BTEC Level 3 Diploma

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BTEC Level 3 DiplomaPrinciples of person-centred approaches forpharmacy techniciansCourse information– for supervisors

Presentation overview What is the new NPA BTEC Level 3 Diploma?o Course detailso The IET standardso Entry requirements and structure of the course AssessmentsProfessional standards and patient safetyThe supervisor’s roleThe appeals procedure and malpracticeCourse overviewHow to help your student

What is the new NPA BTEC Level 3 Diploma? For learners employed in the role ofpre-registration trainee pharmacytechnicians Nationally-recognised Level 3qualification, accredited by the GeneralPharmaceutical Council (GPhC) Can apply for professional registrationwith GPhC as pharmacy technicians Pharmacy technicians are registeredprofessionals working within theregulatory standards for pharmacy

Course details The latest standards emphasise person-centredprofessionalism, communication and team working,through the integration of learning and experience duringthe training Others skills students will develop:o Professional attitudes and behaviourso Interpersonal and intrapersonal skills- including communication and leadership skillso Carrying out the accuracy check of prescriptionso Underpinning knowledge in biological and chemicalprinciples plus medicinal treatments for commonmedical conditions

What does a pharmacy technician do? The role of a pharmacy technician typically includes:o Providing safe and effective pharmacy servicesooooSupplying medicines and devices to patientsAchieving the best outcomes through a patient’s medicinesAssembling medicines for prescriptionsProviding information to patients and other healthcare professionals Pharmacy technicians may also be involved in:ooooSupervision or management of staffStock procurement or manufacturingAseptic dispensing/ quality controlMedicines management

The IET standards The learning outcomes fall under 4domains:o Person-centred careo Professionalismo Professional knowledge and skillso Collaboration Your student is expected to use thesestandards actively throughout the course This is so that they will will understandwhat is expected of them when they areregistered as a pharmacy technician

Miller’s triangle The outcome levels in these standards are based on anestablished competence and assessment hierarchy known as‘Miller’s triangle’ Knows how: tests how to use the knowledge and skills required(MCQs, short answer questions) Does: demonstrating the learning outcomes in everydaysituations, acts independently and consistently in acomplex but defined situation (observed assessments,simulated assessments)

Entry requirements Employment: currently working in a pharmacy environment, for aminimum of 14 hours per week, as a pre-registration trainee pharmacytechniciano under direct supervision of a pharmacy professional registered withthe GPhC (or PSNI registered pharmacist) Previous qualifications: GCSE pass grades (4 or C) or equivalent in English,mathematics and science – evidence will be requested The student will need to show you:o good character reference OR Disclosure and Barring Service/DisclosureScotland checkso self-declaration for health- If any conditions that may affect the applicant’s fitness to practice as atrainee, and there are concerns about how these conditions could bemanaged, ensure you raise this to the Member Services team at the NPAprior to enrolment.- Contact details are at the end of this presentation.

Structure of the course Two-year integrated course that covers both self-study book andcollection of evidenceo Total Qualification Time (TQT): 1320 hourso Guided Learning Hours (GLH): 785 hours- This averages to approximately under 13 hours a week. This includes allstudy time, and time taken to complete assessments. 22 self-study books that constitute the underpinning knowledge andcompetency (Book A – Book V)N.B. although we have referred to the units asBooks A to Book V, the books correspond tounits from the curriculum which you can see inappendix 3 of the student guide. The books arein alphabetical order but the correspondingunits are not in any numerical order – but wewill refer to them as Books.

We wont be sending all22 books at once – wewill send the books outin packs to monitorcompletion rate This timetable showsthe estimatedcompletion time, perbook. This includesstudying the book,completing inter-textactivities tosupplement knowledgeand complete theassessment

Assessment Portfolio of evidence Grading information: The qualification and units are gradedpass/fail Two methods of assessment:ooCompetency based assessments- evidence collection over a period of time (Books F,I,K,O & R)Written assessments-a summative written assessment to complete after studyingeach book and uploaded to the e-portfolio system

Competency based assessments - types of evidence For competence based elements of the course, evidence willneed to be collected by the student – this can take a variety offorms:o Direct observation of the student’s performanceo Expert witness testimonyo Simulationo Q&A We will provide more indepth information ono Reflective accountshow to collect evidenceo Professional discussionsonce the student reachesbook F

Written summative assessmentsStudy thebookStart nextbookInformsupervisor whenreadyUpload assessmentto plete assessmentwithin FOUR weeks

Assessment deadlinesCompleteassessment withinFOUR weeksComplete resubmission withinTWO weeksIf for any reason your student is presented withunforeseen circumstances, you must notify the NPAwithin 3 weeks of them starting the assessment. If you donot notify the NPA, and your student does not submittheir assignment, they will be taken off the course.

Grading of assessments Your student are expected to meet all of the requiredcriteria for this qualificationMeeting the criteria for an assessment will earn you a‘pass’o there are no grades associated with the assessments If your student does not meet the criteria, they will beasked to complete further worko a maximum of two further attempts are allowed following theinitial failed attempt

ResubmissionsNot met all theassessmentcriteria?MAX TWOre-submissionsper assessmentRead yourassessor’sfeedbackSubmit re-submissiononto e-portfoliosystemFurther work mayinclude:- Adding further detailto previous work- Providing furtherevidenceComplete re-submissionwithin TWO weeks

You must set up alearning plan with yourstudent, to organise theirstudy time effectively.You will also need tohave monthly progressmeetings with yourstudent, to revisit theirlearning plan and discusstheir progress. This is the timetable andmonthly review form.This is available as aneditable version on NPAwebsite.

What is the supervisor’s role? (1)As a supervisor, you will: sign off each assessment you submit on the e-portfoliosystem and provide general feedback throughout provide academic support your student with assessmentsand all elements of the course, ensuring work is completedwithin the allocated time provide personal support and signpost this to your learnerat the start of their course

What is the supervisor’s role? (2) You must also ensureo That time to learn is sufficient and you provide effectiveopportunity to complete worko That you allow your student to gain wider employmentexperience and enable them to develop, within their contractedworking hours, the competencies and related knowledge, skillsand behaviours required for this qualification- This may involve being rotated in their role so that they are exposed tosufficient experiences and can dispense a range of prescriptions, tocomplete the qualification. The opportunity to work with, or haveinteractions with, multidisciplinary teams must be provided. Academic support – resources including appropriate ITsoftware and relevant textbooks

What is the supervisor’s role? The GPhC provide guidanceon tutoring for .org/sites/default/files/document/guidance on supervising pharmacy professionals in trainingaugust 2018.pdf Please takethe time toread throughthis guidance

Professional standards 9 professional standards set out by the GPhC1.2.3.4.5.6.7.8.9.provide person-centred carework in partnership with otherscommunicate effectivelymaintain, develop and use theirprofessional knowledge and skillsuse professional judgementbehave in a professional mannerrespect and maintain the person’sconfidentiality and privacyspeak up when they have concerns orwhen things go wrongdemonstrate leadership Every pharmacy professional isaccountable for meeting these It is very important that yourstudent takes time to read throughand understand these standardsensuring that they abide by themin their daily working practice.

Malpractice You have a duty, as the supervisor, to ensure thatmalpractice and plagiarism is avoided in your student’swork. This may include:oooforgery of evidencesubmitting falsified informationbehaviour that is likely to patients/the public at risk If malpractice is identified, it must be reported to the NPAMember Services team The NPA may take a number of actions;these may include:o requesting re-submissionso withholding certificationo discontinuation from the course

Patient safety Patient safety must come first in allcircumstanceso you must ensure patient safety is notcompromised through any activitieswithin this course Your student must be supervised usingan agreed system at all times Your student should only carry outtasks in which they are competent, orthat they are learning undersupervision in which to be competent

The appeals procedureIn the event where you are unhappy with the assessor’s decision, youshould contact the NPA Member Services teamForward the work concerned, with a cover letter stating the reasons forthe appealThe marking is reviewed by an NPA Learning & Development PharmacistOnce reviewed, the grade may or may not change from fail to pass; aresponse should be received within 14 working days, however holidaysor extenuating circumstances may prevent this 14 day turnaround timeYou will receive the work back with any additional feedback and anexplanatory letter. If you are not satisfied with the outcome, the aboveprocess should be repeated with the Quality Assurance Pharmacist, andthen if necessary, the Head of Learning and Development

Course overview (1)Supervisor/employer/studentview courseinformation and terms& conditions on theenrolment formSupervisor/employersubmits enrolmentform on NPA websiteStudent is assigned anassessor by the NPAStudent sendspersonal profileexercise to assessorRead the patientconfidentialityagreement - BOTH signthe learning contractand email/post/fax acopy to the NPAStart course!Subject to meetingcriteria, student isenrolled. Welcome emailsent and student is sent apack in the post. Checkthe contents against thenoticeboardStudent reads studentguideSupervisor readssupervisor’s guide

Course overview (2)Student starts course.Creates a learning planwith supervisor.Assessor calls studentStudent has finishedcourse.Student receivescertificateStudent works throughcourse and submitsassessments, and startsbuilding portfolio.Student and supervisorhave monthly progressmeetingsStudent reaches BookF, studentbegins/plans evidencecollection and liaiseswith assessor toaccomplish thisStudent has met allassessment criteria,and completed allrequired observations.Completes Year 2progress reportStudent completes:book L,Year 1 progressreport.Enrols onto Year 2 (ifapplicable)

How to help your student How to have performanceconversations and givefeedbackHow to review your learnersprogressHow to support your learner

Performance conversations Every month, you should have a progressreview with your studentDuring this review you should check thatthey are sticking to the times agreed intheir learning planUse SMART objectives to put tasks intoperspectiveUse this opportunity to ask students howthey are progressing, and to stic/RelevantTimely

Feedback Performance feedback –needs to be constructive and isbetter in a private setting As the primary contact for your student, you should beproviding feedback on a regular basis. Feedback should be:o balancedo objectiveo specifico timely Point out what could have been done better, avoid anypersonal criticism, and avoid vague generalisations

Coaching Teaching involves the delivery of knowledge Coaching unlocks a student’s own potentialo involves questions instead of demandso draws the answer out from the studento helps student to remember answers and use their owninitiative

Coaching – Grow model What are the nextsteps? (SMART) Can you gethelp/support? How committed areyou? When will you knowyou’ve achieved it?Grow model GoalWay forward What would you dodifferently? What canyou change? Who can help? Are there any barriers tochoosing an option?What would you like toachieve or change? What would you like tohappen that isn’t happeningnow? What will the benefit be?RealityOptions Where are you now? Whatis happening at themoment? What have you tried so far?

How can we help? Course materials Assessorso who your student will have a close workingrelationship with, and who will helpfacilitate with the tracking of their progress– for example, in the 3 monthly reviews Pharmacists and appropriatelytrained staff to provide support andguidanceo do not hesitate to contact us during theNPA’s normal working hours, via telephoneand email.

Contact informationMember Services teamNational Pharmacy Association38-42 St Peter’s StreetSt AlbansHertfordshireTel: 01727 800402Email: training@npa.co.uk

What is the new NPA BTEC Level 3 Diploma? For learners employed in the role of pre-registration trainee pharmacy technicians Nationally-recognised Level 3 qualification, accredited by the General Pharmaceutical Council (GPhC) Can apply for professional registration with GPhC as pharmacy technicians Pharmacy technicians are registered professionals working within the regulatory .

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