Fully funded by NHSE, the 12-month Newly qualified pharmacist programme takes a blended learning approach, and offers a mix of online learning, workshops, assessment and work-based support through a designated CPPE education supervisor.
Newly qualified pharmacists need to adapt to a new phase in their career, and experience the responsibilities of professional judgement, clinical decision making and accountability as a registered professional before preparing to train as an independent prescriber. The Preparing to train as an independent prescriber programme is included as one of the modules of the Newly qualified pharmacist programme, and you would agree the optimal time to book onto this module with your education supervisor. As well as supporting you to prepare to train as an IP, the CPPE Newly qualified pharmacist programme will springboard your development and enable you to develop the attributes that pharmacists of the future will need to deliver increasingly complex clinical care.
The Newly qualified pharmacist programme aligns with the Royal Pharmaceutical Society (RPS) Post-registration foundation curriculum. This curriculum is underpinned by the RPS Foundation Framework 2019 and has been designed to support early career pharmacists further develop their capabilities to deliver safe and effective person-centred care. The outcomes place the patient, medicines optimisation and service delivery at the heart of the pharmacist’s role.
The Newly qualified pharmacist programme is designed to enable pharmacists to demonstrate outcomes in the RPS Post-registration Foundation Curriculum. The programme is designed to develop pharmacists who can:
The Canvas online learning platform will be a virtual ‘classroom’ and networking site throughout the programme. We will provide you with Canvas login details and an induction to the platform.
The programme includes the following online modules:
Each module has a self-assessment, an e-learning component and a range of workplace activities that are used to support the application of learning to practice. Modules 1-4 are mapped to the domains, capabilities and learning outcomes in the RPS Post-registration foundation pharmacist curriculum to enable learners to identify evidence of competence for their portfolio.
The Preparing to train as an independent prescriber e-course is included as module 5, and you would agree the optimal time to book onto this module with your education supervisor. Module 5 is mapped to the RPS competency framework for all prescribers, because you need to become familiar with the competencies in this framework and how you can demonstrate them as you train to become an IP.
The Newly qualified pharmacist programme will include attendance at two CPPE online workshops. Pharmacists choose workshops in discussion with their education supervisor, relevant to their individual learning needs. We have a list of recommended workshops, including clinical topics, such as hypertension, type 2 diabetes and chronic obstructive pulmonary disease (COPD), and workshops to support pharmacists to deliver community pharmacy services, eg, emergency contraception.
Assessments include e-assessments, supervised learning events (also known as practice-based assessments) and a portfolio. The assessment strategy is proportionate, providing assurance of patient safety within a manageable time.
The practice-based assessment strategy will support newly qualified pharmacists to complete a range of supervised learning events, that are assessed by their education supervisor. Assessment activities are recorded using standardised assessment tools to support a consistent approach.
The e-portfolio, provided by the RPS and Axia Digital, will assist newly qualified pharmacists and their education supervisor to record, upload, manage and review evidence to demonstrate progress against the learning outcomes in the RPS Post-registration Foundation Curriculum.
At the end of the Newly qualified pharmacist programme, pharmacists will have a review meeting with their education supervisor to discuss their progression over 12-months, in relation to the outcomes in the RPS Post-registration Foundation Curriculum and the evidence in their portfolio. The learner will also complete an end of programme learning needs analysis (LNA) and personal development plan (PDP).
Newly qualified pharmacists will be allocated a designated CPPE education supervisor, who will review progress in practice, and provide feedback and support. This support will develop the learner’s confidence and competence to deliver high-quality pharmacy services. The relationship between the pharmacist and their education supervisor is vital to successful development during the programme.
The education supervisor will meet with each pharmacist at the start of the programme to discuss their learning needs analysis and personal development plan. They will also meet with each pharmacist regularly throughout the programme, to complete end of module reviews and conduct supervised learning events. Meetings will be online, apart from some supervised learning events that require observation of practice in the workplace. The education supervisor will also complete a mid-point review and end of programme review.
The CPPE education supervisor’s role will include the following activities:
For many pharmacists, the next step after completing the Newly qualified pharmacist programme will be enrolling on an IP training course.
The GPhC entry requirements for a pharmacist IP course state that applicants must have relevant experience in a UK pharmacy setting. They must also recognise, understand and articulate the skills and attributes required to be a prescriber, and this knowledge should act as the foundation of their prescribing practice while training.
The Newly qualified pharmacist programme will support pharmacists to demonstrate readiness to enrol on an IP course by enabling them to:
The Preparing to train as an independent prescriber e-course is included as Module 5 of the Newly qualified pharmacist programme. This module is designed to support you in preparing to apply for an IP course. It will also guide you to reflect on your existing transferable skills and identify development needs to support your readiness for starting an IP course.
The rewards of education supervision for learners can be seen by the feedback CPPE receives, as well as the great work our learners accomplish. The following case studies provide examples of where learning supported by a CPPE education supervisor has enhanced the learner experience and helped pharmacy professionals make striking changes and advances in their learning and work. The names of the learners in the case studies have been changed to maintain anonymity of the pharmacists.
Saadia started the CPPE Newly qualified pharmacist programme anxious about the roles and responsibilities of a practising pharmacist in community pharmacy, as well as supporting patients and managing the people in her dispensary team.
Personalised learning support
The initial completion and continuous review of a learning needs analysis tool with an education supervisor allowed Saadia to focus on her own priorities for development while working towards the Royal Pharmaceutical Society Post-registration foundation curriculum. The education supervision gave Saadia the chance to discuss her specific learning needs and review the options and opportunities available to address those learning needs through a coaching-style approach. Regular contact over the 12-month programme with her education supervisor allowed Saadia to reflect on her current practice and talk though situations she encountered at work that she had learned from. This helped Saadia to develop confidence in her own professional judgement and application of clinical knowledge, as well as to develop skills in reflective practice for her continuing professional development.
Feedback on practice in the workplace
Completion of workplace-based assessments with her education supervisor provided feedback opportunities for Saadia to identify her current strengths and areas for future development in a formative and supportive way. This was instrumental in improving Saadia’s competence and confidence in her abilities to practise as a qualified pharmacist. This education supervision would not have been available to Saadia without the CPPE Newly qualified pharmacist programme.
Supporting lifelong learning and career progression
At the end of the programme, Saadia valued the opportunity to discuss how to progress her development and determine her future career aspirations with her education supervisor. This helped Saadia to identify further leadership training as a priority, following which she chose to enrol on the CPPE Leading for Change programme to develop the skill set she needs in her current role as a Pharmacy Manager.
Preparing for independent prescribing
The supportive discussions with her education supervisor helped Saadia to make plans to complete an independent prescribing course.
Feedback
Saadia completed the 12-month Newly qualified pharmacist programme feeling a more competent pharmacist and has provided the following feedback:
Jo started the CPPE Newly qualified pharmacist programme hoping it would help her to successfully make the transition from foundation pharmacist to community pharmacist. She had secured a job in the same community pharmacy as her foundation placement, and was keen to be recognised in her new capacity and build on the relationships she had already established.
Personalised learning support
Initially, Jo identified that her development needs were mainly around improving her clinical knowledge and skills; however, through regular meetings with her education supervisor, who encouraged her to reflect on her practice, she realised that she wanted to improve her confidence and develop the management skills she needed to lead a community pharmacy team.
Feedback on practice in the workplace
Jo’s education supervisor visited her and performed a workplace-based assessment; despite being nervous, Jo said it was a very positive experience which helped her to recognise her strengths and make a plan for her development needs.
Jo was the sole pharmacist in the community pharmacy, and without the Newly qualified pharmacist programme, she would never have been able to get this sort of feedback.
Supporting lifelong learning and career progression
Jo and her education supervisor met regularly. One of the outcomes of this was that she was able to identify the elements of her role that gave her the most satisfaction. This empowered Jo to explore job opportunities with a newfound sense of direction and confidence, as she was able to identify the working environment that would suit her best – she realised she wanted to move to a larger urban pharmacy offering a wide range of services. She also used her time with her education supervisor to discuss ways of making a positive impact at interviews. In her final meeting, she was in the process of applying for other positions.
