MSc in Advanced
Pharmacy Practice
Programme Handbook
2015/2016
Disclaimer
Every effort has been made to ensure that the information in this Handbook is correct at
the time of going to press (September 2015). UCL reserves the right to make
amendments to the information contained in this Handbook as a result of unforeseen
events or circumstances beyond UCL's control or if deemed reasonably necessary by
UCL.
This handbook is deemed to be the definitive version of information for all students on
this taught programme of study.
In the event that amendments are made, UCL shall take reasonable steps to notify
students as soon as possible.
1
2
Table of Contents
Welcome from the Programme Team
5
1.
General Information
7
1.1
Programme Handbook ......................................................7
1.2
Programme Staff ...............................................................8
1.3
Programme Administration ................................................8
2.
Programme Information
11
2.1
Programme Details..........................................................11
2.2
The MSc Pharmacy Practice Programme........................11
 Aims of the Programme ............................................11
 Purpose of the Programme .......................................12
2.3
Master’s Level Descriptors ..............................................12
2.4
Programme Structure ......................................................13
2.5
Learning and Teaching Methods .....................................14
2.6
Programme Timetable .....................................................15
3.
Modules
17
3.1
Module Choice ................................................................17
3.2
Module Outlines ..............................................................17
PHAYG104 Research & Evaluation................................18
PHAYG105 Education, Development & Training ............19
PHAYG106 Management & Leadership .........................20
4.
Support and Guidance
21
4.1
Academic and Peer Support............................................21
4.2
E-learning........................................................................21
4.3
Mentoring ........................................................................21
5.
Assessment and Regulations
23
5.1
Programme Regulations..................................................23
5.2
Scheme of Award ............................................................24
5.3
Assignments....................................................................24
PHAYG104 Research & Evaluation................................24
PHAYG105 Education, Development & Training ............25
PHAYG106 Management & Leadership .........................26
PHAYG107 Portfolio.......................................................27
3
Appendix 1: Learning Sets Venue Details
29
Appendix 2: Reading Lists
31
Appendix 3: Assignment Marking
33
Appendix 4: APF Core Clusters Mapping Tables
39
4
Welcome from the Programme Team
Welcome to UCL School of Pharmacy and congratulations on gaining a place to study here on
the MSc in Advanced Pharmacy Practice.
The MSc in Advanced Pharmacy Practice is designed to support you towards being an
advanced practitioner through development of your pharmacy practice in the core areas of the
Advanced Pharmacy Framework (APF): Research and Evaluation, Education, Training and
Development, Management and Leadership. Application of learning and critical thinking in
your practice is an essential element of the programme and your professional development.
You will leave the programme with enhanced skills which will help you to sustain your
advanced practice, continue your professional development, and support the development of
your team.
Do read this handbook carefully and keep it for reference throughout the year. Your tutors at
the School are here to mentor and to support you, so if you have any problems or queries do
come and talk to one of us.
We wish you good luck with your studies and look forward to getting to know you over the
coming year.
Mrs Alison Innes
Programme Director, MSc in Advanced Pharmacy Practice
Professor Ian Bates
Deputy Programme Director, MSc in Advanced Pharmacy Practice
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6
1. General Information
1.1
PROGRAMME HANDBOOK
This Programme Handbook provides an introduction to the programme and contains the key
information you need about the programme of study. Amongst other things, this handbook
covers the curriculum, teaching and learning, administrative procedures, key personnel and
assessment.
This handbook should be read in conjunction with the School Student Handbook which
provides information about School staff, academic regulations and policies and administrative
procedures.
The Handbook is relevant to you throughout your studies. There will inevitably be some
changes during your time with us, possibly in relation to the teaching staff, programme content
and assessment patterns and we shall keep you informed of any important changes. However,
you should make sure that you keep up to date by reading our communications, checking the
notice boards, reading your emails and browsing Moodle and the School and UCL Websites.
More detailed information on UCL procedures and policies in relation to students can be found
on the UCL website at the following link: http://www.ucl.ac.uk/current-students. You can also
find important information on the School website here: http://www.ucl.ac.uk/pharmacy/currentstudents Students are expected to be fully aware of procedures but, if in any doubt, please
enquire at the Student and Academic Support Office (SASO, known as the School Office).
We hope you find this handbook useful. It is revised every year to include new information and
to make it easier to use. If you have any comments about the handbook or suggestions for
improving the information provided, please forward your comments to Akua Boakye, the
Course Administrator, who is based in SASO (email sop.professionalcourses@ucl.ac.uk ).
7
1.2
PROGRAMME STAFF
Programme Team
The Programme Team comprises the following academic members of staff from the Research
Department of Practice and Policy at the UCL School of Pharmacy.
Programme Director
Mrs Alison Innes
Room:
335
Tel:
020 7753 5920
Email:
alison.innes@ucl.ac.uk
Deputy Programme Director
Professor Ian Bates
Room:
341
Tel:
020 7753 5866
Email:
i.bates@ucl.ac.uk
Academic Staff
Name
Mrs Alison Innes
Role
Programme Director
Professor Ian Bates
Deputy Programme Director
Professor Felicity Smith
Lecturer and Tutor: Research & Evaluation
Dr Andreia Bruno
Lecturer and Tutor: Research & Evaluation
Associate Professor Rob Shulman
Lecturer and Tutor: Research & Evaluation
Associate Professor Barry Jubraj
Lecturer and Tutor: Education, Training &
Development
1.3
PROGRAMME ADMINISTRATION
The School Office (SASO) is the main administrative hub for your programme of study and is
located in Room G11 and G15, Brunswick Square. You may also need to visit the UCL
Student Centre on some occasions and further information can be found here:
http://www.ucl.ac.uk/current-students/student-centre
Your main administrative points of contact during your time on the programme will be the
Administrator for Professional Postgraduate Programmes, Ms Akua Boakye. Other
administrative points of contact are listed in the table below:
8
Name
Role
Ms Helen Crane
Assessment & Programmes Manager
Ms Akua Boakye
Administrator – Professional PG Programmes
Mr Robin Stone
Programmes Administrator
Ms Akua Boakye
Room:
G15
Tel:
020 7753 5567
Email:
sop.professionalcourses@ucl.ac.uk
Opening Hours and Contact Information
Hours:
09.00 to 17.00 (Monday-Friday)
Location:
Room G15, Brunswick Square
Tel/Fax:
+44 (0) 20 7753 5567 / 5566 / 5565
Fax:
+44 (0) 20 7753 5829
E-mail:
sop.professionalcourses@ucl.ac.uk
END OF SECTION 1
9
10
2. Programme Information
2.1
PROGRAMME DETAILS
Award:
MSc Advanced Pharmacy Practice
Awarded by:
University College London
Department:
Practice and Policy
Length and Mode:
1 year part-time
Credits:
60 credits at Level 7
ECTS:
24 ECTS
Programme Director:
Mrs Alison Innes
Deputy Programme Director:
Professor Ian Bates
Teaching site
UCL School of Pharmacy
29/39 Brunswick Square
London WC1N 1AX
UK
Tel:
020 7753 5800
Fax: 020 7753 5829
2.2
THE MSc PHARMACY PRACTICE (APP FAST-TRACK) PROGRAMME
Aims of the Programme
The MSc in Advanced Pharmacy Practice is a 12-month part-time taught postgraduate
programme. The aim of the programme is to equip practitioners with the relevant knowledge,
skills and competencies they require to practice in an effective way at a higher level.
The programme is designed on a philosophy of self-directed, work-based learning. The
programme will support further development of self-reliance and an independent approach to
learning in support of professional development. The students will leave the programme with
11
the skills to continue their professional development, to mentor more junior pharmacists in the
team and to sustain their advanced practice.
As part of the learning strategy Learning Sets are used. The Learning Sets will focus on the
three professional development areas of Management and Leadership; Research and
Evaluation; Education, Training and Development. The aims of the Learning Sets are to
provide a discursive focus, to provide opportunity for expert discussion; peer discussion;
discussion of progress, and planning.
Purpose of the Programme
Advanced practice involves the ability to think critically rather than simply reiterating
knowledge read from books or received through didactic teaching. Advanced practitioners are
expected to use their knowledge and experience to make informed decisions in complex
situations. An advanced practitioner may not always agree with everything they hear, and they
should be able to respectfully and effectively challenge other HCPs, peers and managers in an
informed and critically relevant way.
The purpose of this programme is to support advanced practitioners to develop their practice
in this spirit and specifically to develop Advanced Stage II level attributes in Management (M);
Leadership (L); Education, Training and Development (ET&D); and Research and Evaluation
(R&E). For the purpose of this programme Management and Leadership are considered
together (M&L) as they are closely related. The Learning Sets aim to cover these core clusters
of the APF (Advanced Pharmacy Framework) (Appendix 4).
2.3
MASTER’S LEVEL DESCRIPTORS
Master’s level awards are set at Level 7 of the Framework for Higher Education Qualifications
in England, Wales and Northern Ireland (FHEQ) published by the Quality Assurance Agency
for Higher Education (QAA). Descriptors for the Level 7 qualification are in two parts – (1) what
each student must demonstrate in order to gain the award, and (2) the wider abilities that the
typical student is expected to develop.
The MSc degree is awarded to students who have demonstrated:
1. Systematic understanding of knowledge, skills and behaviors required in the
application of pharmaceutical care.
2. Critical awareness of current problems and/or new insights in pharmacy practice.
3. Comprehensive understanding of techniques applied to advanced scholarship in
pharmacy practice, which include problem solving and decision-making skills, critical
evaluation, research methods and data analysis.
4. Originality in the application of knowledge, together with a practical understanding of
how established techniques of research and enquiry are used to create and interpret
knowledge in practice and service provision.
5. Conceptual understanding that enables the student to:
12


Critically evaluate current research and advanced scholarship in the discipline,
and
Evaluate methodologies and develop critiques of them and, where appropriate,
to propose new hypotheses.
Typically, holders of the MSc degree will be able to:
1. Deal with complex issues both systemically and creatively, make sound judgments in
the absence of complete data, and communicate their conclusions clearly to specialist
and non-specialist audiences;
2. Demonstrate self-direction and originality in tackling and solving problems, and act
autonomously in planning and implementing tasks at a professional or equivalent level;
3. Continue to advance their knowledge and understanding through continuing
professional development, and
4. Develop new skills to an advanced level in practice and service provision.
and will have:
5. The qualities and transferable skills necessary for employment requiring:
 The exercise of initiative and personal responsibility;
decision-making in complex and unpredictable situations, and
 The independent learning ability required for continuing professional
development.
2.4
PROGRAMME STRUCTURE
This MSc in Advanced Pharmacy Practice will involve:





10 half day learning sets to support practitioners over 1 year
One half day introduction session
Portfolio development support throughout the programme, which will allow recognition
of previous learning and experience and help to identify areas of practice for
development.
Work-based assignments chosen by the practitioner
One optional viva preparation session
13
The core modules for the programme are:





PHAYG104
PHAYG105
PHAYG106
PHAYG107
PHAYG108
Research and Evaluation
Education, Training and Development
Management and Leadership
Portfolio
Viva
Support will be provided for practitioners to develop each of these elements of core knowledge
and skills in their area of expert practice.
2.5
LEARNING AND TEACHING METHODS
Advanced practice is not simply the acquisition of propositional knowledge through didactic
learning, so the programme will involve a rigorous approach that will engender critical thinking
skills and the application of knowledge.
Ten half day sessions will support practitioners over a year using a combination of small group
work and lectures. The practitioner will be expected to apply the knowledge gained during the
learning sets in their everyday practice, so that professional development, portfolio
development and knowledge acquisition are linked.
The learning sets will take the practitioners through what they do understand but will also
focus on what practitioners do not understand to ensure the programme is developmental
rather than revisionist. The practitioners will consider examples of experience during the
programme including where things did and didn’t work well, using examples of their practice as
learning tools.
The practitioners will undertake assignments during the time period - all linked to their
professional and portfolio development.
Key elements of the syllabus will be considered in the learning sets. Resource lists will be
provided, along with e-learning support via the managed learning environment. Throughout,
the onus will be on practitioners to assume responsibility for their development during the
programme.
Please, refer to the APF core clusters (Appendix 4) for more detail.
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2.6
PROGRAMME TIMETABLE
Topics are subject to change depending on speaker and tutor availability. Changes will be
communicated well in advance via announcements on Moodle.
Learning Set
Date
Learning Set Subject
Learning set 1
19th October 2015
Introductory session
& Research & Evaluation 1
Learning set 2
16th November 2015 Research & Evaluation 2
Learning set 3
7th December 2015
Research & Evaluation 3
Learning set 4
11th January 2016
Education, Training & Development 1
Learning set 5
8th February 2016
Research & Evaluation 4
Learning set 6
7th March 2016
Education, Training & Development 2
Learning set 7
11th April 2016
Leadership & Management 1
Learning set 8
16th May 2016
Education, Training & Development 3
Learning set 9
13th June 2016
Leadership & Management 2
Learning set 10
11th July 2016 TBC
Leadership & Management 3
Assessment
September 2016
Date TBC
Viva preparation session
Other useful dates
Assessment
Research & Evaluation oral presentation of research
proposal
Research & Evaluation Assignment
11th April 2016 TBC
Education, Training & Development Assignment
1st September 2016
Leadership & Management Assignment
1st September 2016
Viva Voce
October 2016 date TBC
END OF SECTION 2
15
Deadline/Date
8th February 2016
16
3. Modules
3.1
MODULE CHOICE
All modules of the programme are compulsory. The content of the modules may change from
year to year to reflect changes in the research areas of the staff and to ensure that the
syllabus covers the latest research developments in pharmacy practice. Every effort is made to
inform students of any changes before the programme starts.
Students will be automatically enrolled for the modules via PORTICO; however, all students
are required to confirm that they have been enrolled for the correct modules in PORTICO.
Students take 3 core modules and present a portfolio at viva
(latter 2 also listed as modules):
PHAYG104
PHAYG105
PHAYG106
PHAYG107
PHAYG108
3.2
Research and Evaluation
Education, Training and Development
Management and Leadership
Portfolio
Viva
20 credits
20 credits
20 credits
no credits
no credits
MODULE OUTLINES
The modules are listed in order of ascending module code. You may receive more detailed
Module outlines at the start of the module and the content may be slightly different to the
information published here. This is because staff are constantly updating their teaching in light
of developments in current research and new thinking.
The syllabus is defined by the knowledge and skills required by practitioners to attain
Advanced Stage II level of the Advanced Pharmacy Framework (APF) for the ‘core’ clusters
listed below.
17
PHAYG104 RESEARCH AND EVALUATION
Module Leader(s): Alison Innes
Learning Outcomes
The learning outcome for the Research and Evaluation element of the programme is that the
practitioner is able to demonstrate Advanced Stage II in this APF cluster. Specific learning
objectives will depend on the practitioner’s existing knowledge, skills and experience but by
the end of the programme all practitioners should be able to:







Critically evaluate research relating to pharmacy practice
Explain and apply the terms validity, reliability and generalisability
Develop specific research objectives for an area of practice they have identified
Plan and undertake a research or audit project from beginning to end- including
dissemination
Demonstrate an understanding of the ethical issues involved
Appraise different methods for data collection and analysis, highlighting their benefits
and limitations
Discuss ways of disseminating results and putting them into practice
Module Syllabus
 Introduction to Research
 Literature Review and critical appraisal
 Developing your study aims and objectives (with examples of evaluations: research
and audit)
 Overview of different research methods and study designs, measurement and
concepts of reliability and validity, sampling, data collection and data management
 Research governance and ethics
 Dissemination - including writing an abstract, poster and paper
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PHAYG105 EDUCATION, TRAINING AND DEVELOPMENT
Module Leader(s): Alison Innes
Learning Outcomes
The learning outcome for the Education, Training and Development element of the programme
is that the practitioner is able to demonstrate Advanced Stage II in this APF cluster. Specific
learning objectives will depend on the practitioner’s existing knowledge, skills and experience
but by the end of the programme all practitioners should be able to:









Understand the attributes of an effective role model and demonstrate effective role
modelling to pharmacy staff and colleagues
Know the key elements of the mentoring process and how to apply these effectively
when mentoring others
Know the principles of teaching and learning theory and apply appropriately in a variety
of learning environments
Know the principles of student centred learning and development and apply these
principles when agreeing learning programmes with others
Describe a range of assessment methods and apply these appropriately
Describe the CPD cycle and principles of reflective practice and apply these to own
professional development/when supporting others’ professional development
Describe current and relevant educational policies in pharmacy and healthcare and
discuss the implications of these policies to local workforce development
Select and justify appropriate resources for a given teaching or learning situation
Enable students to view teaching as learning
Module Syllabus
 Principles of Teaching and Learning
 Learning Styles and Learning Cycles
 Identifying learning and development needs
 Appraisal and Feedback
 Clinical Teaching versus facilitation of learning
 Role modelling
 Mentoring
 Tutoring
 Assessment and evaluation methods
 CPD and Reflective practice
 Educational policies
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PHAYG106 MANAGEMENT AND LEADERSHIP
Module Leader(s): Alison Innes
Learning Outcomes
The learning outcome for the Management and Leadership element of the programme is that
the practitioner is able to demonstrate Advanced Stage II in these APF clusters. Specific
learning objectives will depend on the practitioner’s existing knowledge, skills and experience
but by the end of the programme all practitioners should be able to:










Know, understand and lead on medicines management; risk management; selfmanagement; time management; people management; project management; policy
management
Know and understand the definitions, tools and models of leadership, together with the
challenges associated with developing leadership skills
Apply leadership skills in the work context
Know and understand the underlying principles of motivation theories and apply these
principles in motivating and inspiring individuals and teams
Apply a working knowledge of group dynamics and interprofessional collaboration
Demonstrate team playing and leadership skills
Demonstrate a critical understanding of the benefits of developing a networking culture
to develop sharing of good practice
Discuss leadership opportunities within the clinical and/or specialist environment
Undertake change through clinical/speciality leadership to develop quality patient care
Critically evaluate an incident related to clinical/speciality leadership
Module Syllabus
 Personal skills and self-awareness
 Theories of effective management and leadership – concepts and styles
 Motivation theories and Implementing policy
 Managing relationships
 Communication and interpersonal skills and conflict resolution
 Teamwork and team leadership – group dynamics
 Approaches to interprofessional team working
 Accessing and utilising sources of information for clinical leadership
 Clinical/speciality leadership in the interdisciplinary context
 Values and ethics in clinical/speciality leadership
 Developing clinical/speciality teams and the role of the clinical/speciality leader
 Strategic leadership in the NHS
 Valuing difference and diversity
 Implementing and managing change
END OF SECTION 3
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4. Support and Guidance
4.1
ACADEMIC AND PEER SUPPORT
Support will be provided by academic and peer support through the learning sets and peer
support outside the programme. Work-based projects may require some support from local
colleagues and/or managers with an understanding of the project. This support is expected to
be minimal as the programme is focused on self-directed learning and the use of peer support
networks. There will be access to academic expertise throughout the programme.
4.2
E-LEARNING
E-Learning support is provided using Moodle. Please see the Moodle support pages for further
information: http://www.ucl.ac.uk/isd/students/e-learning/tools/moodle
4.3
MENTORING
Students may also find it helpful to be in contact with a mentor in their own area of practice
and/or with a mentor who is a graduate of the course.
END OF SECTION 4
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5.
5.1
Assessment and Regulations
PROGRAMME REGULATIONS
PROGRAMME REGULATIONS
A brief summary of the main academic regulations for the programme is provided below, however
practitioners are required to read the full Programme Regulations for Taught Postgraduate
Programmes on the UCL website at http://www.ucl.ac.uk/srs/academic-manual/overview. Students are
also required to read the information contained in the School Student Handbook.
Assessment
Practitioners must complete a number of formative and summative assessments as detailed in the Module
Outlines. Formative assignments give feedback to practitioners on their performance but do not count
towards the final mark; however, it may still be a requirement to complete these in order to progress. The
marks for summative assignments count towards the final mark for the degree. The minimum pass mark is
50%.
Final Degree Mark
The overall pass mark for the award of the Postgraduate MSc in Advanced Pharmacy Practice is 50%.
Criteria for the Award of Pass, Merit and Distinction
Please refer to the Academic Manual, Chapter 4 http://www.ucl.ac.uk/srs/academic-manual/overview
22
5.2
SCHEME OF AWARD
The scheme or award sets out the individual assessment components and their relative weighting. Students
will be subject to the scheme of award in effect at the time they start the programme.
The MSc in Pharmacy Practice comprises the following weighted assessment components:
Module
PHAYG104 Research and Evaluation*
PHAYG105 Education, Training and Development
PHAYG106 Management and Leadership
Marks
100
100
100
Credits
20
20
20
The modules are assessed by the following elements:

Assignment(s) for the core modules (R&E; ET&D; and M&L)
In addition, students are required to complete and pass the following:



5.3
PHAYG104 Oral presentation of R&E proposal*
PHAYG107 Portfolio of evidence
PHAYG108 Viva voce (based on the portfolio and assignments)
ASSIGNMENTS
PHAYG104 Research and Evaluation
Students will be required to present a proposed study plan to evaluate an element of their area of expert
practice, testing both summative AND formative learning of the theory of evidence based practice, problem
solving and research methodologies as well as presentation skills to peers. This will not be formally
assessed, but will test understanding and formative learning as well as peer review. Students will be
expected to use PowerPoint to present their proposed study: a brief background to the area of study,
preliminary aims and objectives and proposed study design with an overview of the alternative methods
that could be used. The presentations will be 10 minutes long with 5 minutes for questions from their peers,
using no more than 6 slides to present their (draft) proposals. Students will also be expected to assess their
peers’ work which then can contribute to evidences and experiences for their Education and Development
cluster.
The peer assessment will focus on whether the student was able to present their ideas for the proposed
project in a coherent way; whether they provided a concise background to the research area and their
proposed research question(s) and specific aims & objectives. They need to be able to discuss potential
methodological limitations and difficulties with the ways their proposed study could be undertaken as well
as demonstrating understanding of the chosen approach. They should have considered a plan for analysis
and for dissemination of the project findings into practice. Each element tests the student’s understanding
of evaluation in practice and tests their knowledge and reading of the relevant Module resources. The
student will build on their knowledge, understanding and application to their area for evaluation with the
second assignment- the written proposal. They will be expected to consider suggestions for areas for
improvement and to have taken on board any of the constructive criticism of their peers and the Module
tutors and leaders.
23
Students will be required to undertake ONE assignment, in two parts: to test critical appraisal of theory and
application of research and evaluation to practice.
Part 1 - Students will be required to undertake a full literature review and critical appraisal of research
papers and policies related to their chosen area of study. They will be required to describe the search
strategy, the choice of said papers and policies and a full critical appraisal of the aims, design, analysis and
outcomes. Students will be expected to describe the strengths and weaknesses of the studies and draw on
these in their subsequent proposals.
Part 2 - Students will be required to write a FULL proposal for their plan of study. They will draw on their
literature review to inform the research question, aims and objectives and then provide a full appraisal of
the different methods that they could use to achieve the aim, providing justification for the chosen design
and detail around how these address the identified research objectives. They will also have to demonstrate
understanding of data management and analysis as well as plans for dissemination to test application of
theory to a practice based problem. They will also have to apply the principles of research governance to
their proposed study and how they would use the emergent evidence to influence policy at a wider level.
Each element will be mapped onto the Advanced Stage II level for the Research and Evaluation cluster to
test summative AND formative learning.
The assignment should be 6,000 words (excluding references and appendices) to test a student’s ability to
present evidence based ideas within the constraints of a set number of words. Students must ensure that
the assignment is received by the Programme Director by 11th April 2016 by submitting via Moodle. Failure
to meet the deadline may result in the student failing the course assignment and hence the course.
PHAYG105 Education, Training and Development
Students will be required to undertake ONE assignment, in two parts: to test critical appraisal of theory and
application of education, training and development to practice.
Part 1 - Students will be required to critically appraise one or two chosen educational theories or models in
relation to their teaching and learning experiences. This will allow them to demonstrate their understanding
and knowledge of the area. The assignment may also test their understanding of the need for assessment,
self assessment, peer review and mentorship in practice. This supports their role as advanced practitioners
which require that they take a supportive, mentorship role in the pharmacy team.
Part 2 - Students will also be asked to choose an assessment tool that is (or could be) used in their area of
expert practice for either peer review or for assessment of junior staff. Students will use the fundamental
principles of assessment to critically evaluate the suitability of the tool, and suggest how to maximise the
benefits of using it in practice. Students will demonstrate their understanding of how appraisal, assessment
and review tools can be used in practice to assist professional development.
Each element will be mapped onto the Advanced Stage II level for Education, Training and Development
cluster to test summative AND formative learning. The assignment should be 6,000 words (excluding
references and appendices) to test a student’s ability to present evidence-based ideas within the
constraints of a set number of words. Students must ensure that the assignment is received by the
Programme Director by 1st September 2016 by submitting via Moodle. Failure to meet the deadline may
result in the student failing the module assignment and hence the programme.
PHAYG106 Management and Leadership
Students will be required to undertake ONE assignment: to test critical appraisal of leadership and
management theory and application to practice. The assignment must explore and incorporate both parts,
but students may structure it in any way that they find helpful and coherent.
24
The assignment comprises two components: a change management project and a critical appraisal of
leadership / management theory as it relates to the change project. Students may wish to undertake a
project themselves or critically appraise a change project which they have been involved in or their
organisations has undertaken. Where the change project is being appraised the student must have been
closely involved in order to have observed enough detail to appraise accurately.
Change project
Option 1 – undertake a change project
Students may wish to undertake a change plan within their organisation. This project should be sufficient
for the purposes of applying management and leadership principles. The student will be expected to use
Kotter’s management of change principles as a framework for undertaking the change and use this to apply
the principles of change management. The project must include critical reflection on what worked and what
did not work well (or potential successes and pitfalls).
Option 2 – appraise a change project
Where the student does not have access to undertake a significant change project then an appraisal of a
change that has already been undertaken may be done. This could be a pharmacy change project or an
organisational change project. Where this is undertaken the student should have enough personal
experience with the change in order to be able to apply the criteria of Kotter (as described above). The
student should use Kotters framework to critically evaluate what worked and what did not work well and
why they think this with evidence.
In both cases the student will be required to provide evidence for the need for change using the relevant
literature either from Healthcare or Leadership / Management resources. The student will also be expected
to cite evidence, and refer to the literature to justify their observations and discussions, rather than simply
stating what went well or not so well.
Requirements
Students will be required to:
 critically appraise the literature around leadership / management in practice, managing a team, and
managing change - including the challenges they experience of applying these theories in practice.
This may form the introduction to the change project above and help set the context of what is to
come, but the literature should also be integrated into the body of the change project and should be
reflected in the discussion and conclusions.
 consider their own leadership in context of the change project and what they may change and
develop in the future.
 relate the literature to their place of work, in particular to the case study discussed
 reflect on how good leadership can bring about change in the NHS - locally and/or nationally.
Each element will be mapped onto the Advanced Stage II level for Management and Leadership clusters of
the APF to test summative AND formative learning. The assignment should be 6,000 words (excluding
references and appendices) to test a student’s ability to present evidence based ideas within the
constraints of a set number of words. Students must ensure that the assignment is received by the
Programme Director by 1st September 2016 by submitting via Moodle. Failure to meet the deadline may
result in the student failing the course assignment and hence the course.
PHAYG107 PORTFOLIO
Practitioners will develop their portfolio mapped against the APF (Advanced Pharmacy Framework)
throughout the programme to demonstrate that they have engaged in the required learning and experience
associated with APF performance. Portfolio development support throughout the course will require
practitioners to review and develop their practice and their portfolios, recognising previous learning and
25
experience and how this relates to the APF, and considering evidence that can be used which will help to
identify areas of practice for development, including areas that need to be developed during the course.
Context
The aim of this advanced practice postgraduate MSc is to support practitioners to attain Advanced Stage II
(Advanced Pharmacy Framework (APF) criteria) in the core skills and knowledge they require to provide all
aspects of advanced pharmaceutical care and/or pharmacy services in the workplace. Practitioners’
development will be mapped against four APF core clusters: Research amd Evaluation; Education, Training
and Development; Management; and Leadership.
Portfolio review and development is intended to enable recognition of previous learning and experience and
help to identify areas of practice for development, which practitioners will be expected to address during the
course.
Guidance on Portfolio creation and context
Portfolios for the MSc in Advanced Pharmacy Practice should be based on the Advanced and Pharmacy
Framework (APF) clusters. Each cluster is divided into individual developmental descriptors for which
evidence should be provided.
Suggested approach:








Work through each competency of each of the APF clusters and consider which level best describes
your current practice
For each competency of each of the APF clusters consider what evidence could be provided to
demonstrate each developmental descriptor at Advanced Stage II
Look at the examples of evidence have previously been included in portfolios which are available on
Moodle (APF Mapping tables with examples) to give you ideas if necessary.
Keep a log of what evidence you have included in your portfolio.
Consider how many pieces of evidence you feel are needed to demonstrate that you are at
Advanced Stage II for each descriptor
Consider how to present your evidence in a structured way that shows your level of practice. Use a
format that is useful to you (for example you could list evidences for each developmental descriptor
under that descriptor with a reference to the page number of that specific evidence in your portfolio).
Consider how to list all the specific evidence in your portfolio against/linked to the developmental
descriptors these apply to.
Identify the skills and knowledge that are necessary for you to fill any ‘gaps’ to achieve Advanced
Stage II level during the course and plan your learning and development accordingly
Portfolio development
Individual practitioners are expected to come to the MSc with differing levels of experience in the various
APF clusters and at different stages of portfolio development. During the programme practitioners will be
supported to develop their practice and relate this to the APF which will enable them to develop portfolios to
demonstrate Advanced Stage II in the core areas of practice.
END OF SECTION 5
26
Appendix 1: Learning Sets Venue Details
UCL School of Pharmacy
Learning sets will be held either at UCL School of Pharmacy (SoP) building or other UCL venues.
For more details of venues please refer to the SoP map below and the UCL campus support page:
www.ucl.ac.uk/find-us/
27
Appendix 2: Suggested Reading Lists
Suggested reading lists and additional resources are available on Moodle. A selection of suggested
reading and recommended resources are listed here. Practitioners are expected to read some of the
recommended texts. The library at the UCL School of Pharmacy may have copies in stock and some texts
can be accessed online.
Management and Leadership
 The NHS Leadership Academy website at http://www.leadershipacademy.nhs.uk/ which provides
many resources including the NHS Leadership Model.
 Sadler P. (2007) Leadership. Kogan Page, London and Sterling, VA
 Bass BM, Avolio B J. (1990) Assessing the charismatic leader, in Frontiers of Leadership , ed M
Syrett and C Hogg, Blackwell, Oxford, pp 414-18.
 Hill CWL, Jones GR. 6th Edition. (2004) Strategic management theory, an integrated approach.
Boston: Houghton Mifflin Company.
 Hodgson P, White RP. (2001) Effective Leader, Directions, Ashridge, Berkhamsted, Summer, pp
18-22.
 Booyens SW. (2008) Introduction to Health Services Management (3rd edition). Juta and Company
Ltd.
 Flynn N. (2007) Public Sector Management (5th edition). SAGE publications.
Research and Evaluation
 Bowling, A. (2009) Research Methods in Health. Buckingham: Open University Press.
 Smith F. (2010) Conducting your Pharmacy Practice Research Project. The Pharmaceutical Press.
 http://www.bmj.com/cgi/content/full/315/7102/243
 Hoinville G., Jowell R., (1997) Survey Research Practice. Heinemann Educational Books. ISBN: 0566-05156-7.
 Oppenheim AN. (2000) Questionnaire Design, Interviewing and Attitude Measurement. Pinter
Publishers. ISBN: 1 85567 044 5.
 Critical issues in qualitative research methods. (1994) Ed: Morse JM. Sage Publications.
 Kirk R. (1990) Statistics, an introduction (3rd Ed) Dryden Press, Saunders College Publishing
 Marsh C. (1988) Exploring data: an introduction to data analysis for social scientists. Cambridge:
Polity Press. Blackwell Publishers.
 Bryman A., Cramer D. (2008) Quantitative Data Analysis with SPSS 14,15 and 16 for windows: a
guide for social scientists. Routledge.
Education Training and Development
 Knowles M. (2015) The adult learner: the definitive classic in adult education and human resource
development (8th Ed). Published by Routledge.
 Buckley J. (2009) The theory and practice of training (6th Ed revised). Published by Kogan Page
Publishers
 Cohen (2011) Research methods in education. (7th Edition) Published by Routledge.
 Pring (2005) Philosophy of education: aims, theory, common sense and research. Published by
Continuum.
 JPB Postgraduate Diploma in General Pharmacy Practice resources
28






JPB supervisor support training resources
GPhC CPD website www.uptodate.org.uk
LPET CPD support pack and reflective practice pack.
www.londonpharmacy.nhs.uk/educationandtraining
The NHS Knowledge and Skills Framework and Development review
Pre-registration trainee pharmacists’ workbook and tutor manual from GPhC website
Please also check Moodle for additional resources throughout the programme.
29
Appendix 3: Assignment Marking
UCL School of Pharmacy
MSc in PHARMACY PRACTICE
MANAGEMENT AND LEADERSHIP ASSIGNMENT MARKSHEET
Name or number of student
Date
Criteria
Comments
PART 1: Critical evaluation of leadership and management theories and their application in practice
The student has demonstrated the ability to critically appraise the
literature around the different attributes and styles of leadership and
management theories and approaches.
The student has described how these attributes and styles can be utilised in
the workplace and applied to their own practice
The student has considered how they can develop leadership styles in
themselves
The student has considered the skills they would need to acquire to
develop these skills in their junior staff (giving examples where
appropriate)
The student has related the literature to their place of work and reflected
on how good leadership can bring about change in the NHS both locally and
nationally
PART 2: Application of leadership and management principles and approaches in a project involving
change
The student has used Kotter’s management of change principles as a
framework for discussion and critique of the approach for a project
involving a change in practice at their workplace
The student has reflected on and critically evaluated the use of leadership
and management theories and approaches (including Kotter and those
discussed in Part 1) including what worked and what did not work well (or
potential successes /pitfalls) and why.
The student has described the management and leadership plan that will
be implemented to ensure that the change is successful in their Trust.
The student has described the communication strategy in their Trust that
will ensure the confidence of all in the organisation (from board to junior
staff).
The student has demonstrated understanding of leadership skills required
in management and the application of policies and theories to ensure their
plan is effective in practice in their organisation’s structure.
General Comments
General Comments on content
General comments on style, language, grammar and referencing
Overall mark
Moderated mark
Course team’s comments on moderated
mark
Marker’s Name:
Signature:
30
Date:
UCL School of Pharmacy
MSc in PHARMACY PRACTICE
RESEARCH AND EVALUATION PROPOSAL ORAL PRESENTATION MARKSHEET
Name of
student
Assessment Scale:
Excellent
Very Good
Good
Mark
80-100
70-79
60-69
Pass
Marginal Fail
Item
Mark
50-59
40-49
Fail
Bad
Comments
The presentation was the required length (10 mins)
and the correct number of slides (6)
The student presented their ideas for the proposed
project in a coherent way.
The student provided sufficient background to the
research area
(Notes: relevant literature & other sources included; clear
to see need for research proposed)
The student put forward one (or more) research
question(s)
and specific research aims and objectives
The student proposed ways in which their proposed
study could be undertaken and demonstrated
understanding of the chosen approach
The student discussed potential methodological
limitations and difficulties with their choices
The student provided an appropriate analysis plan
The student has outlined a plan for dissemination of
the project findings into practice
General
Comments
Considerations
for
improvement
Tutor
Signature:
Date
31
Overall
mark
Mark
35-39
0-34
UCL School of Pharmacy
MSc in PHARMACY PRACTICE
RESEARCH AND EVALUATION WRITTEN ASSIGNMENT MARKSHEET
Name or number of student
Date
Comments
Criteria
PART 1: Critical evaluation of literature
The report includes an overview of the subject area and
explains why the proposed research is of relevance to
practice
The student has described the search strategy, the choice
of papers and policies and a full critical appraisal of the
aims, design, analysis and outcomes.
The student has undertaken a full literature review and
critical appraisal of research papers and policies related to
their chosen area of study.
The student has described the strengths and weaknesses
of the studies and drawn on these in their subsequent
proposals
PART 2 Application of research and evaluation methods in practice: a research proposal
The student has drawn on their literature review to inform
the research question and developed them into specific
aims & objectives
The student has provided a detailed description of the
proposed methods, a full appraisal of the different
methods that they could use to achieve the aim
The student has provided justification for the chosen
design and how these will meet the identified research
objectives, while outlining any limitations and difficulties
with their choices
The student has demonstrated understanding of data
management and analysis as well as plans for
dissemination to test application of theory to a practice
based problem and a discussion of ethical considerations
The student has applied the principles of research
governance to their proposed study and how they would
use the emergent evidence to influence policy at a wider
level.
General Comments
General Comments on content
General comments on style,
language, grammar &
referencing
Overall mark
Moderated mark
Course team’s comments on
moderated mark
Marker’s Name:
Signature:
32
Date:
UCL School of Pharmacy
MSc in PHARMACY PRACTICE
EDUCATION, TRAINING AND DEVELOPMENT ASSIGNMENT MARKSHEET
Name or number of student
Date
Comments
Criteria
PART 1: Critical evaluation of educational and learning theories and principles and their application in practice
The student has critically appraised their chosen
educational theories and ably demonstrated their
understanding and knowledge of the area
Where appropriate the student has demonstrated their
understanding of the need for assessment, self
assessment, peer review and mentorship in practice
The student has demonstrated how they have used
the theories in practice to support their role as
advanced practitioners: taking a supportive,
mentorship role in the pharmacy team.
PART 2: Application of educational and learning theories and principles to critique an assessment tool used in
practice
The student has critiqued an assessment tool for either
peer review or for assessment of staff in their area of
expert practice (including strengths, limitations, criteria
for use)
The student has used the fundamental principles of
assessment to critically evaluate the suitability of the
tool.
The student has provided suggestions on how to
maximise the benefits of using the assessment tool in
practice.
The student has demonstrated their understanding of
how appraisal, assessment and review tools can be
used in practice to assist professional development.
General Comments
General comments on content
General comments on style,
language, grammar & referencing
Overall mark (1st marker)
Moderated mark
Moderator comments
33
MARKING SCHEME
Each assignment counts equally towards the 60 credits
PHAYG104:
Research and
Evaluation
PHAYG105:
Education,
Training and
Development
20 credits
20 credits
PHAYG106:
Management and
Leadership
20 credits
Total
60 credits
Students will be required to present a proposed study plan to evaluate an area of
expert practice, testing both summative AND formative learning of the theory of
evidence based practice, problem solving and research methodologies as well
as presentation skills to peers. This will not be formally assessed, but will test
understanding and formative learning as well as peer review.
For the assignment, students will be required to write a proposal for a plan of
study, critically appraising the existing literature and developing a research
question, aims and objectives. They will also have to demonstrate understanding
of data management and analysis as well as plans for dissemination to test
application of theory to a practice based problem. They will also have to apply
the principles of research governance to their proposed study and how they
would use the emergent evidence to influence policy at a wider level. Each
element will be mapped onto the Advanced Stage II level for R&E cluster to test
summative AND formative learning.
Word count: 6000
Students will be required to critically appraise chosen educational theories and
different learning styles to demonstrate their understanding and knowledge of
the area. The assignment will also test their understanding of the need for
assessment, self-assessment, peer review and mentorship in practice. This
supports their role as advanced practitioners which require that they take a
supportive, mentorship role in the pharmacy team.
They will also be asked to choose an assessment tool that is (or could be) used
in their area of expert practice for either peer review or for assessment of junior
staff. Students will use the fundamental principles of assessment to critically
evaluate the suitability of the tool, and suggest how to maximise the benefits of
using it in practice. Students will demonstrate their understanding of how
appraisal, assessment and review tools can be used in practice to assist
professional development.
Each element will be mapped onto the Advanced Stage II level for ET&D cluster
to test summative AND formative learning.
Word count: 6000
The assignment comprises two components: a change management project and
a critical appraisal of leadership / management theory as it relates to the change
project.
Students will be required to:
- critically appraise the literature around leadership / management in practice,
managing a team, and managing change - including the challenges they
experience of applying these theories in practice. This may form the
introduction to the change project above and help set the context of what is to
come, but the literature should also be integrated into the body of the change
project and should be reflected in the discussion and conclusions.
- consider their own leadership in context of the change project and what they
may change and develop in the future.
- relate the literature to their place of work, in particular to the case study
discussed
- reflect on how good leadership can bring about change in the NHS - locally
and/or nationally.
They will also be asked to choose a change project that has been OR will be
completed during the programme and critically evaluate the management &
leadership approaches used.
Each element will be mapped onto the Advanced Stage II level for M and L
clusters to test summative AND formative learning.
Word count: 6000
34
MARKING GUIDELINES
GRADE
% MARK
RANGE
DESCRIPTION
Excellent
80-100
Work which displays a full understanding of its subject. A firm grasp of factual
detail and the relevant theory, experiments and literature: it is clearly argued and
presented, with evidence of insight and excellent originality of thought and
expression and in addition evidence of intellectual vigour and independence of
judgement. The work will demonstrate excellent critical evaluation and integration
of current complex material.
Very Good
70-79
Work which displays a full understanding of its subject. A firm grasp of factual
detail and the relevant theory, experiments and literature: it is clearly argued and
presented, with evidence of insight and very good originality of thought and
expression. The work will demonstrate very good critical evaluation and
integration of complex background material from other aspects of the course and
independent sources.
Good
60-69
Work in this range will show a thorough grasp of the topic and will be clearly
argued and presented. It will show a good awareness of the relevant theory,
experiments and literature, without fully achieving that intellectual independence
and originality that distinguishes first class work. The work will demonstrate good
critical evaluation and integration of complex background material from other
aspects of the course and independent sources.
Pass
50-59
Work in this will show a satisfactory knowledge but may be weak in its
interpretation of the subject of have poor structure. The work will demonstrate
only competent critical evaluation and integration of complex background material
from other aspects of the course and independent sources.
Marginal Fail
40-49
Marks in this range will be awarded for work which is conversant with the
subject but has failed to make meaningful synthesis. It will have some shape but
contain significant errors.
Fail
35-39
A distinct fail on grounds of factual accuracy, relevance and argumentation of
material, but still with some substance.
Bad
0-34
Very poor or very short with hardly any merit but some claim to counting marks.
35
Appendix 4: APF (Advanced Pharmacy Framework) Core
Cluster Mapping Tables
The MSc Advanced Pharmacy Framework (APF) Core Cluster Mapping Tables (originally developed by the
Advanced Pharmacy Practice (APP) Team and senior pharmacy practitioners) are presented here.
Practitioners are required to demonstrate the Advanced Stage II developmental descriptors in these core
clusters of the APF.
The suggested knowledge, skills and behaviors for each developmental descriptor in the tables are
intended to be suggestions rather than requirements, and practitioners are encouraged to review these
critically, using ideas that are helpful and relevant to their own practice, but also to consider using other
examples to demonstrate their competence.
A selection of examples of evidence that have been submitted previously by MSc candidates have been
added to the original ACLF (Advanced to Consultant Level Framework) tables and are available in a
separate document which is available on Moodle (see ACLF Mapping Tables with examples). These
examples are simply what has been submitted by previous practitioners, inclusion does not suggest
acceptability or a ‘gold standard’, rather these examples are intended to give practitioners an idea of the
types of evidence that they might consider using. Please note that these tables were compiled before the
APF was developed from the ACL
36
Advanced Pharmacy Framework: Leadership (Cluster 3)
Mapping table
Leadership
Inspires individuals and teams to
achieve high standards of
performance and personal
development
APF
developmental
3.1
descriptors
Strategic
Suggested
Context
knowledge,
skills,
experience
and
behaviours
Advanced Stage I
Advanced Stage II
Demonstrates understanding of the needs of stakeholders.
Practice reflects relevant local and national policy.
Demonstrates ability to incorporate relevant national policy to influence local
strategy.
Demonstrates awareness of/responds to national consultations
relevant to area of practice (through specialist group where
appropriate).
Demonstrates awareness and responds to local and national
strategies.
Contributes to national consultations in area of practice (through specialist group
where appropriate).
Contributes (individually or in department) to development of local and national
strategies.
Demonstrates knowledge of national bodies and policy
development.
Contributes to policies of national bodies under supervision.
Demonstrates awareness and responds to the needs of stakeholders
and policy makers.
Identifies changes in needs of stakeholders and policy makers.
Contributes to local implementation of new strategies or policies.
Leads on local implementation of local and national strategies.
Also see Management competencies 4.1 and 4.8
3.2
Governance
Suggested
knowledge,
skills,
experience
and
behaviours
Participates in local governance policies and initiatives.
Ensures compliance with local policies in consultation with senior
colleagues (e.g. superintendent, senior members of the team).
Also see Management competencies 4.1 and 4.8
Contributes to, and is responsible for implementing local governance policies and
initiatives.
Leads and supervises others to ensure compliance with local policies.
Knowledge of best practice and ethics to support good governance.
Implements best practice and ethics to support good governance.
Understands governance implications of work.
Understands wider governance implications of work.
Develops documentation to support governance under supervision
(e.g. SOPs for reporting near misses, root cause analysis (RCA),
NHSSLA, dispensing incidences, etc.).
Responsible for developing documents to support governance (e.g. SOPs for
reporting near misses, root cause analysis (RCA), NHSSLA, dispensing incidences,
etc.).
Identifies area of risk and highlights to senior colleagues (e.g.
superintendent, senior members of the team).
Plans and implements changes in strategy/policy to address areas of risk.
Reports incidents in consultation with senior colleagues.
Initiates and/or oversees, and/or implements audits to address local risk issues.
Carries out audits to address risk issues.
Also see Management competencies 4.3 and 4.4 and R&E cluster.
37
Manages incidents as they occur.
Also see Management competencies 4.3 and 4.4 and R&E cluster.
Leadership
Inspires individuals and teams to
achieve high standards of
performance and personal
development
APF
developmental
3.3
descriptors
Vision
Suggested
knowledge,
skills,
experience and
behaviours
Advanced Stage I
Demonstrates understanding of, and contributes to, the workplace
vision.
Understands department and corporate vision.
Successfully encourages colleagues to participate in initiatives that
contribute to a locally defined vision and purpose.
Communicates vision to team.
Knowledge of leadership theories, characteristics, traits and models
(e.g. RPS Leadership Competency Framework).
Advanced Stage II
Creates vision of future and translates this into clear directions for
others.
Contributes to and delivers department and corporate vision to wider
community.
Successfully encourages colleagues to participate in initiatives that
contribute to a wider vision or a wider team.
Responsible for coordinating team, department, or division’s activities to
meet vision and purpose of team or organisation.
Experience of applying leadership theories, characteristics, traits and
models in practice.
Assimilates policies with the challenges faced in practice.
Also see competency 3.6 & Management competencies 4.1 and 4.8
3.4
Innovation
APF
developmental
descriptors
Suggested
knowledge,
skills,
experience and
behaviours
Demonstrates ability to improve quality within limitations of service.
Implements service or quality improvement projects.
Knowledge of local or national innovations.
Communicates innovative ideas to the team.
38
Also see competency 3.6 & Management competencies 4.1, 4.7 and 4.8
Recognises and implements innovation from the external environment.
Draws up and implements service improvement projects linked to local and
national innovation projects.
Co-ordinates and reports on local, national or international innovations.
Facilitates communication of innovative ideas within the team.
3.5
Service
Development
APF
developmental
descriptors
Suggested
knowledge,
skills,
experience and
behaviours
Reviews last year’s progress and develops clear plans to achieve
results within priorities set by others.
Meets objectives in light of previous years’ progress.
Knowledge of team’s service development priorities, and manages
others to achieve the aim.
Demonstrates knowledge required to deliver local services (e.g. MURs,
smoking cessation, public health, discharge support, adherence, posttake ward rounds, home TPN). (In community sector some of these may
require accreditation).
Identifies service improvement opportunities locally.
Works collaboratively with immediate team on service development
initiatives.
Develops clear understanding of priorities and formulates practical
short-term plans in line with workplace strategy.
Participates in planning cycles for priorities through strategic workplace or
departmental groups.
Leads team to achieve service developments including collaborative
working with a multidisciplinary team where appropriate.
Leads team to meet targets for services.
Ensure workforce have training and support they need to provide service
developments, including official requirements (e.g. accreditation for
community services).
Identifies service development opportunities.
Work collaboratively with MDT on service development initiatives.
Also see Management cluster
3.6
Motivational
APF
developmental
descriptors
Suggested
knowledge,
skills,
experience and
behaviours
Demonstrates ability to motivate self to achieve goals.
Also see Management cluster
Demonstrates ability to motivate individuals and/or the team.
Maintains appropriate portfolio of practice.
Undertakes 360 degrees appraisal.
Supports team in self-appraisal.
Supports team in appraisal and self-assessment.
Works with members of the pharmacy team.
Works with members of the MDT.
Motivates members of the pharmacy team.
Motivates members of the MDT.
Knowledge of motivational skills.
Motivates self to meet appraisal objectives.
Demonstrates motivational skills through productivity and team appraisals.
Demonstrates motivational skills through effective management of difficult
situations.
Leads by example for service users and colleagues.
Leads by example across teams.
Keeps teams motivated through feedback.
Also see competency 3.3 and Management competencies 4.5 and 4.6.
Also see competency 3.3 and Management competencies 4.5 and 4.6.
Acknowledgements: This table is based on the RPS Faculty Core Professional Practice Curriculum for Leadership, which
was developed using the suggested knowledge, skills and experience originally developed by the MScPP (APP fast-track) team in consultation with senior NHS colleagues.
Abbreviations: HCP – healthcare professional; MDT – multidisciplinary team
39
Advanced Pharmacy Framework: Management (Cluster 4)
Mapping table
Management
Organises and delivers service
objectives in a timely fashion
APF
developmental
4.1
descriptors
Implementing
Suggested
National
knowledge,
Priorities
skills,
experience and
behaviours
Advanced Stage I
Advanced Stage II
Demonstrates understanding of the implications of national
priorities for the team and/or service.
Shapes the response of the team and/or service to national
priorities.
Knowledge and understanding of implications of national priorities
to pharmacy team.
Understands need to meet national priorities at a local level.
Implements national policy under supervision/instruction.
Working knowledge of national policies through involvement in
implementation.
Demonstrates awareness/has working knowledge of business
planning.
Demonstrates working knowledge of national strategies in
workplace/area of practice.
4.2
Resource
Utilisation
APF
developmental
descriptors
Suggested
knowledge,
skills,
experience and
behaviours
Demonstrates understanding of the process for effective
resource utilisation.
Directs pharmacy team’s activities to meet national priorities.
Responsible for meeting national priorities at a local or regional level.
Coordinates implementation of local/regional responses to national
priorities.
Participates in the development of policy at local/regional level in
response to national priorities (e.g. NICE, SIGN, White papers,
DH/SG/WA Reports, NHS Constitution).
Implements/delivers/ responsible for business planning.
Contributes to national strategies in workplace/area of practice.
Demonstrates ability to effectively manage resources.
Manages own time and conflicting priorities.
Supports others to manage time and conflicting priorities.
Understands and delivers against national standards or
commissioning models.
Responsible for delivering a service within specific/specialist area to
budget, time and standards.
Knowledge and understanding of available resources.
Responsible and accountable for business planning to manage resources.
Demonstrates understanding of importance of working as part of a
team to meet priorities.
Manages resources to ensure priorities of the organisation are met.
Works as part of the team (with some management
responsibilities) to deliver local/core services.
Manages team to deliver local/core services.
Responsible for working rotas (may be under supervision).
Implements or participates in service or therapy reviews under
supervision.
40
Responsible for service or therapy reviews, and leads/ supervises others
to develop and implement the reviews.
4.3
Standards of
Practice
4.4
Managing Risk
APF
developmental
descriptors
Suggested
knowledge,
skills,
experience and
behaviours
APF
developmental
descriptors
Suggested
knowledge,
skills,
experience and
behaviours
Demonstrates understanding of, and conforms to, relevant
standards of practice.
Demonstrates ability to set and monitor standards of practice at
team and/or service level.
Understands and able to identify existing relevant standards for
practice.
Demonstrates ability to produce standards of practice for pharmacy
staff working locally.
Demonstrates ability to work within the standards of practice that
have been previously defined.
Implements and monitors standards of practice in the workplace (e.g.
audits in Trust or specialist area).
Supports local implementation of standards.
Implementation and monitors of standards for organisation/department.
Supports individuals to work to required standards (e.g.
preregistration pharmacists Band 6 pharmacists, counter
assistants).
Ensures team adheres to required standards.
Demonstrates ability to identify and resolve risk management
issues according to policy/protocol.
Involved in implementation of risk management
policies/protocols.
Supports peers and junior staff to adhere to local risk
management policies.
Advises on appropriate course of action within policy/protocol or
guidelines and working practices.
Follows workplace risk management policies/protocols.
Demonstrates knowledge of national policies on risk management.
Responsible for identifying and reporting safety/risk related
incidents (e.g. prescribing errors, administration errors,
dispensing errors).
Involved in workplace risk assessments.
Develops risk management policies/protocols for the team and/or
service, including identifying and resolving new risk management
issues.
Responsible for development and implementation of policies/ protocols
/guidelines /working practices to manage risk for specific/specialist
area for team.
Monitors adherence to risk management policies/protocols.
Advises where policy does not exist or is perceived as inadequate for
specialist scenario.
Interprets risk management policies/protocols for team and supports
team in implementation.
Responsible for contributing to/developing and implementing local
action plans following safety/risk-related incidents (e.g. errors,
incident reports, risk alerting systems).
Identifies and develops risk assessments, and is responsible for
implementing action plans.
Takes part in audit work around risk management.
Also see R&E cluster
Leads on audits of risk management issues and supervises audits
undertaken by others.
Also see R&E cluster
Applies information governance to own practice.
Responsible for information governance (e.g. PGDs, documents and
policies) for team.
Working knowledge of clinical governance/risk management
committees.
Participates in clinical governance/risk management committees.
Also see Leadership competency 3.2
41
Also see Leadership competency 3.2
4.5
Managing
Performance
APF
developmental
descriptors
Suggested
knowledge,
skills,
experience and
behaviours
Follows professional and organisational policies/procedures
relating to performance management.
Refers appropriately to colleagues for guidance.
Recognises need to achieve personal objectives.
Achieves own objectives and supports others in achieving
objectives.
Undertakes relevant professional development activities.
Also see ET&D cluster
4.6
Project
Management
APF
developmental
descriptors
Suggested
knowledge,
skills,
experience and
behaviours
APF
developmental
descriptors
Suggested
knowledge,
skills,
experience and
behaviours
Sets team objectives in relation to organisational objectives or area of
practice.
Performance appraises others in team.
Leads on and manages relevant professional development activities
within team.
Also see ET&D cluster
Supports development of others with aspects of professional
development (e.g. preregistration pharmacists).
Identifies and supports professional development activities for team.
Manages own performance of activities identified in Management
cluster (competencies 4.1-4.9).
Manages team performance of activities identified in Management
cluster (competencies 4.1-4.9).
Demonstrates understanding of the principles of project
management.
Manages projects in workplace, under supervision (e.g. service
developments, audits).
Leads on projects in the workplace, under supervision.
Able to carry out or contribute to projects with or without
guidance dependent on complexity.
Also see competency 4.4 and R&E cluster
4.7
Managing
Change
Is accountable for performance management for a team or group of
personnel.
Demonstrates understanding of the principles of change
management.
Demonstrates ability to successfully manage a project at team and/or
service level.
Manages projects and project work of the team/others.
Leads on projects within the organisation.
Supervises team members undertaking projects and supports them using
the principles of project management.
Also see competency 4.4 and R&E cluster
Demonstrates ability to manage a process of change for the team
and/or service.
Uses principles of change management to manage changes in
services/ process/ policy/ procedure, under supervision.
Initiates, plans and implements changes in services/ process/ policy/
procedure at a local level.
Supervises others undertaking change management projects, with
support.
Supervises and manages others undertaking change management
projects locally.
Critically evaluates the complexity of the project, reasons for
success/failure of project, and own role in managing change in
workplace or area of practice.
Critically evaluates project management, implementation of change
and success/failure of projects
Demonstrates application of lessons learnt from previous
experience and local colleagues.
42
Demonstrates application of lessons learnt from previous experience,
colleagues within the organisation, and national and international
literature.
4.8
Strategic
Planning
APF
developmental
descriptors
Suggested
knowledge,
skills,
experience and
behaviours
Demonstrates ability to think 4-12 months ahead within a
defined area. Plans the work programme to align with strategy.
Demonstrates understanding of formal structures.
Demonstrates awareness of current professional issues (including
changing priorities) and works as part of a team to affect change
and/or prepare for the impact of changes.
Proactively manages data collection to prepare routinely required
reports (e.g. financial reports, clinical governance reports).
Reviews policies and procedures to agreed schedule.
4.9
Working Across
Boundaries
APF
developmental
descriptors
Suggested
knowledge,
skills,
experience and
behaviours
Demonstrates ability to extend boundaries of service delivery
within the team.
Demonstrates ability to think over a year ahead within a defined
area.
Demonstrates understanding of culture and climate and ability to
plan with the whole of the organisation in mind.
Proactively identifies potential future opportunities and challenges for
service/ speciality (e.g. horizon scanning).
Participates in drawing up business cases for submission to organisation
(e.g. Trust or company).
Integrates service developments locally with organisational/ national
strategic changes.
Demonstrates ability to extend the boundaries of the service across
more than one team.
Takes on new responsibilities / activities that expand the service/
area of practice.
Takes on responsibilities / activities that contribute to the wider
service/ specialist/ organisational agenda.
Demonstrates knowledge of (and experience where appropriate)
of cross sector working.
Undertakes cross-sector working.
Works across boundaries within the organisation.
Works at a strategic level with external organisations and wider
agencies
Identifies areas/possibilities for cross-sector working in area of
practice.
Abbreviations: HCP – healthcare professional; MDT – multidisciplinary team
Acknowledgements: This table is based on the RPS Faculty Core Professional Practice Curriculum for Management, which was developed using the suggested knowledge, skills and
experience originally developed by the MScPP (APP fast-track) team in consultation with senior NHS colleagues.
43
Advanced Pharmacy Framework: Education, Training and Development (Cluster 5)
Mapping table
Education, Training and
Development
Advanced Stage I
Advanced Stage II
Understands and demonstrates the characteristics of a role
model to members in the team and/or service.
Demonstrates the characteristics of an effective role model at a
higher level.
Supports the education, training &
development of others. Promotes a learning
culture within the organisation.
5.1
Role Model
APF developmental
descriptors
Suggested knowledge,
skills, experience and
behaviours
Role model to peers and junior staff, and new starters.
Role model to peers, pharmacy team and at a local level.
Provides informal development support for peers and junior staff,
and new starters.
Provides formal development support for peers and junior staff,
new starters and/or multidisciplinary team.
Provides mentorship to peers and junior staff, and new starters.
Provides mentorship to peers, pharmacy team and at a local level.
Also see Competency 5.2 & Leadership cluster
5. 2
Mentorship
APF developmental
descriptors
Suggested knowledge,
skills, experience and
behaviours
See Competency 5.2 & Leadership cluster
Working knowledge of the principles and practice of mentorship.
Demonstrates ability to effectively mentor others within the
team and/or service.
Implements principles and practice of mentorship.
Experience of informal mentoring of others.
Experience of formal mentoring of others.
Mentors individuals (e.g. peers and junior team members).
Mentors teams (e.g. junior team and/or local team).
Demonstrates understanding of the mentorship process.
Also experience as in Competency 5.1
5.3
Conducting
Education and
Training
APF developmental
descriptors
Suggested knowledge,
skills, experience and
behaviours
Demonstrates ability to conduct teaching and assessment
effectively according to a learning plan with supervision from a
more experienced colleague.
Working knowledge of teaching and learning models and methods.
Experience of delivery of informal/formal teaching or training
programmes (e.g. preregistration trainees, nurses/midwives,
junior doctors, allied HCPs/healthcare scientists (HCS), patients,
undergraduates, counter assistants).
Provides education and training (under supervision) in area of
practice.
Develops skills to assess others.
44
Also experience as in Competency 5.1
Demonstrates ability to assess the performance and learning
needs of others.
Demonstrates ability to plan a series of effective learning
experiences for others.
Responsible for effective delivery of teaching and learning models
and methods.
Designs/updates, manages and is accountable for training within
the team (e.g. preregistration trainees, foundation level trainees,
senior MDT, certificate, diploma, MSc courses and specialist group
teaching (eg: UKCPA, RPG, UKMI, BOPA, NPPG).
Leads and supervises education and training in rea of practice.
Responsible for assessing others.
Also see Competency 5.5
Education, Training and
Development
Advanced Stage I
Advanced Stage II
APF developmental
descriptors
Demonstrates self-development through continuous professional
development activity.
Facilitates the professional development of others.
Suggested knowledge,
skills, experience and
behaviours
Provides informal support to others on continuous professional
development.
Facilitates professional development of others and/or supports
professional development of team.
Working knowledge of local continuous professional development
and/or education and training strategies.
Implements local continuous professional development and/or
education and training strategies.
Supports the education, training &
development of others. Promotes a learning
culture within the organisation.
5.4
Professional
Development
Also see Competencies 5.1, 5.2, 5.3 and R&E cluster
5.5
Links Practice
and Education
APF developmental
descriptors
Suggested knowledge,
skills, experience and
behaviours
Participates in the formal education of undergraduate and
postgraduate students.
Involved in local delivery of formal education of others (e.g.
undergraduates/MPharm students, preregistration trainees, and/or
postgraduate teaching) (under supervision).
Provides formal training (e.g. on the wards, through presentations
or through demonstration and instruction) for others (e.g.
undergraduate pharmacy students on placement, vacation
pharmacy students, preregistration trainees or postgraduate
trainees, counter assistants and peers (including nurses, medics
and other HCPs).
Role as educator as part of team (e.g. participates in Expert
patient education programmes (or equivalent)).
5.6
Educational
Policy
APF developmental
descriptors
Suggested knowledge,
skills, experience and
behaviours
Demonstrates an understanding of current educational policies
in health services
Working knowledge of local and national education, training and
development (ET&D) strategies.
Applies local and national ET&D policies.
Also see Competencies 5.1, 5.2, 5.3 and R&E cluster
Participates in the education and training of formal specialist
interest groups in the external environment.
Involved in pharmacy (e.g. undergraduates/MPharm students)
and/or multi-professional education and training.
Implements and develops formal training.
Role as educator within the organisation and/or externally.
Also see R&E cluster Competency 6.5
Demonstrates ability to interpret national policy in order to
design strategic approaches for local workforce education
planning and development
Delivers and contributes to the development of ET&D strategies.
Implements local and national ET&D policies.
Understands local ET&D policies.
Understands local ET&D policies and application to local
organisational needs and services.
Knowledge of the appraisal culture in relation to individuals’
development.
Understands and implements the appraisal culture at a local level,
within the team and/or organisation.
Also see Management cluster Competency 4.5
45
Advanced Pharmacy Framework: Research & Evaluation (Cluster 6)
Mapping table
Research and Evaluation
Advanced Stage I
Advanced Stage II
Demonstrates ability to critically evaluate and review
literature.
Demonstrates application of critical evaluation skills in
the context of working practice.
Uses research to deliver effective practice. Identifies
and undertakes research to inform practice
6.1
Critical Evaluation
6.2
Identifies Gaps in
the Evidence Base
APF developmental
descriptors
Suggested knowledge,
skills, experience and
behaviours
APF developmental
descriptors
Suggested knowledge,
skills, experience and
behaviours
Demonstrates a working knowledge of different types of
study design and the principles of critical evaluation.
Responsible for critical evaluation of literature in area of
practice.
Demonstrates ability to compare and contrast different
types of study in area of practice.
Responsible for assimilating data/references for evidence
base.
Undertakes critical evaluation of literature in area of
practice in relation to individual patients or cases.
Interprets findings of critical appraisal of literature to
make recommendations in area of practice.
Demonstrates ability to identify instances where there
is a gap in the evidence base to support practice.
Demonstrates ability to formulate appropriate and
rigorous research questions within the speciality.
Working knowledge of the evidence base in area of
practice.
Makes evidence-based recommendations and
recommendations where evidence is inconclusive.
Identifies gaps in evidence base and contributes proposals
to address any gaps.
Formulates research questions, having identified gaps in
the evidence base.
46
6.3
Develops and
Evaluates Research
Protocols
6.4
Creates Evidence
APF developmental
descriptors
Suggested knowledge,
skills, experience and
behaviours
APF developmental
descriptors
Suggested knowledge,
skills, experience and
behaviours
Demonstrates ability to describe the core features of
research protocols.
Demonstrates ability to design a rigorous protocol to
address previously formulated research questions.
Can recognise and describe core features of an audit,
service evaluation or research protocol.
Draws up a research protocol relating to area of practice,
with support.
Contributes to audit design.
Develops a service evaluation protocol (ideally as part of
a team).
Conducts audits and/or service evaluations with minimal
supervision.
Supervises audits undertaken by team.
Has an awareness of ethical issues/approval
processes/principles for research/research governance for
research in practice.
Working knowledge of the process for ethical
issues/approval processes/principles for
research/research governance for research in practice.
Contributes to research protocols.
Responsible for implementing research protocols within
team.
Demonstrates ability to generate evidence suitable for
presentation at local level.
Demonstrates ability to generate new evidence suitable
for presentation at research symposium.
Creates and presents research evidence at a local level.
Responsible for undertaking research /service evaluation
proposals/projects.
Invited to present.
Invited speaker/author.
Presents findings of evaluations (research, audit or
service evaluations) to team and/or relevant/local
audience.
Responsible for identifying, supervising, and designing
audits or service evaluations.
Involved in collaborative audits or service evaluations.
47
6.5
Research Evidence
into Working
Practice
6.6
Supervises Others
Undertaking
Research
APF developmental
descriptors
Suggested knowledge,
skills, experience and
behaviours
APF developmental
descriptors
Suggested knowledge,
skills, experience and
behaviours
Demonstrates ability to apply the research evidence into
working practice.
Changes own practice in response to results of evaluations
(audit and research where appropriate)
Demonstrates ability to apply research and evidencebased practice within the team and/or service.
Develops evidence-based guidelines that are implemented
within organisation and/or area of practice.
Evidence of developing practice in the light of guidelines.
Contributes to developing local guidelines based on national
guidelines.
Applies guidelines and evidence in practice, May involve
peers and/or junior staff.
Responsible for developing team practice in the light of
guidelines and evidence.
Evaluates own practice (research and audit).
Mentors/supports team in practice evaluation (audits and
research).
Demonstrates understanding of the principles of research
governance.
Supervises audits of junior staff.
Is able to contribute to research supervision in
collaboration with research experts
Actively engaged in research in area of practice and/or
specialist group or association.
Working knowledge of relevant committees who have
oversight of research and development (R&D).
Actively contributes to relevant committees who have
oversight of research and development (e.g. Ethics and R&D
Committees).
Working knowledge and understanding of research
governance and policies (e.g. Good Clinical Practice (GCP)).
Actively contributes to research governance and policies
(e.g. Good Clinical Practice (GCP)).
Contributes to data collection for audits and/or service
evaluations.
6.7
Establishes
Research
Partnerships
APF developmental
descriptors
Suggested knowledge,
skills, experience and
behaviours
Demonstrates ability to work as a member of the
research team
Participates in research projects, evaluations and/or
clinical trials as part of a team.
Participates in evaluation of area of practice.
Knowledge of local research networks.
Supervises and responsible for others’ data collection for
audits and/or service evaluations.
Demonstrates ability to establish new multidisciplinary
links to conduct research projects
Coordinates research projects for team.
Identifies opportunities for audit, service evaluation and
research in area of practice (local and national agenda).
Complies with research governance and its application
locally (local committees etc.)
Develops collaborative networks with
multidisciplinary/multiagency professionals in order to
work with them on research or service evaluation projects.
Acknowledgements: This table is based on the RPS Faculty Core Professional Practice Curriculum for Research & Evaluation, which was developed using the suggested knowledge, skills and
experience originally developed by the MScPP (APP fast-track) team in consultation with senior NHS colleagues.
48