GLF. General Level Framework. A Framework for Pharmacist Development in General Pharmacy Practice

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1 GLF Generl Level Frmework A Frmework for Phrmcist Development in Generl Phrmcy Prctice GLF Second Edition October 2007

2 About CoDEG The Competency Development nd Evlution Group (CoDEG) is collbortive network of developers nd reserchers, prctitioners, specilist nd cdemic phrmcists. Further informtion nd implementtion resources nd guidnce re vilble from CoDEG is supported by the following orgnistions: Est & South Est Englnd Specilist Phrmcy Services Est of Englnd, London, South Centrl & South Est Cost Clinicl Phrmcy School of Phrmcy nd Biomoleculr Sciences, University of Brighton

3 Orgnistionl Endorsement The following Phrmcy orgnistions hve endorsed the frmework: The Guild of Helthcre Phrmcists Phrmceuticl Services Negotiting Committee Centre for Postgrdute Phrmcy Eduction Support from other Phrmcy Orgnistions: The Royl Phrmceuticl Society welcomes the contribution tht the GLF could mke to supporting continuing professionl development within the profession. The GLF hs been dded, for selection by phrmcists, to the Society s Pln nd Record CPD website (www.uptodte.org) The NPA see this frmework s vluble id to CPD, helping phrmcists develop beyond the cceptble stndrds of competence phrmcist will demonstrte t registrtion to mke wider contribution in their role in helthcre.

4 Prefce to the Generl Level Competency Frmework The CoDEG Generl Level Frmework (GLF) supports post-registrtion development for phrmcists delivering generl phrmcy services. The frmework cn be used by phrmcists working in hospitl, community phrmcy nd primry cre. A controlled tril of the first edition GLF hs demonstrted tht its use ccelertes nd sustins phrmcists development (Antoniou et l. Phrmcy Eduction 2005: 5: 201-7). The second edition GLF (Mills et l. Phrmceuticl Journl 2005; 275: 48-52) hs been successfully evluted in primry cre nd community phrmcy. This version is suitble for use in hospitl, primry cre nd community phrmcy. The GLF hs been dopted by the College of Phrmcy Prctice nd its Fculty of Prescribing nd Medicines Mngement for full membership. Further informtion bout this is vilble t The GLF nd the KSF A guidnce document describing how the GLF links with the KSF outline for Bnd 6 phrmcist hs been produced nd is vilble from the CoDEG website. The guide ws developed in prtnership with Cmbridge University Hospitls NHS Foundtion Trust, with support from the Guild of Helthcre Phrmcists The GLF nd RPSGB Pln nd Record Previously, phrmcists using the GLF hve been ble to dd the GLF behviours to the Pln nd Record website mnully using guidnce from CoDEG. The GLF behviours hve now been dded to the Pln nd Record website s prt of n overll revision of the site. This development fcilittes the use of the GLF with the Society s CPD requirements. Correspondence nd enquiries, plese e-mil: An electronic version is vilble to downlod from

5 Foreword to the Second Edition: Wht s chnged? Overview The min drivers for revising the successful first edition (October 2003) of the Generl Level Frmework (GLF) were the need to: Incorporte developments in NHS nd Phrmcy Policy nd Prctice since the development of the first edition. Tke ccount of other relevnt competencies nd competency frmeworks published since 2000 Generlise the content nd terminology for use in hospitl, primry cre nd community phrmcy The result of this revision nd the ensuing successful evlution in primry cre nd community phrmcy hs resulted in the 2 nd Edition tht is vilble for use cross ll three res of phrmcy prctice. Summry of min chnges Users fmilir with the first edition will immeditely notice two key chnges: 1. The generlistion of the terminology in the hndbook nd frmework (grids). The grids hve been dpted to llow for four ssessment phses to monitor performnce s used initilly by phrmcists t the Chelse nd Westminster hospitl. 2. The ddition of Mngement nd Orgnistionl Cluster. This cluster incorportes: Clinicl Governnce: Risk Mngement, Stndrd Operting Procedures Service Provision: Qulity nd Improvement Budgets nd Reimbursement: Finncil flows; Prescribing expenditure; formulries etc. Orgnistions: Locl nd ntionl linked (e.g. UKCPA, NPA) Trining nd stff mngement: Personl Development Plns Procurement: Stock mngement nd cost effectiveness Minor chnges hve been mde to the remining clusters. The Delivery of Ptient Cre cluster hs chnge in the order tht the competencies pper. This ws to lign the shift in focus of prctice from the prescription to the ptient. Other Resources The CoDEG website (www.codeg.org) hs severl resources to support the use of the GLF. These include how to use the GLF for CPD nd guidnce on how it links with the KSF.

6 Contents About CoDEG nd Orgnistionl Endorsements.. 2 Prefce... 4 Forwrd to the Second Edition: Wht s Chnged? 5 Introduction... 6 Competencies nd their uses.. 7 Introducing the Frmework. 11 Assessment rting. 12 Guidnce notes on ssessment.. 12 Competency Frmework nd Descriptors Delivery of Ptient Cre Personl. 34 Problem Solving 49 Mngement nd Orgnistion.59 Appendices Assessment Tools: Mini-PAT; Mini-CEX nd CBD Medicines relted Consulttion Frmework (MrCF) 96 Acknowledgements 98 1

7 About CoDEG The Competency Development nd Evlution Group (CoDEG) is collbortive network of developers nd reserchers, prctitioners nd specilist nd cdemic phrmcists. Further informtion nd implementtion resources nd guidnce re vilble from CoDEG is supported by the following orgnistions: Est & South Est Englnd Specilist Phrmcy Services Est of Englnd, London, South Centrl & South Est Cost Clinicl Phrmcy School of Phrmcy nd Biomoleculr Sciences, University of Brighton 2

8 Orgnistionl Endorsement The following Phrmcy orgnistions hve endorsed the frmework: The Guild of Helthcre Phrmcists Phrmceuticl Services Negotiting Committee Centre for Postgrdute Phrmcy Eduction Support from other Phrmcy Orgnistions: The Royl Phrmceuticl Society welcomes the contribution tht the GLF could mke to supporting continuing professionl development within the profession. The GLF hs been dded, for selection by phrmcists, to the Society s Pln nd Record CPD website (www.uptodte.org) The NPA see this frmework s vluble id to CPD, helping phrmcists develop beyond the cceptble stndrds of competence phrmcist will demonstrte t registrtion to mke wider contribution in their role in helthcre. 3

9 Prefce to the Generl Level Competency Frmework The CoDEG Generl Level Frmework (GLF) supports post-registrtion development for phrmcists delivering generl phrmcy services. The frmework cn be used by phrmcists working in hospitl, community phrmcy nd primry cre. A controlled tril of the first edition GLF hs demonstrted tht its use ccelertes nd sustins phrmcists development (Antoniou et l. Phrmcy Eduction 2005: 5: 201-7). The second edition GLF (Mills et l. Phrmceuticl Journl 2005; 275: 48-52) hs been successfully evluted in primry cre nd community phrmcy. This version is suitble for use in hospitl, primry cre nd community phrmcy. The GLF hs been dopted by the College of Phrmcy Prctice nd its Fculty of Prescribing nd Medicines Mngement for full membership. Further informtion bout this is vilble t The GLF nd the KSF A guidnce document describing how the GLF links with the KSF outline for Bnd 6 phrmcist hs been produced nd is vilble from the CoDEG web-site. The guide ws developed in prtnership with Cmbridge University Hospitls NHS Foundtion Trust, with support from the Guild of Helthcre Phrmcists The GLF nd RPSGB Pln nd Record Previously, phrmcists using the GLF hve been ble to dd the GLF behviours to the Pln nd Record web-site mnully using guidnce from CoDEG. During 2007, the GLF behviours will be dded to the Pln nd Record Website s prt of n overll revision of the site. This development will fcilitte the use of the GLF with the Society s CPD requirements. Correspondence nd enquiries, plese e-mil: An electronic version is vilble to downlod from Publictions An rticle by Dr Mills et l describes the development of the Generl Level Frmework for primry cre nd community phrmcy: Mills et l (2005) Phrmceuticl Journl, 275: The following rticles describe erly pilots nd evlutions of the Generl Level Frmework: Antoniou et l. Phrmcy Eduction 2005; 3/4: Webb et l. Int J Phrm Prct 2003: 11(suppl): R91 Goldsmith et l. Phrmcy Eduction 2003; 2: McRobbie et l. Phrmcy Eduction 2001; 2: An rticle by Alison Eggleton describes how the GLF cn be used with the NHS Knowledge nd Skills Frmework for Bnd 6 hospitl phrmcists: Eggleton et l. Hospitl Phrmcist 2007; 14:

10 Foreword to the Second Edition: Wht s chnged? Overview The min drivers for revising the successful 1 st Level Frmework (GLF) were the need to: edition (October 2003) of the Generl Incorporte developments in NHS nd Phrmcy Policy nd Prctice since the development of the first edition; Tke ccount of other relevnt competencies nd competency frmeworks published since 2000; Generlise the content nd terminology for use in hospitl, primry cre nd community phrmcy. The result of this revision nd the ensuing successful evlution in primry cre nd community phrmcy hs resulted in the 2 nd Edition tht is vilble for use cross ll three res of phrmcy prctice. Summry of min chnges Users fmilir with the 1 st edition will immeditely notice two key chnges: 1. The generlistion of the terminology in the hndbook nd frmework (grids). The grids hve been dpted to llow for four ssessment phses to monitor performnce s used initilly by phrmcists t the Chelse nd Westminster hospitl. 2. The ddition of Mngement nd Orgnistionl Cluster. This cluster incorportes: Clinicl Governnce: Risk Mngement, Stndrd Operting Procedures Service Provision: Qulity nd Improvement Budgets nd Reimbursement (finncil flows; prescribing expenditure; formulries, etc). Orgnistions: Locl nd ntionl linked (e.g. UKCPA, NPA) Trining nd stff mngement: Personl Development Plns Procurement: Stock mngement nd cost effectiveness Minor chnges hve been mde to the remining clusters. The Delivery of Ptient Cre cluster hs chnge in the order tht the competencies pper. This ws to lign the shift in focus of prctice from the prescription to the ptient. Other Resources The CoDEG website (www.codeg.org) hs severl resources to support the use of the GLF. These include how to use the GLF for CPD nd guidnce on how it links with the KSF. 5

11 Introduction The purpose of this document is to provide guidnce on competency frmework tht supports the development of phrmcists s sfe, effective generl level prctitioners. In hospitl generl level usully reltes to the services delivered by Bnd 6 phrmcist. In primry cre this frmework is imed t phrmcists working either full time, prt time or on sessionl bsis for PCTs, or GP prctices providing udit support nd/or mediction review services, nd phrmcists working full or prt time in registered phrmcy premises in the community. PCT phrmcist working t strtegic level my find it useful to consider the Advnced nd Consultnt Level Competency Frmework (ACLF) s this my be more suitble. The frmework will: Fcilitte continuing professionl development; Help individuls nd their tutors define gps in knowledge nd skills, nd identify trining nd development needs; Provide documentry support for pprisls nd service delivery. As well s individul phrmcists, the frmework cn be used by eduction nd trining providers, employers nd commissioners. A portfolio bsed on this frmework cn be used to demonstrte phrmcist s bility to work t generl level. This provides pltform for further development to higher level prctice. For NHS employed phrmcists this my be the ACLF nd for community phrmcists this my be the Phrmcist with Specil Interest (PhwSI) frmework. 6

12 Competencies nd their uses Wht is competency frmework? Competence is the bility to crry out job or tsk. A competency is qulity or chrcteristic of person relted to effective or superior performnce. It is mde up of mny things such s motives, trits nd skills. A behviourl competency describes typicl behviour observed when effective performers pply motives, trits or skill to job relevnt tsks. Different orgnistions define competency in different wys. The NHS identifies three min models of competence. Outcome (stndrds) model: essentilly expecttions of n individul undertking prticulr re of work or work role. This model hs its origins in ntionl occuptionl stndrds, which form the bsis of voctionl qulifictions (S/NVQs). A tsk-bsed competency is often referred to s competence, nd its ssessment is criterion referenced. Eductionl model: focuses on wht n individul needs to know or be ble to do by the end of period of lerning, usully in the form of stted lerning outcomes. Assessment is usully norm-referenced or grde-relted. Personl model: dels with the underlying chrcteristics of n individul tht result in effective performnce. These qulities often relte to knowledge, skills, motives nd personl trits. Most commonly pplied to mngement, the model relies on behviourl indictors nd is useful in self-ssessment nd individul development. The NHS Knowledge nd Skills Frmework nd Development Review Guidnce (NHS Exec, 2003) This generl level competency frmework hs been developed using hybrid pproch. While behviourl competencies help individuls (nd their mngers) look t how they do their job, the outcome model identifies whether someone is effective in prticulr re of work. A competency frmework is collection of competencies tht re thought to be centrl to effective performnce. 7

13 Wht cn competency frmeworks be used for? Competency frmeworks cn be used to support rnge of different things. Typiclly, they re used to help with: Trining nd development Recruitment Performnce review Wht cn this frmework be used for? We envisge tht this frmework will be used to help with trining nd development ctivities (see below). However, s the phrmcist develops, the frmework lso hs the potentil to be used s n id to recruitment nd s tool to help in pprisl nd to demonstrte performnce. Who cn use this frmework? The frmework cn be used by: The individul prctitioner To fcilitte continuing professionl development To help individuls identify gps in knowledge nd skills nd identify trining nd development needs To demonstrte requirements for service delivery Employers As n id to pprisls nd setting personl development plns To provide opportunities for individul employers in geogrphicl re to work collbortively to deliver trining for their stff To provide support for the recruitment nd induction process Commissioners To set stndrds nd monitor service delivery To provide frmework for ccredittion of phrmcists for service delivery To identify nd remedy poor performnce Eduction nd trining providers To provide trining linked to service provision To provide the link between trining nd prctice To underpin competency led postgrdute trining progrmmes 8

14 Links to other frmeworks Competency Frmeworks used to develop this frmework The development of this frmework included full mpping ginst generl level elements of key phrmcy competency lists nd frmeworks. The frmeworks/lists mpped were: Previous editions of the Generl Level Frmework 2003 nd 2004; RPSGB Pln nd Record. Continuing Professionl Development. Appendix 4: Key res of competence for ll phrmcists. RPSGB London.; Ntionl Prescribing Centre nd NHS Executive, Competencies for phrmcists working in primry cre; RPSGB. Competencies of the future phrmcy workforce. Phse 1 report. April RPSGB, London A Competency Frmework for Community Helth Phrmcy Services June 2003 A Competency Frmework for Medicines Informtion: UKMI Services Sept As the MI trining workbook used in mny hospitl trusts, detiled mpping of this GLF nd the MI competences is vilble on (www.codeg.org); Ntionl Prescribing Centre, Mintining competence in prescribing n outline frmework to help phrmcist supplementry prescribing; College of Mentl Helth Phrmcists, Outline competencies for mentl helth phrmcists. Links to the Competency Frmework for the Assessment of Phrmcists providing the Medicines Use Review (MUR) nd Prescription Intervention Service The Generl Level Frmework ws used s bsis for the development of the MUR frmework. A mpping document demonstrting how the two frmeworks link cn be found on the CoDEG website (www.codeg.org). 9

15 The GLF nd the NHS Knowledge nd Skills Frmework The GLF mps fully onto the KSF Profile for Bnd 6 phrmcists recommended by the Guild of Helthcre Phrmcists (GHP). Guidnce of the mpping for this version of the GLF nd prior GF versions is vilble on the CoDEG web-site (www.codeg.org). The GLF cn be used s evidence for the KSF s detiled in the DH KSF document 11 : The KSF sttes tht: Qulifictions nd other competences, for exmple, my be used s evidence towrds the chievement of the dimensions nd levels if this is greed nd pplicble but they cnnot replce the NHS KSF Hence phrmcists nd mngers like cn be ressured tht by using the GLF nd meeting the greed stndrds for the competences will meet the requirements of the KSF for Bnd 6 phrmcists. Phrmcy Prctice Frmework The Prctice frmework being developed by the RPSGB will define wht members of the phrmcy tem do nd wht they therefore need to know, wht skills they must cquire nd how they need to behve. The Prctice frmework will involve the definition of: Key roles phrmcist nd members of the phrmcy tem perform Brod functions tht enble phrmcists nd members of the tem to fulfil ech role Dily ctivities tht contribute to ech function Specifictions of the knowledge, skills nd ttitudes phrmcists nd phrmcy tem members need The generl level competency frmework will be tool tht will support phrmcists delivering core services in fulfilling the requirements of the phrmcy prctice frmework. 10

16 Introducing the Frmework The structure of the frmework This frmework is mde up of the following components: The min res of competency (competency cluster), which re: o Delivery of ptient cre o Problem solving o Personl o Mngement nd Orgnistion Ech of these clusters contins closely relted competencies. Using the Delivery of ptient cre competency cluster s n exmple, the competencies in this re pertin to: o Ptient consulttion o Need for the drug o Selection of drug o Drug specific issues o Provision of drug product o Medicines informtion nd ptient eduction o Monitoring drug therpy o Evlution of outcomes Ech of these competencies hs: o A number of sttements, known s behviourl sttements tht define how tht competency would be recognised. o An ssessment rting rnging from lwys, usully, sometimes or never. The bsic structure is illustrted in Figure 1. Figure 1: Bsic structure of the competency frmework Closely relted competencies Delivery of Ptient Cre Competencies Competency Cluster Competencies Need for the drug Relevnt Ptient Bckground Drug History Retrievl of ALL relevnt nd vilble informtion Spce to write feedbck comments for the individul s development ALWAYS documents n ccurte nd comprehensive drug history when required Retrievl of MOST relevnt nd vilble informtion MOSTLY documents n ccurte nd comprehensive drug history when required Behviourl Sttement Assessment rting 11

17 Assessment Rting The ssessment rting is on four-point scle of Never, Sometimes, Usully nd Alwys. Feedbck from the evlution in secondry cre suggested the definitions below for the ssessment rtings. Assessment should be referenced to the desired performnce level tht would be expected t generl level. This my vry between res, trusts or orgnistions. Rting Definitions Percentge expression Alwys Demonstrtes the expected stndrd prctice with very rre lpses % Mostly Implies stndrd prctice with occsionl lpses % Sometimes Much more hphzrd thn mostly % Never Very rrely meets the stndrd expected. No logicl thought process ppers to pply 0-20 % Guidnce notes on ssessment There re vrious cceptble methods of ssessment using the frmework. This includes ssessment by nother individul nd self ssessment. In the secondry cre evlution where there re severl phrmcists both senior nd junior, professionl development ws fcilitted by structured ssessment longside nnul pprisl. This included dy to dy observtions; ccompnied visits; using other stff to ssess; nd unusul clinicl situtions. Dy to dy observtions In the secondry cre evlution this method of ssessment ws used in sites where junior phrmcists re supervised dy-to-dy by more experienced member of stff; for exmple, wrd bsed tems or senior phrmcy mnger. In community phrmcy this option might be useful in phrmcies with more thn one phrmcist. 12

18 Accompnied visits This option could be used if the ssessor or fcilittor do not hve the opportunity to observe the phrmcist s dily prctice nd hence need to mke rrngements to ccompny the phrmcist in their work. Assessment cn be bsed on number of briefer ccompnied visits or during period t work. Two different types of ccompnied visits were used successfully in the secondry cre evlution. 1. Assessment with lerning An interctive ccompnied visit, which included n ssessment component nd trining component. In this sitution, the ssessor sked questions for clrifiction nd to identify lerning points. 2. Assessment only This hs been described s shdowing. Here the interction between the ssessor nd prctitioner ws more limited (unless there ws n issue of ptient cre to resolve). Feedbck ws reserved until the ssessment ws completed. Using other stff to ssess The use of stff, other thn the ssessor, to ssess competencies ws found useful in the secondry cre tril. This included other phrmcists, technicins, nurses, medicl stff or other relevnt personnel. The opinion of other stff my be prticulrly helpful in reltion to problem solving nd personl competencies. However, ssessment should not be bsed solely on the reports of stff other thn the designted ssessors. The ssessment should t lest include some direct observtion. Unusul clinicl situtions There were occsions during the ssessments in secondry cre when there were no ptients to demonstrte prticulr competency. In these circumstnces, the ssessor constructed hypotheticl scenrio. For exmple for drug/ptient interctions they might sk how the ptient mngement would chnge if the ptient ws pregnnt. The ssessment is then bsed on their response. Assessment in Primry Cre In primry cre phrmcists generlly work in professionl isoltion nd thus direct ssessment is less pproprite. In the primry cre evlution the phrmcists 13

19 completed self ssessment nd identified their individul lerning needs from this. A portfolio of evidence ws used to demonstrte performnce ginst the competencies. They received two visits during the evlution from fcilittor who helped them in this process. The sources of evidence collected to support self ssessment form prt of the phrmcists CPD. These cn include: Pln nd record documenttion from the RPSGB s CPD folder; Cse scenrios; Intervention records; Anonymised phrmceuticl cre records; Any written documenttion or procedures used in their prctice; Records relting to ny continuing eduction undertken; Documenttion required by commissioners, employers or eduction nd trining providers. Using the rting scle The following is n exmple of how to ssess n individul ginst the four-point scle. Following n ccompnied visit, it ws seen tht the individul sometimes identifies drug-drug interction, prioritises them ppropritely nd tkes pproprite ction when they discover it. This would be ssessed by: Sometimes identify drug interction Alwys prioritises ppropritely Alwys pproprite ction. This highlights tht they follow through ppropritely but need further development on identifying the interctions. 14

20 Assessment Tools The min ssessment tool using this frmework is the development of portfolio of evidence linked to the behviours. As result of ongoing implementtion of the frmework vrious other ssessment tools hve been developed (see Appendix 1). These re bsed on the tools used by junior doctors during their foundtion trining but re pplicble for phrmcists in ll sectors. They include: Self mini-pat (Peer Assessment Tool) for generl level phrmcists Mini-CEX (Clinicl Evlution Exercise) for generl level phrmcists Cse Bsed Discussions for generl level phrmcists The Mediction Relted Consulttion Frmework (MRCF) hs been developed to support phrmcists in developing consulttion skills 1. The summry tool is vilble in Appendix 2. All of the tools mentioned bove re vilble on the CoDEG website (www.codeg.org). Setting performnce stndrd In the secondry cre evlution the individul hospitl trusts set the desired performnce levels tht the generl level phrmcist could be compred to. Wider implementtion hs led to groups of hospitls setting re/regionl levels to encourge consistency. This hs been possible becuse the service delivered by Bnd 6 phrmcists tends to be very similr between different hospitl trusts. 1 Abdel Twb, R.; Dvies, J.G.; Horne, R. & Jmes, D.H. Evluting phrmceuticl consulttions: vlidtion of the Mediction-relted Consulttion Frmework (MRCF). The Interntionl Journl of Phrmcy Prctice, Supplement 2005, 13: R27. 15

21 Although some competencies will hve n obvious minimum performnce level such s legl requirements, the diversity of roles of phrmcists in primry cre (mny phrmcists hve PCT/GP prctice-bsed roles s well s community phrmcy roles) mens it is not possible to set fixed levels for ll the behviours in the GLF. However, s result of the primry cre evlution consensus of performnce levels for the Delivery of Ptient Cre nd Mngement nd Orgnistion clusters ws chieved. In order to support users of this frmework to consider desired performnce levels, the levels used in the primry cre evlution were subsequently reviewed to ensure their suitbility for secondry cre. These re vilble on the CoDEG website (www.codeg.org). Using the Competency Frmework to support CPD The Frmework cn be used to support CPD (including linking the use of the GLF with RPSGB Pln nd Record). It is recommended tht portfolio of evidence is used to demonstrte competence ginst the behviours in the frmework tht re relevnt to n individul phrmcist s role. The section before ech cluster in this hndbook describes the interprettion of the competency nd relted behviourl sttements. These will ssist in completing the steps below. The steps were successfully used to support users of the GLF who took prt in the primry cre evlution nd hve been dpted to ensure relevnce for both sectors. STEP 1 Set the Scene Fmilirise yourself with the relevnt competencies nd behviourl sttements (including their generl interprettion) in the GLF Review the recording of CPD using the RPSGB Pln nd Record process STEP 2 Determine the )desired nd b)current level of performnce For ech of the behviourl sttements in Step 1 consider the following questions: Wht do I understnd by this behviourl sttement? How does this behviour relte to my job? Wht is the desired performnce level resonble for my re of prctice? For some behviours this my be defined by Regultory, Professionl or Orgnistionl stndrds. (If you re not sure bout this for specific behviours, you my wish to discuss this with collegues, mentors or your mnger s pproprite). b Wht method(s) might I use to determine where my current performnce lies? Who might I involve in this process? Wht evidence cn I collect nd document to support my current performnce? Am I chieving the desired performnce level? Be specific nd think through these questions for ech of the behviourl 16

22 STEP 3 STEP 4 sttements. Don t worry if you don t complete ll the behviourl sttements t once. It is fr better to think through few behviours through in detil thn glossing over mny. Identify your lerning nd development needs: 1. Consider the behviourl sttements where your current performnce is to the right of (therefore below) the desired performnce level. 2. These determine your lerning nd development needs for these competency res. 3. To strt with, choose behviour tht You would be most comfortble with, nd will be strightforwrd to determine your lerning nd development need within your working environment Ech behviour could result in seprte entry for your CPD or lterntively you my find tht one lerning objective covers more thn one behviour/competency. You cn dd competencies to the RPSGB list if necessry Record ech lerning need in the Reflection section of Pln nd Record. Plnning nd ction: Filling the Gp 1. Once you hve determined the lerning nd development need pln how you might meet tht need. This forms your ction pln. Write SMART objectives: Specific, Mesurble, Achievble, Relistic, Timely. Determine n pproprite lerning method tht is relistic within the likely resource constrints in your workplce nd your preferred lerning style. You my find it esier to split them into short (1-4 months), medium (4-8 months) or long term entries (8-12 months). This will help you build your CPD record over yer (or time period tht suits your CPD) nd llow entries to coincide with plnned events such s forml pprisls or CPD submission dedlines. 2. Complete the ction you hve decided on for ech lerning need. Complete the Plnning nd Action sections of Pln nd Record for ech lerning need. STEP 5 Evlute nd Demonstrte 1. Complete the Evlution section of Pln nd Record for ech CPD entry. 2. You will need to provide written evidence to demonstrte your chievement of, or movement towrds, the desired performnce level for the relevnt competency/behviourl sttements in your CPD pln. Exmples of evidence include: Cse studies (i.e. prescription interventions, dvice to ptients or other heth professionls) tht relte to specific competencies nd behviourl sttements. Use the record of evidence form to record these; Protocols, procedures, nd other exmples of systems you hve put in plce s result of lerning ction; Audits nd surveys completed; Forml Postgrdute trining ssessments; Evidence required by commissioners or employers (e.g. evidence required by PCTs for delivering the Community Phrmcy Contrct); Certifictes of ttendnce t trining events cn be included but 17

23 re insufficient s evidence lone s they do not describe the ppliction of the knowledge/skills gined For ech source of evidence, you will find it esier to stte the competency nd behviourl sttements the exmple reltes to. One source of evidence cn cover more thn one behviour cross more thn one competency re. If this is the cse you will need to be ble to explin this to your fcilittor. There is no set style or length required for the evidence for your record. Simple summries tht provide focus for further discussion with your fcilittor re fine. Adpted with kind permission from London Phrmcy Eduction & Trining Using the Competency Frmework to support Continuing Professionl Development 18

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