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Introduction to the RPS Faculty Aspiring to Excellence in Pharmacy RPS Professional Recognition Programme PowerPoint Presentation
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Introduction to the RPS Faculty Aspiring to Excellence in Pharmacy RPS Professional Recognition Programme. Professionalism: Competence, regulation and leadership. The place of professional standards and support tools. Supporting pharmacists to be the best they can be .

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Presentation Transcript
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Introduction to the RPS FacultyAspiring to Excellence in PharmacyRPS Professional Recognition Programme
recognising what s worked before
Recognising what’s worked before

The ACLF covered all elements of practice and provides a useful framework to demonstrate advancement in:

  • 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
governance of the faculty
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

Stewards of curricula/syllabus for professional development beyond registration alignment of both assessments and curricula.

Reports to Faculty Board

Professional Credentialing

Panel

Stewards of standards/principles for assessment processes/outputs alongside development, monitoring and ratification of recognition recommendations.

Reports to Faculty Board

Professional Accreditation Panel

Stewards of standards/principles for assessment centres, assessors and education and development providers; development, monitoring and accreditation.

Reports to Faculty Board

RPS Faculty Partners

Meets the Faculty Standards through provision of expertise/education/assessments/reviews.

Reports to quality assurance panels above

we have our first member journeys since launch in june
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

what we are hearing is
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!”

how this fits with cpd
How this fits with CPD
  • CPD is a mandatory requirement in order to retain registration as a Pharmacy professional with the GPhC.
  • Any training, learning or development activities that you undertake when preparing for Faculty membership
  • can be considered when recording your CPD
  • Useful to include copies of your CPD record as part of your portfolio of Evidence when submitting an
  • application for Faculty membership.
  • CPD is one aspect of professional development and it is useful to consider CPD alongside the other activities undertake and record as part of professional development.
  • Postgraduate qualifications as evidence for portfolio. It all counts.
  • Review of CPD alongside revalidation
how this fits with continuing fitness to practice
How this fits with Continuing Fitness to Practice
  • RPS Faculty will support pharmacists through the GPhC’sContinuing 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

how this fits with employers
How this fits with employers

What we will seek to do

  • 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
  • What we can’t guarantee
  • 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
  • All of these are ambitions but will
  • require evidence of quality and
  • outcomes. Longer term aspirations
  • of the RPS
how does it fit with foundation practice
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
foundation practice
Foundation Practice

The Foundation Pharmacy Framework and Handbook will be:

  • The road map for foundation practice
  • The map for knowledge, behaviours ,skills and value in early years
  • The starting point for professional development;
  • 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
  • The starter guide to facilitate CPD in foundation practice
  • The support guide for tutors, supervisors, mentors to easily identify gaps in knowledge and skills, and development needs
  • The introduction to set of support tools to help assess and identify strengths and weaknesses and how to develop further