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Nguyen B, Solanki J, Ong E. Exploring pharmacists' perceptions of using a clinical supervision skills competency tool to reflect and develop their supervisory practices. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:231-243. [PMID: 38458841 DOI: 10.1016/j.cptl.2024.02.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2023] [Revised: 01/21/2024] [Accepted: 02/06/2024] [Indexed: 03/10/2024]
Abstract
INTRODUCTION To date, there are no formal self-reflection tools routinely used by pharmacists within the Australian pharmacy profession. The study involved utilizing the Clinical Supervision Skills Competency Tool (CSSCT) at a metropolitan teaching hospital in Victoria, Australia. It explored pharmacists' perceptions of the CSSCT and its impact on their ability to self-reflect and develop their supervisory practices. METHODS The qualitative study involved adapting the Clinical Supervision Skills Review Tool (CSRT), a clinician-validated tool. Prior to tool completion, participants attended an orientation session on the CSSCT. Thematic analysis and an inductive approach was then applied to data collected from two semi-structured focus group sessions and an online survey, for those not able to attend the focus groups. RESULTS A total of 19 pharmacists were recruited and completed the CSSCT. The three major themes regarding the CSSCT identified were: feasibility of the tool, aspects of the CSSCT, and future planning. Use of rating scales and breakdown of the supervisory competencies were perceived to be helpful. Conversely, the tool's length, pharmacists' high workloads and time pressures, were identified as potential barriers to using the tool. CONCLUSIONS Given pharmacists internationally currently lack a formal tool to enhance their supervisory methods, the CSSCT or similar tools emerge as valuable resources for steering pharmacists towards self-reflection and goal setting. Notably, the CSSCT sheds light on previously overlooked yet critical aspects of clinical supervision in the pharmacy context, including the wellbeing and cultural sensitivity of learners.
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Affiliation(s)
- Bill Nguyen
- Monash Health, Monash Medical Centre, Pharmacy Department, 246 Clayton Rd, Clayton, VIC 3168, Australia.
| | - Janki Solanki
- Monash Health, Monash Medical Centre, Pharmacy Department, 246 Clayton Rd, Clayton, VIC 3168, Australia
| | - Eugene Ong
- Monash Health, Monash Medical Centre, Pharmacy Department, 246 Clayton Rd, Clayton, VIC 3168, Australia
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Styles M, Schafheutle E, Willis S, Shaw M. Pharmacy professionals' perceptions of educational supervision in primary care through the lens of Proctor's model. BMC MEDICAL EDUCATION 2023; 23:503. [PMID: 37438773 DOI: 10.1186/s12909-023-04398-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/06/2022] [Accepted: 05/25/2023] [Indexed: 07/14/2023]
Abstract
BACKGROUND Educational supervision plays a vital role in postgraduate medical education and more recently in pharmacy and advanced clinical practitioner training in England. Proctor's three-function model of clinical supervision (consisting of formative, restorative, and normative functions) is assumed to apply to educational supervision, but this has not been tested empirically. The aim of this study was to establish perceptions of the purpose of educational supervision from the perspective of primary care pharmacy professionals enrolled on a national training pathway in England. METHODS Using a mixed methods design, data were collected using a validated 25-item online survey and respondents were invited to add comments explaining their responses. The survey was sent to all 902 learners enrolled on a postgraduate training pathway for pharmacy professionals working in primary care. Principal components analysis (PCA) was used to interpret patterns in the survey data, and framework analysis of qualitative free text comments was used to identify themes and aid interpretation of quantitative findings. RESULTS One hundred eighty-seven pharmacy professionals responded (response rate 20.7%). PCA extracted three factors explaining 71.5% of the total variance. Factor 1 corresponded with survey items linked to the formative function of Proctor's model, while factor 2 corresponded with survey items linked to the restorative function. No items corresponded with the normative function. Framework analysis of qualitative free-text comments identified two themes: learning support, which corresponded with factor 1; and personal support, which corresponded with factor 2. CONCLUSIONS This study identified that pharmacy professionals perceived educational supervision to perform two functions, formative (educational) and restorative (pastoral), but did not perceive it to perform a normative (surveillance) function. Educational supervision has the potential to support allied health professionals advancing their roles and we suggest the need for more research to develop models of effective educational supervision which can inform practice.
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Affiliation(s)
- Michelle Styles
- Centre for Pharmacy Postgraduate Education (CPPE), Division of Pharmacy and Optometry, School of Health Sciences, The University of Manchester, Manchester, England.
| | - Ellen Schafheutle
- Centre for Pharmacy Workforce Studies, Division of Pharmacy and Optometry, School of Health Sciences, The University of Manchester, Manchester, England
| | - Sarah Willis
- Alliance Manchester Business School, The University of Manchester, Manchester, England
| | - Matthew Shaw
- Centre for Pharmacy Postgraduate Education (CPPE), Division of Pharmacy and Optometry, School of Health Sciences, The University of Manchester, Manchester, England
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Seston EM, Willis SC, Fenton C, Hindi AMK, Moss A, Stearns S, Astbury J, Jacobs S, McDermott I, Schafheutle EI. Implementation of behaviour change training in practice amongst pharmacy professionals in primary care settings: Analysis using the COM-B model. Res Social Adm Pharm 2023:S1551-7411(23)00239-5. [PMID: 37121797 DOI: 10.1016/j.sapharm.2023.04.123] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Revised: 04/24/2023] [Accepted: 04/24/2023] [Indexed: 05/02/2023]
Abstract
BACKGROUND The Pharmacy Integration Fund (PhIF) was established in England in 2016, with funded learning programmes or 'pathways' designed to support the development of clinical pharmacy practice in a range of settings. Despite pharmacy staff being well positioned to provide more clinical work, limited research has investigated behaviour change training targeted at widespread practice transformation. OBJECTIVE(S) To investigate implementation of PhIF learning in practice, using the COM-B model of behaviour change. METHODS An online survey distributed in February and October 2020 included questions on motivations for learning, confidence in target behaviours and impact of PhIF training on behaviour. The October 2020 survey also included questions exploring the effect of the COVID-19 pandemic. Quantitative data were analysed in SPSS. v.27 (IBM). Inferential statistics were used to compare between the pathways (Primary care pathways [PCP], Post-registration pathway [PRP] and Accuracy Checking Pharmacy Technician [ACPT] pathway). Free text comments were categorised and themed. RESULTS Three-hundred and eighty-three responses were received (49% PRP learners, 39% PCP learners and 12% ACPT learners). Learners generally had the capacity and opportunities to apply learning, and were strongly motivated to implement behaviours in practice, although learners based in community pharmacy (those on the PRP) were less likely to report receiving employer support. Enhanced knowledge/skills (capacity) were more commonly reported than change to patient-facing activities, leading clinical services and conducting medication reviews with patients with complex needs (clinical practice behaviours targeted by the pathways). The COVID-19 pandemic heightened barriers to implementing practice change. CONCLUSIONS Implementation of a range of clinical practice behaviours following at scale training appears to have been largely successful. Despite this, the community pharmacy context, where funded service opportunities may be lacking, continues to present challenges to workforce transformation plans. More work is needed to understand how training can be implemented to promote practice change for pharmacy professionals in all settings.
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Affiliation(s)
- E M Seston
- Centre for Pharmacy Workforce Studies Division of Pharmacy & Optometry Faculty of Biology, Medicine and Health Stopford Building, University of Manchester, M13 9PT, UK
| | - S C Willis
- Innovation Management and Policy Division, Alliance Manchester Business School, The University of Manchester, Booth Street West, Manchester, M15 6PB, UK.
| | - C Fenton
- ICF, Riverscape, 3rd Floor, 10 Queens Street Place, London, EC4R 1BE, UK
| | - A M K Hindi
- Centre for Pharmacy Workforce Studies Division of Pharmacy & Optometry Faculty of Biology, Medicine and Health Stopford Building, University of Manchester, M13 9PT, UK
| | - A Moss
- ICF, Riverscape, 3rd Floor, 10 Queens Street Place, London, EC4R 1BE, UK
| | - S Stearns
- ICF, Riverscape, 3rd Floor, 10 Queens Street Place, London, EC4R 1BE, UK
| | - J Astbury
- Centre for Pharmacy Workforce Studies Division of Pharmacy & Optometry Faculty of Biology, Medicine and Health Stopford Building, University of Manchester, M13 9PT, UK
| | - S Jacobs
- Centre for Pharmacy Workforce Studies Division of Pharmacy & Optometry Faculty of Biology, Medicine and Health Stopford Building, University of Manchester, M13 9PT, UK
| | - I McDermott
- Centre for Pharmacy Workforce Studies Division of Pharmacy & Optometry Faculty of Biology, Medicine and Health Stopford Building, University of Manchester, M13 9PT, UK
| | - E I Schafheutle
- Centre for Pharmacy Workforce Studies Division of Pharmacy & Optometry Faculty of Biology, Medicine and Health Stopford Building, University of Manchester, M13 9PT, UK
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Hindi AMK, Mcdermott I, Willis SC, Schafheutle EI. Using normalisation process theory to understand implementation of integrated multi-sector pre-registration trainee pharmacy technician training. Res Social Adm Pharm 2022; 19:75-85. [PMID: 36127240 DOI: 10.1016/j.sapharm.2022.09.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Revised: 09/08/2022] [Accepted: 09/09/2022] [Indexed: 11/19/2022]
Abstract
BACKGROUND The pre-registration trainee pharmacy technician (PTPT) integrated training programme is a workforce intervention designed to train PTPTs in multiple sectors. The programme recruited 35 PTPTs to 2-year training posts which involved employment in one sector, and a minimum of 12 weeks' work-based training in ≥2 further settings each year. AIM To identify facilitating and inhibiting factors to implementation of the PTPT integrated training programme and make recommendations on ways to embed and maintain PTPT integrated training in routine practice. METHODS Normalisation Process Theory (NPT) constructs were used as a framework for analysis. Semi-structured interviews (14 PTPTs, 15 supervisors) explored PTPTs' learning and practice experiences over their 2-year training. A survey explored training outcomes (confidence and preparedness to practise) of integrated (n = 31) and single sector PTPTs (n = 39). RESULTS Whilst some understood the intervention well, others had differing understandings of its purpose and potential benefits (coherence). Educational and practice supervisors acknowledged the importance of regular communication but reported difficulties implementing this due to time constraints (cognitive participation). PTPTs benefitted from having an educational supervisor oversee learning and progress over 2-years, and a practice supervisor for their day-to-day learning. PTPTs' experiences of supervision were inconsistent due to variation in supervisors' availability, knowledge, experience, and level of support (collective action). Participants perceived the PTPT integrated training as supporting development of a flexible pharmacy technician workforce able to work across sectors. The survey found that integrated PTPTs felt significantly more prepared than single-sector PTPTs to work in different settings (reflective monitoring). CONCLUSIONS PTPTs on the programme had better ability to work in different sectors. Improving implementation requires clear understanding of the intervention's purpose by all stakeholders; clarity on supervisors' roles/contributions; and effective communication between supervisors to create effective learning opportunities. Findings can inform implementation of future multi-sector education and training globally.
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