MSc Advanced Community Pharmacy Practice

Year of entry: 2020

Course unit details:
Extended Skills: Clinical Practice

Unit code PHAR65200
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 fosters the skills, knowledge and behaviours of a clinical pharmacist through the development of a range of essential skills. These skills are underpinned by developing and understanding the benefits of reflection on practice and mapping competency against a professional framework for personal development. Learners will be introduced the concept of pharmaceutical care and medicines optimisation and as a result will be required to demonstrate the skills required to deliver effective clinical care in a variety of settings working as part of the multidisciplinary healthcare team. The principles of Continuing Professional Development will be reinforced and learners will utilise the principles of Continuing Professional Development and the RPS Foundation Framework to benchmark practice and describe learning and development needs applied to their own professional practice.

 

Aims

Foster the skills, knowledge and behaviours of a clinical pharmacist through developing a range of essential skills. Specifically, the unit aims to introduce the concept of pharmaceutical care and medicines optimisation and to develop clinical problem-solving skills in a range of patient groups (elderly, paediatrics, renal, liver and surgical patients), in reporting of adverse drug reactions, responding to medicines related enquiries, and resolving medicines related incidents. 

Teaching and learning methods

This unit fosters the skills, knowledge and behaviours of a clinical pharmacist through a range of essential skills.

By completing the learning, pharmacists will be able to:

  • Describe the concept of pharmaceutical care and medicines optimisation
  • Apply a systematic approach to problem solving in a practice setting
  • Develop and practise therapeutic decision making in different patient groups
  • Demonstrate understanding of the principles of Continuing Professional Development and utilise the principles of Continuing Professional Development in their professional practice
  • Utilise the RPS Foundation Framework to benchmark practice and describe learning and development needs

This unit is delivered online using Blackboard 10. All learning material is presented in weekly 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: italic codes denote mapping against the RPS Foundation Practice Framework, bold codes denote mapping against the RPS Advanced Practice Framework.

Demonstrate systematic understanding of specific common patient groups and the issues involved in therapeutic optimisation in these groups (elderly, paediatrics, renal, liver and surgical patients)

[1.2,1.3,1.4,1.5,1.7,1.8,1.9,3.13.2,3.3,3.4,3.5]   [1.1,1.2,1.3,6.1]

Demonstrate an advanced knowledge of best clinical practice and its application to clinical practice and the pharmaceutical care of patients (consultation skills, reflective practice, providing medicines related information, information inquiries, responding to medicines related errors, reporting adverse drug reactions, pharmaceutical calculations, drug handling in different patient groups)

[1.1,1.2,1.3,1.4,1.5,1.6,1.7,1.8,1.9,2.1,2.2,2.3,2.4,2.5,3.1,3.2,3.3,3.4,3.5,4.1,4.2,4.6]

[1.1,1.2,1.3,1.4,2.1,2.2,3.1,3.2,3.3,3.4,3.6,4.1,4.2,4.3,4.4,5.1,5.4,6.1]

Demonstrate an advanced knowledge of best clinical practice and its application to clinical practice and the pharmaceutical care of patients (reflective practice, providing medicines related information, information inquiries, responding to medicines related errors, reporting adverse drug reactions, pharmaceutical calculations, drug handling in different patient groups)

[1.1,1.2,1.3,1.4,1.5,1.6,1.7,1.8,1.9,2.1,2.2,2.3,2.4,2.5,3.1,3.2,3.3,3.4,3.5,4.1,4.2,4.6]

[1.1,1.2,1.3,1.4,2.1,2.2,3.1,3.2,3.3,3.4,3.6,4.1,4.2,4.3,4.4,5.1,5.4,6.1]

Intellectual skills

Key: italic codes denote mapping against the RPS Foundation Practice Framework, bold codes denote mapping against the RPS Advanced Practice Framework.

Integrate theory and best research evidence of disease pathology and disease management with a patient’s unique biology, values and circumstances in a clinical problem-solving context (drug handling in specific groups, surgical patients, clinical monitoring)

[1.2,1.3,1.4,1.5,1.6,1.7,1.8,1.9,3.1,3.2,3.3,3.5,3.6]   [1.1,1.2,1.3,1.4,3.1,4.1,4.3,6.1]

Benchmark practice through reflection against recognised competencies and standards

[2.1,2.2]   [1.4,4.3,5.4]

Practical skills

Key: italic codes denote mapping against the RPS Foundation Practice Framework, bold codes denote mapping against the RPS Advanced Practice Framework.

Safely and competently carry out a range of patient-based clinical skills (responding to medicines related queries, responding to an adverse drug reaction, minimising the potential of medicine errors)

[1.1,1.2,1.3,1.4,1.5,1.6,1.7,1.8,1.9,2.1,2.2,2.3,2.4,2.5,3.1,3.2,3.3,3.4,3.5,4.1,4.2]

[1.1,1.2,1.3,1.4,2.1,2.2,3.1,3.2,3.3,3.4,3.6,4.1,4.2,4.3,4.4,5.1,5.4,6.1]

 

Use resources to collect and select information about the optimal clinical management of a patient

[2.2,3.1,3.2,3.3,3.6]   [1.1,1.3,3.1,3.4,4.1,4.2,4.3]

Transferable skills and personal qualities

Key: italic codes denote mapping against the RPS Foundation Practice Framework, bold codes denote mapping against the RPS Advanced Practice Framework.

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
Written assignment (inc essay) 50%
Portfolio 50%

Assessment task

Length

How and when feedback is provided

Weighting within unit (if relevant)

 

Pharmaceutical review of a patient’s therapy

1500 words

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

50%

 

Clinical Skills Portfolio

2500 words

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

50%

 

Feedback methods

For all assessments:

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

Recommended reading

NICE. NG5 Medicines optimisation: the safe and effective use of medicines to enable the best possible outcomes. 2015. https://www.nice.org.uk/guidance/ng5/chapter/1-Recommendations

Mason P. Whys, whats and whens of blood tests. Pharmaceutical Journal, 2004; 272: 419 – 421

Mason P. Blood tests used to investigate liver, thyroid or kidney function and disease. Pharmaceutical Journal, 2004; 272: 446 -448

Mason P. Tests on specimens of urine or stools. Pharmaceutical Journal, 2004; 272: 544 – 546

RPS. Keeping patients safe when they transfer between care providers - getting the medicines right. 2015.

Routray S. Blowing the whistle. Pharmaceutical Journal, 2014, 293: 250 - 25

Study hours

Scheduled activity hours
eAssessment 14
Tutorials 2
Independent study hours
Independent study 134

Teaching staff

Staff member Role
Penny Lewis Unit coordinator

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