module details

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MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title
Module code
Credit value
Level
Mark the box to the right of the
appropriate level with an ‘X’
Foundation Stage 1 “Practitioner Development and Establishment of
Professional and Clinical Practice”
CLM36
60
Level 4
Level 5
Level 6
Level 7 X Level 8
Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites
Registration with the UK General Pharmaceutical Council
Specify in terms of module codes or
equivalent
Co-requisite modules
Specify in terms of module codes or
equivalent
Module delivery
Mode of delivery
Taught
Other
Pattern of delivery
Weekly
X
Distance
Placement
Block
Other
Online
X
When module is delivered
X
Semester 1
Semester 2
Throughout year
Other
Brief description of module This module is an 18 month long, work-based learning module forming
content and/ or aims
stage 1 of the Foundation Pharmacists Programme. Students will gather
Overview (max 80 words)
portfolio evidence against global and specific clinical pharmacy outcomes,
demonstrating ability to consistently deliver safe and effective
pharmaceutical care and optimise medicines use in complex patients.
Students will also learn about basic operational aspects of hospital
pharmacy and demonstrate progress in all aspects of general professional
practice.
Module team/ author/
Mrs E Sharp, Dr S Glaspole, Ms K Reygate, Mr Railton Scott
coordinator(s)
School
PABS
Site/ campus where
Moulsecoomb
delivered
Course(s) for which module is appropriate and status on that course
Course
PGDip General Pharmacy Practice
Status (mandatory/ compulsory/ optional)
Mandatory
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims
To demonstrate a systematic understanding of the principles of
pharmacy practice; to acquire the relevant expertise to deliver safe and
effective pharmaceutical care across the spectrum of general practice;
to critically review and monitor the drug treatment of patients in order to
provide competent advice on the safe and effective use of medicines in
the context of individual patient care.
Learning outcomes
Content
Learning support
At the end of this module practitioners will be able to:
1. Critically discuss the organisation and structure of the NHS and the
role of the pharmacist working across sectors to deliver improved
patient outcomes
2. Identify, prioritise and resolve the medicines management needs of
patients, carers and other social and health care professionals
3. Consult effectively with patients, carers and the multi-disciplinary
health care team, respecting diversity and confidentiality
4. Describe the principles of clinical governance and effectively relate
them to the practice of pharmacy
5. Independently develop their clinical pharmacy knowledge and skills
in order to identify, prioritise and resolve complex pharmaceutical
problems in a range of common conditions
6. Critically review the overall management and monitoring of patients
with a range of common disease states
7. Recognise the evidence-based approach to management of a
range of common conditions and apply to individualised patient
care
8. Demonstrate a systematic approach to medicines management for
patients with a range of common conditions
9. Apply pharmacokinetic and pharmacodynamic principles to the
design of appropriate drug regimens
10. Demonstrate a proactive and critical approach to self development
and continue to advance their knowledge and understanding
through continuing professional development and life long learning
The module provides underpinning knowledge relating to the structure
and function of the NHS by highlighting the strengths and weaknesses
of past structures. The focus will then turn to the recent NHS reforms
and how the current structure deals with key issues such as
prioritisation and rationing of health. The syllabus will further cover the
concepts of medicines management and medication review. The
relationship between health care practitioners and patients will be
explored to highlight strategies to improve adherence and the safe and
appropriate use of medicines. Ethical and professional issues as they
relate to the provision of pharmacy practice and the safe and effective
use of medicines, in particular practitioner competence CPD, will be
examined as will the role of clinical governance within healthcare and
the profession. The interpretation, evaluation and application of
laboratory data, clinical pharmacology, adverse drug events, parenteral
drug therapy, fluid and electrolyte balance and extemporaneous
production will be examined. The practitioner will be expected to
describe and evaluate the therapeutic options available to manage a
range of common clinical conditions. For example, the treatment of
common gastrointestinal, cardiovascular, central nervous system,
endocrine and respiratory disorders, antibiotic prophylaxis,
anticoagulation and the management of pain and nausea and vomiting.
Practitioners will be required to document and discuss the clinical
contributions they make to patient care with their practice tutor. This will
further explore their understanding and management of the range of
common clinical conditions included in this syllabus. A unique feature
of this module will be the requirement to review an instance of
medication risk, in order to identify both active and latent failures
inherent within the care setting and to recommend approaches to
minimising risk in the future.
E-based resources will be vital. Practitioners will have access to
formative case studies intended to assist them in applying theoretical
knowledge in the context of the care of patients. Practitioners will be
expected to draw on current medical literature available in both their
local medicines information centres, as well as their post-graduate
library. In addition the following reference sources should be drawn on
to provide the underpinning knowledge (current editions):
UKMI Workbook, MiCAL (a computer based learning resource)
Rules and Guidance for pharmaceutical manufacturers and distributors,
‘Orange Guide’ MHRA
Beaney, Quality Assurance of Aseptic Preparation Services, London
Pharm Press
Allwood M, Stanley A, Wright P, The Cytotoxic Handbook, Ratcliffe
Medical Press
Clinical Medicine, Kumar P and Clark M. Elsevier & Saunders
Davidson’s Principles and Practice of Medicine, Haslett, Chilvers,
Boon, Colledge and Hunter, Churchill Livingstone
Applied therapeutics: the clinical use of drugs. Young, Koda-Kimble,
Kradjan & Guglielmo, App Ther Inc
Clinical Pharmacy and Therapeutics, Walker R & Edwards C, Churchill
Livingstone
Relevant guidelines including National Institute for Health and Clinical
Excellence (NICE) guidelines.
Teaching and learning activities
Details of teaching and
learning activities
Guided, self directed and self-managed learning is actively
encouraged, supported by a range of resources including the library
facilities at their practice base; the use of a jointly run MLE with the
Medway School of Pharmacy and the world wide web. Practitioners
will be expected to develop critical evaluation skills and undertake
experiential learning under the guidance of educational facilitators in
defined practical rotations.
A series of regular learning sets will underpin the module and allow
contact between practitioners and academics, in addition to practice
tutors. Although formal teaching will be minimal, it will include tutorials
given by expert pharmacists or clinicians.
In the learning sets, practitioners will discuss, with an academic
facilitator, evidence from their portfolio. In addition, practitioners will be
supported through regular timetabled meetings to discuss their
personal development with their practice and, if necessary, academic
tutor.
The portfolio of evidence, the opportunity to work with pharmacists from
different practice backgrounds, as well as colleagues from within the
multi-disciplinary team, will provide practitioners with full opportunities
for engagement with the CPD process.
Allocation of study hours (indicative)
Study hours
Where 10 credits = 100 learning hours
SCHEDULED
This is an indication of the number of hours students can expect to
spend in scheduled teaching activities including lectures, seminars,
tutorials, project supervision, demonstrations, practical classes and
workshops, supervised time in workshops/ studios, fieldwork,
external visits, and work-based learning.
65 HEI
contact
GUIDED INDEPENDENT
STUDY
All students are expected to undertake guided independent study
which includes wider reading/ practice, follow-up work, the
completion of assessment tasks, and revisions.
200
PLACEMENT
The placement is a specific type of learning away from the University
that is not work-based learning or a year abroad.
335 workbased
TOTAL STUDY HOURS
600
Assessment tasks
Details of assessment for
this module
All assessments take place at 18 months as listed below:
1) Critical Review of a transfer of care medicines management issue
(Los 6, 7, 8 9)(Pass mark 50% but mark does not contribute to
overall module mark)
2)
3)
4)
Objective Structured Clinical Examination (50%) (LOs 2-3,5-9)
Competency based portfolio review which includes evidence of
practitioner development across a breadth of practice (Pass/Fail)
(LOs 1,2,4,6,7,9,10)
Multiple Choice Questions (50%) (LOs 6,8,9)
In addition, at 12 months, the student is required to produce from the
above list of assessments the following:
1. An interim competency based portfolio review which includes
evidence of practitioner development across a breadth of practice
2. A draft of the Critical Review of a medicines management problem.
Failure to comply with this requirement may result in the student not
being allowed to undertake the final assessments.
Types of assessment task1
% weighting
Indicative list of summative assessment tasks which lead to the award of credit or which are required for
progression.
(or indicate if
component is
pass/fail)
WRITTEN
Written exam
50%
COURSEWORK
Written assignment/ essay, report, dissertation, portfolio, project
output, set exercise
Pass/fail
PRACTICAL
Oral assessment and presentation, practical skills assessment, set
exercise
50%
EXAMINATION INFORMATION
Area examination board
Joint AEB/CEB PG Professional
External examiners
Name
Position and institution
Date
appointed
Date tenure
ends
Dr C Morecroft
Principal Lecturer, Liverpool John Moore’s University
01/01/13
31/12/16
QUALITY ASSURANCE
Date of first approval
2011
Only complete where this is not the
first version
Date of last revision
Only complete where this is not the
first version
Date of approval for this
version
2013
Version number
2
Modules replaced
n/a
Specify codes of modules for which
this is a replacement
Available as free-standing module?
Yes
X
No
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.
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