RPS and Secure Environments Secure Environments Meeting

19 April 2016

Stuart Semple Head of Faculty

•RPS and Faculty Update

• Process Outline

• Plans for 2016

•Discussion Points

Session Plan

• 2010 – RPSGB became RPS and GPhC

•RPS – Professional Body

• Professional Voice for Pharmacy

• Patients and the Public

• Set Standards, Guidance and Policy

• Support Members

–Professional Development

RPS History and Purpose

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Professional Development For Pharmacists

The Royal Pharmaceutical Society

•Desire for recognition of advanced practice

• Pharmacists need support to deliver care in a changing healthcare environment

•Able to manage complexity

•Quality assurance marker for healthcare professionals

Faculty History - 2013

• 48,000 GPhC registrants

• 26,700 RPS Members (55%)

• ~3100 RPS members accessing Faculty tools

• ~1700 members actively building portfolios

• (to December 2015) 388 Faculty Submissions

Current Numbers

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Faculty Members By Sector

SECTOR TOTAL RPS

GENERAL

COMMUNITY / PRIMARY CARE 73 (19%) 15,665 (59%)

HOSPITAL 204 (53%) 5,492 (20%)

ACADEMIA / EDUCATION 69 (18%) 948 (3%)

REGULATORY 3 (1%) 0

INDUSTRY / PRIVATE 13 (3%) 1,526 (6%)

RETIRED 3 (1%) 0

GOVERNMENT 5 (2%) 0

OTHER 13 (3%) 3,093 (12%)

TOTAL 388 (100%) 26,724 (100%)

• ROADMAP

• CURRICULA

• COMPETENCY FRAMEWORKS

• ASSESSMENT

• RECOGNITION

• DEVELOPMENT PLANNING – E+T

Components of Development

9 9

APF Clusters

Expert Professional Practice

Collaborative Working Relationships

Leadership

Management

Education, Training and Development

Research and Evaluation

• Established in a role, performing well, advanced beyond foundation years or at early stages of specialisation and advancement

Advanced Stage I:

Established

• An expert in an area of practice, experienced. Routinely manages complex situations and a recognised leader locally/regionally

Advanced Stage II:

Excellent

• Recognised leader in community or primary care; equivalent leads in hospital, business / corporate leadership roles in industry; business or leader in community. A nationally recognised leader in an area of expertise.

Mastery:

Exceptional

• SUBMIT (~40 hours average)

• PEER ASSESSMENT (Assessor plus moderator)

• CREDENTIALING

• Akin to Exam Board

• ASSESSMENT ‘OUTPUTS’

• Assessment Report (focus on progression through APF)

• Award of Post-Nominals (ASI, ASII, Fellow)

• FACULTY PROFESSIONAL DEVELOPMENT SERVICE

• Work with individual to generate a PDP

• Annual CPD Peer Review

Faculty Process

12 Recognition of Prior Experience

Faculty Assessment

CV

Demonstates progression through

career

Peer Testimonials / assessments Demonstates

accountability for provided services to

patients and the organisation

Portfolio

Exploring the breadth of practice across the APF

13 2-10 years

Faculty Assessment

CV

Demonstates progression through career

Peer Testimonials / assessments Demonstates accountability for provided

services to patients and the organisation

Portfolio

Exploring the breadth of practice across the APF

Record of Expert Professional Practice Assessment (REPP)

Demonstrates a depth of knowledge and skills (in

line with the Core Advanced Curriculum)

• Costs • RPS membership

• Portfolio assessment (£300)

• Annual retainer (e.g. stage II £75)

» Minus tax relief, 40% for higher tax payers

• Invest in self and future

• Cf Advanced Masters Degree (~£3k)

Barriers and Enablers

• Barriers: Time

• Life balances & Priorities

• Not seen as “additional” work on a day to day basis

• Enablers

• Use the competencies of the framework to drive how we do our work

• Recognise and embed the language

• ‘Faculty days’

• Cf: Advanced Masters degree – 600 hours of study

Barriers and Enablers

•Monthly submissions accepted – 8 week turnaround to outcomes

•Re-state vision and purpose – website

• ‘Internal’ RPS

• Faculty Development / CPD Service

New for 2016

17 17

Continuing Registration Assurance and how this fits with Faculty: Pilot April - December 2016

• ‘Peer to peer networks’ • ‘Evidence that demonstrates the outcomes

their professional practise on their service users’

• RPS Faculty Team – 4.1wte

• ‘New’ Champions - 87

– create local networks with;

• ‘Old’ Champions - approx. 500

• RPS Members – approx. 26,000

• GPhC Registrants – approx. 48,000

Faculty Champions

‘The time and effort put in by the assessing committee merits more than the fees paid for the actual submission.’ MFRPSI MRPharmS ‘I did it because I wanted to know the level of my achievements following the assessment and credentialing process. The more mapping I did, the more gaps I identified in some domains (i.e. research and education/training). I found the process very effective in helping to focus on building more evidence to bridge the gaps.’ MFRPSII MRPharmS ‘I am delighted to be accepted into the Faculty as a Fellow and I am very honoured to read the comments made by the assessors to whom I pass on my sincere appreciation. Can I also thank Hannah and all the Faculty team for all the support over the past months. The website is extremely well presented and user friendly and is supported by exceptional staff who willingly assisted me in the development of my portfolio.’ FFRPS

•Develop Standards for Sector

• Faculty Handbook

•Define Professional Development

RPS Developments in Secure Environments

• In groups; 10minutes

• How can RPS engage effectively with the sector?

• Does the RPS Professional Development offer meet the needs for staff working in secure environments?

• What should be included in the ‘Curriculum’ for Secure Environments

Discussion

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Professional Development For Pharmacists

The Royal Pharmaceutical Society