Transcript Introduction to the Faculty

Introduction to the RPS Faculty
Aspiring to Excellence in Pharmacy
RPS Professional Recognition Programme
Professionalism: Competence, regulation
and leadership
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The place of professional standards and support tools
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Supporting pharmacists to be the best they can be
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Recognising what’s worked before
The ACLF covered all elements of practice
and provides a useful framework to
demonstrate advancement in:
I.
II.
III.
IV.
V.
VI.
Area of practice
How you work with others
Leadership
Management
Education
Research
2004
2005
2013
The APF maps to the Faculty stages and forms the basis of our Advanced Practice Portfolio
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Faculty Stages
Faculty
Stage
Descriptions
Post-nominals
Faculty Member Advanced Stage 1
Advanced
Stage I
Experienced
Either early stages of specialisation training and advancement
OR
Established in a role, performing well, advanced beyond foundation
years.
MFRPSI
Faculty Member Advanced Stage 2
Advanced
Stage II
Excellent
An expert in an area of practice, experienced.
Routinely manages complex situations and a recognised leader
locally/regionally.
MFRPSII
Faculty Fellow
Mastery
Stage III
Exceptional
Aligned to autonomous clinical lead in community or primary care, corporate
level practice in NHS; equivalent leads in academia; business / corporate
leadership roles in industry; business or strategic leader in community or
primary care. A nationally recognised leader in an area of expertise (often
internationally) alongside a demonstrable breadth of experience and expertise.
FFRPS
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Governance of the Faculty
RPS Assembly
Faculty Board
Strategic direction setting and oversight, with a particular
concern for the RPS reputation (related to quality/rigour)
and resource management
Accountable to RPS Assembly
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RPS Assembly
Faculty Board
Strategic direction setting and oversight, with a particular concern for the RPS reputation (related to quality/rigour) and resource
management.
Accountable to RPS Assembly
Quality Assurance Panels
Professional Curricula
Panel
Professional Credentialing
Panel
Professional Accreditation
Panel
Stewards of curricula/syllabus
for professional development
beyond registration alignment
of both assessments and
curricula.
Stewards of standards/principles for
assessment processes/outputs alongside
development, monitoring and ratification
of recognition recommendations.
Stewards of standards/principles
for assessment centres, assessors
and education and development
providers; development,
monitoring and accreditation.
Reports to Faculty Board
Reports to Faculty Board
Reports to Faculty Board
RPS Faculty Partners
Meets the Faculty Standards through provision of expertise/education/assessments/reviews.
Reports to quality assurance panels above
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We have our FIRST Faculty Board Chair
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We have our FIRST Member journeys...
since launch in June
RPS member accessing the Faculty
N=
RPS member building portfolio
N=
RPS member submissions for
Assessment
N =75
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What we are hearing is........
“I submitted because I thought I wanted recognition but the real
value was in the PDP”
“I was so happy to get my RPS Faculty Professional Development
Plan today....it was like the best type of school report.”
“I’m going to incorporate my Professional Development Plan
into my annual review, I might even show it to my Mum!”
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Supporting pharmacists to be the best they can be
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How does the Faculty “fit”?
How this fits with CPD
CPD is a mandatory requirement in I.
order to retain registration as a
Pharmacy professional with the GPhC.
CPD is one aspect of
professional development
and it is useful to consider
CPD alongside the other
activities undertake and
Any training, learning or development
record
as
part
of
activities that you undertake when
professional development.
preparing for Faculty membership
can be considered when recording II. Postgraduate
qualifications as evidence
your CPD
for portfolio. It all counts.
III. Review of CPD alongside
Useful to include copies of your CPD
revalidation
record as part of your portfolio of
Evidence when submitting an
application for Faculty membership.
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How this fits with Continuing Fitness
to Practice
RPS Faculty will support pharmacists through the GPhC’s Continuing
Fitness to Practice (CFTP) requirements
The CFTP framework is made up of three components: CPD review,
peer review and external performance indicators
The RPS Faculty have been in close discussions with GPhC around
these plans and have ensured that all methods of Faculty assessment
(peer review and external performance indicators in the form of the
Advanced Practice Framework) would be a clear quality marker for
revalidation of Members
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Shifting the workforce as a whole…
Workforce capability distribution
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How this fits with employers
What we can’t guarantee
What we will seek to do
I.
I.
II.
III.
That employers will automatically link
promotion to Faculty stages
That recruitment to an advanced role
requires Faculty membership as an
essential
The commissioners are required to
pay for services from RPS Faculty
members
II.
III.
IV.
All of these are ambitions but will
require evidence of quality and
outcomes. Longer term aspirations
of the RPS
V.
The employers align their career
progression with Faculty progression
That Faculty membership is desirable
for advanced roles
That Faculty membership (and
progression) is recognised as a
harmonisation of knowledge and skills
and experience and behaviours across
GB and across new commissioning
geographies
We have examples where Chiefs have
made RPS membership mandatory
and Faculty membership desirable
We have examples of career
structures in some of the multiples
aligning with Faculty model
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How does it fit with Foundation
Practice
Providing members with support and guidance
between their pre-registration training and access to the Faculty.
New offer to include:
– A Foundation Practice Framework
– A Foundation Practice Handbook
– An e-portfolio (The Foundation Practice Portfolio)
– Work based assessment tools:
• intervention logs
• further benefit of evidence gathering and building the research capacity
• Multisource feedback for peer assessment
• Evidence of clinical experience
• Preparation for Faculty
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Foundation Practice
The Foundation Pharmacy Framework
and Handbook will be:
I.
II.
The road map for foundation practice
The map for knowledge, behaviours ,skills and
value in early years
III. The
starting
point
for
professional
development;
IV. The comprehensive set of behaviours and
values for those starting out on their careers,
wanting to move sectors or return to practice
after a career break
V. The starter guide to facilitate CPD in
foundation practice
VI. The support guide for tutors, supervisors,
mentors to easily identify gaps in knowledge
and skills, and development needs
VII. The introduction to set of support tools to help
assess and identify strengths and weaknesses
and how to develop further
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