clinical pharmacists in general practice education...clinical pharmacy postgraduate qualification...
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CENTRE FOR PHARMACYPOSTGRADUATE EDUCATION
Clinical pharmacists in general practice education
GP clinical supervisor handbook
GENPRAC2CLSUP-WBFebruary 2019
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Acknowledgements
Authors Helen Middleton, lead pharmacist - General practice education (London and South East), CPPEEmma Wright, lead pharmacist - General practice education (South), CPPE
ReviewersCeinwen Mannall, national lead, General practice and lead pharmacist, learning development, CPPEJohn Howard, GP director lead for clinical pharmacist programmes, Health Education England’s GP Directors
EditorSarah Bromley, editorial assistant, CPPE
This version was published in February 2019. Originally published in August 2017 by the Centre for Pharmacy Postgraduate Education, Division of Pharmacy and Optometry Faculty of Biology, Medicine and Health, Stopford Building (1st floor), The University of Manchester, Oxford Road, Manchester, M13 9PT. www.cppe.ac.uk
Reg. No. 2113
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Welcome and contentsThank you for taking on the role as a GP clinical supervisor and contributing to the development of a clinical pharmacist in general practice. This handbook will provide information on the training pathway, support for the GP clinical pharmacists and your role as a GP clinical supervisor.
Section 1 – Background to the NHS England programme for 4 clinical pharmacists in general practice
The NHS England programme for clinical pharmacists in general practice 4
The Clinical pharmacists in general practice education programme 5
About CPPE 6
Section 2 – Delivery of the pathway 7
Overview of the Clinical pharmacists in general practice education programme 7
Multi-pathway approach 8
Local learning sets 10
Portfolio 10
Clinical pharmacist in general practice role progression handbook 10
Assessment 11
CPPE statement of progression 13
Independent prescribing 13
Multiprofessional learning 13
Section 3 – Support for the pharmacists throughout the pathway 14
Support structure underpinning the learning pathway 14
Pharmacists requiring additional support (PRAS) 15
The role of GP clinical supervisor 16
Appendix 1 – Curriculum for the Clinical pharmacists in general practice education programme 18
Appendix 2 – Modules of study for the Clinical pharmacists in general practice 34 education programme
Appendix 3 – Partner organisations 38
References 39
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Section 1
Background to the NHS England programme for clinical pharmacists in general practiceThe NHS England programme for clinical pharmacists in general practiceIn July 2015 NHS England announced a pilot to support the development of clinical pharmacists in general practice. NHS England describes the role of the clinical pharmacist in general practice as follows:
“Clinical pharmacists will work in general practice as part of a multidisciplinary team in a patient-facing role to clinically assess and treat patients using their expert knowledge of medicines for specific disease areas. They will be prescribers, or training to become one, and will work with and alongside the general practice team, taking responsibility for patients with chronic diseases and undertaking clinical medication reviews to proactively manage people with complex polypharmacy, especially for the elderly, people in care homes and those with multiple comorbidities.”
NHS England, General Practice Forward View1
The General Practice Forward View committed to over £100m of investment to support an extra 1500 clinical pharmacists in general practice by 2020/21. This is in addition to over 490 clinical pharmacists already working across approximately 650 GP practices as part of a pilot, launched in July 2015.2
Learning pathwayThe clinical pharmacist learning pathway is comprised of a number of different component parts:
Component parts Led by
Education and training programme – Led and delivered by CPPE and partners (see Clinical pharmacists in general practice education Appendix 3 for details of partner organisations)
Education supervision from a trained Led and delivered by CPPE pharmacist supervisor
Clinical supervision from a trained GP clinical Managed by Health Education England (HEE) supervisor within an environment appropriate for learning heads of primary care/GP teams
Organisational development (OD) Procured by NHS England
Independent prescribing (IP) Procured by HEE
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The Clinical pharmacists in general practice education programmeHealth Education England (HEE) has awarded the contract to deliver the training pathway for clinical pharmacists in general practice until 2020/21 to CPPE, following an open procurement process and the success of our education pathway for the 490 clinical pharmacists on the phase 1 pilot.
Vision The Clinical pharmacists in general practice education programme will train clinical pharmacists and senior clinical pharmacists who will:
n offer patient-facing and person-centred consultations
n work within a multidisciplinary general practice team, offering outcome-focused medication reviews for people with multimorbidities taking multiple medicines
n focus on high priority, common and long-term conditions or a broad range of medical conditions dependent on local needs
n improve access to primary care, which supports people to manage their own health, medicines and long-terms conditions
n deliver medicines optimisation and offer high-quality, safe and cost-effective prescribing expertise
n deliver clinics via patient appointments or as drop-in services
n support enhanced liaison and closer working with local community pharmacy
n deliver NHS England priorities and plans for medicines optimisation, health and wellbeing.
Core principles The core principles supporting this pathway will ensure the clinical pharmacists and senior clinical pharmacists will:
n be trained in a supervised setting supported by education providers and supervisors
n be given protected learning time (up to 28 days over the 18 month pathway) to attend residential courses, study days, learning sets and webinars. Study time is the same for full time and part time staff; not pro-rata
n be supported by an education supervisor, GP clinical supervisor, senior clinical pharmacist, clinical mentor and peers
n work towards an independent prescribing qualification at an appropriate time, if not already held
n build on existing models of pharmacist work in general practice
n use established frameworks alongside this pathway:
n NHS Healthcare Leadership Model3 and associated Royal Pharmaceutical Society (RPS) Leadership Development Framework 20154
n RPS: a competency framework for all prescribers5
n Consultation skills for pharmacy practice: practice standards for England.6
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About CPPE
The Centre for Pharmacy Postgraduate Education (CPPE) is part of the Division of Pharmacy and Optometry, within the Faculty of Biology, Medicine and Health at the University of Manchester. Our team of staff are committed to offering continuing professional development opportunities through high-quality services and learning materials. CPPE is leading the Clinical pharmacists in general practice education programme for clinical pharmacists on the NHS England programme for clinical pharmacists in general practice.
CPPE’s mission statement:
Provider of educational solutions for the NHS pharmacy workforce across England, to maximise their contribution to improving patient care.
We have made a commitment to meet the aims set out in our mission statement by:
n providing high-quality professional learning programmes
n delivering an excellent customer-focused service
n working successfully as part of the CPPE team.
CPPE’s corporate governance and how we operate is explained in CPPE: A guide to governance and quality which you can find under the About CPPE tab on the homepage of our website. To underpin our mission statement we have developed five core values.
CPPE values
n Commitment to improve and achieve
n Commitment to communication
n Commitment to encouraging others
n Commitment to openness and honesty
n Commitment to working together
Have a look at our CPPE values document to find out more: www.cppe.ac.uk/about-cppe/about-cppe
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Section 2
Delivery of the Clinical pharmacists in general practice education programme Overview of the Clinical pharmacists in general practice education programme
The 18-month Clinical pharmacists in general practice education will equip clinical pharmacists and senior clinical pharmacists with the necessary knowledge, skills and experience to work in general practice as part of a multidisciplinary team in a patient-facing role. The pathway includes a range of different study methods to suit a range of learning styles, three stages of assessment and support from a CPPE education supervisor. Local support is also available from a GP clinical supervisor, senior clinical pharmacist and clinical mentor and the structure of the pathway is designed to develop strong networks and peer support. The figure below shows an overview of the pathway.
Overview of the Clinical pharmacists in general practice education programme
Clinical pharmacists and senior clinical pharmacists should be given protected learning time (up to 28 days over the 18 month pathway) to attend residential courses, study days, learning sets and webinars. Study time is the same for full time and part time staff; it is not pro-rata.
Modules
Portfolio
Local learning sets
Clinical pharmacist in general practice role progression handbook
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Multi-pathway approach
The Clinical pharmacists in general practice education programme is a multi-pathway approach, with a range of modules linked to learning outcomes. We offer three learning pathways to meet the different learning needs and experiences of clinical pharmacists and senior clinical pharmacists. This innovative approach recognises existing capabilities and offers learners a continuous, relevant learning experience. Details of the curriculum can be found in Appendix 1.
Clinical pharmacists and senior clinical pharmacists will have an early supportive discussion with their CPPE education supervisor to identify their individual learning needs in relation to the curriculum, discuss their role, and decide which of the three pathways best suits their needs. A learning needs analysis tool will be used to inform this discussion. At this early meeting the pharmacist will indicate preferences for the order and locations of modules and discuss a suitable time and provider for their independent prescribing (IP) course (if needed). The pharmacist will be enrolled onto the most suitable pathway following the initial meeting with their education supervisor and their learning needs analysis. The learning needs analysis will also support the pharmacist to develop a personal development plan (PDP) for the 18 month learning pathway.
Pathway 1
This pathway is suitable for pharmacists who have not completed a Higher Education Institution (HEI) clinical pharmacy postgraduate qualification and cannot evidence equivalent knowledge/experience. Pathway 1 enables pharmacists to build a strong foundation of clinical knowledge (module 2 delivered by our HEI partners) before progressing through modules 3, 4 and 5 supporting role development and leadership. Module 5 focuses on clinical assessment skills relevant to long-term condition management. This will prepare learners for IP training which will usually be completed after all of the Clinical pharmacists in general practice education modules.
Pathway 2
This pathway is suitable for pharmacists who have a postgraduate diploma or equivalent knowledge and skills in clinical pharmacy. This pathway will focus on clinical pharmacy in primary care, leadership and advanced clinical assessment skills (modules 3, 4 and 6). Module 6 focuses on clinical assessment skills for acute and long-term conditions. Appropriateness and timing of independent prescribing training (during or at the end of the pathway) will be agreed at the first meeting with the education supervisor.
The senior pathway
This pathway focuses on clinical pharmacy in primary care, advanced clinical assessment skills, advanced leadership, education and wider clinical capability (modules 3, 6 and 7). It is expected that most senior clinical pharmacists will already hold an independent prescribing qualification or be working towards one.
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The table below lists the modules for each of the three pathways.
Overview of the modules for the three pathways
After completion of module 1 and module 2 (pathway 1) pharmacists will study for one module at a time and they can choose to complete the modules in any order depending on availability of modules.
More details about the content and delivery of induction and the modules can be found in Appendix 2.
Modules Pathway 1 Pathway 2 Senior pathway
Module 1: Yes Yes Yes Induction/senior induction (senior induction)
Module 2: Yes No No Clinical pharmacy
Module 3: Yes Yes Yes Clinical pharmacy in primary care
Module 4: Yes Yes No Leadership and management
Module 5: Yes No No Clinical assessment skills
Module 6: No Yes Yes Advanced clinical assessment skills
Module 7: No No Yes Senior leadership
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Local learning setsPharmacists will attend monthly local learning sets which are facilitated by their education supervisor. Each learning set will last two hours followed by a one hour group supervision meeting or bid site meeting as decided locally. The learning sets will bring together pharmacists of different levels of experience and capability, offering support for each other’s learning and the opportunity to critically review and improve practice. We use structured learning materials to address key NHS England priority topics. Pharmacists will be expected to complete pre-workshop activities prior to attending learning sets so the face-to-face time can be used to discuss cases and apply knowledge. The learning sets also provide protected time for reflection on clinical practice and the opportunity to discuss individual cases from the pharmacists’ own practice in depth.
Learning set topics:
n Working with community pharmacy
n Developing your patient-facing role
n Antimicrobial stewardship
n Patient safety
n Learning disabilities
n Multimorbidity
n Type 2 diabetes
n Dementia
n Inflammatory arthritis
n Medicines related admissions
PortfolioPharmacists will build an online portfolio of evidence which demonstrates their education and practice achievements. A well-constructed portfolio should describe the pharmacist’s learning journey towards the attainment of professional competence. The e-portfolio is an important part of the Clinical pharmacists in general practice education programme. The information in the pharmacist’s portfolio is used to track their progress throughout the pathway and provides evidence of how they meet the learning outcomes, core capabilities and competences within the curriculum.
Clinical pharmacist in general practice role progression handbookThe role progression model for general practice pharmacists has been designed so that it is flexible for pharmacists with varying levels of medicines expertise and skills. There is no ‘one size fits all’ in relation to role progression for clinical pharmacists in general practice. The rate of a pharmacist’s role progression will be influenced by their baseline experience and skills, the needs of their practice and the practice’s patients and the level of work-based clinical supervision for safe clinical practice. Accordingly, general practice pharmacists will progress at varying rates and will deliver a variety of roles.
The clinical pharmacist in general practice role progression handbook describes the skills that pharmacists can bring to general practice, the variety of roles that clinical pharmacists may perform and how these roles may progress over time and with training. The content of the role progression handbook has been crafted from experience and feedback from phase one of the Clinical pharmacists in general practice education delivered by CPPE.
The role progression model has been designed so that:
n roles that are needed within general practice are described
n medicines leadership roles are clearly defined from the first day in practice
n patient-facing clinical roles are of increasing complexity
n specific patient assessment skills that may need to be acquired have been outlined
n role progression occurs alongside training for safe clinical practice
n pharmacists perform roles that use their medicines expertise
n pharmacists with the appropriate experience and training become skilled in managing multimorbidity and polypharmacy.
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The role progression handbook makes the essential link between practice and education. Clinical pharmacists will use this essential resource to identify the clinical knowledge and skills they require for role progression within their current and future role as a clinical pharmacist or senior clinical pharmacist working in general practice. The role progression handbook is designed to be used flexibly and to take into account each pharmacist’s experience, the needs of individual GP practices and the needs of patient populations.
Assessment There are three stages of assessment during the Clinical pharmacists in general practice education programme. We have provided a summary of the assessments at each stage of the pathway. More detail of the assessments is provided in the assessment handbook. There will be additional assessments for pharmacists who study module 2 and each HEI will provide more information about these assessments.
Pharmacists must complete all CPPE assessments and they cannot substitute these with local assessments or assessments completed as part of a diploma or independent prescribing course.
Pharmacists should record their progress with assessments on the general practice activity series tracker on the CPPE website. Some assessments will be automatically populated in the trackers. Pharmacists must sign up for all trackers to initiate the automatic recording of the assessments on the CPPE website.
Assessment stage 1
Pharmacists will complete assessment stage 1 as part of their induction.
Assessment Format
Safeguarding children and vulnerable adults* e-assessment
Consultation skills e-assessment
Equality, diversity and human rights (eLfH) e-assessment
Fundamentals of working with GPs e-assessment
*The purpose of completing this assessment is to prepare pharmacists for their patient-facing role in general practice. All clinical staff must pass a level 2 safeguarding assessment. The CPPE Safeguarding children and vulnerable adults e-assessment is level 2. Safeguarding assessments should be repeated every two years as a minimum to ensure knowledge is kept up to date.
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Assessment stage 2
Pharmacists will start assessment stage 2 within six months of starting the Clinical pharmacists in general practice education programme. However they do not have to complete all of the stage 2 assessments during the first six months on the pathway.
Assessment Format
Case-based discussion (CbD) CPPE CbD assessment tool. Assessed by clinical mentor during the learning sets.
Multisource feedback (MSF) Online questionnaire – feedback provided by clinical and non-clinical staff in the pharmacist’s practice(s).
Professional discussion with education supervisor.
Clinical examination and procedural skills Direct observation in the practice(s) by GPs, nurses, assessment record (CEPSAR)* senior pharmacist, completion of clinical examination and procedural skills logbook, two case studies and a reflective essay.
Assessment stage 3
Pharmacists will start assessment stage 3 between 6 and 12 months of starting the Clinical pharmacists in general practice education programme. Pharmacists need to complete all of the stage 3 assessments within 15 months of starting the pathway.
Assessment Format
Case-based discussion (CbD) CPPE CbD assessment tool. Assessed by clinical mentor during the learning sets.
Multisource feedback (MSF)** Online questionnaire – feedback provided by clinical and non-clinical staff in the pharmacist’s practice(s).
Professional discussion with education supervisor.
Consultation skills assessment Direct observation of practice by GP clinical supervisor using the Medicines Related Consultation Assessment Tool (MR- CAT).
Reflection on patient feedback CPPE Patient satisfaction questionnaire (PSQ) and reflective essay of the pharmacist’s learning from feedback from the PSQ.
*The clinical examination and procedural skills assessment record (CEPSAR) is linked to modules 5 and 6 so the timing of this assessment will depend on when the pharmacist completes these modules. As some pharmacists will choose to complete these modules early in the pathway we have included the CEPSAR as part of assessment stage 2.
**Pharmacists should complete their second MSF approximately six months after their first MSF to allow sufficient time to action development needs identified in the first MSF.
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CPPE statement of assessment and progressionThere will be a process at the end of the pathway for pharmacists to receive a statement of assessment and progression from CPPE. The statement of assessment and progression will measure the pharmacist’s role progression and progression with the learning outcomes, core capabilities and competencies within the curriculum for the Clinical pharmacists in general practice education programme.
Pharmacists will submit evidence for a statement of assessment and progression within 15 months of starting the pathway. The pharmacist’s evidence will be reviewed by a CPPE reviewer who will provide feedback on examples of good practice and suggestions for further development.
Pharmacists can use their statement of assessment and progression as evidence when applying for jobs to demonstrate to future employers what knowledge, skills and experiences they have gained during the 18 month learning pathway and how they have applied the learning to develop their role in general practice.
Independent prescribingIndependent prescribing (IP) is a key part of the role of the clinical pharmacist in general practice. Pharmacists who are not already an independent prescriber will need to achieve IP status by 2020/21. Independent prescribing training will be commissioned separately by Health Education England (HEE) and places on an IP course for pharmacists on the pathway will be funded by HEE. You can find more information about the IP courses that HEE is funding for pharmacists on this programme on the HEE website www.hee.nhs.uk/our-work/pharmacy/pharmacy-integration-fund/pharmacy-integration-fund-courses-pharmacists
All pharmacists must complete the induction module before enrolling for an IP course. Pharmacists on pathway 1 must also complete module 2 before enrolling on an IP course. Pharmacists will discuss and agree a suitable time to do their IP course with their CPPE education supervisor and pharmacists should also discuss their preferred date to study IP with their employer.
Qualified IPs who are not currently prescribing can attend the CPPE Return to Prescribing online course. This consists of a series of three 90-minute webinars over eight weeks with about an hour of pre-work in advance of each webinar. The whole programme will support clinical pharmacists to develop an action plan to get them back into prescribing. Courses will start in February, June and September each year.
Pharmacists studying for an IP qualification will require supervision from a designated medical practitioner (DMP). This is a separate role from the GP clinical supervisor. Further details about the role and responsibilities of a DMP are available from the HEI providing the IP course.
Multiprofessional learningCPPE and GP deans and directors across England are working together to explore models for joint learning. There is potential to integrate educational activities between clinical pharmacists, GP educators and GP trainees. This might take the form of joint learning in surgeries, shared end-of-clinic debriefing and/or shared learning resources. In addition some shared sessions within the GP specialty half-day release programme may be appropriate. Learning together will enhance concordance of practice and a team-based approach. As learners from more disciplines at varying levels of experience are placed in primary care, educators and learners should develop interprofessional clinical education opportunities. Finally if GPs wish to further develop their skills, CPPE will work with local GP deans and directors to support access to further training and accreditation.
FAQs
Frequently asked questions about the Clinical pharmacists in general practice education can be found on the CPPE website: www.cppe.ac.uk/career/cpgpe/faqs#gpptpMenu
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Section 3
Support for the pharmacists throughout the pathway Support structure underpinning the learning pathway
A strong support structure underpins the learning pathway. Support will be provided by a CPPE education supervisor, senior clinical pharmacist, clinical mentor and workplace-based GP clinical supervisor.
Clinical pharmacists and senior clinical pharmacists will have a named CPPE education supervisor who will ensure that they have an effective learning experience throughout the pathway. The education supervisor will support the pharmacists to develop their initial and ongoing education plan, which will include deciding the most appropriate time for them to start their independent prescribing qualification if they are not yet a prescriber. The education supervisor will review the pharmacist’s progress with the learning pathway, assessments and role progression quarterly. Supervision meetings may be face-to-face or by phone or Skype. Education supervisors will also conduct professional discussions with the pharmacists to support them to learn and reflect on their MSF feedback reports.
Each clinical pharmacist will be linked with a senior clinical pharmacist, who may also be learning and developing in their senior role. The senior clinical pharmacist will be able to oversee appropriate management guidance and professional development. The senior clinical pharmacist can advise the GP clinical supervisor and bid sites to ensure appropriate clinical work and clinical pharmacist role development. In future, as GP practices coalesce in to larger organisations, the senior clinical pharmacist will still be clinically active but they are likely to have a more managerial role, defining the service and the roles of other clinical pharmacists. Each senior clinical pharmacist will support up to five clinical pharmacists and will provide a minimum of one supervision session per pharmacist per month. The senior pharmacist does not need to be in the same geographical site as the clinical pharmacist but they need to be relatively available and to have the facility for instant messaging within the NHS Information Governance system to support clinical pharmacists when needed.
The clinical mentor is employed by CPPE on a sessional basis. The clinical mentor is a senior pharmacist who will either have experience in general practice clinical work or relevant clinical responsibilities in a primary care position. They will provide group mentoring at the start of the pathway to support the pharmacists to become patient facing and assess the pharmacist’s Case-based Discussions during learning sets. The clinical mentor will provide individual support and mentorship to senior clinical
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Support for clinical pharmacists Support for senior clinical pharmacists
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pharmacists and support for role progression for clinical pharmacists on referral from the education supervisor. The clinical mentor does not need to be immediately available or local, and will use standard communications tools such as email, phone and Skype.
Each pharmacist will have a named GP clinical supervisor who will supervise them in the workplace, providing a rapid response to issues as they arise. You will support role development and integration into the practice, and work with the pharmacist to ensure safe patient services and management of workload. You will provide guidance and feedback in relation to the pharmacist’s immediate clinical work. This will include debriefs, after surgery/clinics or other patient-facing activities and regular developmental conversations. You will provide support for workplace-based assessments, acting as an assessor when required, and will provide feedback on the pharmacist’s progress to the education supervisor. You must have intimate knowledge of the working environment and the service and be instantly contactable. Initially you will need to be on the premises, but as confidence grows, could be remotely available providing this is almost instantaneous; this could be, for example, via a confidential Skype for business link including messaging, face-to-face conferencing and desktop/presentation sharing.
It is good practice for surgeries where clinical pharmacists are based to be approved for education by the local HEE School of General Practice and for the GP clinical supervisor to be trained through HEE’s local office and be approved as a GP clinical supervisor. CPPE is working with HEE local offices to ensure appropriate support is available for GP clinical supervisors and bid sites.
Practitioners requiring additional support (PRAS)
The CPPE ‘practitioners requiring additional support’ (PRAS) system ensures consistent responses by education supervisors across a wide variety of learners and geographical locations. The PRAS system provides a consistent framework to identify and address variation in practice, an early alert to support requirements and an assurance that patient safety is maintained.
The CPPE education supervisors will work with GP clinical supervisors, practice managers/employers, senior clinical pharmacists and clinical mentors to support pharmacists requiring additional support. Additional local support will be accessed as appropriate.
The education supervisor will identify pharmacists requiring additional support and will assess the key and associated factors contributing to the issues the pharmacist requires support for. These issues are often multifaceted; for example, a pharmacist who has health issues alongside challenges developing their role in the practice. The education supervisor will work with the pharmacist to develop a support plan and will ensure regular review to monitor the effectiveness of the plan. Additional support may be provided by the GP clinical supervisor, senior clinical pharmacist and or the CPPE education supervisor. This may include referral to external organisations, eg, Pharmacist Support. Pharmacists may also be referred to the CPPE coaching service www.cppe.ac.uk/support/need-support.
Common reasons for PRAS are when pharmacists:
n are not integrated into the GP practice team and are working in isolation
n cannot establish or progress their patient-facing role in the practice
n have a lack of awareness about their professional competence
n are not receiving regular or honest clinical supervision from a GP
n have poor clinical knowledge leading to errors/patient safety concerns
n are experiencing issues of a personal nature, for example, relationship issues, bereavement or ill-health
n are struggling to progress with the education pathway
n have personal conduct issues.
While the CPPE education supervisor can provide initial triage and resolution of issues, significant issues regarding organisational concerns may need to be referred to NHS England. Significant issues impacting learners may require more specialist support. We will work with GP directors/deans and pharmacy deans to agree signposting and support mechanisms to trainees requiring additional support (TRAS) provision and local expertise.
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The role of the GP clinical supervisor Each clinical pharmacist or senior clinical pharmacist will have a named GP clinical supervisor who will supervise him or her in the workplace, providing a rapid response to issues as they arise. The role of the work-based GP clinical supervisor is to:
n support role development and integration of the clinical pharmacist into the practice
n provide urgent clinical supervision where necessary and help safe management of workload
n deliver a safe environment for the clinical pharmacists’ practice
n offer feedback to support the clinical pharmacist’s development
n provide support for workplace based assessments, acting as an assessor when required.
CPPE and the local GP dean need to know the names and contact details of GP clinical supervisors for each clinical pharmacist and senior clinical pharmacist. HEE local offices have processes for approval of GP clinical supervisors. Contact your HEE local office for more information about the approval process using the contact information from the following website www.cogped.org.uk/organisation.
Responsibilities of the GP clinical supervisorEnsuring safe and effective patient care through training
n Act to ensure the health, wellbeing and safety of patients at all times.
n Ensure that clinical pharmacists have undertaken appropriate induction.
n Allow clinical pharmacists, when suitably competent, to take responsibility for care, appropriate to the needs of the patient.
Establishing and maintaining an environment for learning
n Ensure that clinical pharmacists receive the necessary instruction and protection in situations that might expose them to risk.
n Be open, approachable and available.
n Maintain good interpersonal relationships with clinical pharmacists and colleagues.
n Work toward offering protected time for supporting clinical pharmacists’ learning. This does not need to be onerous and may involve debrief after selected clinical sessions.
Facilitating learning
n Have up-to-date subject knowledge and/or skills.
n Provide direct guidance on clinical work where appropriate.
n Have effective supervisory conversational skills.
n Support the clinical pharmacist to develop self-directed learning.
n Allow the clinical pharmacist to make contributions to clinical practice of graduated value and importance commensurate with their competence.
n Encourage access to formal learning opportunities, eg, study days.
Enhancing learning through assessment
n Support the clinical pharmacist to plan workplace based assessment activities, eg, consultation skills direct observation of practice, patient satisfaction questionnaire and clinical examination and procedural skills assessment.
n Assess the pharmacists consultation skills by direct observation or video using the CPPE Medicines Related - Consultation Assessment Tool (MR-CAT).
n Offer feedback that assists the clinical pharmacist to acquire the knowledge, skills and behaviours specified in the curriculum for the training pathway.
n Participate in 360° feedback by providing feedback to the clinical pharmacist using the CPPE multisource feedback questionnaire.
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Additional responsibilities as part of the NHS England programme for clinical pharmacists in
general practice n Ensure the clinical pharmacist is clear about their role within the practice as described in the bid
submitted to NHS England.
n Engage with the organisation development offered by the NHS Leadership academy as part of the NHS England programme for clinical pharmacists in general practice.
n Ensure that the GP clinical pharmacist is released to attend study days within the Clinical pharmacists in general practice education programme (28 days over 18 months for all pharmacists regardless of whether they are full time or part time). The clinical pharmacist is responsible for giving adequate notice when requesting study leave.
n Communicate information about the clinical pharmacist’s progress to the CPPE education supervisor.
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mm
issi
onin
g of
gen
eral
med
ical
ser
vice
s.
Iden
tifies
how
the
NH
S o
utco
mes
fra
mew
ork
and
care
out
of
hosp
ital i
s us
ed
to im
prov
e th
e qu
ality
of
care
in g
ener
al p
ract
ice.
Dem
onst
rate
s kn
owle
dge
of q
ualit
y dr
iver
s su
ch a
s th
e F
ive
year
for
war
d vi
ew r
epor
t1 an
d ne
w m
odel
s of
car
e in
nova
tion.
Iden
tifies
goo
d-qu
ality
rep
eat
pres
crib
ing
proc
esse
s an
d im
prov
e th
e lo
cal
repe
at p
resc
ribi
ng p
olic
y an
d pr
oces
s.
Dem
onst
rate
s ab
ility
to
use
Doc
man
, Pat
hlin
ks, t
empl
ates
and
oth
er p
ract
ice
IT s
yste
ms.
Est
ablis
hing
you
r po
sitio
n as
a m
embe
r of
the
gen
eral
pra
ctic
e te
am
Man
ages
for
mul
arie
s an
d ad
vise
s on
sof
twar
e to
sup
port
pre
scri
bing
de
cisi
ons.
Dem
onst
rate
s un
ders
tand
ing
of r
oles
and
res
pons
ibili
ties
for
each
mem
ber
of
the
gene
ral p
ract
ice
team
.
Inte
grat
es w
ith o
ther
mem
bers
of
the
mul
tidis
cipl
inar
y te
am, p
rovi
ding
en
hanc
ed p
atie
nt-c
entr
ed c
are.
Del
egat
es e
ffec
tivel
y.
Con
fiden
tly c
ontr
ibut
es t
o pr
actic
e m
eetin
gs.
Clinical supervisor handbook
19
2. C
omm
un
icat
ion
an
d c
onsu
ltat
ion
Est
ablis
hing
an
effe
ctiv
e pa
rtne
rshi
p w
ith p
atie
nts
and
care
rsA
dopt
s a
pers
on-c
entr
ed a
ppro
ach,
dem
onst
ratin
g ke
y co
nsul
tatio
n sk
ills
and
beha
viou
rs d
escr
ibed
in t
he n
atio
nal s
tand
ards
for
con
sulta
tion
skill
s.
Com
mun
icat
es w
ith a
wid
e va
riet
y of
pro
fess
iona
ls a
nd p
atie
nts
usin
g w
ritt
en
and
verb
al c
omm
unic
atio
n.
Can
exp
lain
and
dem
onst
rate
the
pri
ncip
les
of p
atie
nt-c
entr
ed c
are
and
shar
ed d
ecis
ion-
mak
ing,
incl
udin
g ex
plai
ning
ris
ks a
nd b
enefi
ts o
f tr
eatm
ents
to
pat
ient
s/ca
rers
in w
ays
mea
ning
ful t
o th
em.
App
lies
an o
pen
appr
oach
to
enco
urag
e ex
chan
ge o
f in
form
atio
n, e
stab
lish
unde
rsta
ndin
g an
d ex
plor
e pa
tient
’s id
eas,
con
cern
s an
d ex
pect
atio
ns.
Wor
ks in
par
tner
ship
with
pat
ient
s to
dis
cuss
opt
ions
. Whe
neve
r po
ssib
le,
adop
ts p
lans
tha
t re
spec
t th
e pa
tient
’s a
uton
omy.
Whe
n th
ere
is a
dif
fere
nce
of o
pini
on t
he p
atie
nt’s
aut
onom
y is
res
pect
ed a
nd a
pos
itive
rel
atio
nshi
p is
m
aint
aine
d.
Mai
ntai
ning
a c
ontin
uing
rel
atio
nshi
p w
ith
patie
nts,
car
ers
and
fam
ilies
Dem
onst
rate
s ab
ility
to
use
elec
tron
ic s
yste
ms
to g
ener
ate
lett
ers
to p
atie
nts
and
effe
ctiv
ely
com
mun
icat
e m
edic
al a
nd m
edic
ines
info
rmat
ion
in a
pa
tient
-cen
tred
man
ner.
Dem
onst
rate
s ab
ility
to
deci
de im
med
iate
tre
atm
ent
optio
ns, i
nclu
ding
re
ferr
al, a
nd n
egot
iate
with
the
pat
ient
reg
ardi
ng t
reat
men
t de
cisi
ons.
Sum
mar
ises
the
man
agem
ent
plan
(th
at h
as b
een
crea
ted
in p
artn
ersh
ip w
ith
the
patie
nt)
clea
rly
and
conc
isel
y. C
heck
s pa
tient
’s u
nder
stan
ding
of,
and
agre
emen
t to
the
pla
n.
Che
cks
patie
nt e
xpec
tatio
ns o
f ou
tcom
es a
nd n
ext
step
s. A
gree
s a
safe
ty-n
et
plan
and
ens
ures
all
patie
nt q
uest
ions
are
add
ress
ed.
Est
ablis
hes
bala
nced
equ
al d
iscu
ssio
ns t
o de
mon
stra
te p
artn
ersh
ip w
ith t
he
patie
nt in
con
sulta
tions
. Pat
ient
s ar
e en
gage
d th
roug
hout
con
sulta
tions
.
Dem
onst
rate
s ac
tive
liste
ning
ski
lls a
nd a
ppro
pria
te e
mpa
thy.
Out
com
es a
re
nego
tiate
d an
d pa
tient
-cen
tred
.
Clinical supervisor handbook
20 Lea
rnin
g ou
tcom
e C
ore
cap
abil
itie
s an
d c
omp
eten
ces
Des
crip
tion
3. F
itn
ess
to p
ract
ise
Dem
onst
ratin
g at
titud
es a
nd b
ehav
iour
s ou
tline
d in
GP
hC
stan
dard
sD
emon
stra
tes
evid
ence
for
app
ropr
iate
pro
fess
iona
l ins
uran
ce a
nd li
abili
ty
cove
r.
Dem
onst
rate
s pa
tient
-cen
tred
pro
fess
iona
lism
.
Dem
onst
rate
s en
gage
men
t w
ith r
elev
ant
phar
mac
y pr
ofes
sion
al b
odie
s.
Adh
eres
to
info
rmat
ion
gove
rnan
ce p
olic
ies
and
proc
edur
es in
usi
ng
info
rmat
ion
and
com
mun
icat
ion.
App
lies
safe
guar
ding
chi
ldre
n an
d vu
lner
able
adu
lts’ p
rinc
iple
s.
Dem
onst
rate
s ab
ility
to
com
mun
icat
e in
a c
onfli
ct s
ituat
ion.
Man
ages
ris
k an
d im
plem
ents
cha
nge
to r
educ
e ri
sk a
nd p
rom
ote
a sa
fety
cul
ture
.
Mee
ts t
he p
rofe
ssio
nal s
tand
ards
set
out
by
the
GP
hC t
o en
able
reg
istr
atio
n to
pra
ctic
e as
an
inde
pend
ent
pres
crib
er.
Dem
onst
rate
s ab
ility
to
reso
lve
confl
ict,
repo
rt c
once
rns
and
deve
lop
whi
stle
-bl
owin
g po
licie
s fo
r th
e pr
actic
e or
loca
lity.
Dem
onst
rate
s re
silie
nce
in p
rofe
ssio
nal s
ituat
ions
.
Man
agin
g th
e fa
ctor
s th
at in
fluen
ce y
our
perf
orm
ance
Iden
tifies
ow
n le
arni
ng n
eeds
, dev
elop
s cl
inic
al r
easo
ning
, adv
ance
s ow
n le
arni
ng t
o su
stai
n co
ntin
uing
pro
fess
iona
l dev
elop
men
t an
d w
orks
at
the
fore
fron
t of
the
pro
fess
ion.
Eng
ages
in p
eer
revi
ew.
Pri
oriti
ses
wor
kloa
ds a
nd n
egot
iate
s co
nflic
ting
resp
onsi
bilit
ies.
Man
ages
and
sur
vive
s ch
ange
.
Ap
ply
ing
clin
ical
kn
owle
dge
an
d s
kill
To
mee
t th
is l
earn
ing
outc
ome
you
wil
l h
ave
core
ph
ysic
al e
xam
inat
ion
, d
iagn
osti
c an
d p
atie
nt
mon
itor
ing
skil
ls.
1. D
ata
gath
erin
g an
d i
nte
rpre
tati
on
App
lyin
g a
stru
ctur
ed a
ppro
ach
to d
ata
gath
erin
g an
d in
vest
igat
ion
Ass
esse
s m
edic
ines
-rel
ated
que
stio
ns a
nd f
orm
ulat
es a
n an
swer
usi
ng
effe
ctiv
e co
mm
unic
atio
n.
Dem
onst
rate
s an
abi
lity
to t
ake
a cl
inic
al h
isto
ry u
sing
clin
ical
rea
soni
ng.
App
lies
info
rmat
ion
mas
tery
pri
ncip
les
to fi
ndin
g re
leva
nt a
nd v
alid
su
mm
arie
s of
hig
h-qu
ality
evi
denc
e.
Clinical supervisor handbook
21
Inte
rpre
ting
findi
ngs
accu
rate
ly t
o re
ach
a di
agno
sis
Use
s cl
inic
al r
easo
ning
to
deci
de im
med
iate
tre
atm
ent
optio
ns, i
nclu
ding
ap
prop
riat
e re
ferr
al, f
or c
omm
only
pre
sent
ing
cond
ition
s (i
nclu
ding
acu
te
and
long
-ter
m c
ondi
tions
) w
ithin
a r
ange
of
body
sys
tem
s.
Dem
onst
rate
s re
leva
nt d
iagn
ostic
ski
lls (
phys
ical
ass
essm
ent
tech
niqu
es,
ques
tioni
ng s
kills
, int
erpr
etat
ion
of n
orm
al a
nd a
bnor
mal
find
ings
, and
re
cogn
ition
of
com
mon
ly p
rese
ntin
g ac
ute
and
long
-ter
m c
ondi
tions
).
2. C
lin
ical
exa
min
atio
n a
nd
pro
ced
ura
l sk
ills
Dem
onst
ratin
g a
profi
cien
t ap
proa
ch t
o cl
inic
al a
sses
smen
tIn
tegr
ates
the
pri
ncip
les
of a
nato
my
and
path
ophy
siol
ogy
rele
vant
to
heal
th
prob
lem
s pr
esen
ting
in a
ran
ge o
f bo
dy s
yste
ms.
Con
trib
utes
to
urge
nt c
are
supp
ort
utili
sing
clin
ical
rea
soni
ng a
nd
exam
inat
ion
skill
s.
Mon
itors
med
ical
con
ditio
ns in
line
with
cur
rent
rec
omm
enda
tions
and
loca
l/na
tiona
l gui
danc
e.
Rec
ogni
ses
com
mon
ly p
rese
ntin
g co
nditi
ons,
bot
h ac
ute
and
long
-ter
m
cond
ition
s, in
a r
ange
of
body
sys
tem
s.
Dem
onst
rate
s ab
ility
to
mak
e a
clin
ical
ass
essm
ent
incl
udin
g in
pat
ient
gr
oups
whe
re c
omm
unic
atio
n m
ay b
e es
peci
ally
cha
lleng
ing.
Dem
onst
rate
s an
abi
lity
to p
erfo
rm a
n ex
amin
atio
n of
bod
y sy
stem
s in
ord
er
to m
anag
e a
rang
e of
med
ical
con
ditio
ns.
App
lies
the
prin
cipl
es o
f hy
gien
e an
d in
fect
ion
cont
rol i
n th
e cl
inic
al s
ettin
g.
Dem
onst
ratin
g a
profi
cien
t ap
proa
ch t
o th
e pe
rfor
man
ce o
f pr
oced
ures
Und
erst
ands
how
to
requ
est
and
inte
rpre
t pa
thol
ogy
repo
rts.
Und
erst
ands
how
to
requ
est
and
inte
rpre
t cl
inic
al b
ioch
emis
try.
Use
s ph
ysic
al a
sses
smen
t te
chni
ques
(in
spec
tion,
pal
patio
n, p
ercu
ssio
n an
d au
scul
tatio
n) a
nd a
pplie
s th
ese
to c
linic
al e
xam
inat
ion
of a
ran
ge o
f bo
dy
syst
ems.
Int
erpr
ets
norm
al a
nd a
bnor
mal
find
ings
on
phys
ical
exa
min
atio
n fo
r a
rang
e of
bod
y sy
stem
s.
Clinical supervisor handbook
22 Lea
rnin
g ou
tcom
e C
ore
cap
abil
itie
s an
d c
omp
eten
ces
Des
crip
tion
3. M
akin
g d
ecis
ion
s
Dem
onst
ratin
g a
profi
cien
t ap
proa
ch t
o un
dert
akin
g m
edic
atio
n re
view
Dem
onst
rate
s un
ders
tand
ing
of t
he p
rinc
iple
s of
med
icat
ion
revi
ew a
nd t
he
evid
ence
for
med
icat
ion
revi
ew.
Iden
tifies
pat
ient
s w
ho w
ill b
enefi
t fr
om m
edic
atio
n re
view
.
Doc
umen
ts m
edic
atio
n re
view
and
app
ropr
iate
ly r
efer
s.
Com
plet
es a
str
uctu
red
clin
ical
med
icat
ion
revi
ew a
nd s
hare
s go
od p
ract
ice
with
oth
ers.
Pri
oriti
ses
med
icat
ion
revi
ew w
hen
a ne
w lo
ng-t
erm
con
ditio
n is
di
agno
sed,
fol
low
ing
an a
dver
se e
vent
and
whe
n m
ovin
g ca
re s
ettin
g.
Use
s cl
inic
al r
easo
ning
thr
ough
out
the
med
icat
ion
revi
ew p
roce
ss.
App
lies
med
icin
es o
ptim
isat
ion,
dep
resc
ribi
ng a
nd m
edic
ines
rec
onci
liatio
n to
impr
ove
patie
nt o
utco
mes
whe
n un
dert
akin
g m
edic
atio
n re
view
.
Mak
ing
appr
opri
ate
refe
rral
s to
sen
ior
colle
ague
s an
d se
ekin
g se
cond
opi
nion
sP
ract
ices
saf
ely,
app
ropr
iate
ly a
nd c
ost-
effe
ctiv
ely
as a
n in
depe
nden
t pre
scri
ber
Rec
ogni
ses
a si
tuat
ion
outs
ide
com
pete
nce
and
refe
rs p
atie
nts
appr
opri
atel
y w
ithin
the
mul
tidis
cipl
inar
y te
am, i
n a
timel
y m
anne
r an
d w
ith a
ppro
pria
te
safe
ty-n
ettin
g.
Ref
ers
patie
nts
to s
ervi
ces
and
othe
r pr
actit
ione
rs o
utsi
de t
he
mul
tidis
cipl
inar
y te
am a
s ap
prop
riat
e.
Dem
onst
ratin
g cl
inic
al r
easo
ning
and
judg
men
t, pr
oble
m s
olvi
ng
and
prio
ritis
atio
nD
evel
ops
a sy
stem
atic
, evi
denc
e-ba
sed
appr
oach
to
prac
tice.
Tak
es a
n ac
cura
te d
rug
hist
ory,
ass
esse
s ad
here
nce,
sup
port
s se
lf-c
are,
di
scus
ses
risk
s an
d be
nefit
s us
ing
deci
sion
aid
s as
app
ropr
iate
, neg
otia
tes
trea
tmen
t de
cisi
ons
and
disc
usse
s pr
ogno
sis.
Agr
ees
clin
ical
and
ref
erra
l pat
hway
s w
ith t
he G
P.
Use
s cl
inic
al r
easo
ning
to
asse
ss m
edic
ines
-rel
ated
que
stio
ns a
nd f
orm
ulat
e an
ans
wer
usi
ng e
ffec
tive
com
mun
icat
ion.
Iden
tifies
pat
ient
s w
ho w
ould
ben
efit
from
dep
resc
ribi
ng u
sing
clin
ical
to
ols
such
as
ST
OP
P/S
TA
RT
, inc
ludi
ng p
eopl
e ta
king
mul
tiple
med
icin
es
(pol
ypha
rmac
y), o
lder
peo
ple
and
peop
le w
ith lo
ng-t
erm
con
ditio
ns.
Dem
onst
rate
s ab
ility
to
nego
tiate
ten
sion
s be
twee
n co
st-e
ffec
tive
pres
crib
ing
and
med
icin
es o
ptim
isat
ion.
Und
erst
ands
and
app
lies
the
maj
or t
heor
ies
unde
rpin
ning
clin
ical
rea
soni
ng
in h
ealth
care
.
Clinical supervisor handbook
23
App
lyin
g an
evi
denc
e ba
sed
appr
oach
Und
erst
ands
and
app
lies
natio
nal d
rive
rs a
nd p
olic
y un
derp
inni
ng m
edic
ines
op
timis
atio
n.
Iden
tifies
and
app
lies
trus
ted
sour
ces
of e
vide
nce-
base
d in
form
atio
n to
pr
actic
e, u
sing
clin
ical
rea
soni
ng, i
nclu
ding
adv
ance
d kn
owle
dge
of e
vide
nce-
base
d tr
eatm
ent
to p
atie
nt c
are.
App
lies
the
prin
cipl
es o
f ev
iden
ce-b
ased
med
icin
es a
nd in
fluen
ces
the
mul
tidis
cipl
inar
y te
am t
o ap
ply
evid
ence
-bas
ed m
edic
ine
prin
cipl
es t
o pr
escr
ibin
g.
Rat
iona
lises
dru
g re
gim
ens
in li
ght
of c
linic
al in
dica
tors
and
rep
orte
d sy
mpt
oms
and
supp
orts
adh
eren
ce.
App
lies
evid
ence
-bas
ed m
edic
ine
prin
cipl
es t
o sp
ecifi
c pa
tient
s an
d po
pula
tions
to
impl
emen
t N
ICE
gui
delin
es, a
ct o
n au
dit
findi
ngs
and
redu
ce
vari
atio
n in
pre
scri
bing
.
Art
icul
ates
the
evi
denc
e ba
se f
or d
ecis
ions
and
neg
otia
tes
trea
tmen
t is
sues
w
hen
the
evid
ence
bas
e is
lack
ing,
con
flict
ing
or b
ased
on
opin
ion.
Influ
ence
s th
e m
ultid
isci
plin
ary
team
to
acce
ss t
rust
ed s
ourc
es o
f ev
iden
ce-
base
d in
form
atio
n.
Ass
urin
g an
timic
robi
al s
tew
ards
hip
Sup
port
s lo
cal i
mpl
emen
tatio
n of
the
UK
five
yea
r an
timic
robi
al r
esis
tanc
e st
rate
gy 2
013-
2018
2 in
clud
ing
taki
ng a
ctio
n to
opt
imis
e pr
escr
ibin
g pr
actic
e an
d im
prov
e pr
ofes
sion
al e
duca
tion
and
publ
ic e
ngag
emen
t.
Tak
es a
ctio
n to
red
uce
antim
icro
bial
res
ista
nce,
incl
udin
g pr
omot
ing
awar
enes
s of
pat
ient
s an
d pr
ofes
sion
als
abou
t ho
w t
o us
e an
tibio
tics
in a
re
spon
sibl
e w
ay.
Dem
onst
rate
s ab
ility
to
nego
tiate
pat
ient
exp
ecta
tions
and
influ
ence
pat
ient
s an
d co
lleag
ues
with
reg
ard
to a
ppro
pria
te u
se o
f an
tibio
tics
and
prom
otio
n of
se
lf-c
are.
Act
ivel
y pa
rtic
ipat
es o
r in
fluen
ces
the
mul
tidis
cipl
inar
y te
am t
o pa
rtic
ipat
e in
lo
cal p
resc
ribi
ng in
cent
ive
sche
mes
and
evi
denc
e-ba
sed
med
icin
e st
rate
gies
su
ppor
ting
med
icat
ion
revi
ew.
Clinical supervisor handbook
24 Lea
rnin
g ou
tcom
e C
ore
cap
abil
itie
s an
d c
omp
eten
ces
Des
crip
tion
4. C
lin
ical
man
agem
ent
Pro
vidi
ng g
ener
al c
linic
al c
are
to a
ll ag
es a
nd b
ackg
roun
ds
incl
udin
g ca
re p
lann
ing
and
reco
rd k
eepi
ngU
ses
the
loca
l clin
ical
IT
sys
tem
to
acce
ss p
atie
nts’
clin
ical
rec
ords
, pra
ctic
ally
ap
plyi
ng k
now
ledg
e of
con
fiden
tialit
y, d
ata
prot
ectio
n, e
qual
ity a
nd d
iver
sity
, w
hist
le-b
low
ing
and
com
plai
nt-h
andl
ing.
Doc
umen
ts a
ctiv
ity in
the
clin
ical
sys
tem
in a
n ap
prop
riat
e fo
rmat
, usi
ng r
ead
code
s, a
vaila
ble
tem
plat
es a
nd f
ree
text
.
Sup
port
s po
sitiv
e ca
re p
lann
ing
for
curr
ent
and
futu
re h
ealth
nee
ds.
Dem
onst
rate
s ap
plic
atio
n of
tid
y an
d sa
fe p
atie
nt r
ecor
d m
anag
emen
t an
d tr
ains
indi
vidu
als
and
smal
l gro
ups
in p
atie
nt r
ecor
d m
anag
emen
t.
Doc
umen
ts a
ctiv
ity r
elev
ant
to t
he q
ualit
y an
d ou
tcom
es f
ram
ewor
k (Q
OF
) an
d ac
cura
tely
rec
ord
info
rmat
ion
usin
g re
ad c
odes
.
Pro
mot
es r
atio
nal a
nd p
ragm
atic
use
of
diag
nost
ic t
estin
g an
d m
anag
es
patie
nt e
xpec
tatio
ns, e
spec
ially
in p
eopl
e ov
er 7
5 ye
ars.
Ado
ptin
g a
stru
ctur
ed a
ppro
ach
to c
linic
al m
anag
emen
tA
bilit
y to
run
sea
rche
s to
iden
tify
grou
ps o
f pa
tient
s w
ith a
med
ical
con
ditio
n or
tak
ing
a sp
ecifi
c m
edic
ine.
Dem
onst
rate
s a
stru
ctur
ed p
roce
ss f
or u
nder
taki
ng m
edic
atio
n re
view
.
Dem
onst
rate
s ab
ility
to
use
prac
tice
syst
ems
to o
btai
n in
form
atio
n an
d do
cum
ent
cons
ulta
tions
.
Iden
tifies
red
flag
s an
d ag
rees
ref
erra
l pat
hway
s w
ith G
P.
Cle
ar e
xplo
ratio
n of
pat
ient
’s a
gend
a w
hich
is in
corp
orat
ed a
nd b
alan
ced
with
the
pha
rmac
ist’s
age
nda
for
the
cons
ulta
tion.
Cle
arly
str
uctu
res
cons
ulta
tions
and
sum
mar
ises
to
guid
e th
e di
scus
sion
w
hils
t al
low
ing
flexi
bilit
y fo
r th
e pa
tient
’s a
gend
a.
Mak
ing
appr
opri
ate
use
of o
ther
pro
fess
iona
ls a
nd s
ervi
ces
Dem
onst
rate
s ab
ility
to
nego
tiate
issu
es o
r re
ques
ts b
etw
een
the
GP
sur
gery
an
d ho
spita
l dep
artm
ents
.
Dem
onst
rate
s ac
tive
part
icip
atio
n in
dev
elop
men
t of
sta
ndar
d op
erat
ing
proc
edur
es a
nd/o
r gu
idel
ines
.
Dem
onst
rate
s ab
ility
to
activ
ely
wor
k w
ith lo
cal c
omm
on c
ondi
tion
serv
ices
an
d si
gnpo
st t
o ot
her
loca
l hea
lth p
rom
otio
n/ot
her
rele
vant
ser
vice
s, w
ith
appr
opri
ate
safe
ty-n
ettin
g.
Clinical supervisor handbook
25
Wor
king
as
a sa
fe a
nd e
ffec
tive
pres
crib
erD
emon
stra
tes
abili
ty t
o id
entif
y an
d ap
ply
the
feat
ures
of
good
-qua
lity
pres
crib
ing.
Act
s as
a n
on-m
edic
al p
resc
ribe
r an
d pr
escr
ibes
with
in c
ompe
tenc
y.
Dem
onst
rate
s un
ders
tand
ing
of t
he r
egul
atio
ns r
egar
ding
pre
scri
bers
and
pr
escr
ibin
g.
Pro
mot
es s
afe
elec
tron
ic p
resc
ribi
ng.
Dem
onst
rate
s un
ders
tand
ing
of p
roce
sses
and
reg
ulat
ions
for
con
trol
led
drug
s pr
escr
iptio
ns a
nd in
fluen
ces
proc
esse
s fo
r sa
fe a
nd le
gal c
ontr
olle
d dr
ugs
stor
age.
Dem
onst
rate
s ab
ility
to
nego
tiate
req
uest
s fr
om p
atie
nts
for
med
icin
es t
hat
are
clin
ical
ly u
nnec
essa
ry o
r no
t re
com
men
ded
for
NH
S p
resc
ribi
ng.
Act
s as
an
inde
pend
ent
pres
crib
er, p
resc
ribe
s w
ithin
agr
eed
loca
l for
mul
arie
s an
d ap
plie
s a
pers
onal
for
mul
ary
for
com
mon
con
ditio
n pr
escr
ibin
g, a
gree
d w
ith t
he G
P.
Dem
onst
rate
s ab
ility
to
appl
y na
tiona
l and
loca
l gui
delin
es t
o pr
escr
ibin
g an
d re
com
men
datio
ns f
or c
omm
on c
ondi
tions
.
Clinical supervisor handbook
26 Lea
rnin
g ou
tcom
e C
ore
cap
abil
itie
s an
d c
omp
eten
ces
Des
crip
tion
Man
agin
g co
mp
lex
an
d l
ong-
term
car
eY
ou u
nd
erst
and
dis
ease
sta
te m
onit
orin
g fo
r lo
ng-
term
con
dit
ion
s, a
dvi
sin
g on
evi
den
ce-b
ased
tre
atm
ent.
You
id
enti
fy a
nd
m
anag
e lo
ng-
term
con
dit
ion
s fo
r sp
ecifi
c p
atie
nts
, eg
, th
ose
wit
h m
ult
imor
bid
ity,
an
d p
atie
nt
grou
ps,
eg,
old
er p
eop
le,
chil
dre
n
or t
hos
e w
ith
a m
enta
l h
ealt
h c
ond
itio
n. Y
ou a
dvi
se o
n m
anag
emen
t an
d/o
r av
oid
ance
of
dru
g in
tera
ctio
ns
and
ad
vers
e d
rug
reac
tion
s in
sp
ecifi
c p
atie
nts
.
1. M
anag
ing
com
ple
xity
, m
ult
imor
bid
ity
and
pol
yph
arm
acy
Ena
blin
g pe
ople
livi
ng w
ith lo
ng-t
erm
con
ditio
ns t
o im
prov
e th
eir
heal
thP
artic
ipat
es in
pro
fess
iona
l col
labo
ratio
n an
d lo
ng-t
erm
con
ditio
ns
impr
ovem
ent
prog
ram
me.
Adv
ises
on
the
evid
ence
-bas
ed t
reat
men
t of
long
-ter
m c
ondi
tions
.
Dem
onst
rate
s th
e ab
ility
to
invo
lve
patie
nts
in p
athw
ay d
esig
n.
Con
trib
utes
to
enha
ncin
g th
e qu
ality
of
life
for
peop
le li
ving
with
long
-ter
m
cond
ition
s.
Iden
tifies
and
man
ages
spe
cific
pat
ient
s w
ith lo
ng-t
erm
con
ditio
ns.
Dem
onst
rate
s un
ders
tand
ing
of d
isea
se s
tate
mon
itori
ng f
or lo
ng-t
erm
co
nditi
ons.
Man
agin
g co
ncur
rent
hea
lth p
robl
ems
with
in a
n in
divi
dual
pa
tient
Dem
onst
rate
s ab
ility
to
iden
tify
and
man
age
long
-ter
m c
ondi
tions
for
spe
cific
pa
tient
s w
ith m
ultim
orbi
dity
.
Adv
ises
on
the
man
agem
ent
and/
or a
void
ance
of
drug
inte
ract
ions
and
ad
vers
e dr
ug r
eact
ions
in p
atie
nts
with
con
curr
ent
heal
th p
robl
ems.
Ado
ptin
g sa
fe a
nd e
ffec
tive
appr
oach
es f
or p
atie
nts
with
co
mpl
ex n
eeds
Dem
onst
rate
s sa
fe a
nd e
ffec
tive
com
mun
icat
ion
and
clin
ical
rea
soni
ng s
kills
to
impr
ove
the
man
agem
ent
of c
ompl
ex p
atie
nts.
Suc
cess
fully
neg
otia
tes
com
plex
tre
atm
ent
issu
es w
ith p
atie
nts
and
the
mul
tidis
cipl
inar
y te
am.
Sup
port
ing
patie
nts
in li
ne w
ith N
HS
pri
oriti
es, e
g, le
arni
ng
disa
bilit
ies,
dem
entia
, dia
bete
s, e
nd-o
f-lif
e ca
re, c
ance
r an
d m
enta
l hea
lth
Dem
onst
rate
s th
e ab
ility
to
com
plet
e a
men
tal h
ealth
ass
essm
ent.
Pro
mot
es m
edic
atio
n re
view
of
psyc
hotr
opic
med
icat
ion
for
peop
le w
ith
lear
ning
dis
abili
ties.
Dem
onst
rate
s ab
ility
to
liais
e w
ith t
he s
peci
alis
t ps
ychi
atri
st a
nd m
enta
l he
alth
pha
rmac
y ne
twor
k re
gard
ing
psyc
hotr
opic
pre
scri
bing
for
peo
ple
with
le
arni
ng d
isab
ilitie
s.
Clinical supervisor handbook
27
Pro
mot
es a
ppro
pria
te u
se o
f an
tipsy
chot
ics
in d
emen
tia a
nd r
evie
ws
antip
sych
otic
pre
scri
bing
in p
artn
ersh
ip w
ith t
he m
ultid
isci
plin
ary
team
and
so
cial
car
e.
Pri
oriti
ses
revi
ew o
f ke
y m
edic
ine
issu
es a
risi
ng f
rom
nat
iona
l or
loca
l pol
icy
or r
esea
rch.
Dem
onst
rate
s ab
ility
to
iden
tify
and
man
age
long
-ter
m c
ondi
tions
in s
peci
fic
grou
ps o
f pa
tient
s, f
or e
xam
ple,
old
er p
eopl
e, c
hild
ren
or t
hose
with
a m
enta
l he
alth
con
ditio
n.
2. W
orki
ng
wit
h c
olle
agu
es a
nd
in
tea
ms
Wor
king
as
an e
ffec
tive
team
mem
ber
Dev
elop
s re
latio
nshi
ps w
ith t
he w
ider
mul
tidis
cipl
inar
y te
am a
nd p
rom
otes
ne
twor
king
opp
ortu
nitie
s.
Par
ticip
ates
in p
eer
revi
ew a
nd o
ffer
s su
ppor
tive
feed
back
to
othe
rs.
Dem
onst
rate
s ac
tive
part
icip
atio
n in
car
e-pl
anni
ng a
nd c
o-or
dina
tion
with
th
e m
ultid
isci
plin
ary
team
.
Ens
urin
g a
team
-bas
ed a
ppro
ach
to t
he c
are
of p
atie
nts
Dem
onst
rate
s ef
fect
ive
team
wor
king
and
the
pro
mot
ion
of s
kill
mix
.
Sup
port
s th
e m
ultid
isci
plin
ary
team
to
impr
ove
med
icat
ion
revi
ew.
Eva
luat
es a
nd m
akes
rec
omm
enda
tions
for
impr
ovin
g lo
cal r
epea
t pr
escr
ibin
g an
d re
peat
dis
pens
ing
base
d on
goo
d pr
actic
e pr
inci
ples
, aim
ing
to p
rom
ote
adhe
renc
e an
d pa
tient
-cen
tred
sys
tem
s.
Dem
onst
rate
s ab
ility
to
diss
emin
ate
good
pra
ctic
e in
sha
red
deci
sion
-mak
ing
with
the
mul
tidis
cipl
inar
y te
am.
Dem
onst
rate
s ac
tive
part
icip
atio
n in
mul
tidis
cipl
inar
y te
am m
eetin
gs,
disc
ussi
ng e
vide
nce-
base
d tr
eatm
ents
.
Dem
onst
rate
s ab
ility
to
liais
e w
ith c
olle
ague
s to
impr
ove
loca
l pat
hway
s of
ca
re a
nd im
prov
e pa
tient
car
e an
d ou
tcom
es.
Dem
onst
rate
s a
mul
tidis
cipl
inar
y te
am a
ppro
ach
to im
prov
ing
outc
omes
for
pe
ople
who
tak
e m
ultip
le m
edic
ines
(po
lyph
arm
acy)
and
hav
e lo
ng-t
erm
co
nditi
ons.
Del
iver
s m
edic
atio
n re
view
s in
car
e ho
mes
invo
lvin
g th
e re
side
nt/f
amily
m
embe
r/ca
rer
and
a te
am o
f he
alth
and
soc
ial c
are
prac
titio
ners
.
Clinical supervisor handbook
28 Lea
rnin
g ou
tcom
e C
ore
cap
abil
itie
s an
d c
omp
eten
ces
Des
crip
tion
Wor
kin
g w
ell
in
orga
nis
atio
ns
and
sy
stem
s of
car
e
Fu
nd
amen
tal
know
led
ge o
f th
is l
earn
ing
outc
ome
incl
ud
es k
now
led
ge o
f au
dit
an
d f
orm
ula
ries
, p
olic
y an
d g
uid
ance
. It
als
o in
clu
des
com
mu
nic
atio
n t
o G
P p
ract
ice
and
ext
ern
al p
artn
ers
and
th
e w
orki
ng
pri
nci
ple
s of
ed
uca
tion
an
d s
afet
y.
1. M
ain
tain
ing
per
form
ance
, le
arn
ing
and
tea
chin
g
Con
tinuo
usly
eva
luat
ing
and
impr
ovin
g th
e ca
re y
ou p
rovi
deD
emon
stra
tes
know
ledg
e of
how
pre
scri
bing
dat
a is
pro
duce
d an
d th
e st
reng
ths
and
limita
tions
of
the
data
.
Acc
esse
s pr
actic
e-sp
ecifi
c pr
escr
ibin
g da
ta, i
nter
roga
tes
the
data
acc
urat
ely,
an
d us
es t
he d
ata
to id
entif
y pr
iori
ties
for
impr
ovin
g pr
escr
ibin
g an
d pa
tient
ca
re.
Dem
onst
rate
s un
ders
tand
ing
of t
he a
udit
cycl
e an
d de
rive
s cr
iteri
a an
d st
anda
rds
from
goo
d-qu
ality
gui
delin
es.
Pro
mot
es c
ost-
effe
ctiv
e us
e of
hea
lth r
esou
rces
and
und
erst
ands
the
ph
arm
acoe
cono
mic
s of
med
icin
es t
hat
unde
rpin
s N
ICE
rec
omm
enda
tions
.
Sup
port
s G
P a
udit
activ
ity.
Lea
ds q
ualit
y im
prov
emen
t in
res
pons
e to
aud
it an
d lo
cal/n
atio
nal p
rior
ities
.
Dem
onst
rate
s ef
fect
ive
deci
sion
-mak
ing,
incl
udin
g ta
king
fee
dbac
k fr
om
stak
ehol
ders
.
Ado
ptin
g a
safe
and
sci
entifi
c ap
proa
ch t
o im
prov
e qu
ality
of
care
Cho
oses
app
ropr
iate
aud
it to
pics
bas
ed o
n na
tiona
l gui
delin
es, h
igh-
risk
, hi
gh-v
olum
e or
loca
l pri
oriti
es.
Ove
rcom
es lo
cal b
arri
ers
to c
hang
e an
d su
ppor
ts s
ervi
ce im
prov
emen
t.
Influ
ence
s or
gani
satio
nal c
hang
e w
ith r
espe
ct t
o in
itiat
ives
suc
h as
key
th
erap
eutic
top
ics
and
supp
ortin
g pa
tient
acc
ess
to c
linic
ally
app
ropr
iate
m
edic
ines
app
rove
d by
the
Nat
iona
l Ins
titut
e fo
r H
ealth
and
Car
e E
xcel
lenc
e (N
ICE
).
Dem
onst
rate
s ab
ility
to
iden
tify
patie
nts
at r
isk
of d
rug-
rela
ted
adm
issi
ons
and
influ
ence
s th
e m
ultid
isci
plin
ary
team
act
ivity
to
redu
ce d
rug-
rela
ted
adm
issi
ons.
Dem
onst
rate
s ab
ility
to
desi
gn a
nd u
nder
take
aud
its a
gain
st n
atio
nal
stan
dard
s, e
valu
ate
chan
ge a
gain
st b
asel
ine
and
pers
uade
or
influ
ence
the
m
ultid
isci
plin
ary
team
to
impr
ove
prac
tice.
Clinical supervisor handbook
29
Sup
port
ing
the
educ
atio
n an
d de
velo
pmen
t of
col
leag
ues
Del
iver
s ed
ucat
ion
and
trai
ning
abo
ut r
epea
t pr
escr
ibin
g m
anag
emen
t fo
r cl
inic
al a
nd n
on-c
linic
al s
taff
.
Del
iver
s ed
ucat
ion
and
trai
ning
abo
ut s
afe
and
effe
ctiv
e m
edic
ines
use
for
th
e ge
nera
l pra
ctic
e te
am.
Con
side
rs d
iffe
rent
lear
ning
sty
les
and
uses
app
ropr
iate
tec
hniq
ues
and
tech
nolo
gies
to
addr
ess
diff
eren
t le
arni
ng s
tyle
s w
hen
deliv
erin
g ed
ucat
ion.
Dem
onst
rate
s ab
ility
to
pres
ent
to s
mal
l and
med
ium
-siz
ed g
roup
s of
pr
ofes
sion
als
usin
g ef
fect
ive
verb
al a
nd v
isua
l pre
sent
atio
n sk
ills.
Dem
onst
rate
s ab
ility
to
deliv
er e
duca
tion
for
indi
vidu
als
and
smal
l gro
ups
to im
prov
e sy
stem
s an
d pr
actic
e.
Dem
onst
rate
s or
gani
satio
nal r
espo
nsib
ility
for
the
med
icin
es r
econ
cilia
tion
proc
ess
and
offe
rs e
duca
tion
and
trai
ning
to
supp
ort
othe
r co
mpe
tent
hea
lth
prof
essi
onal
s to
del
iver
qua
lity
med
icin
es r
econ
cilia
tion.
Is s
ough
t as
an
expe
rt t
o ad
vise
the
mul
tidis
cipl
inar
y te
am a
bout
med
icin
es-
rela
ted
ques
tions
.
Invi
tes
and
acts
on
feed
back
.
Dem
onst
rate
s ab
ility
to
men
tor
othe
rs.
2. O
rgan
isat
ion
, m
anag
emen
t an
d l
ead
ersh
ip
App
lyin
g le
ader
ship
ski
lls t
o im
prov
e yo
ur o
rgan
isat
ion’
s pe
rfor
man
ceIn
fluen
ces
the
gene
ral p
ract
ice
team
with
res
pect
to
orga
nisa
tiona
l cha
nge,
pr
escr
ibin
g de
cisi
ons
and
impl
emen
tatio
n of
the
sev
en p
rinc
iple
s of
m
edic
ines
opt
imis
atio
n.3
Dem
onst
rate
s ab
ility
to
prod
uce
wri
tten
bus
ines
s ca
ses
and
activ
ely
part
icip
ate
in im
plem
entin
g ch
ange
and
ser
vice
dev
elop
men
t.
Dem
onst
rate
s ac
tive
invo
lvem
ent
in s
trat
egic
dec
isio
ns a
bout
med
icin
es a
nd
deve
lopi
ng c
are
path
way
s th
at in
volv
e m
edic
ines
use
.
Dem
onst
rate
s aw
aren
ess
of t
he a
rea
pres
crib
ing
com
mitt
ee a
nd u
ses
its
deci
sion
s ro
utin
ely
to in
form
pra
ctic
e an
d sh
are
with
col
leag
ues.
Rai
ses
awar
enes
s of
red
am
ber
gree
n (R
AG
) or
equ
ival
ent
sche
mes
and
are
a fo
rmul
arie
s in
fluen
cing
ado
ptio
n in
pra
ctic
e.
Dem
onst
rate
s ab
ility
to
man
age
proj
ects
with
in t
he p
ract
ice
and
the
loca
lity.
Clinical supervisor handbook
30 Lea
rnin
g ou
tcom
e C
ore
cap
abil
itie
s an
d c
omp
eten
ces
Des
crip
tion
Mak
ing
effe
ctiv
e us
e of
info
rmat
ion
and
com
mun
icat
ion
syst
ems
Acc
esse
s lo
cal i
nfor
mat
ion
rela
ting
to f
orm
ular
ies
and
med
icin
es a
ppro
ved
for
use.
Cre
ates
eff
ectiv
e co
mm
unic
atio
n ch
anne
ls w
ith c
omm
unity
pha
rmac
y,
incl
udin
g pa
tient
ref
erra
ls.
Pro
mot
es a
nd f
acili
tate
s th
e ro
le o
f co
mm
unity
pha
rmac
y an
d su
ppor
ts
refe
rral
s fo
r co
ntra
ctua
l and
add
ition
al s
ervi
ces.
Dem
onst
rate
s ab
ility
to
pers
uade
or
influ
ence
usi
ng a
cade
mic
det
ailin
g an
d so
cial
mar
ketin
g.
App
ropr
iate
ly r
efer
s m
edic
ines
info
rmat
ion
enqu
irie
s to
UK
med
icin
es
info
rmat
ion
and
supp
orts
com
mun
ity p
harm
acy
to a
ppro
pria
tely
acc
ess
info
rmat
ion.
Co-
ordi
natin
g m
edic
ines
opt
imis
atio
n ac
ross
the
pha
rmac
y se
ctor
sD
eter
min
es w
hich
pat
ient
s an
d w
hich
med
icin
es a
re s
uita
ble
for
repe
at
disp
ensi
ng.
Dem
onst
rate
s ab
ility
to
desc
ribe
the
pri
ncip
les
of m
edic
ines
rec
onci
liatio
n an
d to
app
ly t
his
to p
atie
nts
tran
sfer
red
acro
ss a
n in
terf
ace,
for
exa
mpl
e,
disc
harg
ed f
rom
hos
pita
l.
Dem
onst
rate
s w
orki
ng a
cros
s th
e in
terf
ace
to b
uild
rel
atio
nshi
ps a
nd s
hare
in
form
atio
n pl
ans
and
reso
urce
s w
ith o
ther
pha
rmac
y pr
ofes
sion
als.
Dem
onst
rate
s ab
ility
to
nego
tiate
issu
es o
r re
ques
ts w
ith h
ospi
tal p
harm
acy
team
s.
Com
plet
es m
edic
ines
rec
onci
liatio
n fo
r sp
ecifi
c pa
tient
s w
hen
they
tra
nsfe
r be
twee
n ca
re s
ettin
gs in
a t
imel
y m
anne
r an
d ta
kes
actio
n to
impr
ove
adhe
renc
e.
Dem
onst
rate
s ab
ility
to
wor
k w
ithin
exi
stin
g ne
twor
ks o
r cr
eate
a p
rofe
ssio
nal
netw
ork
to s
uppo
rt m
edic
ines
opt
imis
atio
n.
Dem
onst
rate
s un
ders
tand
ing
of t
he li
mita
tions
of
Scr
ipts
witc
h an
d eq
uiva
lent
sc
hem
es a
nd n
egot
iate
s te
nsio
ns w
ith t
he m
edic
ines
opt
imis
atio
n ag
enda
.
Dem
onst
rate
s ab
ility
to
influ
ence
and
impl
emen
t in
itiat
ives
to
redu
ce w
aste
.
Clinical supervisor handbook
31
Lea
ding
on
med
icin
es s
afet
yD
emon
stra
tes
know
ledg
e of
mon
itori
ng r
equi
red
for
com
mon
and
hig
h-ri
sk
med
icin
es.
Influ
ence
s go
od-q
ualit
y pr
escr
ibin
g an
d sa
fe a
nd e
ffec
tive
repe
at p
resc
ribi
ng.
Mon
itors
med
icin
es in
clud
ing
iden
tifyi
ng h
igh-
risk
dru
gs a
nd s
hare
d ca
re
mon
itori
ng.
Cre
ates
pro
cedu
res
for
casc
ade
to t
he m
ultid
isci
plin
ary
team
and
act
ion
requ
ired
by
drug
saf
ety
upda
tes
and
natio
nal p
atie
nt s
afet
y al
erts
, with
in
spec
ified
or
loca
lly a
gree
d tim
efra
mes
and
pro
mot
es a
saf
ety
cultu
re.
Dem
onst
rate
s a
wor
king
kno
wle
dge
of s
hare
d ca
re a
gree
men
ts a
nd e
ffec
tivel
y su
ppor
ts im
plem
enta
tion.
Dem
onst
rate
s th
e ab
ility
to
advi
se a
bout
the
saf
e pr
escr
ibin
g, p
rocu
rem
ent,
supp
ly a
nd u
se o
f sp
ecia
ls a
nd a
dvis
es o
n ch
oice
of
high
-qua
lity
spec
ials
tha
t ar
e ap
prop
riat
e to
pat
ient
nee
ds a
nd c
ost-
effe
ctiv
e.
Dem
onst
rate
s ab
ility
to
advi
se o
n pa
tient
saf
ety
incl
udin
g re
gard
ing
reca
lls,
audi
ts a
nd in
cide
nt r
ecor
ding
and
adv
ise
on a
ppro
pria
te s
yste
ms
to p
rom
ote
a sa
fety
cul
ture
, for
exa
mpl
e, D
atix
or
equi
vale
nt.
Lea
ds im
plem
enta
tion
of p
roce
sses
to
iden
tify,
rep
ort,
prio
ritis
e, in
vest
igat
e an
d le
arn
from
med
icin
es-r
elat
ed s
afet
y in
cide
nts
loca
lly.
Dem
onst
rate
s ab
ility
to
man
age
intr
oduc
tion
of n
ew m
edic
ines
saf
ely
and
in
line
with
NIC
E r
ecom
men
datio
ns a
nd lo
cal g
uida
nce.
Ass
esse
s th
e tr
aini
ng n
eeds
of
the
mul
tidis
cipl
inar
y te
am t
o he
lp p
atie
nts
and
prac
titio
ners
to
iden
tify
and
repo
rt m
edic
ines
-rel
ated
pat
ient
saf
ety
inci
dent
s an
d ob
tain
reg
ular
fee
dbac
k on
pro
gres
s.
Clinical supervisor handbook
32 Lea
rnin
g ou
tcom
e C
ore
cap
abil
itie
s an
d c
omp
eten
ces
Des
crip
tion
Car
ing
for
the
wh
ole
per
son
an
d t
he
wid
er
com
mu
nit
y
Th
is l
earn
ing
outc
ome
is u
nd
erp
inn
ed b
y th
e u
nd
erst
and
ing
of t
he
imp
orta
nt
role
th
at g
ener
al p
ract
ice
pla
ys i
n s
up
por
tin
g an
d
del
iver
ing
the
pre
ven
tion
an
d p
ub
lic
hea
lth
age
nd
a. I
t re
lies
on
th
e ab
ilit
y to
com
mu
nic
ate
acro
ss b
oun
dar
ies
bet
wee
n h
ealt
h a
nd
so
cial
car
e.
1. P
ract
isin
g h
olis
tica
lly
and
pro
mot
ing
hea
lth
Dem
onst
ratin
g a
holis
tic m
inds
etU
nder
stan
ds t
he im
port
ant
role
tha
t ge
nera
l pra
ctic
e pl
ays
in s
uppo
rtin
g an
d de
liver
ing
the
prev
entio
n an
d pu
blic
hea
lth a
gend
a.
Dem
onst
rate
s ab
ility
to
com
mun
icat
e ac
ross
bou
ndar
ies
betw
een
heal
th a
nd
soci
al c
are.
Act
ivel
y en
cour
ages
and
hel
ps p
eopl
e to
mak
e he
alth
ier
choi
ces
to a
chie
ve
long
-ter
m b
ehav
iour
cha
nge
(usi
ng M
akin
g E
very
Con
tact
Cou
nt a
ppro
ach)
.
Res
earc
hes
prac
tice
popu
latio
n de
mog
raph
ics
and
dise
ase
prev
alen
ce.
Dem
onst
rate
s ab
ility
to
iden
tify
the
psyc
holo
gica
l asp
ects
of
long
-ter
m
cond
ition
s an
d of
fer
a ho
listic
ass
essm
ent.
Use
s a
holis
tic a
ppro
ach
to e
xplo
re a
nd d
iscu
ss a
ll ex
tern
al f
acto
rs w
hich
may
in
fluen
ce h
ealth
and
med
icin
es u
se.
Sup
port
ing
peop
le t
hrou
gh e
xper
ienc
es o
f he
alth
, illn
ess
and
reco
very
Del
iver
s pu
blic
hea
lth in
terv
entio
ns t
o su
ppor
t th
e he
alth
and
wel
lbei
ng o
f pa
tient
s an
d th
e pu
blic
.
Dem
onst
rate
s ab
ility
to
refle
ct o
n pa
tient
-cen
tred
car
e an
d su
ppor
t pa
tient
s to
ach
ieve
bet
ter
outc
omes
.
Del
iver
s pe
rson
alis
ed c
are
whi
ch u
nder
stan
ds a
nd s
uppo
rts
the
indi
vidu
al a
s an
exp
ert
in t
heir
con
ditio
n.
Dem
onst
rate
s ab
ility
to
offe
r su
ppor
t an
d re
sour
ces
from
cha
ritie
s an
d pa
tient
gro
ups.
Pro
mot
es a
co-
ordi
nate
d se
rvic
e de
liver
ing
cons
iste
ntly
saf
e an
d hi
gh
stan
dard
s of
car
e.
Clinical supervisor handbook
33
2. C
omm
un
ity
orie
nta
tion
Ens
urin
g m
edic
ines
opt
imis
atio
n ac
ross
you
r lo
cal c
omm
unity
, in
clud
ing
care
hom
esD
emon
stra
tes
unde
rsta
ndin
g of
the
ter
m m
edic
ines
opt
imis
atio
n an
d ho
w
this
can
be
used
to
impr
ove
patie
nt o
utco
mes
rel
atin
g to
med
icin
es.
Sup
port
s sy
stem
s fo
r m
onito
ring
med
icin
es p
resc
ribe
d un
der
shar
ed c
are
prot
ocol
s.
Dem
onst
rate
s kn
owle
dge
of t
he r
ole
of c
omm
unity
pha
rmac
y in
med
icin
es
optim
isat
ion.
Dem
onst
rate
s ab
ility
to
man
age
pres
crip
tion
accu
racy
and
hos
pita
l let
ters
an
d ad
dres
s pr
oble
ms
rais
ed d
urin
g m
edic
ines
rec
onci
liatio
n.
Pro
mot
es a
nd e
mbe
ds t
he r
ole
of p
harm
acis
ts in
car
e ho
mes
, with
ove
rall
resp
onsi
bilit
y an
d ac
coun
tabi
lity
for
med
icin
es a
nd t
heir
use
.
Sup
port
s co
mm
unity
pha
rmac
y in
its
role
to
trai
n ca
re h
ome
prov
ider
s to
de
liver
saf
e m
anag
emen
t an
d ad
min
istr
atio
n of
med
icin
es a
nd r
educ
e w
aste
.
Dem
onst
rate
s pa
rtic
ipat
ion
in d
omic
iliar
y an
d ca
re h
ome
visi
ts, e
ffec
tivel
y w
orki
ng w
ith s
ocia
l car
e an
d th
e m
ultid
isci
plin
ary
team
.
Dem
onst
rate
s ab
ility
to
iden
tify
any
impa
ct o
n lo
cal p
rovi
sion
of
care
re
gard
ing
spec
ialis
ed s
ervi
ces
deliv
ery.
Act
ivel
y pa
rtic
ipat
es in
the
NH
S E
ngla
nd m
edic
ines
opt
imis
atio
n pr
ogra
mm
e.
Bui
ldin
g re
latio
nshi
ps w
ith t
he c
omm
uniti
es in
whi
ch y
ou w
ork
Dem
onst
rate
s ef
fect
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Learning set: Developing your patient-facing role
Induction residential day 1 and 2: Days 1 and 2 focus on patient engagement, developing your role in general practice, an introduction to leadership and consultation skills.
Induction residential day 3 and 4: Days 3 and 4 focus on clinical assessment skills and history-taking, medicines reconciliation, complex cases and resilience.
Learning set: Working with community pharmacy
Appendix 2 – Modules of study for the Clinical pharmacists in general practice education programmeModule 1 – InductionClinical pharmacists on pathways 1 and 2 will complete the induction module and the senior pharmacists will complete the senior induction module. The key components of module 1 are described here and in the tables below:
The induction residential (pathways 1 and 2) provides an intensive introduction to the core skills required the role of a clinical pharmacist in general practice. The induction residential creates the opportunity for pharmacists to network with other clinical pharmacists and build strong collegiality to achieve success as part of the NHS England scheme.
The senior induction residential (senior pathway) provides an intensive introduction to clinical leadership in primary care and the senior clinical pharmacist’s role as a mentor for the clinical pharmacists on the pathway. There is also an optional introduction to the core skills required (consultation skills and clinical assessment skills and history-taking). The induction residential creates the opportunity for networking with other senior clinical pharmacists and build strong collegiality to achieve success as part of the NHS England scheme.
Our General practice – the fundamentals of working with GPs e-course is available online. This e-course is an excellent introduction to working in a GP surgery. The e-course covers NHS structure and general practice, introduction to local general practice, medicines optimisation, medication review, prescribing and repeat prescribing, prescribing data, clinical information technology systems, audits, evidence-based use of medicines, working with the multidisciplinary team and patient-centred professionalism. All pharmacists who are new to general practice will be expected to complete this e-course as part of module 1. Pharmacists with previous experience of working in a GP practice will still find the course a useful resource. We have designed the course so that pharmacists can dip in and out and focus on the areas of learning that are most relevant to them. All pharmacists on all three pathways are expected to pass the fundamentals of working with GPs e-assessment.
The tables below and opposite describe how the pharmacists will study module 1.
Module 1 – pathway 1 and pathway 2Month 1 Month 2 Month 3 Month 4
The fundamentals of working with GPs e-course 13 weeks online, tutor-led, start dates available on the CPPE website
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Module 1 – senior pathway Month 1 Month 2 Month 3 Month 4
Optional: The fundamentals of working with GPs e-course 13 weeks online, tutor-led, start dates available on the CPPE website
After completing the induction module clinical pharmacists and senior clinical pharmacists will progress through the other modules for their pathway of learning.
Module 2 – clinical pharmacy (pathway 1 only)Duration: four months
Module 2 will enable pharmacists to build a strong foundation of clinical knowledge before progressing through modules 3, 4 and 5 supporting role development and leadership. The focus of module 2 is on respiratory and hypertension in the context of the complexity of other conditions. On completion of the module pharmacists will be able to:
n apply pharmaceutical knowledge and skills to practice
n plan, manage, monitor, advise and review pharmaceutical care plans for patients
n make decisions requiring analysis, comparison of a range of options and interpretation of the evidence base
n understand the wider complexity of patient care, working with the patient.
Delivery structure:
Module 2 is a continuing professional development (CPD) module delivered by our partner HEIs. Pharmacists on pathway 1 will complete module 2 at a partner HEI of their choice. More information about module 2 is available on each of our partner HEI’s factsheets. CPPE will share names and contact details of pharmacists on pathway 1 with our partners for the purposes of enrolment onto HEI modules.
Learning set: Developing your patient-facing role
Optional: Induction residential: Senior clinical pharmacists can choose to attend a maximum of two days of the clinical pharmacists induction residential. This will be discussed at the initial meeting with the CPPE education supervisor.
Senior induction residential: The senior induction residential focuses on patient engagement, developing your senior clinical pharmacist role in general practice, mentoring, quality improvement, stakeholder engagement, influencing skills, resilience and developing peer support networks.
Learning set: Working with community pharmacy
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Quality improvement project: Creating and implementing a practice-based quality improvement project.
Myers-Briggs Type Indicator (MBTI) online e-workshops
Leadership study day 1: Leadership in general practice
Leadership study day 2: Lead, Manage, Thrive! (Red Whale)
Learning set: quality improvement project focus
Module 3 – clinical pharmacy in primary care (all pathways)Duration: four months
Module 3 focuses on building confidence in managing medical complexity and polypharmacy. The learning is led by experts and GPs on key areas for primary care.
Study day Delivery
Musculoskelatal and chronic pain update Red Whale
Mental health and wellbeing HEI partners
Medicines optimisation in care homes essential skills CPPE
Clinical pharmacist update Red Whale
Webinar
Red Whale and CPPE will deliver six interactive webinars focusing on long term conditions. Topics are chosen to compliment the content of the Clinical pharmacist update study day and may include the following: chronic heart failure, monitoring, polypharmacy, respiratory, atrial fibrillation, cancer and end of life care, acute kidney injury.
Online course
Red Whale will deliver a type 2 diabetes online course. This consists of one live webinar and three recorded webcasts.
Delivery structure:
You will attend one study day per month. Webinars and the diabetes online course are spread out through the module.
Module 4 – leadership and management (pathways 1 and 2)Duration: two months
Module 4 focuses on developing your leadership and management skills and introduces clinical pharmacists to tools to understand, improve and maintain professional relationships and manage change. During this module clinical pharmacists will lead on quality improvement projects for the benefit of patient care and develop personal resilience, wellbeing and effectiveness in their general practice role.
Delivery structure:
Pre-work Month 1 Month 2
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Module 5 – clinical assessment skills (pathway 1 and pathway 2)
Pharmacists on pathway 2 can choose module 5 or module 6
Duration: two months
Module 5 focuses on clinical assessment skills and clinical decision-making applicable to caring for patients with chronic conditions and during medication reviews.
Module 5 consists of three study days focusing on general examination of the patient, dermatological conditions, infections, respiratory and cardiovascular assessment.
Delivery structure:
n study days led by medical tutors on acute and chronic presentations and associated clinical assessment skills, supported by professional medical actors
n self-directed e-learning on history-taking
n self-directed anatomy learning.
Module 6 – advanced clinical assessment skills (pathway 2 and senior pathway)Pharmacists on pathway 2 can choose module 5 or module 6
Duration: two to four months
Module 6 focuses on clinical assessment and clinical decision-making skills in the context of caring for patients with a wide range of conditions and during medication reviews.
Module 6 consists of five study days focusing on general examination of the patient, dermatological conditions, infections and examination and assessment skills in a range of systems including respiratory, cardiovascular, neurological, musculoskeletal and gastrointestinal.
Delivery structure:
n study days led by medical tutors on acute and chronic presentations and associated clinical assessment skills, supported by professional medical actors
n self-directed e-learning on history-taking and differential diagnosis
n self-directed anatomy learning.
Module 7 senior leadership (senior pathway)Duration: two months
Senior clinical pharmacists are key to the success and sustainability of the Clinical pharmacists in general practice programme. Senior clinical pharmacists are a valuable resource to lead improvement and service transformation relating to medicines optimisation. Module 7 focuses on exploring the individual, the team and the wider NHS and care landscape. This will enable senior clinical pharmacists to become more confident leaders so that they can have a greater impact on patient outcomes. The study days are delivered by Alliance Manchester Business School in partnership with CPPE.
Delivery structure:
Pre-work Month 1 Month 2
Senior clinical pharmacists will keep a reflective journal of their development and engage with discussions on Canvas.
Myers-Briggs Type Indicator (MBTI) online e-workshops
Two-day residential: Leadership of self and teams
Study day: System leadership
Write a case for change
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Appendix 3 – Partner organisationsThe education programme is led by CPPE and includes HEI partners and a national GP education provider. All of our partners have expertise in delivering GP pharmacist education.
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References1. General Practice Forward View April 2016.
www.england.nhs.uk/wp-content/uploads/2016/04/gpfv.pdf
2. NHS England Clinical Pharmacists in General Practice. www.england.nhs.uk/gp/gpfv/workforce/building-the-general-practice-workforce/cp-gp
3. NHS Healthcare leadership model: the nine dimensions of leadership behaviour. 2013. www.leadershipacademy.nhs.uk/wp-content/uploads/dlm_uploads/2014/10/NHSLeadership-LeadershipModel-colour.pdf
4. RPS Leadership development framework: developing leadership, wherever you are. January 2015. www.rpharms.com/Portals/0/RPS%20document%20library/Open%20access/Development/rps---leadership-development-framework-january-2015.pdf
5. RPS A competency framework for all prescribers. July 2016. www.rpharms.com/Portals/0/RPS%20document%20library/Open%20access/Professional%20standards/Prescribing%20competency%20framework/prescribing-competency-framework.pdf
6. NHS Consultation skills for pharmacy practice: practice standards for England. March 2014. www.consultationskillsforpharmacy.com/docs/docc.pdf
Contacting CPPEFor information on your orders or bookings, or any general enquiries, please contact us by email, telephone or post. A member of our customer services team will be happy to help you with your enquiry.
Email [email protected]
Telephone 0161 778 4000
By post Centre for Pharmacy Postgraduate Education (CPPE)Manchester Pharmacy School1st Floor, Stopford BuildingThe University of ManchesterOxford RoadManchester M13 9PT
For information on all our programmes and events: visit our website www.cppe.ac.uk
Share your learning experience with us:email us at [email protected]
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