The 12-month Newly qualified pharmacist programme takes a blended learning approach, and offers a mix of online learning, workshops, supervised learning events and work-based support through a designated CPPE education supervisor.
The programme supports newly qualified pharmacists to deliver safe, effective person-centred care while navigating the challenges of the early stages of their career. Aligned with the Royal Pharmaceutical Society (RPS) Post-registration foundation curriculum, it focuses on outcomes that place person-centred care, medicines optimisation, and service delivery at the heart of the pharmacist’s role. The programme provides comprehensive learning to help pharmacists springboard towards Independent Prescribing (IP) training.
Modules are delivered online via the Canvas learning platform. The programme is designed to be flexible, enabling learners to select the modules most relevant to their role, interests, and future direction. This personalised approach supports meaningful learning and professional growth.
Modules include:
A range of CPPE workshops are available throughout the programme. Newly qualified pharmacists can choose those that best support their development, with guidance and suggestions from their education supervisor.
During the programme, newly qualified pharmacists can choose to undertake supervised learning events (SLE) with their education supervisor. SLEs are structured learning activities that provide feedback and guidance to develop specific skills or knowledge. They offer valuable opportunities for practical learning, reflection, and building clinical confidence.
Supervised learning events (SLEs) are recorded using standardised tools to support a consistent and structured approach to learning and development.
Newly qualified pharmacists can choose to use an online portfolio, provided free of charge by the Royal Pharmaceutical Society (RPS), to record and reflect on their learning.
Each newly qualified pharmacist is allocated a designated CPPE education supervisor to support them throughout the year. Education supervisors provide structure, support, and suggestions to help newly qualified pharmacists identify learning needs and develop their practice.
While pharmacists are in control of their own learning, regular support from an education supervisor helps them reflect on progress and make the most of the programme. The aim is to support a balanced approach to work, life, and study so pharmacists can enjoy their early years in practice while focusing on their development.
Education supervisors meet regularly with newly qualified pharmacists, mainly online, with the option of two workplace visits if needed, especially where observation of practice is helpful for supervised learning events (SLEs).
Their role includes:
For many pharmacists, the next step after completing the Newly qualified pharmacist programme will be enrolling on an IP training course.
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 help newly qualified pharmacists prepare to apply for an IP course. It will guide them in reflecting on their existing transferable skills and identifying any development needs to ensure they are ready to start the course.
If you’re an employer or a newly qualified pharmacist and want to explore what the programme offers you can watch our information webinar for an overview of how the programme supports newly qualified pharmacists in their early years of practice.
Please note that this video was recorded in 2024. The eligibility criteria and key dates on the video were for cohorts starting Nov 2023 and March 2024. You can find details of eligibility and key dates for the next cohort on the programme introduction page.
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.
