Knowledge, use and perceived relevance of a profession’s Competency Standards; implications for Pharmacy Education

Nash, Rosie; Chalmers, Leanne; Stupans, Ieva; Brown, Natalie

doi:10.1111/ijpp.12267

Cited by 17 publications

(19 citation statements)

References 30 publications

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“…Others have considered these questions. In a recent study to determine the use and relevance of the “National Competency Standards Framework for Pharmacists in Australia,” it was found that students, interns and practising pharmacists had poor familiarity and use of the framework [31]. In a study in Thailand, 574 pharmacy practitioners and faculty members ranked pharmacy competency standards.…”

Section: Discussionmentioning

confidence: 99%

Hospital and Community Pharmacists’ Perceptions of Which Competences Are Important for Their Practice

Atkinson¹,

Sánchez–Pozo

Rekkas

et al. 2016

Pharmacy

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The objective of the PHAR-QA (Quality assurance in European pharmacy education and training) project was to investigate how competence-based learning could be applied to a healthcare, sectoral profession such as pharmacy. This is the first study on evaluation of competences from the pharmacists’ perspective using an improved Delphi method with a large number of respondents from all over Europe. This paper looks at the way in which hospital pharmacists rank the fundamental competences for pharmacy practice. European hospital pharmacists (n = 152) ranked 68 competences for pharmacy practice of two types (personal and patient care), arranged into 13 clusters. Results were compared to those obtained from community pharmacists (n = 258). Generally, hospital and community pharmacists rank competences in a similar way. Nevertheless, differences can be detected. The higher focus of hospital pharmacists on knowledge of the different areas of science as well as on laboratory tests reflects the idea of a hospital pharmacy specialisation. The difference is also visible in the field of drug production. This is a necessary competence in hospitals with requests for drugs for rare diseases, as well as paediatric and oncologic drugs. Hospital pharmacists give entrepreneurship a lower score, but cost-effectiveness a higher one than community pharmacists. This reflects the reality of pharmacy practice where community pharmacists have to act as entrepreneurs, and hospital pharmacists are managers staying within drug budgets. The results are discussed in the light of a “hospital pharmacy” specialisation.

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Section: Discussionmentioning

confidence: 99%

Hospital and Community Pharmacists’ Perceptions of Which Competences Are Important for Their Practice

Atkinson¹,

Sánchez–Pozo

Rekkas

et al. 2016

Pharmacy

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show abstract

“…Whilst the original survey invited provisional (intern) pharmacists, educators, students and registered pharmacists, only the responses from registered pharmacists (including preceptors who are by definition registered pharmacists) will be reported on here. The results from all respondents are reported elsewhere [31]. This sample ( n = 158) represented less than 1% of registered Australian pharmacists.…”

Section: Resultsmentioning

confidence: 99%

“…The sampling technique combined snowball and convenience sampling [30] and was disseminated using a combination of social media and conference presentation. As described in greater detail elsewhere [31], participants that were interviewed for a related project were also invited to distribute the survey to their networks via email. Qualitative responses were analysed using thematic analysis [32].…”

Section: Methodsmentioning

confidence: 99%

CPD Aligned to Competency Standards to Support Quality Practice

et al. 2017

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As medication experts, pharmacists are key members of the patient’s healthcare team. Pharmacists must maintain their competence to practice to remain responsive to the increasingly complex healthcare sector. This paper seeks to determine how competence training for pharmacists may enhance quality in their professional development. Results of two separately administered surveys (2012 and 2013) were compared to examine the reported continued professional development (CPD) practices of Australian pharmacists. Examination of results from both studies enabled a focus on how the competency standards inform CPD practice. In the survey administered in 2012, 91% (n = 253/278) pharmacists reported that they knew their current registration requirements. However, in the survey administered in 2013, only 43% (n = 46/107) reported utilization of the National Competency Standards Framework for Pharmacists in Australia (NCS) to self-asses their practice as part of their annual re-registration requirements. Fewer, 23% (n = 25/107), used the NCS to plan their CPD. This may be symptomatic of poor familiarity with the NCS, uncertainty around undertaking self-directed learning as part of a structured learning plan and/or misunderstandings around what CPD should include. This is supported by thematic analysis of pharmacists’ social media comments. Initial and ongoing competence training to support meaningful CPD requires urgent attention in Australia. The competence (knowledge, skills and attributes) required to engage in meaningful CPD practice should be introduced and developed prior to entry into practice; other countries may find they are in a similar position.

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“…Poor NCS familiarity across the Australian pharmacy profession, including amongst its educators and students (Nash, et al, 2015a;Nash, Chalmers, Stupans, & Brown, 2015b), may have negatively impacted on their ability to apply them in the education setting. As the NCS are actionorientated descriptions, the style of assessment and how well this matched the NCS and corresponding Miller's description may have also influenced interpretations.…”

Section: Limitations and Influencing Factorsmentioning

confidence: 99%

“…Familiarity with the NCS among pharmacy students in Australia (Nash, Chalmers, Stupans, & Brown, 2015a) and at the university of interest was discovered to be poor (Nash, Chalmers, Stupans, Brown, 2016a). To address poor student familiarity with the NCS and develop students' self-reflection skills, the Traffic Light Report (TLR) project was conceptualised.…”

Section: Introductionmentioning

confidence: 99%