7 continuing professional development programs
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Continuing professional development (CPD) programs help pharmacists maintain competence through lifelong learning. CPD involves a cyclical process of reflection, planning, action, evaluation and recording. It aims to identify and meet individual learning needs. As pharmacy practice evolves, CPD is necessary to keep knowledge and skills updated. The key principles are that CPD is ongoing, self-directed, and covers the entire scope of a pharmacist's practice. Barriers to CPD include lack of time, resources, and motivation. Continuing education provides structured learning activities but CPD emphasizes a self-directed approach to lifelong learning.
7 continuing professional development programs
- 1. Pharm D IV YEAR HOSPITAL PHARMACY 14T00408 UNIT-7 Continuing professional development programs (Education and Training) Dr.V.Chanukya Pharm D
- 2. CPD concept • The concept of Continuing Professional Development (CPD) was proposed as a culture of lifelong learning, in which learning programs are used to identify and meet the learning needs of individual health professionals. • CPD for pharmacy professionals can be defined as “the responsibility of individual pharmacists for systematic maintenance of profession, development and broadening of knowledge, skills and attitudes, to ensure continuing competence as a professional throughout their careers. • It must be an ongoing and cyclical process of continuous quality improvement by which pharmacists seek to maintain and enhance their competence in both current duties and anticipated future service development
- 3. Need for CPD Programs • As pharmacists assume the increased responsibilities demanded in their roles, they must also make a corresponding commitment to improve their professional competence. • Indeed the past four or five decades have seen an explosion of new knowledge relevant to the practice of pharmacy. • In addition, particularly in the past decade, there have been a vast changes in the practice of pharmacy. • Keeping knowledge and skills up to date and addressing new concepts in the delivery of pharmaceutical services have been major challenges for pharmacists.
- 4. • Competence is the first and most fundamental responsibility of all health care providers and must be reinforced throughout the years of practice. • After the degree is conferred, continuing professional development programs ensure the optimal quality of healthcare providers. • Maintaining competence throughout a career during which new and challenging professional responsibilities will be encountered, is an ethical requirement for all health professionals. • FIP (International pharmaceutical federation) has recognized this responsibility in its Code of Ethics for pharmacists “to ensure competency in each pharmaceutical service provided by continually updating knowledge and skills.
- 5. Principles of CPD: • CPD is a systematic process ongoing continuous process of self directed learning. • CPD include everything that practitioners learn that enables them to be more effective as professional. • CPD includes the entire scope of practitioners practice and may include activities both within or inside usual work settings. • CPD can strengthen the relationship between practitioner and his organization. • Practitioners are responsible for their own professional development. • The organization by conducting CPD programs play role in helping practitioner and meet needs in related to his profession and job.
- 6. CPD cycle w
- 7. Reflection on practice • Reflection on practice is the process that is used to ‘self diagnose’ our learning needs. Critical incident analysis: • Critical incident analysis is about learning from meaningful events, and involves taking a thoughtful approach to a particular event and looking at the outcome. • It is not important if the outcome to the event was positive or negative. • The important issue is that the event is analyzed and the question asked: ‘What did I do to bring about this positive/negative outcome?’
- 8. Appraisal and peer review: • Appraisal and peer review are an excellent way of assessing learning needs. • Typically the way we view our own work is often different from the way that our line manager or colleagues see us. Professional audit: • A professional audit involves systematic evaluation of professional work against set standards. • Professional audit is a useful tool when reflecting on our learning needs. • Critical reflection on the information provided by an audit can act as a stimulus to help identify individual learning needs.
- 9. Reading and continuing education events: • Active reading of journal articles and the participation in CE activities such as workshops can often encourage the wider exploration of an area of personal development. • The consideration of questions such as those found in the ‘Checkpoint’ sections at the start of the chapters in this book can be a useful tool. Reflecting on RPSGB areas of competence: • Another approach is to regularly take stock of our competence by matching our own self-assessed competence against published criteria.
- 10. Specific learning objectives: The SMART acronym is a useful tool . • S –specific: the objective should state clearly what it is that you want to be able to do. • M – measurable: will it be possible to determine if you have met your learning objective? • A –achievable: will it be possible to achieve your objective when you take into account resources such as time, cost and support? • R –relevant: is the learning objective relevant to your practice? The more specific your objective, the more useful it is likely to be. Avoid using woolly or broad statements. • T – timed: your specific objective needs a specific deadline for your goal
- 11. Planning • The first part of the planning stage is to decide on the urgency of the identified objectives. • The second stage of the planning process is to consider the importance of the learning objective in terms of how the learning will impact on yourself, your colleagues, your organization and your service users. Action • This part of the CPD process is about implementing plans that have been selected during the planning stage. • The specific plans are carried out within the defined time limit and a summary is made of what has been achieved. • Once the planned activity has taken place, it is time to move on to the evaluation stage.
- 12. Evaluation At this stage of the CPD cycle, questions are being asked such as: • Has my learning objective been met? • Have I tested if what I have learnt can be applied to practice? • Were there any problems with the reflection, planning or action parts of the CPD cycle? Plan and record • The pharmacist CPD record should comply with the good practice criteria published by the RPSGB (Royal Pharmaceutical Society of Great Britain). • Good practice criteria and useful advice to support the pharmacist in recording their CPD are available on the RPSGB Plan and Record. • Referring to these criteria can help to ensure that the CPD portfolio is balanced.
- 13. Barriers: • CPD is a time consuming process • Uninteresting subjects • Lack of resources • Lack of motivation and interest • System and technical problems • Facilitation and support issues, • Poor understanding of the CPD process and evaluating cpd activities. Conclusion: • CPD is seen as a fundamental component of the quality improvement agenda and good professional practice. • The pharmacist is required to recognize the limits of their professional competence, practice only in those areas in which they are competent to do so and refer to others where necessary. • Many pharmacists are not engaging fully in CPD and need further support to enable them to do so.
- 14. What is continuing education? • Continuing education is defined by the Accreditation Council for Pharmacy Education as a “structured educational activity designed or intended to support the continuing development of pharmacists and/or pharmacy technicians to maintain and enhance their competence.” • CE in pharmacy is typically delivered in the form of lectures, workshops, or written home study materials and is required by many countries around the world for the renewal and maintenance of pharmacist licensure • Contrary to traditional approaches to CE, the most pervasive CPD model utilises a cycle that encompasses reflection, planning, acting (learning), evaluating, and recording as the key elements of the learning process . • Ultimately, it is considered to be a self-directed, outcomes focused approach to lifelong learning
- 15. Pharmacist perceptions of Continuing Education • Across the pharmacy literature, pharmacists have identified topics relating to therapeutics/pharmaceutical care as the highest-ranked area of interest. • Subjects relating to pharmacology, pharmacy practice, or clinical skills often followed. • Conversely, pharmacy owners ranked the category of “implementing pharmaceutical care” (i.e. planning and marketing of pharmaceutical care services, developing value-added services, reimbursement) as their most-preferred CE topic. • Barriers to participation in CE were time considerations and excessive workload or job constraints, cost, lack of program accreditation, and uninteresting subjects were barriers to CE participation .
- 16. Continuing Education learning methods • Pharmacists participate in CE through a variety of delivery methods and formats. • The most common CE formats seem to use printed materials, lectures and seminars, internet-based materials, symposia at professional meetings, videos/CDs/ audiotapes, workshop-based training, telephone conferencing, and live Internet discussions. • Several studies have been conducted to evaluate the most successful and preferred methods of CE delivery.
- 17. • Among the studies, a theme that emerged is the preference for live programs versus online or webinar programs while others revealed a range of preferences for CE delivery, including small-group workshops, independent reading of CE, and internet-based activities. • However, there was a common preference for interactive CE activities that include problem solving and feedback from instructor. • Taking this concept a step further, different methods of live CE delivery (e.g., lecture versus workshop-based CE activities) have been compared. Combined approaches include lecture plus large-group case discussions and lecture plus small-group training. • It was found that lecture plus small-group sessions resulted in significantly higher knowledge and participant satisfaction scores.
- 18. How does continuing education differ from continuing professional development? • Continuing professional development is a specific process that promote self- directed lifelong learning by which an individual pharmaceutical professional maintains and enhances his or her competence to practice. • CPD encompasses all activities, both formal and informal, that the learner undertakes to maintain, develop, and improve his or her professional skills, knowledge, and attitudes in relationship to the needs of patients, work setting or organization, and society. • Accordingly CE is an essential component of the CPD process. • The CPD process requires that individuals assume responsibility for their learning through a process of reflection, planning, learning, evaluation, and application. • CPD is a personal professional obligation that is essential for improving the quality of health care.
- 19. The Framework for Establishing Quality in CE/CPD • The overall approach to CE/CPD involves a needs-based model. • The needs may be local regional, national, or international and are tied to the services provided by the pharmaceutical professionals. • As services provided by the pharmaceutical profession vary from country to country, so too will the educational needs CE/CPD and training activities are targeted to fill the educational need or gap in an effort to ensure that pharmaceutical professionals are competent to provide services in accordance with their practice-setting expectations.
- 20. The Framework for Establishing Quality in CE/CPD
- 21. Training : CPD training includes various functions of hospital pharmacy and how these are executed in a particular department: • Duties, responsibilities & restrictions. • Aware of practices in that department with respect to checking, ordering, meeting, requests from wards. • Provide basic information on the materials to be handled. • Providing instructions in the various process in which they involved, procedures for safe working, including the safe handling of materials & operation of machinery. • On one hand major contribution made by the pharmacist to the hospitals teaching program in his role is the education of student nurses. • Pharmacists involve in training of graduate nurses, under graduate pharmacy students, graduate pharmacy students.
- 22. Training can take part in both internal & external INTERNAL TEACHING ACTIVITES EXTERNAL TEACHING ACTIVITES Student nurses Guest lecture or speaker Seminar on therapeutics Specific programs Graduate nurses Refresh courses House staff member & senior medical staff Residents in hospital administration. Under graduate pharmacy students Residents in hospital administration.
- 23. Standards for the hospital undertaking training programme: • To carry out its training programme properly and efficiently it has to have certain standards to be adapted. • (A) The hospital should be affiliated to a university: Teaching hospital, educational benefits, total drug control, clinical applications of drugs in treatment. • (B) The pharmacy department should be organized: Proper management, Good pharmacy services, • (C) Personnel for the training Pharmacy director or superintendent participate in PT Committee, medical dental and diet training programs.
- 24. • (D) Standards of qualification & selection of the applicant for residency training: Applicant should be graduate of the recognised university having a college of pharmacy affiliated. Recommened by the college from which he graduated. Member of the indian hospital pharmacists association / indian pharmaceutical association. • (E) The pharmacy department should have adequate facilities: (a) departmental administration: Departmental management,skills & solving problems,personnal management, organizational management communication and management of drug related courses
- 25. • (b) collateral & interdepartmental activites: Motivate him to participate independently in activities, develop a personnel philosophy of commitment to his professional role & responsibilites. • (c) ambulatory patient service: Dispensing of drugs to out door patients, dispensing of drugs to emergency ward. • (d) inpatient distribution & control: Nurse are involved : nature of drug, effects, dose, toxic symptoms, medication order before administration, administration of oral preparations, administration of drugs by rectal route, administration of drugs by parenteral route, injection sites & methods.
- 26. • (e) technology & quality control: – Special dosage form, – Package size, – Parenteral admixtures, – Parenteral nutrition fluids & sterile dosage forms. – Quality of manufacturing, compounded ,packed, labelled. Control the storage & distribution of drugs. • (f) clinical services: – Pt. medication history, – Monitoring drug therapy, – Management of medical emergency, – Pt. education & counselling, – Management of chronic conditions,
- 27. Conclusion • Participation in lifelong learning is essential to ensure the continued competence of pharmaceutical professionals. • In this regard, pharmaceutical professionals should engage in a process of CPD that includes participation in high-quality and accredited CE/CPD and training activities. • Ideally, a national plan for the development and implementation of a method to assure the quality of CE/CPD activities should be developed. • Use of this framework, if properly applied, can guide countries in the development of an accreditation process designed to ensure the quality of CE/CPD activities.