret the case studies• •
Case studies 1-16Appendices
1. Examples of evidence provided by interviewees in terms of mapping to competencies in clusters 1 & 5 of the ETWD framework
2. Mapping of the ‘NHS Knowledge and Skills Framework’ (KSF) to the ETWD framework 3. Mapping of the Higher Education Academy UK Professional Standards Framework
(HEA framework) to clusters 1 & 5 of the ETWD framework 4. Groups involved in the development of the ETWD framework
•
•
Project Steering and Working Groups• •
Wider Reference GroupSection 1
1 1 1 1 3
4 5 6 7 9 9
10 19
20 21 23
A1
A14 A18
A22
1
Section 1
Introduction
Background
The education, training and development of others are essential activities in pharmacy practice and take place in a wide variety of settings. These activities involve input from pharmacists and pharmacy support staff with diverse backgrounds and areas of specialisation at various stages of their career. Training others is therefore an expectation across any sector and level of pharmacy practice.
The way that learning is supported has a big impact on the delivery of high quality pharmacy and medicines management related services and consequently the care received by patients and service. The increased emphasis on capability and competency-based approaches in all areas of practice including education and training, highlighted the need to:
• •
support all groups of pharmacy staff with the education and training elements of their role• •
provide detailed guidance for people who want to develop an expert professional role in education, training and workforce developmentWhy was the framework developed ?
The Framework was developed to provide clarity and consistency across the profession in terms of:
• •
the range of education, training and workforce development skills needed when developing others, across a range of settings•
•
guidance and structure for career development of the diverse range of pharmacists and pharmacy support staff with roles in education, training and workforce developmentWho is the framework for ?
The Framework can be used by any member of pharmacy staff (across any sector of practice) involved in the education, training and development of others. The framework is suitable for those seeking to:
• •
develop their roles as trainers/educators as part of their professional activities or• •
become expert practitioners in pharmacy education, training and workforce developmentThe development process
A number of considerations informed the development process of the framework. These included the need to:
•
•
engage 'experts' and 'stakeholders' representing all sectors of pharmacy practice• •
utilise existing competencies and standards for pharmacy education, training and workforce development activities where available and develop new competencies only where gaps existed• •
ensure that the framework is both 'user friendly' and applicable to all sectors of pharmacy practice2
An extensive literature review of relevant existing frameworks was carried out
The Development Process
A Delphi survey was undertaken to reach consensus on the relevance of the range of existing National Occupational Standards (NOS) for 'Learning and Development' (L&D)
The structure of the framework was selected based on critical review of all relevant existing frameworks.
It was based on that of theAdvanced and Consultant Level Framework (ACLF) developed by CoDEG
A new cluster ‘Expert Professional Roles in Education & Workforce Development’ (EPREWD) was developed as an alternative to the ‘Expert Professional Practice’ ACLF cluster
The framework was named:
A Professional Development Framework for Pharmacy Staff involved in Education, Training & Workforce Development
(ETWD framework)
The following were mapped to the ETWD framework:
• •
The NHS Knowledge and Skills Framework (KSF)(Appendix 2)• •
The Higher Education Academy (HEA) UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education (HEA framework)(Appendix 3)NOS Mapping
• •
L&D and Workforce Planning (WP) NOSwere mapped onto the new EPREWD cluster• •
L&D NOSwere mapped to the Education, Training and Development ACLF cluster to enhance itCluster 1 Expert Professional Role in Education and Workforce Development
plus NOS for L&D and WP
Cluster 5 Education, Training and Development from ACLF plus NOS for L&D
Cluster 2 Building Working Relationships
Cluster 3 Leadership
Cluster 4 Management
Cluster 6 Research and Evaluation
3
How the Education, Training & Workforce Development (ETWD) framework links to professional development strategies for pharmacy staff
Cluster 1 Expert Professional Role in
Education and Workforce Development plus NOS L&D and WP
Cluster 5 Education, Training
andDevelopment plus NOS L&D
Cluster 2
Cluster 6 Cluster 4 Cluster 3
Registered Pharmacy Technicians
Registered Pharmacists Pre-registration
Trainee Pharmacy Technicians
Pre-registration Trainee Pharmacists
RPSGB Draft Pharmacy Framework for Pharmacy Technicians (in preparation) Pharmacy NVQ
Level 3 in
Pharmacy Services + underpinning knowledge Certificate
RPSGB Perform- ance Standards
RPSGB Draft Pharmacy Practice Framework General Level Framework (CoDEG)
Advanced & Consultant Level Competency Framework (ACLF)
National Framework for
Pharmacists with a Special Interest (PhwSI framework)
Higher Education Academy (HEA framework)
NHS Knowledge and Skills Framework (KSF)
Higher Level Practice
Senior Pharmacy Technicians
Higher Level Practice Pharmacists e.g.
•NHS Specialist Pharmacists
•Pharmacists with a Special Interest (PhwSI)
•Lecturers
Teacher Practitioners
Experts in Education, Training and Workforce Development (ETWD) e.g.
•NHS Staff specialising in ETWD
•Community Pharmacy Training Managers
•Senior Lecturers / Professors
NHS Consultant Pharmacists (England)
NHS Chief Pharmacists
The ETWD framework fits well within the existing
and developing career progression strategies for
the pharmacy workforce
4
Advanced
&
Consultant Level Framework
(ACLF)
Pharmacists with Special
Interest (PhwSI) framework
Clinical Specialties
e.g. Adult Critical Care:
Specialist Pharmacy Practice
Management
'Chief Pharmacists Career Strategy'
The ETWD framework can be used in conjunction with:
The 'enhanced' Education, Training and Development ACLF cluster can be used in conjunction with:
Cluster 1
Expert Professional Role in Education andWorkforce Development
plus NOS L&D and WP
Cluster 2
Cluster 6 Cluster 4 Cluster 3
Cluster 1
Expert Professional Role in Education andWorkforce Development
plus NOS L&D and WP
Cluster 5
Education, Training and Developmentplus NOS L&D
Cluster 2
Cluster 6 Cluster 4 Cluster 3
Using the ETWD framework in conjunction with other competency frameworks
The ETWD framework complements a range of existing competency frameworks in pharmacy
The Higher Education
Academy UK Professional Standards framework
(HEA framework)
(Mapping in Appendix 3) The NHS Knowledge
and Skills framework
(KSF)
(Mapping in Appendix 2)
Cluster 5
Education, Training and Developmentplus NOS L&D
5
Interviews were undertaken with pharmacy staff in a range of ETWD roles practising across all sectors
of pharmacy practice
Interviewees mapped evidence of their ETWD roles on the
‘Expert Professional Roles in Education and Workforce Development’ and the Education, Training and Development framework clusters at either
‘ Foundation ’, ‘ Excellence ’ or ‘ Mastery ’ level
Evidence of mapping to clusters 1 and 5
was collated (Appendix 1) Case studies
were developed (Section 3)
Data from interviewees was compared and contrasted
Refer to validation report www.ukcpa.org &
www.nhspedc.nhs.uk To facilitate the
use of the ETWD framework in practice
To validate the ETWD framework
Validation of the ETWD framework
6
How to use the ETWD framework and associated case studies
Consider your current post, roles in ETWD and associated professional development.
Select one or more case studies (Section 3) that most closely match your role or aspiration
I consider myself an 'expert'
in ETWD
I aspire to become an 'expert'
in ETWD
Map your evidence for current level of practice to all six clusters of the
ETWD framework
Map your evidence to the ‘Education, Training and Development’ cluster of the ETWD framework and consider mapping
to any other relevant clusters
In each case assess your level of practice to one of the following categories:
Foundation - ‘Trainee Specialist’ Excellence - ‘Experienced Practitioner’
Mastery - ‘Leading Edge Practitioner’
Compare your evidence with examples of evidence provided by interviewees for case studies (Appendix 1)
Consider the NOS mapped for each level of practice by following the hyperlinks in the framework (Section 2)
This will give you a better insight regarding your level of practice
List your priorities for future development with ETWD
If you are a manager, consider how you can use the framework for competence assessment and performance management of others
Make links with other frameworks applicable to your role e.g. KSF (Appendix 2) and HEA framework (Appendix 3)
I carry out ETWD activities as part of my main
professional practice
Decide on what best describes your current professional practice
7
The following benefits have been identified based on feedback from those interviewed for the case studies:
A structured tool for mapping relevant skills and competencies in education, training and workforce development
“The framework helps me to identify the criteria and level of practice I should aspire to. It also benchmarks me, where
I am at present and gives me confidence in the skill set and knowledge I have.”
Participant 1 Lead E&T Pharmacist NHS Teaching Hospital
A framework to support professional development for anyone with roles in education, training and workforce development
"I may have excellent knowledge
[of the subject I am teaching] but may not have the most excellent tools to deliver that knowledge. The Framework and
the National Occupational Standards that are mapped to it can help me identify what I don't know."
Participant 13
Technical Services Specialist Acute NHS Trust
Benefits of using the ETWD framework
“This is a good
framework in helping to identify my learning and development needs…
It has raised my awareness."
Participant 10 Community Pharmacy
CPD Facilitator
“I would use the
framework to develop other staff in my team and think it is a useful tool for
staff development.”
Participant 4
Director of NHS Regional Pharmacy E&T Services
8
A tool that supports other existing models for higher level practice
"I have a Personal Development Plan (PDP) for both jobs [Teacher Practitioner
= university lecturer and PCT pharmacist].
The framework may help align these two PDPs [because]
the framework is specific to you personally and cut through all the roles."
Participant 9 Teacher Practitioner
(HEI/PCT)
“I can see how a lot of the competencies in the framework can be used to help Higher Education Institutions (HEIs)
set standards for Teacher Practitioners (TPs).”
Participant 5 - Senior Lecturer (Academia)
A framework that supports individuals working in more than one sector of pharmacy practice
"If I had the framework [in 2005]
when I applied to become a member of the Higher Education Academy [by portfolio] it would have made the application process easier and would have
helped me to demonstrate the relevance of E&T to clinical practice as well as demonstrate my
knowledge and skills as a teacher."
Participant 5 - Senior Lecturer (Academia)
"It would be interesting to
map yourself on the framework and then run it back against your KSF outline and see
how it cross references. This would enable you to see how the framework could
move you along the KSF."
Participant 9 Teacher Practitioner
(HEI/PCT)
"It would be useful to map roles e.g. pre-registration tutor to the framework to see where tutors should be in terms of competency levels and then link
the pre-registration tutor training to the framework."
Participant 4
Director of NHS Regional Pharmacy E&T Services
9
Future development
As with any developing area, the ETWD framework is only a starting point and is not set in stone. It is hoped that broad engagement and feedback from users will help to refine the framework and improve its applications.
In order to achieve this, the framework needs to be embedded in professional development plans across the pharmacy profession and should accommodate a wide range of individual users with a diversity of roles in education, training and development of others.
All comments and feedback can be sent directly to:
Susan [email protected] or Sally [email protected]
Bibliography
Guidance for the development of consultant pharmacists posts.
The Department of Health, London 2005 www.dh.gov.uk
Implementing care closer to home - providing convenient quality care for patients.
A national framework for pharmacists with special interests www.dh.gov.uk
National Occupational Standards for 'Learning and Development' www.skillsforhealth.org.uk/tools/view_framework.php?id=83
National Occupational Standards for Workforce Planning
www.skillsforhealth.org.uk/page/competences/completed-competences-projects/list/
workforce-planning?id=105
The RPSGB Draft Pharmacy Practice Framework (2007) General Level Framework (Second Edition)- CoDEG http://www.codeg.org/pages/general.html
10
Section 2 The Education, Training and Workforce Development (ETWD) Framework
The Education, Training and Workforce Development (ETWD) framework aims to support 'higher level practice' and utilises the model outlined in the Department of Health (DH) documents 'Guidance for the Development of Consultant Pharmacist posts' which incorporates the Advanced and Consultant Level Framework (ACLF) and the 'National Framework for Pharmacists with Special Interests' (PhwSI).
The ETWD framework is designed for use as a stand alone framework applicable to all involved in the education, training and development of others. It can also be used in conjunction with other competency frameworks for pharmacy staff as described in Section 1.
Cluster 1 outlines competencies for the 'Expert Professional Role in Education and Workforce Development (EPREWD) and is supported by the more generic 'Education, Training and Development' (cluster 5) as well as the competencies in clusters 2,3,4 and 6 of the ACLF.
Cluster 5 outlines competencies for the 'Education, Training and Development' of others and is an enhanced version of cluster 5 in the ACLF and PhwSI frameworks.
Existing relevant National Occupational Standards (NOS) for 'Learning and Development' (L&D) and 'Workforce Planning' (WP) have been mapped where they best fit to clusters 1 and 5 of the ETWD framework.
The titles of these NOS are listed in blue and the detail e.g. performance standards and underpinning knowledge have been hyperlinked to facilitate access when using the ETWD framework on line.
11
1. Expert Professional Role in Education and Workforce Development (EPREWD)
Improves standards of Education, Training & Workforce Development
FOUNDATION EXCELLENCE MASTERY
C o m p e t e n c y L e v e l D e s c r i p t o r s COMPETENCY
Demonstrates educational and workforce development knowledge
Maintains a patient-centred focus in education, training and development activities
Demonstrates ability to use skills in a range of routine situations requiring analysis or comparison of a range of options
Recognises priorities when
problem-solving and identifies deviations from the normal pattern
Follows legal, ethical, professional and organisational policies/procedures and codes of conduct
Demonstrates specialist educational and workforce development knowledge in a defined area(s)
Facilitates a patient-centred focus and appropriate stakeholder involvement in education, training and development activities
Demonstrates ability to use skills to make decisions in complex situations where there are several factors that require analysis, interpretation and comparison Demonstrates an ability to see situations holistically
Takes action based on own interpretation of broad professional policies/procedures where necessary
Advances the knowledge base in education and workforce development and regarded as a leading authority in an area of expertise
LLUK L19 Provide learning and development in international settings
Ensures a patient-centred focus and appropriate stakeholder involvement in education, training and development activities (including patient and carer involvement in inter-professional learning programmes)
Demonstrates ability to use skills to undertake complex analyses and interpretation of difficult and dynamic situations
Demonstrates ability to make decisions in the absence of evidence or data or when there is conflicting evidence or data
Interprets overall health service policy and strategy1, in order to establish goals and standards for others within the defined area(s)
Expert Skills and Knowledge
Patient Care Focus
Reasoning and Judgement Including:
••Analytical skills
• Judgemental skills•
••Interpretational skills
••Option appraisal
Professional Autonomy
1
2
3
4
1In community pharmacy evidence may include interpretation of policies and strategy related to pharmacy in addition to or as well as overall health service policy and strategy
12
Demonstrates understanding of standards for education, training and development
Conforms to standards of practice for education, training and development and assessment processes
Participates in the training and developing of others to undertake an education,
training and development role
Demonstrates understanding of the local workforce planning processes
Influences workforce planning at a local level
WP6 - Contribute to assessing workforce supply and demand
WP3 - Contribute to preparing for workforce planning based on service needs WP9 - Contribute to developing and
implementing a workforce plan
Accountable for setting the standards for education, training and development for local2workforce education and proactively gaining feedback from users to inform these Accountable for ensuring education, training and development and assessment processes within the organisation meet quality standards LLUK V1 Conduct internal quality assurance of the assessment process
Accountable at a local2level for ensuring that pharmacy staff are competent in education, training and development roles
Implements workforce plans at a local level
Influences the formulation of local2 workforce development strategies WP1 - Identify the purpose and scope of a
workforce plan
WP2 - Identify and evaluate forces for change that may impact on workforce WP4 - Assess workforce demand
WP5 - Assess workforce supply WP7 - Develop a workforce plan
WP8 - Implement and review workforce plan Quality Assurance and
Enhancement
Developing Others Involved in Education, Training and Workforce Development
Workforce Planning Including:
• Numbers of trainees• needed to meet
workforce requirements
•
• Strategy for workforce development
5
6
7
1. Expert Professional Role in Education and Workforce Development (EPREWD)
Improves standards of Education, Training & Workforce Development
2Local means within the individual’s employing organisation or company
C o m p e t e n c y L e v e l D e s c r i p t o r s
FOUNDATION EXCELLENCE MASTERY
COMPETENCY
Influences the setting of standards for education, training and development at a regional or national level
Accountable for ensuring education, training and development and
assessment processes within external training centres meet quality standards LLUK V2 Conduct external quality
assurance of the assessment process
Influential at a regional or national level for ensuring that pharmacy staff are competent in education, training and development roles
Influences workforce planning at a regional or national level
Implements local2workforce development strategies
13
2. Building Working Relationships
Is able to communicate, establish and maintain working relationships and gain the co-operation of others
FOUNDATION EXCELLENCE MASTERY
C o m p e t e n c y L e v e l D e s c r i p t o r s COMPETENCY
Demonstrates use of appropriate communication to gain the co-operation of individual patients, colleagues and clinicians
Demonstrates ability to communicate where the content of the discussion is explicitly defined
Demonstrates ability to work as a member of the pharmacy team
Recognises personal limitations and is able to refer to a more appropriate colleague
Demonstrates use of appropriately selected communication skills to gain co-operation of small groups of patients, colleagues, senior clinicians and
managers within the organisation Demonstrates ability to communicate where the content of the discussion is based on opinion
Demonstrates ability to work as an acknowledged member of a multidisciplinary team
Accepts consultation for specialist advice from within the organisation
Demonstrates ability to present complex, sensitive or contentious information to large groups of patients, clinicians and / or senior managers
Demonstrates ability to communicate in a hostile, antagonistic or highly emotive atmosphere
Works across boundaries to build
relationships and share information, plans and resources
Sought as an opinion leader both within the organisation and in the external environment
Communication Including ability to:
•
• Persuade
••Motivate
••Negotiate
••Empathise
•
• Provide reassurance
••Listen
••Influence and
•
• Networking Skills
••Presentation Skills
Teamwork and Consultation
1
2
14
3. Leadership
Inspires individuals and teams to achieve high standards of performance and personal development
FOUNDATION EXCELLENCE MASTERY
C o m p e t e n c y L e v e l D e s c r i p t o r s COMPETENCY
Demonstrates understanding of the needs of stakeholders and practice reflects both local and national health care policy3
Demonstrates understanding of the pharmacy role in clinical governance.
Implements this appropriately within the organisation
Demonstrates understanding of, and contributes to, the department and corporate vision
Demonstrates ability to improve quality within limitations of service. Requires limited supervision
Reviews last year's progress and develops clear plans to achieve results within priorities set by others
Demonstrates ability to motivate self to achieve goals
Demonstrates ability to incorporate national health care policy to influence local strategy.
Influences the clinical governance agenda for the team
Creates vision of future and translates this into clear directions for staff and supervisors
Recognises and implements innovation from the external environment. Does not require supervision
Develops clear understanding of priorities and formulates practical short-term plans in line with department strategy
Demonstrates ability to motivate individuals in the team
Demonstrates active participation in creating national health care policies
Shapes and contributes to the clinical governance agenda at a higher level
Convinces others to share the vision at a higher level.
Takes the lead to ensure innovation produces demonstrable improvement in service delivery
Relates goals and actions to strategic aims of organisation and profession
Demonstrates ability to motivate individuals at a higher level Strategic Context
Clinical Governance
Vision
Innovation
Service Development
Motivational
1
2
3
4
5
6
3National health care policies may also include national policies affecting pharmacy
15
4. Management
Organises and delivers service objectives in a timely fashion
FOUNDATION EXCELLENCE MASTERY
C o m p e t e n c y L e v e l D e s c r i p t o r s COMPETENCY
Demonstrates understanding of the implications of national priorities for the team
Demonstrates understanding of the process for effective resource utilisation
Demonstrates understanding of, and conforms to, relevant standards of practice
Demonstrates ability to identify and resolve risk management issues according to policy/protocol
Follows professional and organisational policies/procedures relating to
performance management. Refers appropriately to colleagues for guidance
Demonstrates understanding of the principles of project management
Shapes the response of the team to national priorities
Demonstrates ability to effectively manage resources
Accountable for the setting and monitoring of standards of practice at team level
Is accountable for developing risk management policies/protocols for the team, including identifying and resolving new risk management issues
Is accountable for performance management for the team
Demonstrates ability to successfully manage a project at team level
Accountable for the direct delivery of national priorities at a higher level
Demonstrates ability to reconfigure the use of available resources
Accountable for the setting and
monitoring of standards at a higher level
Is accountable for developing risk management policies/procedures at a higher level, including identifying and resolving new risk management issues
Is accountable for performance management at a higher level
Demonstrates ability to successfully manage a project at a higher level Implementing National
Priorities
Resource Utilisation4
Standards of practice
Managing Risk
Managing Performance
Project Management
1
2
3
4
5
6
4Resources include staff, equipment and finances
16
5. Education, Training & Development
Supports the education, training & development of others. Promotes a learning culture
FOUNDATION EXCELLENCE MASTERY
C o m p e t e n c y L e v e l D e s c r i p t o r s COMPETENCY
Understands and demonstrates the characteristics of a role model to members of the team
Demonstrates understanding of the mentorship process
Knowledge requirements of LLUK L12 - Enable learning through coaching
Knowledge requirements of LLUK L14 - Support learners by mentoring in the work- place
Demonstrates ability to conduct teaching efficiently according to a lesson plan with supervision from a more experienced colleague
LLUK L6 - Develop training sessions LLUK L7 - Prepare and develop resources to support learning
LLUK L9 - Create a climate that promotes learning (L9.1 & L9.3 only)
Demonstrates the characteristics of an effective role model at a higher level
Demonstrates ability to effectively mentor others within the team
LLUK L3 - Identify individual learning aims and programmes
LLUK L12 - Enable learning through coaching
LLUK L14 - Support learners by mentoring in the workplace
LLUK L15 - Support and advise individual learners
LLUK L16 - Monitor and review progress with learners
Is able to assess the performance and learning needs of others
LLUK L5 - Agree learning programmes with learners
LLUK A1 - Assess candidates using a range of methods
LLUK A2 - Assess candidates' performance through observation Role Model
Mentorship
Conducting Education
& Training
1
2
3
Is able to develop effective role model behaviour in others
Demonstrates ability to effectively mentor outside the team
Demonstrates ability to design, manage and evaluate a course of study, with appropriate use of teaching, assessment and study methods
LLUK L2 - Identify the learning and development needs of the organisation LLUK L8 - Manage the contribution of other people to the learning process LLUK L17 - Evaluate and improve learning and development programmes
17
LLUK L10 - Enable learning through presentations
LLUK L11 - Enable learning through demonstrations and instruction LLUK L13 - Enable group learning (L13.2 only)
Demonstrates self-development through routine Continuing Professional
Development activity
Participates in the formal education of undergraduate and/or postgraduate students5
Demonstrates an understanding of current educational policies in health services7
Demonstrates ability to plan a series of effective learning experiences for others LLUK L4 - Design learning programmes NOS L&D L9 - Create a climate that promotes learning (L9.2)
NOS L&D L13 - Enable group learning (L13.1)
Acts as a Continuing Professional Development facilitator
Participates in the education and training of formal specialist interest groups in the external environment
Demonstrates ability to interpret national policy in order to design strategic
approaches for local workforce education LLUK L1 - Develop a strategy and plan for learning and development
LLUK L18 - Respond to changes in learning and development
Shapes and contributes to the Continuing Professional Development strategy at a local (outside of discipline) or external (within discipline) level
Shapes, contributes to or is accountable for the creation or development of higher education qualification(s)6
Shapes and contributes to national educational policy
Conducting
Education & Training ctd
Continuing
Professional Develop- ment
Links Practice and Education
Educational Policy
3
4
5
6
5. Education, Training & Development
Supports the education, training & development of others. Promotes a learning culture
5For pharmacy technicians and community pharmacists involved in pharmacy support staff education, appropriate evidence could include participation in the formal education of NVQ/SNVQ candidates and post-qualification education e.g. foundation degrees in addition to or instead of participation in the formal education of undergraduate and postgraduate students
6For pharmacy technicians and community pharmacists involved in pharmacy support staff education, appropriate evidence could include shaping or contributing to or being accountable for the creation or development of qualification(s) e.g. Foundation degrees, NVQs/SNVQs, underpinning knowledge certificates e.g. BTec in addition to or as well as shaping or contributing to or being accountable for the creation or development of higher education qualification(s)
7This would also include other educational policies relevant to pharmacy
FOUNDATION EXCELLENCE MASTERY
C o m p e t e n c y L e v e l D e s c r i p t o r s
COMPETENCY
18
6. Research & Evaluation
Uses research to deliver effective practice. Identifies and undertakes research to inform practice
FOUNDATION EXCELLENCE MASTERY
C o m p e t e n c y L e v e l D e s c r i p t o r s COMPETENCY
Demonstrates ability to critically evaluate and review literature
Demonstrates ability to identify instances where there is a gap in the evidence base to support practice
Demonstrates ability to describe the core features of research protocols
Demonstrates ability to generate evidence suitable for presentation at local level
Demonstrates ability to apply research evidence into own practice
Demonstrates understanding of the principles of research governance
Demonstrates ability to work as a member of the research team
Demonstrates application of critical evaluation skills in the context of specialist practice
Demonstrates ability to formulate appropriate and rigorous research questions within the speciality
Demonstrates ability to design a rigorous protocol to address previously formulated research questions
Demonstrates ability to generate new evidence suitable for presentation at research symposium
Demonstrates ability to apply
evidence-based practice within the team
Is able to contribute to research
supervision in collaboration with research experts
Demonstrates ability to establish new multidisciplinary links to conduct research projects
Is recognised as undertaking peer review activities within the speciality
Demonstrates ability to design a
successful strategy to address research questions within the speciality
Demonstrates active involvement in the critical review of research protocols
Demonstrates authorship of primary evidence and outcomes in peer reviewed media
Is able to use research evidence to shape organisational policy/procedure
Is a research project supervisor for postgraduate students
Demonstrates ability to show leadership within research teams concerning the conduct of specialist research Critical Evaluation
Identifies Gaps in the Evidence Base
Develops and Evaluates Research Protocols
Creates Evidence
Research Evidence Into Practice
Supervises Others Undertaking Research
Establishes Research Partnerships
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Glossary of terms used in the ETWD framework
Term Explanation
Clinical Governance A framework through which NHS organisations are accountable for continuously improving the quality of their services and safeguarding high standards of care by creating an environment in which excellence in clinical care will flourish
Continuing Professional A systematic, ongoing, cyclical process of self-directed learning Development (CPD)
Defined Area The individual's area of specialty within education, training and workforce development Dynamic Situations Where the context of the problem is changing and requires regular evaluation
Evidence-Based Practice Using good quality evidence to make sound decisions External Environment Outside of the individual's employing organisation Facilitator One who encourages self-directed learning
Local Environment Within the individual's employing organisation or company
Mentor Mentors are people who, through their action and work, help others to achieve their potential Higher Level A greater level of organisational complexity than that of the individual's team (as defined above)
National Priorities Health care and educational priorities identified by the Department of Health. Educational policy as defined by the professional and/or regulatory body for pharmacy.
Peer Review Activities Expert opinion is sought to undertake a review of published work(s) in the individual's area of practice Role Model One whose behaviour model is followed by a learner
Team The staff (pharmacy or multidisciplinary) or care group with which the pharmacist works most closely
Workforce Development The education & training opportunities made available/accessible to the whole health economy, and education & training activity undertaken Workforce Planning Using pharmacy workforce numbers to project the numbers of pharmacy staff required to deliver future pharmacy and medicines
management services. This allows proposals to be made regarding the numbers of trainees required.
Workforce Strategy An overall statement of intention for the development of the pharmacy workforce (trainees and qualified staff)
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Section 3
Case Studies
List of interviewees for case studies
Interviewee Job role Code
Number
1
Lead Education & Training Pharmacist SPEdNHS Teaching Hospital
2
Lead Education & Training Pharmacy Technician SPEdNHS Teaching Hospital
3
Education & Training Pharmacy Technician SPEdNHS Regional Pharmacy E&T Services
4
Director of NHS Regional Pharmacy Education & Training Services SPEd5
Academia Senior Lecturer SPEd SLHigher Education Institution (HEI)
6
Further Education (FE) College Pharmacy Technician SPEd NHS Teaching Hospital / FE College (50:50 split)7
NHS Teacher Practitioner / E&T Pharmacist SPEd TPHEI / NHS Hospital (50:50 split)
8
Teacher Practitioner / Community Pharmacist SPEd TPHEI / NHS Hospital (40:60 split)
9
Teacher Practitioner / PCT Community Pharmacy Advisor SPEd TP HEI / PCT (40:60 split)10
Community Pharmacy CPD Facilitator / Store Manager Ed Facil Community Pharmacy Multiple (25:75 split)11
Tutor, Centre for Pharmacy Postgraduate Education Ed Facil England (CPPE)12
Pre-registration Trainee Pharmacist Tutor Tu13
Technical Specialist (who teaches in own specialist area) SPA Acute NHS Trust14
Community Pharmacist with a specialist area of clinical practice SPCl - has the potential to become a Pharmacist with a Special Interest (PhwSI)Community Pharmacy
15
Industrial Pharmacist SPIPharmaceutical Industry
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Pharmacy Training Manager SPEdCommunity Pharmacy Multiple
21 The individual’s roles
in education, training and workforce development
in theircurrentjob
The case studies are divided into three sections:
First section
A ladder showing the individual’s career
pathway leading to theircurrentjob
The individual’s professional development in education, training and workforce development
in theircurrentjob
Section 3
How to interpret the Case Studies
The individual’s roles in education, training and
workforce development in theirpreviousjobs
The individual’s professional development in education, training and workforce development
in theirpreviousjobs
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Second section
Section 3
How to interpret the Case Studies
Third section
Participants undertook
self-assessment of competency in both theircurrentandpreviousjobs
Participants mapped themselves to the framework at one of 3 levels,
shown by three different shades of blue on the mapping grid
Trainee Specialist
Experienced Practitioner
Leading Edge Practitioner
Alongside the mapping grid are quotes and comments which link
the participant’s practice to the framework
Quotes and comments made by participants in
response to specific questions posed during
their interview Each job has
been coded
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Competency level descriptor Foundation Excellence Mastery
Competency level descriptor
FOUNDATION EXCELLENCE MASTERY
Job code
Specialist Clinical Pharmacist SPCl
Teacher Practitioner (HEI/Hospital) SPEd TP
Lead E&T pharmacist SPEd
Job Code
Specialist Clinical Pharmacist SPCl Teacher Practitioner (HEI/Hospital) SPEd TP
Lead E&T pharmacist SPEd
Teacher Practitioner Hospital/HEI
(3 years)
Specialist Clinical Pharmacist - Hospital
(4 years)
Clinical Pharmacist Hospital 2 years)
Professional Development for ETWD
••Trained to Diploma level as a counsellor
••Continued experiential learning
••Postgraduate Certificate in Education - (PGCE)
••City & Guilds Further &
Adult Education Teaching
••Teaching and Learning module - Diploma in Pharmacy Practice
•
•Experiential learning
••MSc Clinical Pharmacy
Mapping to the ETWD framework
Cluster 5 - Education Training & Development Supports the education, training & development of others.
Promotes a learning culture
Role Model
Mentorship
Conducting E&T Continuing Professional Development Links Practice and Education Education Policy
Competency Jobs
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SPCI SPEd TP SPEd
Roles in ETWD
•
•Responsible for academic programmes e.g.
- Clinical Certificate/Diploma in Pharmacy Practice
- F1/F2 doctor training and exams (as part of modernising medical careers) - MSc in Infection management
- Accredited medicines management programme for pharmacy technicians
•
•Responsible for local CPD strategy and pastoral care of students
••Tutor for pre-registration trainee pharmacists
•
•Certificate course tutor
••Clinical sessions for pharmacists and pharmacy technicians
CASE STUDY 1
This pharmacist reflected on their development from specialist clinical pharmacist (SPCl) to a specialist in education and training (SPEd).
“At the start of my specialist clinical pharmacist post (SPCl) I wasn't even on the map. I was below foundation level. I wasn't consciously aware of the skill set needed or my development needs.”
“During my time as a Teacher Practitioner I would have comfortably met 'Excellence' level of all competencies in this cluster.”
Lead Education & Training Pharmacist
NHS Teaching Hospital
Lead Education
& Training Pharmacist
Hospital (7 years)
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Competency level descriptor Foundation Excellence Mastery
Competency level descriptor
FOUNDATION EXCELLENCE MASTERY
This pharmacist noted that cluster 1 applies well to their current role but less so in their previous roles.
“This cluster is useful in my current role but would not be applicable to my previous roles.”
“During my time as a Teacher Practitioner I had a high teaching commitment but not much of a strategic role.”
How could the framework be used for future development within ETWD?
How could the framework be used for competency assessment and performance management of ETWD roles?
Job code
Specialist Clinical Pharmacist SPCl
Teacher Practitioner (HEI/Hospital) SPEd TP
Lead E&T pharmacist SPEd
“I would like to use the framework as a robust way of measuring what I do. Activities in ETWD are more difficult to measure than the number of Medicines Information queries for example.”
“This framework could be used in conjunction with the NHS Knowledge and Skills Framework to evaluate competence of pharmacy staff with roles in ETWD.”
I would like to use the framework as a tool to:
•
•
benchmark where I am at present and gain confidence in the skill set and knowledge that I have• •
gather evidence for competencies described in the framework as recognition of my expert practice• •
identify relevant learning and development needs e.g. 'workforce planning'• •
identify criteria and level of practice in ETWD to aspire to“At the moment I don't have a clear picture of what my learning and development needs are in relation to Education & Training therefore I am reactive rather than proactive. This Framework may help me with this!”
“In future I may also be able to submit evidence gathered for the framework to the College of Pharmacy Practice to gain membership (Advanced Award).”
Cluster 1 -Expert Professional Role in Education & Workforce Development (EPREWD)
Improves standards of Education and Workforce Development
Expert Skills
& Knowledge
Patient Care Focus
Reasoning &
Judgement
Professional Autonomy
Quality Assurance
& Enhancement (of ET)
Developing others involved in ETWD Workforce Planning
Competency Jobs
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SPCI SPEd TP SPEd
Job Code
Specialist Clinical Pharmacist SPCl Teacher Practitioner (HEI/Hospital) SPEd TP
Lead E&T pharmacist SPEd
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Senior Pharmacy Technician - Hospital
(8 years)
Pharmacy Technician - Hospital
(2 years)
Lead Education &
Training Pharmacy Technician
Hospital (10 years)
Roles in ETWD
•
•Co-ordination of Pharmacy NVQ Level 2 and 3 Pharmacy Services in a large teaching hospital and Further Education (FE) college
•
•Teaching in the NHS trust and FE college
••Acting as internal verifier
•
•Developing underpinning knowledge materials for NVQ Level 2 Pharmacy Services
••In-house training for qualified pharmacy support staff
••CPD facilitator for RPSGB
••NVQ Assessor and Internal Verifier for Trust
CASE STUDY 2
Mapping to the ETWD framework
Cluster 5 - Education Training & Development Supports the education, training & development of others.
Promotes a learning culture
Role Model
Mentorship
Conducting E&T Continuing Professional Development Links Practice and Education Education Policy
Competency Jobs
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PT SPMan SPEd
Lead Education & Training Pharmacy Technician
NHS Teaching Hospital
Competency level descriptor Foundation Excellence Mastery
Competency level descriptor
FOUNDATION EXCELLENCE MASTERY
Job Code
Pharmacy Technician PT
Senior Pharmacy Technician SPMan
Lead E&T Pharmacy Technician SPEd
This pharmacy technician felt that their
extensive experiential learning in NVQ training, coupled with a formal teaching course (Certificate in Education) has enabled them to reach
'Excellence'or'Mastery'level for all competencies in this cluster.
Professional Development for ETWD
•
•Certificate in Education (CertEd)
••RPSGB CPD Facilitators' training
••Management training (Institute of Leadership &
Management)
••Internal Verifier training
••NVQ Assessor training (D32/D33)
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Competency level descriptor Foundation Excellence Mastery
Competency level descriptor
FOUNDATION EXCELLENCE MASTERY
This pharmacy technician felt that their work with a Further Education (FE) College, together with their involvement in regional and national education and training groups, and their 'Certificate in Education' have equipped them with skills and knowledge that can be mapped to'Excellence'or 'Mastery'level for all competencies in this cluster.
How could the framework be used for future development within ETWD?
How could the framework be used for competency assessment and performance management of ETWD roles?
“The framework could be used to support competency assessments in conjunction with the KSF.
This requires good knowledge of the KSF and National Occupational Standards (which I already have).”
Cluster 1 -Expert Professional Role in Education & Workforce Development (EPREWD)
Improves standards of Education and Workforce Development
Expert Skills
& Knowledge
Patient Care Focus
Reasoning &
Judgement
Professional Autonomy
Quality Assurance
& Enhancement (of ET)
Developing others involved in ETWD Workforce Planning
Competency Jobs
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PT SPMan SPEd
Job Code
Pharmacy Technician PT
Senior Pharmacy Technician SPMan
Lead E&T Pharmacy Technician SPEd
“At present, I will be able to use the framework in conjunction with dimensions of the NHS Knowledge and Skills Framework (KSF) that are relevant to ETWD.”
“The framework will be more useful if I decide to further my progress in ETWD at a regional and national level.”