MSc Advanced Community Pharmacy Practice

Year of entry: 2020

Course unit details:
Patient Centred Care

Unit code PHAR65100
Credit rating 15
Unit level FHEQ level 7 – master's degree or fourth year of an integrated master's degree
Teaching period(s) Variable teaching patterns
Offered by Pharmacy
Available as a free choice unit? No

Overview

This unit equips pharmacists with the knowledge and skills to empower and support patients as partners and champions of their own care. The following themes are focussed upon; minor ailments and self-care, support for long-term conditions and behavioural change and health motivation. This is contextualised via critical reflection upon each learner’s professional practice and the services offered in their pharmacy with action plans developed to optimise practice and service provision. 

 

Aims

The unit aims to:

Equip pharmacists with the knowledge and skills to empower and support patients as partners and champions of their own care, developing the pharmacist’s own patient-centred practice and improving service provision as part of a Health Living Pharmacy. 

 

Teaching and learning methods

The learning is split into three core areas:

The patient – 4 weeks are spent learning about health literacy and management of minor ailments, applying patient-centred care to each individual’s own practice.

The pharmacist – 4 weeks are spent developing skills which each pharmacist can use to improve the person-centred care they provide. This is through focussing on the management of long-term conditions in primary care and delivering urgent care. Health coaching and motivational interviewing are explored.

The Pharmacy – 4 weeks are spent focussing on the pharmacy as a site for delivering person-centred care. The role of the pharmacy as a public health hub and the concept of the Healthy Living Pharmacy are explored.

 

This unit is delivered online using Blackboard 10. All learning material is presented in three 4- week folders to help students manage their time. Each week contains four main elements; background reflective tasks, learning in the form of e-lectures, embedded videos or webinar, further reading and finally a task to consolidate learning (e.g. completion of coursework, a CPPE package or participation in an action learning set group discussion).

 

Knowledge and understanding

Key: top line codes denote mapping against the RPS Foundation Practice Framework, second line codes denote mapping against the RPS Advanced Practice Framework.

Students should be able to: 

Demonstrate the ability to understand the principles governing patient care in the NHS (autonomy, beneficence, non-maleficence, capacity and consent)

[2.2,4.1,4.2,4.3]

[1.1,1.2,3.1,3.2,3,3,4.1,4.8,4.9]

Demonstrate an advanced understanding of interventions and treatments for minor ailments and self-care (which involve the gathering and synthesis, analysis and evaluation of clinical and person-centred contextual data as part of making the intervention)

[1.1,1.2,1.3,1.4,1.5,1.6,1.7,1.8,1.9.3.1,3.2,3.3,3.4,3.5]

[1.1, 1.2, 1.3]

Explain how patients and carers as partners can be empowered to manage long-term conditions

[1.1,1.6,2.3,2.5,3.4,4.2]

[1.1,1.2,2.1,2.1,3.6,4.7]

Critically appraise evidence on health literacy and its impact on health inequalities applied in the context of personal professional practice

[1.1,1.6,2.3,2.5,3.4,4.2]

[1.1,1.2,2.1,2.1,3.6,4.7]

Explain the principles of person-centred care and apply these principles in the process of clinical decision making in practice

[1.1,1.6,2.3,2.5,3.4,4.2]

[1.1,1.2,2.1,2.1,3.6,4.7]

Intellectual skills

Students should be able to: 

Explain techniques which can support health-related behaviour changes

[1.1,1.6,2.1,2.2,2.3,2.5,3.4]

1.1,1.2,1.4,2.1,2.2,3.1,4.1,4.3,5.1,5.2]

Discuss ethical dilemmas in health and employ critical reasoning to inform ethical decision-making in practice

[3.1,3.2,3.3,3.6]

[1.1,1.3,3.1,3.3,4.3,5.1,6.1] 

Practical skills

Students should be able to: 

Demonstrate motivational interviewing techniques

[1.1,1.6,2.1,2.2,2.3,2.5,3.4]

1.1,1.2,1.4,2.1,2.2,3.1,4.1,4.3,5.1,5.2]

Respond to the range of minor ailments with appropriate management solutions (which involves the gathering and synthesis, analysis and evaluation of clinical and person-centred contextual data as part of the decision-making process)

[1.1,1.2,1.3,1.4,1.5,1.6,1.7,1.8,1.9.3.1,3.2,3.3,3.4,3.5]

[1.1, 1.2, 1.3]

Transferable skills and personal qualities

Students should be able to: 

Learn effectively for the purpose of continuing professional development and in a wider context throughout their career including identifying competency against a professional competency framework

[2.1,2.2]

[5.4]

Develop reflective practice and learning through reflection

[2.1,3.5,3.6]

[1.3,1.4,4.3,4.5,4.8,5.4,6.1]

Evaluate their own academic and personal progression in line with a recognised professional competency framework

[2.1]

[3.6]

Assessment methods

Method Weight
Portfolio 100%

Assessment task

Length

How and when feedback is provided

Weighting within unit (if relevant)

 

Reflective portfolio of three patient-centred care case studies

2500 words

Performance descriptors provided 15 days after submission via Grademark. This will be supplemented with individualised feedback within Blackboard.

100%

 

Recommended reading

CPPE Consultation Skills for Health workbook

The Health Literacy Place NHS website

Gray N, Coughlan D. Health literacy is not just reading and writing. Pharmaceutical Journal, 2009; 283: 333-336

The Health Foundation Person Centred Care resource in Shared Decision Making: http://personcentredcare.health.org.uk/overview-of-person-centred-care/overview-of-person-centred-care/overview-of-person-centred-care-0

RPS long-term conditions resource: https://www.rpharms.com/making-a-difference/policy-a-z/long-term-conditions

Study hours

Scheduled activity hours
eAssessment 6
Seminars 3
Tutorials 2
Independent study hours
Independent study 139

Teaching staff

Staff member Role
Esnat Magola Unit coordinator

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