eprintid: 10199863
rev_number: 7
eprint_status: archive
userid: 699
dir: disk0/10/19/98/63
datestamp: 2024-11-11 11:10:09
lastmod: 2024-11-11 11:10:09
status_changed: 2024-11-11 11:10:09
type: article
metadata_visibility: show
sword_depositor: 699
creators_name: Styles, Michelle
creators_name: Middleton, Helen
creators_name: Schafheutle, Ellen
creators_name: Shaw, Matthew
title: Educational supervision to support pharmacy professionals’ learning and practice of advanced roles
ispublished: pub
divisions: UCL
divisions: B16
divisions: B14
divisions: J80
keywords: Advanced practice; Clinical supervision; 
Pharmacy education; Primary care; 
Workplace-based learning
note: This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
abstract: Pharmacy professionals are increasingly moving into advanced roles, including in primary care. In England, the publicly funded Pharmacy Integration Fund (PhIF) enabled employment and training of pharmacy professionals in new patient-facing roles, including general practice and care homes. In recognition of the need for support and supervision during work-based learning and building on established support structures in medicine and nursing, one of the providers of PhIF funded learning developed a supervision structure which mirrors arrangements for postgraduate medical specialty training. This paper describes what informed this supervision model, with a particular focus on educational supervision, its delivery, and the training which was developed to support supervisors. This supervision enabled pharmacy professionals moving into primary care to practise safely, manage workplace challenges, extend their roles and make progress with their education. This model illustrates the benefits of supervision in supporting post-registration learning to facilitate the development of advanced patient-facing clinical roles.
date: 2022-06
date_type: published
publisher: SPRINGER
official_url: http://dx.doi.org/10.1007/s11096-022-01421-8
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1958447
doi: 10.1007/s11096-022-01421-8
medium: Print-Electronic
pii: 10.1007/s11096-022-01421-8
lyricists_name: Styles, Michelle
lyricists_id: MWBST35
actors_name: Styles, Michelle
actors_id: MWBST35
actors_role: owner
full_text_status: public
publication: International Journal of Clinical Pharmacy
volume: 44
number: 3
pagerange: 781-786
pages: 6
event_location: Netherlands
issn: 2210-7703
citation:        Styles, Michelle;    Middleton, Helen;    Schafheutle, Ellen;    Shaw, Matthew;      (2022)    Educational supervision to support pharmacy professionals’ learning and practice of advanced roles.                   International Journal of Clinical Pharmacy , 44  (3)   pp. 781-786.    10.1007/s11096-022-01421-8 <https://doi.org/10.1007/s11096-022-01421-8>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10199863/1/Educational%20supervision%20to%20support%20pharmacy%20professionals%20learning%20and%20practice%20of%20advanced%20roles.pdf