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Using My CPD portfolio and Faculty tools

Last updated 2 months ago

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Access

Access to the My CPD Portfolio is available to all members of the RPS. In order to start using the portfolio, you must complete our online ‘Enrolment Form'. To do this, simply click the 'access your Faculty area' button on your 'My RPS' page, and follow the ‘Activate my portfolio’ link at the bottom of the page.

If you are not a member of the RPS, you can still access the portfolio but you will need to register as a user on the website, and then follow the same ‘Activate my portfolio’ link.

Adding Entries

  • To add a new entry, click 'Add New Entry' from the portfolio page (you can get here from your dashboard).
  • This will take you to a selection of 4 buttons displaying different entry types which you can record – Planned, Unplanned, Reflective Account, and Peer Discussion. Clicking one of these buttons will take you to a form which will contain a number of text-entry/selection fields which allow you to give details of the project or task you have undertaken:
  • Once you've filled in all the above fields, simply click ‘Finish’ to add the entry to the portfolio.

ALL ENTRY TYPES

  • Entry title – this is a short title or description to help you identify your entry. This title will be used to identify the piece of evidence throughout your career.
  • Dates – give a start and a completion date to describe the period of time you were undertaking the work described. If the project is ongoing select a start date and check the 'ongoing' box.

PLANNED ENTRY

  • What are you planning to learn? – Tell us what learning you are planning to carry out to assist with your continued professional development. What you need to learn may be new knowledge, skills, or a new attitude or approach – anything that you think will make you better able to do your job as a pharmacy professional or prepare you for a new service or role. You should explain why this learning is relevant to you in your role as a pharmacy professional and how it will affect the people using your services.
    Please take care not to disclose any confidential information about patients without their consent.
  • How are you planning to learn it? – Provide details of how you are planning to achieve the learning that you have described in the previous section (this learning can take a variety of different forms – events, training programmes, etc.).
  • Give an example of how this learning has benefited the people using your services – Tell us what specific skills, attitudes and/ or behaviours you have gained as a result of your learning, and how this has benefitted the people who are using your services.

UNPLANNED ENTRY

  • Describe an unplanned event or activity that enabled you to learn something new or refresh your knowledge or skills – Please tell us about the event or activity, and what you learned from it in terms of the skills, knowledge, attitudes and/or behaviours.
    Please take care not to disclose any confidential information about patients without their consent.
  • Give an example of how this learning has benefited the people using your services – Tell us what specific skills, attitudes and/ or behaviours you have gained as a result of your learning, and how this has benefitted the people who are using your services.
  • Provide us with a reflective account of how you met one or more of the standards for pharmacy professionals. We will tell you which standard(s) to choose from each year
    Give a real example (taken from your practice) to illustrate how you meet the standards selected by the GPhC, including the following details: your area of work (the setting of your practice and your main roles), who the typical users of your service(s) are, how you meet the selected standards for pharmacy professionals.

REFLECTIVE ACCOUNT

PEER DISCUSSION

  • Please give the name, contact details and role of your peer on this occasion – Please provide the full contact details of the peer that you conducted your peer discussion with (Full name, role, organisation, contact telephone number, and email address)
  • Describe how this peer discussion changed your practice for the benefit of the people using your services – Tell us what specific skills, attitudes and/ or behaviours you have gained as a result of your peer discussion, and how this has benefitted the people who are using your services.

Using the Faculty tools

Once you have been a registered pharmacist for two years, you will be eligible to access the Faculty resources and Advanced Pharmacy Framework. In order to apply for access to these you must complete our online 'Faculty Access Form'.

  • To do this, simply click the 'access your Faculty area' button on your 'My RPS' page. You’ll then need to provide us with the name and contact details (email or telephone number) of a colleague who can confirm your post registration practice (if required). This person can be a peer, colleague, supervisor or employer. Please note this form does not require a signature from your contact.
  • We'll also ask a few Yes/No questions to determine your eligibility; such as accepting our terms and conditions. If you meet the basic criteria, you'll be able to complete your application by clicking the 'Complete my submission' button. If this button is disabled for you, unfortunately you have not met the minimum criteria for application.
  • You will receive a confirmation email within 48 hours confirming that you now have access to the full library of Faculty support tools and resources. If you haven’t received an email within 48 hours then please contact the RPS Support team.

Mapping entries

If you are registered to use the Faculty tools and resources, then you are able map any of your entries to the Advanced Pharmacy Framework by clicking on the ‘Map Entries’ link on the left side of the page.

There are two methods of mapping entries; ‘Via entry’ and ‘Via framework’.

Map via entry

  • Portfolio entry – this is a drop-down menu of all the entries you have made. Select the entry you want to map to the framework
  • Evidence category – Select the evidence category that best applies to your entry. If you don’t think your evidence fits any of these categories you can choose “not applicable”.

Map via framework

  • Framework – Look at the framework and select the cluster and competencies you think your entry applies to.
    Remember: each entry usually reflects more than one competency of the framework, you will need to repeat this part of the process for each of the competencies you wish to map your piece of evidence to.
  • Stage – using the competency descriptors, select the Faculty stage you think your entry satisfies.
  • Supporting level – how strongly do you think your entry supports this competency?
    • “Minimally Supports” suggests an activity where you were an observer
    • “Supports” relates to something you contributed to
    • “Strongly Supports” would be something you led.
  • Impact – use this section to tell the assessors how your entry is evidence that you have achieved the competency. This section is individual to each mapping so is essential to highlight how you have achieved the competency. You should clarify how the evidence demonstrates the competencies in the APF you are mapping it to, therefore it’s useful to use similar terminology as the APF.

Category

Evidence examples

Local Committee
Member of, or provide advice to, a local or Trust group or committee

Member of the governance committee
Member of group leading the development and adoption of new policy or procedure at local level
Member of directorate/ ethics committee
Member of the Trust CPD committee
Member of multidisciplinary protocol review panels

National Committee
Member of, or provide advice to, a regional, national or international group or committee.

Chair or committee member of national specialist interest group
RPS advisory panel member
Member of a national strategic body
Provide advice to professional/ strategy bodies
Member of group leading the development and adoption of new policy or procedure at national level
Member of the peer assessment team for implementation of national guidance
Member of a team that works with specialists from other hospital/organisations
Leader on education and training workforce implications of medicines management


Active Teachingrole

Tutor for Diploma students
Examiner for MSc students
Teaching at a national symposium
Honorary academic
Supervisor of medical and pharmacy student projects
Supervisor of PhD/MSc students
Lesson plans or teaching records of workshops/lectures/tutorial
CPD facilitator for pharmacy team

Educational development, design & provision

Lead role in developing formal academic qualifications
Leads education and training for UK specialist interest group
Development of education and training programmes

Active researchparticipation(includes publications)

Editor of reference book or chapters in specialist area
Published research papers
Undertakes or supervises research work
Record of the research/audit presentation (oral/poster)

Research development & leadership (also includes publications)

Coordinator of research project/local service evaluation
Leader of a project that involves a multidisciplinary team at local or national level
Peer reviewer for academic journal
Reviews of research protocols at local or national level

Professional standing & peer status

Records of consultation requests for specialist advice from within or outside of the organisation, e.g. clinicians, pharmacists, national regulatory/ advisory bodies, courts of law, NICE.
Approached to coach or mentor
Requests to speak at local or regional educational meetings/ conferences
Commissioned to author papers
Peer reviewer, of published papers or services/ practice.
Written reports and verbal presentations at meetings
Communications via various media

Expert Practice
Documented expert practice

Documented examples of management of problems in complex cases. Intervention log.
Communication/Defending of controversial information to multidisciplinary peers
Records of consultation requests for specialist advice from the organisation
Apply ideas from the literature to the specialist area
Responsibility for approving new drugs usage
Documented examples from multidisciplinary (e.g. ward round) discussions
Implementation of trial data into local practice procedures and policy

Local Management
Managing process & leadership (local level)

Development of treatment guidelines/protocols
Contribution to a local strategy for pharmaceutical care
Development of business plan for service
Introduction of new services or new ways of working
Introduction of systems to reduce risk
Coordinator of development of protocols handbook/formulary/shared care protocols
Documented audits of service quality

National Management & leadership
Managing process & leadership (national level)

Development of standards of practice at national level
Development of national guidelines e.g. drug therapy/adherence/ risk management
Contribution to a national strategy for pharmaceutical care
Contribution to a national educational strategy

Staff Management

Performance appraisal for staff
Lead role in guiding the pharmacy team through service reconfigurement /staffing changes
Feedback and notes from junior colleagues within the pharmacy team
Feedback and notes from other professional outside the pharmacy team

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