Support requirements

What supervision and support structures should be in place to support my learning?

Pharmacists working towards advanced pharmacist credentialing will need to access support from a range of sources to effectively demonstrate the curriculum outcomes. While the following supportive roles are not mandatory, they are strongly recommended to ensure individuals receive the appropriate level and type of support.

Three broad types of support are recommended for pharmacists working towards core advanced pharmacist credentialing. Although these described support roles are distinct, it is possible, in some work settings / smaller organisations, that one person may take on two or even all of these roles. It is also possible that one role, in particular mentorship, may be provided by more than one person (e.g. domain specific, or for a fixed project or period of time):

  • Educational supervision -  We strongly recommend individuals have access to an educational supervisor over the course of their learning to guide their personal and professional development and support them to achieve the curriculum requirements. 
  • Practice supervision - Robust practice supervision should form a core part of any pharmacist’s development, especially those working towards more autonomous delivery of care. Mentorship is a process through which a skilled or experienced person supports a less skilled or less experienced person.
  • Mentorship - Pharmacists may want to access mentorship in one or more of the domains of the curriculum or more broadly across their practice. Pharmacists seeking mentorship may wish to use the RPS mentoring platform.

Advanced curriculum support structure

Individuals undertaking these recommended support roles:

  • May be based outside the pharmacist’s organisation and meetings may be carried out remotely.
  • Do not need to be pharmacists and may be drawn from other professions or areas of expertise.
  • Do not need to be members of the RPS.
  • May deliver more than one role depending on their experience e.g., one individual may act as an educational supervisor and a practice supervisor or mentor. 
  • Should demonstrate cultural effectiveness and take active steps to promote equality and diversity, address any issues which may lead to differential attainment, and promote an inclusive culture and learning environment for all.
  • Should provide high quality, supportive and constructive feedback which is essential for the professional development of the pharmacist, and when combined with self-reflection, promotes deeper learning.

Find out more information about recommended support