University of Bradford. 5 years part-time. 7 and 8. March 2004

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1 University of Bradford: Postgraduate Programme specification UNIVERSITY OF BRADFORD School of Life Sciences Bradford School of Pharmacy Doctor of Pharmacy (DPharm) Awarding and teaching institution: Final and interim awards: Programme title: Programme approved / accredited by: Relevant subject benchmark statement(s): Duration: FHEQ Levels: Date produced: University of Bradford DPharm [Framework for Higher Education Qualifications level 8] Master of Science [Framework for Higher Education Qualifications level 7] Doctor of Pharmacy N/A N/A 5 years part-time 7 and 8 March 2004 Last updated : January 2014 Introduction In 2005 the Department of Health published an important document (Guidance for the Development of Consultant Pharmacist Posts) in which it revealed four main functions of the consultant pharmacist post. These key areas include: *expert practice, *research, evaluation and service development, *education, mentoring and overview of practice, and *professional leadership. All key areas are outlined in the Advanced and Consultant Level Framework which has been adopted by the professional body. The DPharm presents a framework for creating a new cohort of Pharmacy Practitioners to deliver a Pharmaceutical Service at the Advanced and Consultant level that are equipped with doctoral capability in research and demonstrating a leadership role in the profession. These pharmacists will be reflective practitioners, informed by a strong capability in research and leadership to underpin new levels of achievement in pharmaceutical practice. The programme is designed in partnership with Hospital Chief Pharmacists across Yorkshire, although it is open to any pharmacist within any setting. The flexible and coherent framework 1

2 for practical and research training enables Pharmacists to develop in their speciality, exercising independent professional judgement in optimising the service they provide. The DPharm programme empowers the professional to achieve enhanced pharmaceutical performance through a research-led strategic approach to innovations in the area of practice, for example the therapeutic use of medicines. The structure incorporates an intensive research programme in the area of the candidate s expertise and speciality, resulting in a doctoral thesis that is examined in accordance with conventional PhD regulations. Research skills are embedded in the programme for the initiation, evaluation and publication of original data in pharmaceutical research. The key elements are: To provide a structured framework to develop an individual s pharmaceutical practice to the consultant level through experience of work based and autonomous learning To create a research ethos to provide evidence for the delivery of a pharmaceutical service To deliver a five year programme in two phases; Stage 1 which has 180 credits (and may lead to an exit award of Master of Science in Advanced Pharmacy Practice) and Stage 2 which is a 360 credit Doctoral research programme. In the Bradford School of Pharmacy s Subject Review report, in which an excellent score of 23 out of 24 was awarded, the teaching was highly commended. The 2008 RAE outcome was also very positive for Bradford University; of those staff submitted to the assessment, eight out of ten were deemed to be producing research of international and world-leading quality. Programme Aims At Master level the programme is intended to: A1.1 Develop a level of competency to deliver pharmaceutical practice to a platform from which the student can progress to practise at the consultant level A1.2 Provide an appreciation of research ethics, governance and research methods A1.3. Design a research study within a chosen speciality of pharmaceutical practice At Doctoral level the programme is intended to: A2.1. A2.2. Enhance the development of innovative and reflective pharmaceutical practice and applied research within an individual, enabling that person to practise at the consultant level (in the provision of their particular speciality) Make an original contribution to professional knowledge and practice together with leadership. 2

3 A2.3. A2.4. A2.5. Facilitate and enhance the development of reflective professional competency. Develop the philosophy of delivering pharmaceutical services through demonstrating best practice that is informed through evidence and research. Provide an effective educational framework in support of the Government s policies for life-long learning. Programme Learning Outcomes Masters Level (FHEQ level 7) When you have completed stage 1 of the programme you will be able to: LO1. LO2. LO3. LO4. LO5. LO6. LO7. LO8. LO9. LO10. LO11. LO12. Deliver pharmaceutical services based on systematic knowledge and critical awareness of best practice. Design a research project within a chosen speciality of pharmaceutical practice. Demonstrate skills in clinical / professional governance Employ principles of research governance and the ethics of research Use of appropriate statistical testing to analyse data. Enhance competency in pharmaceutical practice to develop and evaluate a pharmaceutical service that is innovative and effective. Demonstrate reflective practice skills to facilitate improving learning, performance and problem solving To provide an insight into how command of theoretical, methodological and practice based issues and their application can be used within a specialist pharmaceutical service. Facilitate collaborative work on a multi-professional basis by working with others Proficient written and verbal communication skills. Effective use of IT for a practising pharmacist. Collect data and analyse it appropriately Doctoral Level (FHEQ level 8) In addition to the above, when you have completed the DPharm programme you will be able to: DLO1. DLO2. Lead practice within a specialised area, based on thorough current knowledge and appreciation of best practice, to deliver pharmaceutical services at the Consultant Level. Autonomously design, implement, analyse and appraise a research programme to provide evidence demonstrating how new and relevant 3

4 DLO3. DLO4. DLO5. DLO6. information can contribute towards the enhancement of pharmaceutical practice. Autonomously identify new and relevant opportunities for practice-based research and be able to interpret and consolidate existing research programmes. Provide an ethos that encourages the achievement of standardsof excellence by promoting the provision of innovative evidence-based practice. Develop programmes of clinical / professional governance Critically apply the principles of research governance and the ethics of research DLO7. Critically and autonomously apply professional reasoning within pharmaceutical practice including problem identification, hypothesis generation, hypothesis review and testing, implementation and collection of data DLO8. DLO9. Use appropriate statistical analysis methods for a range of data and to test hypotheses Design and implement a research study DLO10. Design and implement a pharmaceutical service that is innovative DLO11. Demonstrate an evidence based and critical appraisal approach to decision making and problem solving DLO12. Demonstrate reflective practice that facilitates improving learning, performance and problem solving leading to innovative delivery of a pharmaceutical service DLO13. Develop as the specialist consultant practitioners of the future, linking the needs of the service to those of the profession. DLO14. Show an ability to exercise independent judgement in professional practice and the ability to exercise a leadership role. DLO15. Facilitate collaborative work on a multi-professional basis by working with others DLO16. Demonstrate written and verbal communication skills consistent with that of a consultant level DLO17. Use advanced IT Skills appropriate to a consultant pharmacist. DLO18. Collect and record data, extensively analyse and interpret data and present findings Curriculum The programme is a modular design centred round the professional practice of a pharmacist and a research ethos of showing evidence of good practice. It is structured in two coherent phases: Stage 1 (2.5 years) and Stage 2 (minimum 2.5 years). 4

5 Stage 1 Stage 1introduces students to four key areas: professional practice and specialist skills, teaching and education, professional leadership, and research and scholarship. Specialist skills are acquired in a programme of pharmaceutical specialisms, delivered as a Professional Practice Block comprising 3 Practice Units with collection of work-based evidence into a Portfolio. Each Portfolio is assessed by oral and written case review. Performance is measured and assessed against agreed marking criteria and tutor feedback. Throughout this period of study the principles and practice of reflective thinking, learning and practice are delivered. These are developed by progression from Practice Unit 1 to Practice Unit 2 and finally Practice Unit 3. The area of specialism chosen for each Practice Unit is selected in consultation with the Programme Lead, the Programme Management Committee and the Senior Manager employing the candidate. Each Practice Unit is intended to give a balanced, integrated programme that enables the reflective practitioner to develop. The integrated specialist pharmaceutical experience, represented by each block of Practice Units is carefully scaled, balanced and progressively graduated in terms of exercising independent professional clinical judgement. Each Practice Unit may be taken at the same Centre or at 2 or 3 different Centres operating on a reciprocal basis within the DPharm Consortium of establishments contributing to the programme. DPharm students join other colleagues in Higher Education to undertake the Learning and Teaching in Higher Education module. The opportunity for a multiprofessional training environment, together with the opportunity to teach and/or mentor undergraduate students, post-qualifying students and/or members of interprofessional staff enables DPharm students to engage in the development and implementation of best learning and teaching strategies within the pharmacy profession. This module, coupled with the professional leadership module provides for the opportunity for students to analyse and reflect upon their own leadership style in order to improve their personal effectiveness in a leadership role. Both modules also aim to facilitate further development as a reflective practitioner. Research skills are developed whilst the candidate is enhancing their professional competency to deliver a pharmaceutical service. Qualitative Research: Methods and Skills have been designed to provide an insight into the concepts of undertaking a qualitative research project. An education in the ethics of research and research governance is provided. Experience with obtaining ethics committee approval for a study is also provided. Quantitative Research: Statistical Data Analysis has been designed to equip the candidate with a knowledge and practice of statistical analysis so that data can be vigorously analysed and presented. This module has been designed for candidates to be competent with the use of statistical software. On exit from Stage 1 of the DPharm programme, the candidate will be equipped with the qualities, experience, skills and knowledge required to practice at the Advanced Level Framework in their chosen area of specialisation. Students wishing to exit the programme at this stage may be awarded the MSc in Advanced Pharmacy Practice; if students wish to rejoin stage 2 of the programme at a later time they will be required to surrender the MSc award. Students will need to re-apply to the programme leader. 5

6 Stage 2 Stage 2 involves the Doctoral Research Project - an individual programme of practice-based research in a pharmaceutical setting, focused on the candidate s declared area of consultancy expertise. In parallel with this activity the candidate continues with the involvement in pharmaceutical practice at the Advanced and Consultant level framework, albeit on a part-time basis. In this context the candidate is expected to deliver and maintain an expert service to colleagues in the Centre at a consultant level framework. The candidate develops an effective capacity for innovation of a pharmaceutical orientated research programme, and also for exercising independent judgement in evaluating and reflecting on the outcomes. This pharmaceutical research experience is so designed as to ensure that, on exit from Stage 2, the candidate is able to demonstrate all the attributes of a competent clinical researcher, coupled with the capacity to present and publish original data at the doctoral level. Progression from Stage 1 to Stage 2 For the award of the Professional Doctorate, students must study a total of 540 credits with a minimum of 360 credits at level 8 and a maximum of 180 credits at level 7 During Stage 1 candidates must study units amounting to 180 Credits at Levels 7 and/or 8. RPL can be granted for up to 90 Level 7 Credits. To be eligible for progression to Stage 2 candidates must achieve at least 40.0% in individual units amounting to all 160 Credits and a minimum of 35% in the remaining 20 credits. A Board of Examiners shall be held at the end of the taught component to consider the performance of candidates and to determine the supplementary assessment which may be required before progression to Stage 2. Stage 2 will be assessed in accordance with the University s Policy and Regulations according to that of a PhD with progress monitored using the standard annual progress monitoring procedures. The examiners will assess the thesis in accordance with the conventional viva voce. Prior to the viva-voce the candidate will make a short (20 minute) oral presentation and submit to the examiners a paper, based on the thesis that has been prepared for submission to a named journal for publication. Students are also required to pass the research proposal module. Successful candidates will be eligible for the award of the DPharm. Stage 1 (FHEQ level 7) Module Code Module Title Type Credits Level Study period PHD001T Practice Unit 1 Core PHD002T Practice Unit 2 Core PHD003T Practice Unit 3 Core LEDT412L PHD005D Learning and Teaching in Higher Education Qualitative Research: Methods and Skills Core Core PHD006D Quantitative Research: Statistical Core

7 PHD013T Data Analysis Professional Leadership in Pharmacy Core If have achieved the regulatory credit points at Level 7 and have achieved learning outcomes LO 1-12, you are eligible for the award of Master of Science. Stage 2 (FHEQ level 8) Module Code Module Title Type Credits Level Study period PHD010T Research Proposal Core PHD012A Doctoral Research Thesis Core &5 If you have achieved the regulatory credit points at Level 8 and have achieved learning outcomes DLO 1-18, you are eligible for the award of Doctor of Pharmacy. The curriculum may change, subject to the University's programme approval, monitoring and review procedures. Learning, Teaching and Assessment Strategies A variety of teaching methods appropriate to the learning outcomes of the individual modules are employed throughout the programme. The focus is on the student centred approach with an emphasis on work-based learning, a culture of continued professional development and hence life-long learning. Reflective practice is integrated and developed throughout stage 1. Support for reflective practice begins at the induction stage of the programme and students are provided with both group and one-to-one reflective tutorial support throughout the first three years. In addition to work based learning other teaching methods include open learning, lectures, tutorials, assignments and activities (including research). All modules include the use of literature searching and web based material. Assignments are designed to confirm the learning outcomes for each module. Assessment is focused on tutor evaluation of work submitted. Each formal assessment will include extensive feedback on the progress and work submitted by each candidate. For Practice Units 1, 2 and 3 formative feedback will be provided, throughout the Unit mainly from the tutor. Appraisal by academic and work based mentor in the form of a format assessment on the candidate s performance in Practice Units 1, 2 and 3 will be provided to the Oral Assessment Panel for these Modules. Directed study includes: work involved with the identification of material to be used in the portfolios and / or assignments time spent in acquiring new knowledge writing of reports and assignments Portfolio development 7

8 Development of reflective practice Preparation for oral assessments. Key skills are embedded throughout the curriculum. Communication (verbal and written), IT, problem solving and improving own learning and performance are developed by every module. Application of number is extended in all the research based modules while the Practice Units and thesis develop working with others. Assessment Regulations This Programme conforms to the standard University Assessment Regulations for Postgraduate Programmes which are available at the following link: Admission Requirements The criteria for acceptance of candidates onto the DPharm programme will be as follows: Current registration with the RPSGB (or with GPhC the new regulatory body from 2010) Postgraduate Diploma or Master s qualification related to pharmaceutical practice or equivalent level qualification or post qualifying experience Access to facilities at or near the leading edge of pharmaceutical practice as a prerequisite In the event of secondment onto the programme: an agreement with the candidate s employer to provide financial support, normally for the duration of the registration (normally a maximum of 7 years) Students may claim up to a maximum of 90 credits for Recognition of Prior Learning (RPL). 30 or 60 credits can be given by the RPL Assessment Committee for previous experiential learning (RPEL) 30 for relevant post clinical diploma pharmaceutical experience between 3 5 years (Practice Unit 1), and 60 for extensive relevant post clinical diploma pharmaceutical experience of > 6 years (Practice Units 1 and 2), together with 30 credits for any previous, current certified learning (RPCL). Alternatively, the RPL Assessment Committee can grant up to a maximum of 90 credits for previous certified learning (RPCL) if no RPEL is claimed. Those eligible for RPEL/RPCL will still be required to attend the sessions on reflective practice in preparation for the remaining stage one modules to be studied. If you have prior certificated learning or professional experience which may be equivalent to parts of this programme, the University has procedures to evaluate this learning in order to provide you with exemptions from specified modules contained within the curriculum. Please talk to us if you do not fit the standard pattern of entry qualifications. The University welcomes applications from all potential students regardless of their previous academic experience; offers are made following detailed consideration of 8

9 each individual application. Most important in the decision to offer a place is our assessment of a candidate s potential to benefit from their studies and of their ability to succeed on this particular programme. Entrance requirements for each programme will vary but consideration of your application will be based on a combination of your formal academic qualifications and other relevant experience. The University of Bradford has always welcomed applications from disabled students, and these will be considered on the same academic grounds as are applied to all applicants. If you have some form of disability you may wish to contact the programme leader before you apply. Learning Resources The JB Priestley Library on the city campus and our specialist library in the School of Management provide a wide range of printed and electronic resources to support your studies. We offer quiet study space if you want to work on your own, and group study areas for the times when you need to discuss work with fellow students. Subject librarians for each School provide training sessions and individual guidance in finding the information you need for your assignment, and will help you organise your references properly. Student PC clusters can be found in all our libraries and elsewhere on the campus. Many of these are open 24/7. You can also use the University's wireless network to access the internet from your own laptop. Most of our online journals are available on the internet (both on and off campus), and you can also access your University account, personal information and programme-related materials this way. Staff are on hand during the daytime to help you if you get stuck, and there is a 24/7 IT helpline available. Student Support and Guidance The University and the Bradford School of Pharmacy have a well-deserved reputation for providing a supportive learning and research environment. Programme Team Support for you personally and in your programme of study, will be provided both by the University and the Programme Team. You will be allocated a personal tutor who is someone with whom you will be able to talk about any academic or personal concerns. The School will ensure that there is someone available with whom you feel comfortable to help and support you. You will be provided with a comprehensive series of handbooks that you can consult on a range of learning issues and your programme tutors will be available to consult on subject specific queries. For mentorship at the place of employment each candidate will have a tutor responsible for their overall performance within their employment, and who has responsibility of the area of specialism in which the Practice Unit is based. This tutor will provide the majority of formative feedback. During Stage 2 of the DPharm academic supervision will be provided in accordance of that for a PhD with shared supervision from a suitably experienced practitioner based where the research is being carried out. 9

10 Students Union We value the feedback provided by students and collaborate with the Students Union, through a system of student representatives and formal staff student liaison committees, so that any issues you wish to raise are addressed rapidly. The Students Union and the University of Bradford work in partnership to provide confidential counselling and welfare services where you can get help with any aspect of your personal or academic life. Student Financial and Information Services (part of the Hub) will provide you with information about a diverse range of issues such as council tax, personal safety and tourist information. International Students can access a range of additional advice and support services through the Student s Union. Employability and Career Development The University is committed to helping students develop and enhance their employability profile, commitment towards a career pathway(s) and to implementing a career plan. Professional career guidance and development support is available throughout your time as a student and as a graduate from Career Development Services. The support available from Career Development Services includes a wide range of information resources, one to one appointments, a weekly workshop programme, a mentoring programme, graduate recruitment and careers fairs, plus information and help to you find part time work, summer work placements, internship programmes and graduate/postgraduate entry vacancies. In addition, some students will receive seminars and workshops delivered by Career Development Services as part of their programme of study. All students are encouraged to access Career Development Services at an early stage during their studies and to use the extensive resources available on their web site Career Development Services annually undertakes a survey of all postgraduates to find out their destination six months after graduation. The survey gathers data on the employment and further study routes graduates have entered and a range of other information including job roles, name and location of employers, salary details etc. The survey findings for each programme of study are presented on the programme information pages on the University website and via Career Development Services website All students on the DPharm programme are in employment as pharmacists. The programme team will be able to advise you in the development of your specialism as you progress through the programme. Learner Development Unit for Academic Skills Advice For postgraduate students on taught programmes who are looking to improve their marks during their time at university, study skills and maths advice is available to all regardless of degree discipline. Students can access a programme of interactive workshops and clinics which is delivered throughout the year. This is in addition to our extremely popular face-to-face guidance from our advisers, who also offer a wide range of online and paper based materials for self-study. 10

11 Disability Disabled students will find a supportive environment at Bradford where we are committed to ensuring that all aspects of student life are accessible to everyone. The Disability Service can help by providing equipment and advice to help you get the most out of your time at Bradford and is a place where you can discuss any concerns you may have about adjustments that you may need, whether these relate to study, personal care or other issues. For more information contact the Disability Service by phoning: or via disabilities@bradford.ac.uk University policies and initiatives Ecoversity Ecoversity is a strategic project of the University which aims to embed the principles of sustainable development into our decision-making, learning and teaching, research activities campus operations and lives of our staff and students. We do not claim to be a beacon for sustainable development but we aspire to become a leading University in this area. The facilities we create for teaching and learning, including teaching spaces, laboratories, IT labs and social spaces, will increasingly reflect our commitments to sustainable development. Staff and student participation in this initiative is crucial to its success and its inclusion in the programme specification is a clear signal that it is at the forefront of our thinking in programme development, delivery, monitoring and review. For more details see Education for Sustainable Development (ESD) The University of Bradford and the School of Life Sciences are committed to the principles of Education for Sustainable Development as outlined in the UNESCO definition (see The DPharm programme has assimilated these principles into its learning, teaching and assessment strategy, from the use of electronic forms of assessment and marking to the use of a virtual learning environment (VLE website). The challenge is to develop a responsible professionalism approach which embeds the principles of ESD within pharmacy practice. The programme offers the potential for students to consider a range of opportunities to integrate ESD within their own practice, from how information is shared, stored and updated using Eco-friendly approaches (eg, policies and procedures files) to dealing with waste drugs and medical devices. It is anticipated more thought around ESD will encourage students to challenge such activities or wastage, and encourage patient compliance and adherence. Students will be able to focus upon ESD initiatives within their workplace as part of their Practice Unit portfolio evidence in Practice Unit 1, Practice Unit 2 and Practice Unit 3, and to develop a responsible professionalism via reflective practice within these three Practice Units. Such activity which implements change within the workplace will fit within the Learning Outcomes of all the Practice Units. Further Information: For further information, please check the University prospectus or contact Admissions. 11

12 The Admissions Office The University of Bradford Richmond Road Bradford, BD7 1DP UK +44 (0) The Admissions Office School of Pharmacy The University of Bradford Richmond Building Richmond Road Bradford, BD7 1DP UK +44 (0) The contents of this programme specification may change, subject to the University's regulations and programme approval, monitoring and review procedures. 12