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Accreditation of a 5-year integrated MPharm degree programme, 2020-21 academic yearSubmission template

Academic year: 2020-21

Step (if applicable):

Name of University:

Name of Department:

Contact name:

Job title:

Address:

Telephone/mobile:

Email:

Accreditation of a 5-year integrated MPharm degree programme, 2020-21 academic year Page 1 of 72

This template should be used by providers to demonstrate how the provision meets the GPhC’s standards for 5-year MPharm degree programmes.

The accreditation submission document should be a single document which includes: An introduction and scene setting. An overview of how the programme has developed since the last accreditation event,

including a summary of any major changes. An explanation of how any conditions and recommendations from the previous event have

been addressed including supporting evidence where appropriate. Where a provider opted not to action a recommendation, an explanation of the rationale for

this decision should be provided. Information on current and/or projected MPharm student numbers, as applicable. This template, completed in full, to include:

- A narrative explaining how each standard is met. The narrative must be written in prose, clearly explaining how the standard is met. Reference to links, file names, or module titles on their own are not acceptable.

- An explanation of how the programme will meet the outcomes in Standard 10, and how students will be assessed against each outcome.

- Full reference to the documents you are providing as evidence.- Articulation of where the MPharm degree sits on Hardens’ Ladder

You must also provide documentary evidence to support the information you have provided within the template. No additional documents should be provided. Please see the guidance given throughout this template and in Future Pharmacists: Standards for the initial education and training of pharmacists which detail the evidence that you need to provide. Following review of your submission document and associated evidence you may be required to submit additional items of evidence, if this is necessary you will be notified in advance of your accreditation visit

Please ensure that you provide your submission in the correct format with the required level of detail and clarity. Failure to do so could lead to your accreditation event being cancelled or postponed. Information on how to submit your documentation can be found on the last page of this document.

If you have any questions regarding your accreditation submission, please contact the GPhC’s Education (Quality Assurance) team at [email protected]

The GPhC is committed to compliance with the General Data Protection Regulation (GDPR), please follow the hyperlink for details of our privacy policy.

Please delete this introductory section after completing the submission.


https://www.pharmacyregulation.org/privacy-policy

mailto:[email protected]

General notes regarding completion of the template

Except where single pieces of information or lists are asked for, your commentary must be written in prose. Directions to other documents only will not be accepted.

Any diagrams or images should be submitted as documentary evidence and not embedded with the tables.

Hyperlinks may be used within your commentary to signpost to evidence but please check that the links are not broken and that external access is permitted.

Please ensure that all documentary evidence provided is referred to within your commentary.

Supporting documents should be included as appendices and should be provided separately from the submission template.

Each module must be referred to by its full title and not by module code. Should your commentary relate to more than one criterion, it does not need to be repeated

next to each. Simply include a note referencing to the relevant commentary, e.g. ‘please refer to commentary under criterion 4.2a’.

Information within the template that is shaded grey or shown in grey italics is only applicable to those wishing to offer a 5-year MPharm degree with intercalated periods of pre-registration training.

A guidance section is included for each standard. Please delete the guidance sections before submitting to us.

Referencing documentary evidence

Please give each piece of evidence a clear and meaningful title. For ease of reference, supporting documents should be numbered accordingly.

The document title referred to in your commentary should be identical to the name of the relevant .PDF file you have provided.

Please ensure that all file names are concise and do not contain any special characters including: / \ : * ? ” < > | # { } % ~ &

You do not need to duplicate evidence - you may find that you need to refer to one piece of documentary evidence multiple times across more than one standard.

When referencing supporting documents within the submission, please indicate the document clearly (for example, in bold) and use the full name and appendix number throughout.

NB. When completing your submission, please do not alter the formatting or orientation of the submission template.

Important – please read the guidance below before completing the template


Introduction

Your introduction must include:

An introduction and scene setting. An overview of how the programme has developed since the last accreditation event,

including a summary of any major changes. An explanation of how any conditions and recommendations from the previous event have

been addressed including supporting evidence where appropriate. Where a provider opted not to action a recommendation, an explanation of the rationale

for this decision should be provided. Information on current and/or projected MPharm student numbers, as applicable.

Provider’s commentary

Please type your commentary here

X

X

(expand as necessary)

Managing the programme during the Covid-19 pandemic

Please provide a brief narrative of any temporary changes that have been, or will be, made to programme design/delivery during the COVID-19 pandemic (no more than 300 words). Please elaborate further under the relevant learning outcome/standard.



X

X



Standard 1 – Patient and public safety There must be clear procedures to address concerns about patient safety arising from pharmacy education and training. Concerns must be addressed immediately.

Standard met? Yes ☐ No ☐ (accreditation team use only)

Evidence:

For this standard, please provide evidence which covers the following:

Fitness to practise policies Summary outcomes of student fitness to practise hearings Evidence that the Standards for Pharmacy Professionals 2017 1are used to promote

professional conduct Good character policies and checks such as Disclosure and Baring Service or

Disclosure Scotland Health checks

Guidance:

Anyone who teaches, supervises, counsels, employs or works with students has a responsibility to protect patients and the public. Where serious concerns are raised about a student they must be investigated as soon as possible.

Students must not be allowed to continue education and training if they pose a risk to patients or the public.

Students should not be put in a situation where they are asked to work beyond their competence, and they must be supervised where necessary.

Anyone responsible for initial education and training of pharmacists has a responsibility to share information relating to health, conduct or performance of students with appropriate people. In particular, information should be shared with anyone providing clinical teaching or supervision. A student should be asked to agree to this. If they do not or cannot agree, consideration must be given to whether disclosure should take place on patient grounds. Patient safety is paramount at all times.

By awarding an accredited degree a university is confirming that a pharmacy graduate is fit to enter pre-registration training.

Schools’ fitness to practise policies and procedures must be introduced to students as developments tools as well as instruments of public

In addition, should the degree include a preparatory year (sometime referred to as year 0) please detail the progression and outcome requirements to enter Year 1 (first year of the MPharm) in relation to each criterion. Please clearly reference your commentary as the preparatory year.1 The GPhC standards for pharmacy professionals 2017 have replaced the standards of conduct, ethics and performance and code of conduct for pharmacy students.


1.1 There must be effective systems in place to ensure that students and trainees:

1.1.a Do not jeopardise patient safety;



X


Accreditation team’s commentary.

Criterion met? Yes ☐ No ☐For accreditation use only (to delete once commentary is added)

1.1.b Only do tasks for which they are competent, sometimes under supervision;



X




1.1.c Are monitored and assessed to ensure they always practise safely. Causes for concern should be addressed immediately;



X




1.1.d Have access to support for health, conduct and academic issues;



X





1.1.e Must not be awarded an accredited degree or pass pre-registration training if they might pose a risk to patients or the public; Where an accredited degree cannot be awarded, it may be possible to award another, unaccredited qualification such as a certificate, diploma or BSc;



X




1.1.f Understand what is and what is not professional behaviour and are familiar with the GPhC’s standards for pharmacy professionals 2017;



X




1.1.g Understand what fitness to practise mechanisms apply to them. All schools of pharmacy must have fitness to practise procedures to deal with student causes for concern;



X



Criterion met? Yes ☐ No ☐


For accreditation use only (to delete once commentary is added)

1.1.h Undergo required health and good character checks;



X




1.1.i Understand that it is an offence to impersonate a pharmacist. Pharmacists are registrants of the GPhC.



X





Standard 2 – Monitoring review and evaluation of initial education and training The quality of education and training must be monitored, reviewed and evaluated in a systematic and developmental way.


Pre-requisites for meeting this standard:

2.6 University quality assurance processes are robust, rigorous and transparent2.7 Universities are open and honest with the GPhC about matters affecting an accredited

MPharm degree. It is a requirement of the Pharmacy Order 2010 that course providers assist the GPhC in its work by providing information on request.

2.8 Universities raise relevant issues proactively with the GPhC

Evidence:



Entry requirements and evidence of how they support the aims and philosophy of the programme

Outcomes of holistic evaluations of initial education and training Views of external stakeholders, including patients and the public, and evidence

demonstrating how their views have informed course design and delivery Outcomes of evaluations of teaching, learning and assessment Outcomes of evaluations of resources and capacity Outcomes of the evaluations of the quality of placements and other practice learning

opportunities Outcomes of appraisal and feedback systems for students and trainees Student satisfaction data from the National Student Survey Outcomes of achievement in the Registration Assessment Evidence that the quality of initial education and training is evaluated in an

integrated way (by integrated we mean evaluation that looks at all aspects of provision)

Quality monitoring data from universities GPhC accreditation reports and annual return data Outcomes of pre-registration tutor evaluations of trainees Outcomes of trainee evaluations of pre-registration tutors Quality monitoring data from pre-registration providers Premises inspections reports

Note: Evidence of timely follow-up actions must be included

Guidance:

Evaluation strategies must evidence the items listed in the evidence section above Evaluation should include action which is agreed and monitored Academic and professional standards must always take precedence over other

concerns

2.1 There must be systems in place covering the following:

2.1.a information about roles and responsibilities and lines of accountability;



X





2.1.b University information on:

2.1.b.i entry requirements;

2.1.b.ii the quality of teaching learning and assessment;

2.1.b.iii the quality of placements, and other practice learning opportunities;

2.1.b.iv appraisal and feedback systems for students and trainees;

2.1.b.v supervision requirements;

2.1.b.vi educational resources and capacity;

2.1.b.vii These must be monitored, reviewed and evaluated systematically. When an issue is identified it must be documented and dealt with promptly;



X




2.1.c Pre-registration tutors evaluating trainees. To do this, tutors must have access to reliable evidence about a trainee’s performance. Tutors must be competent to assess the performance of trainees;



X




2.1.d the quality and development of pre-registration tutors.




X




Standard 3 – Equality, diversity and fairness Initial pharmacy education and training must be based on principles of equality, diversity and fairness. It must meet the requirements of all relevant legislation.


Evidence:

For this standard, please provide evidence to demonstrate:

That the course deals with equality, diversity and fairness issues in an informed way That concerns have been addressed That staff, students and trainees have been trained in equality and diversity issues

and are updated as necessary

Guidance:

This standard is intended to ensure that applicants, students, are not treated unfairly on grounds of- age- disability- gender reassignment- marriage and civil partnership- pregnancy and maternity- race- religion or belief- sex- sexual orientation- other forms of discrimination

The requirements of the Equality Act 2010 should be taken into account in this regard.

Equality, diversity and opportunity awareness should be an integral part of initial education and training.

3.1 There systems and policies for capturing equality and diversity data. Concerns should be documented, addressed and disseminated;




X




3.2 Strategies for staff training in equality and diversity.



X




Standard 4 – Selection of students and trainees Selection processes must be open, fair and comply with relevant legislation. Processes must ensure students and trainees are fit to practise at the point of selection. Selection includes recruitment and admissions.


Evidence:

For this standard, please provide evidence to demonstrate:• That selection processes and procedures comply with relevant legislation• That all the criteria in 4.2 is being applied• That staff involved in the selection have been trained appropriately and made

aware of relevant legislative requirements

Guidance:

All selection requirements should be set out clearly in guidance made available to applicants. Applicants must know what will happen to them during selection, including what health and good character checks will be made relating back to


criterion 1.1.h.. Guidance should include information about additional costs, such as travel,

accommodation and health and good character checks will be made. It must be made clear to students that the GPhC will not offer prospective

registration advice. It must be made clear to students that an applicant can appeal against a registration

refusal and that appeals must be made to our Appeals Committee. It must be made clear to students that the GPhC will carry out our own health and

good character checks before registering an applicant. It must be made clear to students that these checks relate to registration and are additional to checks made by universities and employers. It must be made clear to students that the GPhC may not register a student if a check is failed, even if they passed their previous checks.

Health checks could include self-evaluations and/or evaluations by healthcare professionals.

In addition, should the degree include a preparatory year (sometime referred to as year 0) please detail the progression and outcome requirements to enter Year 1 (first year of the MPharm) in relation to each criterion. Please clearly reference your commentary as the preparatory year.

4.1 Selection process must give applicants the information they need to make an informed application.



X




4.2 Selection criteria must be explicit. They should include:

4.2.a meeting academic and professional entry requirements;



X





4.2.b meeting English language requirements appropriate to MPharm degree study. Guidelines issued by English language testing bodies should be followed to ensure that admissions language requirements are appropriate;



X




4.2.c meeting numeracy requirements;



X




4.2.d taking account of good character checks, such as Criminal Records Bureau (CRB)/Disclosure Scotland checks;



X




4.2.e taking account of health checks;



X





4.2.f recognising prior learning, where that is appropriate;



X




4.3 Selectors should apply selection criteria fairly. They should be trained to do this. Training should include equality and diversity matters



X




Standard 5 – Curriculum delivery and the student experience The curriculum for MPharm degrees and the pre-registration scheme must deliver the outcomes in Standard 10. Most importantly, curricula must ensure students and trainees practise safely and effectively. To ensure this, pass criteria must describe safe and effective practice.


Evidence:



Academic Regulations; MPharm external examiners’ reports; Internal university quality management reports; National peer reviewed research assessment exercises Pharmacy research strategies That registration progression data has been use to inform course design The impact of teaching, learning and assessment strategies on course delivery and

the student experience The impact of research on course design That assessment pass criteria reflect safe and effective practise That evaluation and feedback from all sources has been addressed That reasonable adjustments have been made to course delivery for students That attrition rates are monitored and addressed Module descriptors (please use the full module titles and not the module codes) Pre-registration training plans Pre-registration progression information Registration examination progression data Reports of pre-registration training site visits

Guidance:

There should be a range of teaching and learning methods to deliver the Outcomes in Standard 10.

Assessment and feedback systems should be embedded in all five years. There should be a range of assessment methods to test all the outcomes in Standard

10. Links between assessment diagnostic, formative and summative assessments must

be made clear to students. Links between assessments and feedback must be made clear. Feedback must be

given in time for it to be used effectively. There should be deadlines for assessments to be marked and for feedback to be

given. Action should be taken if deadlines are not met.

5.1 Curricula must be integrated.



X




5.2 Curricula must be progressive, dealing with issues in an increasing more complex way


until the right level of understanding is reached.



X




5.3 An MPharm must be delivered in an environment which places study in a professional and academic context and requires students to conduct themselves professionally. Pre-registration training must be delivered in a professional environment which requires trainees to conduct themselves professionally.



X




5.4 An MPharm must be delivered in an environment informed by research. This means that whether or not all staff are engaged in research, their teaching must be informed by research.



X




5.5 An MPharm degree teaching and learning strategy must set out how students will achieve the outcomes in Standard 10. Learning opportunities must be structured to provide:


5.5.a an integrated experience of relevant science and pharmacy practice;



X




5.5.b a balance of theory and practice;



X




5.5.c independent learning skills.



X




5.6 The MPharm degree curriculum must include practical experience of working with patients, carers and other healthcare professionals. Practical experience should increase year on year.



X





5.7 There must be a clear assessment strategy for the MPharm degree. Assessment methods must measure the outcomes in Standard 10.



X




5.8 The MPharm degree assessment strategy should include:

5.8.a diagnostic assessments;



X




5.8.b formative assessments;



X





5.8.c summative assessments;



X




5.8.d timely feedback.



X




5.9 Academic regulations must be appropriate for a degree that is both academic and professional and may lead to further professional training. As a general principle, all assessments must be passed. This means that condonation, compensation, trailing, extended re-sit opportunities and other remedial measures should be extremely limited, if they are permitted at all. MPharm degree academic regulations may be more stringent than university norms. This may include higher than usual pass marks for assessments demonstrating knowledge and skills essential to safe and effective pharmacy practice.



X




5.10 Marking criteria must be used for all assessments and all pass criteria must reflect safe


and effective practice.



X




5.11 Patient safety must be paramount in assessments: any evidence of an assessment demonstrating unsafe practise must result in failure.



X




5.12 A pre-registration training plan must describe how the learning outcomes for pre-registration will be delivered.



X




5.13 A pre-registration training plan must describe all assessment, including tutor evaluations and tutor sign-offs.



X





Standard 6 – Support and development for students and trainees Students and trainees must be supported to develop as learners and professionals during their initial education and training.


Evidence:


Evidence of any development learning Student CPD portfolios Trainee CPD portfolios Pre-registration tutor evaluation of trainees Trainee evaluations of pre-registration tutors

Guidance:

Students must work with a range of academic and professional role models. The range must include:- academic staff in pharmacy, including practice staff, scientists, researchers and

support staff- tutors- other healthcare professionals.

Students must have access to support for their academic and general welfare needs. Support must be readily available to students. If students are working off-site, appropriate support mechanisms must be in place.

Students should have access to career advice. If it is no longer possible for students to continue on an MPharm, they should be told

what other options are available to them by their school of pharmacy.

In addition, should the degree include a preparatory year (sometime referred to as year 0) please detail the progression and outcome requirements to enter Year 1 (first year of the MPharm) in relation to each criterion. Please clearly reference your commentary as the preparatory year.

6.1 A range of mechanisms must be in place to support students and trainees to develop as learners and professionals.




X




Standard 7 – Support and development for academic staff and pre-registration tutors Anyone delivering initial education and training should be supported to develop in their professional role.


Evidence:


That staff are supported in their roles and have appropriate developmental opportunities

That there is an effective appraisal system in place CVs for all teaching staff members involved in MPharm degree

Guidance:

Staff appraisal systems should take account of the needs of all categories of staff, including practice staff and part-time staff.

Staff appraisal systems address performance issues (anonymised) Staff development should be in place for non-pharmacist staff to help them

understand how their expertise contributes to the initial education and training of pharmacists and how it can be delivered in pharmaceutical context

Staff development systems affect course delivery

7.1 There must be a range of mechanisms in place to support anyone delivering initial education and training to develop in their role.



X





7.2 Induction programmes are provided for tutors and university staff as appropriate. This should include induction programmes for non-pharmacists working on MPharm degrees.



X




7.3 Everyone involved in delivering the curriculum should have:

7.3.a effective supervision;



X




7.3.b an appropriate and realistic workload;



X





7.3.c effective personal support;



X




7.3.d mentoring



X




7.3.e time to learn



X




7.3.f continuing professional development opportunities



X





7.4 Tutors should have an identified source of peer support



X




Standard 8 – Management of initial education and training Initial pharmacist education and training must be planned and maintained through transparent processes which must show who is responsible for what at each stage.


Evidence:


Evidence of the University’s quality monitoring and quality management processes which effect the MPharm degree

Evidence of working arrangements between stakeholders, such as clear plans and service level agreements for certain activities

Quality assurance of stakeholders’ input Pre-registration tutor evaluations of trainees evaluation of tutors Management plans

Guidance:

Systems and structures should be in place to manage the learning of students in the academic environment. They must take account of:

Access to and availability of suitable learning facilities The balance between taught components, directed learning and student self-study Student attendance, particularly minimum requirements and what is compulsory Mechanisms to ensure structured, off-site learning is quality assured and linked to

specified areas of the curriculum and learning outcomes. This must include the


quality assurance of placements and placement staff. Systems and structures should be in place to manage the learning of students in

practice. They must account for: Placement capacity and sustainability Allocation of students to placements Management of student progress through placements Mechanisms for data collection to support audit collection of placements Access to and availability of suitable learning facilities Managing and monitoring attendance Ways in which students can communicate with tutors and staff when they are off-

site

8.1 All education and training will be supported by a defined management plan with:

8.1.a a schedule of responsibilities



X




8.1.b defined structures and processes to manage the delivery of education and training



X




Standard 9 – Resources and capacity Resources and capacity are sufficient to deliver outcomes.



Evidence:


An up-to-date business plan. Your business plan should demonstrate that there is sufficient funding to ensure that resources and facilities are fit for purpose

Evidence of student numbers year on year Evidence that the staffing profile can support the delivery of the course and the

student experience to meet the requirements of criterion 9.1.b Staff development and career progression opportunities Evidence that pre-registration tutors and premises meet with the GPhC’s standards

Guidance:

These standards describe the types of staff required to deliver an MPharm degree and pre-registration. All pre-registration tutors must be pharmacists and some MPharm degree staff must be pharmacists. It is important to remember what the legal definition of a pharmacist is: ‘A person practises as a pharmacist or pharmacy technician if, whilst acting in the capacity of or purporting to be a pharmacist or pharmacy technician, that person undertakes any work or gives any advice in relation to the preparation, assembly, dispensing, sale, supply or use of medicines, the science of medicines, the practice of pharmacy or the provision of healthcare.’ (Pharmacy Order 2010)

In a university context, this definition is not restricted to staff who teach pharmacy practice but includes staff involved in ‘the provision of healthcare’ and ‘the science of medicines’ among other things. This definition means that staff other than teacher-practitioners or pharmacy practice staff may be registered as pharmacists.

Note: The GPhC does not have a non-practising registration category. Membership of other organisations is not equivalent to registration as a pharmacist

Initial education and training providers exercise an appropriate level of autonomy over pharmacy resources to deliver an MPharm degree to the required standard and in an appropriate learning environment. The precise nature of the autonomy of pharmacy and its senior managers will be determined by the institutional context in which pharmacy finds itself. However, whatever the context, there must be robust and transparent ways of securing resources for pharmacy.

Initial education and training environments must support students achieving the outcomes in Standard 10.

9.1 There must be:

9.1.a robust and transparent mechanisms for securing an appropriate level of resource for delivering an accreditable MPharm degree;



X





9.1.b sufficient staff from relevant disciplines to deliver the curriculum to students and trainees. Staff must be appropriately qualified and experienced. The staffing profile must include:

9.1.b.i sufficient numbers of pharmacists – registrants of the GPhC – with experience of teaching in higher education to ensure that an MPharm degree can produce students equipped to enter pharmacist pre-registration training in Great Britain;



X




9.1.b.ii sufficient numbers of pharmacists to act as tutors and professional mentors at university and in pre-registration. Not all personal tutors must be pharmacists;



X




9.1.b.iii pharmacists who are leaders in the profession and in their university, who can influence university policy relevant to pharmacy;



X





9.1.b.iv non-pharmacist academics who can influence school and university policy relevant to pharmacy;



X




9.1.b.v staff who are sufficiently experienced to supervise research. It would be unusual for anyone to supervise research at a particular level unless they had researched to that level or beyond. New research supervisors must be mentored and signed off as being fit to supervise after a period of mentoring;



X




9.1.b.vi science academics who understand the relevance of their discipline to pharmacy and deliver their area of expertise in a pharmaceutical context;



X





9.1.b.vii academic pharmacists and other experienced MPharm degree staff who are able to act as mentors to non-pharmacist colleagues;



X




9.1.c pre-registration tutors who meet the GPhC’s standards for pre-registration tutors;



X




9.1.d career pathways in universities for all staff teaching on MPharm degrees, including pathways for practice staff;



X




9.1.e clear lines of authority and responsibility for the strategic organisation and day-to-day management of placements;



X





9.1.f training and ongoing support for all non-pharmacists involved in the delivery of MPharm degrees which must help them understand:

9.1.f.i the relevance of their work to pharmacy;



X




9.1.f.ii how to deliver their area of expertise in a pharmaceutical context



X




9.1.g appropriate learning resources



X





9.1.h accommodation and facilities that are fit for purpose



X




9.1.i pre-registration premises which meet the GPhC’s standards for pre-registration premises.



X





Standard 10 – Outcomes for the initial education and training of pharmacists


The team will scrutinise the learning outcomes by discussions with the teaching staff in two parallel integrated outcomes subgroup sessions exploring integration and outcomes.

10.1 Expectations of a pharmacy professional

10.1.a Recognise ethical dilemmas and respond in accordance with relevant codes of conduct

Expectations of an MPharm graduate:

Expectations of a trainee:

Shows how

Does

How the University supports the students to achieve this outcome




X

X


How the University assesses whether the students achieve this outcome



X

X



Learning outcome met? Yes ☐ No ☐For accreditation use only (to delete once commentary is added)

10.1.b Recognise the duty to take action if a colleague’s health, performance or conduct is putting patients or public at risk



Knows how

Knows how




X

X





X

X



Learning outcome met? Yes ☐ No ☐



10.1.c Recognise personal health needs, consult and follow the advice of a suitably qualified professional, and protect patients or public from any risk posed by personal health



Does

Does




X

X





X

X




10.1.d Apply the principles of clinical governance in practice



Knows how

Does




X

X






X

X




10.1.e Demonstrate how the science of pharmacy is applied in the design and development of medicines and devices



Shows how

Knows how




X

X





X

X




10.1.f Contribute to the education and training of other members of the team, including peer review and assessment



Shows how

Does





X

X





X

X




10.1.g Contribute to the development of other members of the team through coaching and feedback



Knows how

Shows how




X

X





X

X





10.1.h Engage in multidisciplinary team working



Knows how

Does




X

X





X

X




10.1.i Respond appropriately to medical emergencies including provision of first aid



Knows how

Shows how




X


X





X

X




10.2 The skills required in practice

10.2.1 Implementing health policy

10.2.1.a Promote healthy lifestyles by facilitating access to and understanding of health promotion information



Shows how

Does




X

X





X

X





10.2.1.b Access and critically evaluate evidence to support safe, rational and cost-effective use of medicines



Shows how

Knows how




X

X





X

X




10.2.1.c Use the evidence base to review current practice



Shows how

Does




X

X






X

X




10.2.1.d Apply knowledge of current pharmacy-related policy to improve health outcomes



Knows how

Shows how




X

X





X

X




10.2.1.e Collaborate with patients, the public and other healthcare professionals to improve patient outcomes

Expectations of an MPharm graduate: Knows how


Expectations of a trainee: Shows how




X

X





X

X




10.2.1.f Play an active role with public and professional groups to promote improved health outcomes



Knows how

Knows how




X

X






X

X




10.2.1.g Contribute to research and development activities to improve health outcomes



Knows how

Knows how




X

X





X

X




10.2.1.h Provide evidence-based medicines information



Shows how

Does





X

X





X

X




10.2.2 Validating therapeutic approaches and supplies prescribed and over-the-counter medicines

10.2.2.a Identify and employ the appropriate diagnostic or physiological testing techniques in order to promote health



Knows how

Shows how




X

X





X

X





10.2.2.b Identify inappropriate health behaviours and recommend suitable approaches to interventions



Shows how

Does




X

X





X

X




10.2.2.c Instruct patients in the safe and effective use of their medicines and devices



Shows how

Does




X

X






X

X




10.2.2.d Analyse prescriptions for validity and clarity



Shows how

Does




X

X





X

X




10.2.2.e Clinically evaluate the appropriateness of prescribed medicines




Shows how

Does




X

X





X

X




10.2.2.f Provide, monitor and modify prescribed treatment to maximise health outcomes



Shows how

Does




X

X





X


X




10.2.2.g Communicate with patients about their prescribed treatment



Shows how

Does




X

X





X

X




10.2.2.h Optimise treatment for individual patient needs in collaboration with the prescriber



Shows how

Does




X


X





X

X




10.2.2.i Record, maintain and store patient data



Shows how

Does




X

X





X

X




10.2.2.j Supply medicines safely and efficiently, consistently within legal requirements and


best professional practice. NB This should be demonstrated in relation to both human and veterinary medicines.



Shows how

Does




X

X





X

X




10.2.3 Ensuring safe and effective systems are in place to manage risk inherent in the practice of pharmacy and the delivery of pharmaceutical services

10.2.3.a Ensure quality of ingredients to produce medicines and products



Knows how

Shows how




X

X






X

X




10.2.3.b Apply pharmaceutical principles to the formulation, preparation and packaging of products



Shows how

Shows how




X

X





X

X




10.2.3.c Use pharmaceutical calculations to verify the safety of doses and administration rates

Expectations of an MPharm graduate: Does


Expectations of a trainee: Does




X

X





X

X




10.2.3.d Develop quality management systems including maintaining appropriate records



Shows how

Shows how




X

X





X

X





10.2.3.e Manage and maintain quality management systems including maintaining appropriate records



Shows how

Does




X

X





X

X




10.2.3.f Procure and store medicines and other pharmaceutical products working within a quality assurance framework



Knows how

Does





X

X





X

X




10.2.3.g Distribute medicines safely, legally and effectively



Knows how

Does




X

X





X

X





10.2.3.h Dispose of medicines safely, legally and effectively



Knows how

Does




X

X





X

X




10.2.3.i Manage resources in order to ensure workflow and minimise risk in the workplace



Knows how

Shows how




X

X






X

X




10.2.3.j Take personal responsibility for health and safety



Does

Does




X

X





X

X




10.2.3.k Work effectively within teams to ensure safe and effective systems are being followed



Knows how

Does





X

X





X

X




10.2.3.l Ensure the application of appropriate infection control measures



Shows how

Does




X

X





X

X





10.2.3.m Supervise others involved in service delivery



Knows how

Does




X

X





X

X




10.2.3.n Identify, report and prevent errors and unsafe practice



Shows how

Does




X

X






X

X




10.2.3.o Procure, store and dispense and supply veterinary medicines safely and legally



Knows how

Knows how




X

X





X

X




10.2.4 Working with patients and the public

10.2.4.a Establish and maintain patient relationships while identifying patients’ desired health outcomes and priorities

Expectations of an MPharm graduate: Shows how






X

X





X

X




10.2.4.b Obtain and record relevant patient medical, social and family history



Shows how

Does




X

X





X

X





10.2.4.c Identify and employ the appropriate diagnostic or physiological testing techniques to inform clinical decision making



Knows how

Shows how




X

X





X

X




10.2.4.d Communicate information about available options in a way which promotes understanding



Shows how

Does





X

X





X

X




10.2.4.e Support the patient in choosing an option by listening and responding to their concerns and respecting their decisions



Shows how

Does




X

X





X

X





10.2.4.f Conclude consultation to ensure a satisfactory outcome



Shows how

Does




X

X





X

X




10.2.4.g Maintain accurate and comprehensive consultation records



Shows how

Does




X

X






X

X




10.2.4.h Provide accurate written or oral information appropriate to the needs of patients, the public or other healthcare professionals



Shows how

Does




X

X





X

X




10.2.5 Maintaining and improving professional performance

10.2.5.a Demonstrate the characteristics of a prospective professional pharmacist as set out in relevant codes of conduct and behaviour

Expectations of an MPharm graduate: Does






X

X





X

X



10.2.5.b Reflect on personal and professional approaches to practice



Does

Does




X

X





X

X





10.2.5.c Create and implement a personal development plan



Does

Does




X

X





X

X




10.2.5.d Review and reflect on evidence to monitor performance and revise professional development plan



Does

Does




X

X






X

X




10.2.5.e Participate in audit and in implementing recommendations



Knows how

Shows how




X

X





X

X




10.2.5.f Contribute to identifying learning and development needs of team members



Knows how

Does





X

X





X

X




10.2.5.g Contribute to the development and support of individuals and teams



Knows how

Does




X

X





X

X





10.2.5.h Anticipate and lead change



Knows how

Shows how




X

X





X

X




Summary of findings for Standard 10



Indicative syllabus





Documentary evidence

List below the documentary evidence that you are providing (suggested maximum 50)

Please refer to the guidance notes on referencing documentary evidence provided on page 3

(expand table as necessary)


Submitting your accreditation documentation to the GPhC

You must send the following electronically via email or a secure link:

A Word and a PDF version of your submission document A PDF version of each item of documentary evidence

[email protected]

Please ensure that the documentation arrives with the GPhC’s Education Team on, or before, the submission deadline. The deadline for submission of documentation is normally seven weeks in advance of the accreditation visit; however, you will be notified of your exact deadline date by the Education team.


@

Documents

Accreditation of a 5-year integrated MPharm degree ... · Web viewAccreditation of a 5-year integrated MPharm degree programme, 2020-21 academic yearPage 1 of 2. Accreditation of