MSc Clinical Pharmacy / Course details

This unit delivers fundamental principles of advanced level learning in relation pharmacy public health services. The knowledge and skills in the first 6 weeks of this 12-week course unit will underpin those delivered in the following 6 weeks of specialisation.

The unit introduces the student to strategic public health policy, issues, theories and practices and through the use of interactive learning activities develops the student’s ability to synthesise, evaluate and apply this learning to their own practice situation and to the wider context of healthcare delivery.

Students choose an area of pharmacy public health to focus their final 6 weeks of study on; in this area they develop advanced knowledge and critical awareness of the psychology of human behaviour, surveillance tools, national and local policy and strategy and apply this to their own practice.

Finally, this course unit develops the student’s knowledge and critical awareness of clinical governance and evidence based practice in the development or evaluation of a pharmacy based public health service.

The unit aims to enable students:

Acquire and develop advanced knowledge and an in-depth understanding of the background to public health, the current public health agenda and public health policy and apply this at a local level to inform high-quality pharmacy public health services  

Acquire and develop the advanced skills to source and critically evaluate best practice and evidence of the contribution of pharmacy to improving public health.

Attain and develop a systematic understanding and a critical awareness of public health management, strategy and policy in the current context of healthcare delivery.  

Identify their own learning needs with an emphasis on planning their progress through this course unit, and develop themselves as critically reflective practitioners in order to work at the forefront of their profession

Acquire and develop an advanced knowledge and in-depth understanding of the national strategy and local policies relating to one of the following public health areas:

• Substance misuse (illicit drugs, alcohol, tobacco)
• Cancer (awareness/prevention and detection/screening)
• Sexual and reproductive health  
• Weight management

Acquire and develop the advanced skills to make an effective contribution to the delivery of public health services in one of the above areas. 

All learning and teaching processes for this programme will be delivered through e-learning resources in Blackboard.

Electronic versions of CPPE learning programmes will provide some of the learning for the unit.

This will be supported with links to policy documents, guidance and research papers which will deepen understanding and encourage self-directed learning.

Other forms of learning used in the course unit will include:

• Webinars
• Discussion forums
• E-learning modules
• Self-directed learning (reading, reflective exercises, preparation of coursework).

Demonstrate an advanced knowledge of the origins of public health and the current public health agenda including:

• Current public health policy
• Health inequalities
• Determinants of health

Individual versus population approaches to public health and how these are influencing the development of the extended role of the pharmacist

Explain how the principles of epidemiology and health economics apply to public health

Interpret the key drivers presented in public health policy documents and illustrate the application of these to pharmacy public health

Describe the key communication skills required for the delivery of pharmacy public health services:

• Communication skills
• Consultation skills
• Essential skills for brief interventions/advice
• Behaviour change

Demonstrate an advanced knowledge and critical awareness of the following in the chosen area:

Current national public health strategy, management structure and policy framework.

The principles of clinical governance and its role in public health services (by application of theory to practice).

Human behaviour theories and psychology, socio-political influences and the wider consequences on society.

The range of qualitative and quantitative surveillance data sources and methods for measuring, analysing and interpreting prevalence.

Local policies and strategies to effect change.

Critically analyse, evaluate and where appropriate formulate an informed opinion about:

• Public health, wellbeing and population needs, information and data used to formulate recommendations for action, policy decisions and service commissioning, delivery and provision
• National public health policy, strategy and legislation including how to appropriately apply these at local and regional level
• The effectiveness of pharmacy public health programmes and services through the integration of theory and evidence based practice.

Demonstrate self direction and originality in problem solving by acting autonomously in planning a pharmacy based public health service.

• Critically reflect on current practice and apply the learning from this course unit to develop a personal development plan in relation to pharmacy public health services in chosen area.
• Analyse qualitative and quantitative public health data to determine their strength and validity.
• Present primary and secondary public health data in written work.
• Carry out constructive peer review.

• Demonstrate innovative problem-solving skills whilst planning or evaluating a pharmacy based public health service.
• Contribute to and work effectively within an e-community in discussion forums and a student-led peer review seminar.
• Utilise a full range of learning resources including e-learning and open-learning packages. 

Exam marks and final marks returned after ratification at exam board.

An up-to-date reading list for the unit is available on Reading Iists online via Blackboard.

Other scheduled teaching and learning activities: (150 hours)

• 85 hours self-directed study  
• 10 hours peer/tutor-supported study, ie, discussion forums, webinars
• 40 hours summative assessment, including feedback
• 15 hours formative assessment, including feedback.