Education

Transcript

Do you teach or train others in your workplace or are you preparing to take on this role? As an educator or trainer, you are expected to lead by example and encourage your team to do their best.

If you are new to training then this is a good place to start. You can find several learning resources which introduce you to adult learning theory. The case studies and practical examples will help you consider how to apply the educational theory to practice to ensure your training sessions are engaging and successful.

Understanding the different learning styles of the people you train is key to delivering a successful training session. Some people enjoy learning with others, which is one of the reasons why CPPE workshops are so popular. Here you can find out how to set up your own learning community and choose from a long list of topics to support you in facilitating a learning session.

If you are an experienced pharmacist or pharmacy technician, you might want to become a mentor and support the development of a less experienced member of the team. Our resources on mentoring will help you reflect on the skills and qualities needed to act effectively in this role.

We hope that this gives you a taster of the range of learning opportunities available from CPPE to support you as an educator or trainer.

The aim of this learning programme is to provide you with an overview of teaching and learning theory for adults and includes case study examples available for use or adaptation in your workplace.

Please note: this e-learning programme has been developed and provided by the Welsh Centre for Pharmacy Professional Education (WCPPE). Users should recognise that this programme may refer to Welsh policies and organisations. CPPE does not maintain control over the accuracy and currency of this programme.

Learning Outcomes:

• state the five basic criteria for adult learning as defined by Knowles in order to plan a successful teaching session
• describe the Maslow pyramid of physiological needs to help you make the most of your teaching sessions
• define the term community of practice
• define two different teaching methods that could be used within the workplace
• state the 11 considerations that should be taken into account when planning a teaching session.

NICPLD Effective workplace training e-learning programme

This programme will provide you with step-by-step guidance on how to provide appropriate and timely feedback to people you work with in order to motivate them and improve performance. It will also help raise your self-awareness by encouraging feedback and provide you with some useful points of action as you work through the programme.

Please note: after ordering this programme, you will be redirected to an external website where the resource is hosted. Please be aware that CPPE does not maintain control over the accuracy and currency of this programme.

Learning Outcomes:

• understand the purpose and value of feedback
• differentiate between useful feedback and hurtful criticism
• raise your self-awareness by encouraging feedback on yourself
• give useful feedback to motivate others
• decide when it may not be appropriate to give feedback.

Many of us have experienced the support and knowledge of a wise and experienced colleague and realise how beneficial it can be. This guide has been developed in two parts to support both mentors and mentees. If you are considering taking on the role as a mentor in a business context, then the first part of this guide will help you reflect on the skills and qualities needed to act effectively in this role. If you are seeking a mentor, then the second part of the guide has been developed to help you identify what kind of mentoring you would like and what will work for you.

Please note: after ordering this programme, you will be redirected to an external website where the resource is hosted. Please be aware that CPPE does not maintain control over the accuracy and currency of this programme.

Learning Outcomes:

• recognise the key qualities and skills required of a good mentor
• identify your own mentoring style and how to use it effectively
• support a mentee in finding their own solutions to problems
• be sympathetic to different learning styles
• use coaching methods in your role as a mentor.

By working through the second part of this guide you will be able to:

• identify the benefits of having a mentor
• understand the type of mentor that will suit you personally
• build a positive relationship with your mentor
• get the most from your experience as a mentee.

This programme will support anyone who is accountable for the actions and productivity of one or more other people and wants these people and the organisation to do well. It will support you in identifying the training needs of the people in your team and identifying the best training options available to you.

Please note: after ordering this programme, you will be redirected to an external website where the resource is hosted. Please be aware that CPPE does not maintain control over the accuracy and currency of this programme.

Learning Outcomes:

• understand the importance of your role in identifying the training needs of the people in your team
• identify specific training needs and develop individual training plans
• develop a skills matrix for your department
• select the best training options available to you
• get good value for the time and money invested in training.

The elearning programme aims to provide learners with the knowledge and skills needed in practice or educational supervision roles. It will enable learners to gain confidence and satisfaction from their supervision activities, improve the training experiences of trainees and enhance learners’ contributions to the development of a highly skilled pharmacy workforce.

The new RPS Mentoring platform helps pharmacists to help each other and the profession, regardless of their level of experience. Any RPS member can become either a Mentor or a Mentee.

APTUK Foundation Pharmacy Framework (FPF)

The tools, assessment and recognition offered by the Faculty are available to RPS members in all sectors, who have a minimum of two years' post-registration experience.

RPS Foundation programme, professional development programme for members in their first 1000 days of practice

The RPS core advanced curriculum describes the entry-level standard for advanced pharmacists working in any patient focussed role.