Faculty eight week fast track plan- Week four: Add evidence to portfolio

faculty-eight-week-blogI was fairly optimistic for the start of week four, as I had previously collected evidence for the portfolio during week two. However the week did not turn out as planned. Firstly, when I started adding the evidence to the portfolio, I thought it was best to add it cluster by cluster as this would be the most logical process. Using the evidence summary as a guide, I uploaded evidence and ticked it off on the paperwork so that I could keep track of my progress.

Reflecting on this process, I feel that this may have been more time consuming as I added the evidence for cluster one: expert professional practice and then mapped it to the APF competencies. The advantage of this is that I completed one cluster at a time, but the disadvantage was it was time consuming. Also, some of the examples that I have added may overlap with other clusters and competencies; therefore perhaps my process was not as efficient as I first thought. By the end of week four, I had added all my evidences to cluster one and mapped it, however whilst discussing this with Sue, I realised that I have merged week four and five by doing so.

In hindsight, I could have benefited from writing down the headlines of each piece of evidence and then tabulating which competencies they map to across all six clusters, so that when I added the evidence to the clusters, I mapped all of it in one go.

I found myself questioning my decision making regarding the evidence I had chosen and also quality and description of impact statement that I was uploading. I emailed the RPS support team with my thoughts and also had an example of evidence looked at. It was beneficial to receive feedback from an outside perspective as it’s sometimes difficult to critique your own work and identify gaps. I was given feedback that I was on track with my impact statement but I needed to be more explicit regarding the actual impact eg greater consistency of training leading to improved patient safety. Whilst discussing the evidence and my questions and thoughts over email, I was offered the opportunity to be assigned a RPS Faculty mentor, which I definitely think is needed at this point of the programme when working on the portfolio is the focus as they are experts in the Faculty process.

I discussed my process with Sue, and it was apparent that we had both approached week four very differently.

image-150x150Sue’s thoughts
This week has certainly been more time consuming and I hadn’t realised quite how much time it would take.  My approach was to list all the evidences without any mapping and I found these were fairly easy to enter. I started simply by going down my CV to add in all the relevant roles.  I was tempted to go into detail at first describing all the events that I knew would map to the competences but I then realised it would be clearer to the reviewers if I separated out certain events from my roles that warranted that extra detail and deserved an entry of their own.
It was great having identified all the dates etc. for the CV so I could just transfer that across.

For each of the roles I just did a basic description of what the role was and I got better at this as I went through my CV.  For the summary I’ve kept it fairly brief for the time being as it will depend on which of the events I take out and enter separately.  I decided initially to include the work that was definitely a typical part of that role e.g. providing a clinical service to cardiology, but where I undertook a new project out of my own initiative that became a separate entry.

I have to confess I haven’t made it to the end of my list of entries this week so I recommend you perhaps either start earlier on this bit or put in a buffer week to help you catch up as it does take some hours to input everything even having identified it in previous weeks.  If I did it again I would recommend you having a go at numbering your proposed entries on the “map your best bits” so you have some idea of the numbers of entries before you start.  This will also give you an understanding of the time required!

It was really interesting meeting with Amareen and discussing our different approaches.  Both of us could see the advantages of each other’s approach but felt we had both made similar progress.  Amareen has helped me with the next week by highlighting the feedback she had from the RPS on the impact statement but I’ve got her thinking about maybe thinking more about her entries before starting the mapping with the rest of her sections.  Either way for both of us I think there are going to be a few late nights this week!

Faculty eight week fast track plan- Week three: Update your CV

faculty-eight-week-blogHooray for week three! I knew that updating my CV couldn’t be too time-consuming as I had last updated it in January 2016, and locating it wouldn’t be an arduous process, or would it?!

Whilst I tried to locate my CV on various devices, USBs, and email accounts. I downloaded the CV template from the RPS website. The RPS template was easy-to-use and there were only a few sections that I needed to incorporate such as personal and professional skills which were included in my previous CV template but not explicitly in its own section. Once I had located my CV (thank you HR department at the University of Reading), I transferred the information over to the RPS template. You do not have to use the RPS template, however if you do not use the template the CV format must reflect all the detail set out by RPS. Therefore, I felt it was easier to copy the information across to the RPS template. Read more Faculty eight week fast track plan- Week three: Update your CV

Week two: Collate your best evidence

faculty-eight-week-blogWhen I first looked at the outline of the eight week faculty fast track programme, week two always stood out as one that may be more difficult to tackle. I had lots of examples of project streams and experience that I have gained over the last few years, and achievements that I am proud of that I felt showcased strong evidence for some of the APF clusters. However, I was acutely aware of cluster six: research and evaluation, where like most pharmacists in practice it is usually the weakest area, unless it forms an integral part of your current role. For me, currently, research has taken the back seat whilst I develop my leadership and management skills, and I have also concentrated on developing my education and training competences due to my current role. By recognising this ‘weakness’ in my portfolio, it has prompted me to seek actively research opportunities and to reflect on any past projects that I have completed where I could have shared the findings. Hindsight is a wonderful thing, but I now need to ensure I move from ‘research aware’ to ‘research active.’ Read more Week two: Collate your best evidence

Faculty eight week fast track plan – Week one: Identify peers

faculty-eight-week-blogby Amareen Kamboh MRPharmS PGDipGPP PGCertClinEd FHEA – Senior Teaching Fellow, and programme lead for the JPB postgraduate diploma at the Centre for Inter-Professional Postgraduate Education and Training (CIPPET) at the University of Reading. Education and Training Lead Pharmacist, Educational Programme Director for pre-registration pharmacists at Hampshire Hospitals NHS Foundation Trust.

I began the Faculty Fast Track by familiarising myself with the resources on Royal Pharmaceutical Society (RPS) website that were associated with the peer review, I wrote a down a list of peers that I could contact to assist with the peer review process. Peer review is valuable in supporting the Faculty assessment, and also is a useful validation and quality control to support professional development. The RPS Faculty pages recommend identifying 15 to 20 individuals from a variety of different roles and experience. I chose a range of peers that I have worked with in both academia and secondary care. From this list I identified those who I had mentored and tutored, members of the multidisciplinary team and senior team members and line managers. As well as identifying peers in my current organisation and university role I also contacted team members from the previous trust that I worked for where I first started as an education and training lead. Alongside this, I also felt it was important to obtain feedback from fellow education and training leads from neighbouring trusts, who I work alongside for regional roles in order to capture feedback fully, identify areas for development and evaluate my current working practice. Read more Faculty eight week fast track plan – Week one: Identify peers

Make the most of your placement

marias-photoI would have never believed it if someone had told me that come my 2nd year of studying Pharmacy I would be working at the Royal Pharmaceutical Society’s publishing body, Pharmaceutical Press (PhP). Their logo was everywhere, from my lecture slides to reference books, which is what made the interview so surreal – I was sitting in a room, meeting the editor of one of the major pharmaceutical publications, the Martindale. It was overwhelming; I was at the heart of where the most treasured publications are created. Read more Make the most of your placement

Faculty eight week fast track plan – my experience

faculty-eight-week-blogAmareen Kamboh MRPharmS PGDipGPP PGCertClinEd FHEA – Senior Teaching Fellow, and programme lead for the JPB postgraduate diploma at the Centre for Inter-Professional Postgraduate Education and Training (CIPPET) at the University of Reading. Education and Training Lead Pharmacist, Educational Programme Director for pre-registration pharmacists at Hampshire Hospitals NHS Foundation Trust.

Contemplation
For a while I have been contemplating starting my Faculty application for professional recognition of advance practice to validate my experience post-registration as an education and training lead pharmacist. Once my development has been recognised post-nominals will be granted that signify my stage in practice. This provides a means of demonstrating to patients, the public and my employer, that I have achieved a designated level, thus providing evidence of capability as a professional.

Read more Faculty eight week fast track plan – my experience

Putting Medicines Safety First in Wales

26.06.14 Royal Pharmaceutical SocietyRob Davies, member of the Royal Pharmaceutical Society’s Welsh Pharmacy Board reflects on the 2015 Medicines Safety Conference and the benefits of attending this year’s forthcoming event.

As a pharmacist and independent prescriber, medicines safety is an issue close to my heart. It is our pre-occupation as a profession, ensuring medicines are appropriate for the patient, are taken safely and as intended. I was excited therefore to attend the RPS Wales annual Medicines Safety Conference last year to hear about strategic plans for Wales and to learn more from practice examples. Read more Putting Medicines Safety First in Wales

Back to Uni – A Survival Guide

IanIt’s not long now until you start or return to Uni. Looking forward to getting back to those early starts and hard work? Possibly not, especially after enjoying a few well-deserved months off or maybe you’ve been working hard over summer? The transition back can be a challenging one. This guide, by Ian Towle at University of Strathclyde, may help you get back into the swing. Read more Back to Uni – A Survival Guide

Community Innovators – Jay Badenhorst

Jay 150Part of our series on Inspirational Community Innovators

Jay Badenhorst is a community pharmacist that started his career in South Africa. He moved to the UK in 2001 and soon after that decided to stay permanently. He is passionate about pharmacy and the potential that community pharmacy can play in the health and wellbeing of patients.

He once said “In order to be a great leader you don’t need an official title. Whether you’re a pharmacy manager, assistant or technician, you can achieve great things.” He believes that it takes a multifaceted approach to ensuring patients’ best interests are always kept at heart in community pharmacy. Every team members brings a valuable contribution to ensuring every contact counts. He believes it is up to employers to ensure that the professional development of all team members in the pharmacy is ongoing, including investing time into the development of newly qualified pharmacists. Read more Community Innovators – Jay Badenhorst