1. Building your Portfolio Aspiring to Excellence in Pharmacy RPS Professional Recognition Programme

2. Aims What is the Faculty?
How to use the Advanced Pharmacy Framework and professional Curricula?
How does the Faculty fit with: CPD, CFTP & You
How to build your Advanced Practice Portfolio (APP)?
Q&A

3. What is the Faculty?

4. Background to the Faculty
Research carried out amongst pharmacist told us:
Flexible and consistent method of professional recognition of what they do in practice wherever they work
Need to provide evidence of capability to patients, the public, to commissioners and to employers as well as effectiveness
They wanted a way of their experience and practice being recognised since the whole workforce is more mobile
The launch of the RPS Faculty
The first profession – wide
pharmacy professional recognition programme

5. Background to the Faculty
Professional recognition requires
Frameworks to give guidance on knowledge, skills, experiences and behaviours for career advancement
Access to professional curricula that underpin advanced practice
Access to high quality accredited or endorsed resources
Credentialing of an individuals attainment (e.g awarding of post- nominals)
The RPS Faculty does exactly this by:
Enabling you to work towards and obtain consistent and validated professional recognition of advanced practice
Provides support in one body

6. Supporting pharmacists to be the best they can be

7. What are Frameworks and Curricula

8. The Advanced Pharmacy Framework
Development framework for pharmacists
Used to identify where you are in your development
Helps build a portfolio that demonstrates advancement
Some of you maybe familiar with frameworks however it may be useful to look at what frameworks means in the case of the Faculty
The APF is a development of the ACLF ‘advanced to consultant level framework’ (CoDEG)-the recognised framework that defines advanced pharmacy practice.
So you can be reassured the APF is recognising what has worked before and fits with any pharmacist in any sector and with different levels of experience

9. Cluster of the APF 6 generic clusters covering
Expert professional practice
Collaborative working relationships
Leadership
Management
Education, training and development
Research & evaluation
Each competency described at three stages of development
Advanced Stage I, Advanced Stage II and Mastery
Lets look at the framework in more detail:
It has
6 clusters that are important in developing and demonstrating advanced levels of practice independent of the sector of practice
Each cluster is split down into 2-9 specific competencies.
Total of 34 competencies
Recognition at one of the 3 faculty stages is recognition of meeting the majority (22 out of 34) of clusters and competencies at the corresponding APF stage

10. Stage of Advanced Practice
Stage I
– Established
Established in a role, performing well, advanced beyond foundation years or at early stages of specialisation and advancement
Advanced Stage II
– Excellent
An expert in an area of practice, experienced. Routinely manages complex situations and a recognised leader locally/regionally
Mastery
– Exceptional
Recognised leader in community or primary care; equivalent leads in hospital, business / corporate leadership roles in industry; business or leader in community. A nationally recognised leader in an area of expertise
It is important to mention that everyone working towards Faculty membership is advanced – fantastic achievement.
Then there are different stages of advance practice

11. Professional Curricula
Knowledge, skills, behaviours and experiences that define practice in an area
5 Core curricula
Specialist Expert Practice Curricula
Mapped to APF & stages
Examples of evidence across sectors
Syllabus
Not prescriptive but options- what is relevant to you
Curricula is supportive tool- encompasses the knowledge, skills, experiences and behaviours (KSEB) needed to define subject specific practice in any particular area.
Curricula together with the APP, enable you to gather necessary evidence to demonstrate your stage of expertise as a generalist or specialist whatever your role. The professional curricula also support you in identifying development needs and perhaps plan your progression within the Faculty or to retain excellence at the stage you are at.
The 5 Faculty core professional practice curricula consist of five clusters of generic competencies (i.e. excluding expert professional practice) which are applicable to all RPS Faculty members, independent of their sector or practice area.
The core professional practice curricula provide you with further detail to help you to demonstrate a range and breadth of knowledge, skills, experience and behaviours within your Faculty stage.
Members who have a specialist role may find the expert professional practice curricula useful.
Each curriculum comprises of competencies mapped to the APF, examples of evidence (and a syllabus),
Collectively the curricula provide flexibility in development, enabling you to determine and select what you require from each individual curriculum for your area of practice.
Foe example (as shown here) from the APF cluster Leadership competency 3.2 Governance
The descriptor in the APF for Advanced Stage I – “Demonstrates understanding of the pharmacy role in governance. Implements this appropriately within the workplace.”
The curricula gives several examples of how this may be demonstrated- and differentiates the different stages.

12. The Faculty journey starts at the completion of early years training which we will mention later.
RPS members who are eligible for membership
Start working towards Faculty assessment WITH the support of tools and resources AND signposting to high quality education and training.
When ready, you can be assessed and may become a member of the Faculty at one of three stages.
PJ articles include useful case studies – encourage audience to look the articles up online

13. Quality Assurance Panels RPS Assembly
Professional Credentialing
Panel
Stewards of standards/principles for assessment processes/outputs alongside development, monitoring and ratification of recognition recommendations.
Reports to Faculty Board
Professional Curricula
Stewards of curricula/syllabus for professional development beyond registration alignment of both assessments and curricula.
Professional Accreditation Panel
Stewards of standards/principles for assessment centres, assessors and education and development providers; development, monitoring and accreditation.
RPS Faculty Partners
Meets the Faculty Standards through provision of expertise/education/assessments/reviews.
Reports to quality assurance panels above
Faculty Board
Strategic direction setting and oversight, with a particular concern for the RPS reputation (related to quality/rigour) and resource management.
Accountable to RPS Assembly
Governance is vital for this process to be robust, transparent and post nominal to be something we’ve earned rather than something we are awarded.

14. What is actually involved?

15. Step 1: Complete eligibility statement
All RPS Members with two years post registration practice
included in RPS membership
Gives you access to:
Tools that identify what you need to know and do at different stages
Development frameworks- the Advanced Pharmacy Framework
Specialist and Core Professional Curricula
E-Portfolio- the Advanced Practice Portfolio
Mentoring & access to experts
Professional guidance, webinars, videos, Quick Guides, handbooks
Signposting to accredited education & training
Networks
Peer assessment with feedback and PDP
RPS Support team can help via telephone, or website
The Faculty journey starts at the completion of early years training. If you are over 2 years qualified you can access the Faculty resources, use the tools, framework & accredited training to aid your development and record your achievements by building portfolio
Everyone eligible can use the support tools and build portfolio – in own timeframe
Complete statement of eligibility- access to faculty resources- included in RPS membership
Don’t worry if you don’t think your practice is particularly advanced yet
Once you have submitted your Statement of Eligibility to the Faculty (i.e. 2 yrs in practice) , you will have access to a range of services which will support your professional development and help you meet the competencies required, including:
•  Advanced Pharmacy Framework helps you identify what you need to be able to know and do at different levels of practice; and how you can demonstrate you are best placed to deliver complex care across all sectors – health, academia and industry. The competencies of the APF forms the basis of your professional portfolio.
professional curricula that help you understand how to meet the APF competencies within your scope of practice - developed by specialist partners and experts in the profession across clinical, specialist, generalist and science, alongside generic areas like management, leadership, mentoring and support and, research and evaluation.
•  a e-portfolio to enable you record your achievements and professional development, which you will then be able to submit as part of the portfolio review.
Support tools and handbooks & webinars to explain how to use them
Accreditation of quality training- sign post to opportunities that can help you develop
Access to mentors & networks- individual and group support

16. Step 2: Faculty Assessment
You have to complete the following three elements:
A practice-based portfolio, using the Advanced Practice Portfolio
Peer Assessment or Review using the Faculty Peer Testimonial Form -assess how you work with others
Expert Practice Assessment- by peers, reflect your area of practice, using ‘case based discussion’
(in the RPE route for those with 10 years or more this is via your CV)
On completion these documents are submitted for assessment by two trained Faculty Assessors
Once you have built your portfolio you will want to know what stage your development is at and what areas to focus future development on. When you feel ready you apply for an assessment
To be recognised as a member of the Faculty (at any stage), you will need to undertake an assessment. This will comprise of a portfolio review, a form of peer assessment and assessment of expertise.
The Assessment will be an opportunity to see where you are in the development of your portfolio, the development of your practice
It is an assessment of your stage of development
If you have >10 yrs experience you can apply for an RPE assessment for your 1st assessment- CV, if not you will need to have an EPP assessment in which you will meet assessors face to face to discuss your practice
We recognise what already exists in the profession, so many of the assessments are undertaken on our behalf by external groups. These will operate to the standards determined by the RPS Faculty (and experts across the profession) to ensure consistency.
The assessors will review your submission and provide you with a personal PDP to guide your next steps in the Faculty – whether that is consolidating within a stage or moving towards the next stage

17. Step 3: Assessment Outcome
After independently assessing your portfolio the assessors will agree on a designated staging.
Faculty Stage
Description
Faculty Post-Nominals
Advanced Stage I
Experienced
MFRPSI
Advanced Stage II
Excellent
MFRPSII
Mastery
Exceptional
FFRPS

18. Step 3: Assessment Outcome
The assessment recommendations are ratified by the Faculty Credentialing
Panel
You will then be awarded your post-nominals
Become a Member of the Faculty
Given feedback from the assessors in the form of a Professional Development Plan
Assessment and post-nominals are valid for 5 years – then undergo process
again
Once your development has been recognised you will receive post nominals that signify your stage in practice. This provides a means of demonstrating to your patients, the public and your employer, that you have achieved a designated stage of advanced practice, thus providing evidence of your capability as a professional.
Following a Faculty assessment and award of stage & post noms and membership/ fellowship you can now be recognised for your Advanced Practice throughout the UK
This may help you feel ‘proud of yourself’ & more assured of your own practice
You may receive more respect from within and outside of the profession and you may find new opportunities open up as you are able to demonstrate to others including patients your stage of practice and commitment to excellence and professionalism.
Following assessment You will be given a PDP to support you in identifying development goals.
Depending on your role, and personal situation you may be ready to work towards the next stage (e.g. Advanced Stage 2) or decide to consolidate your practice whilst continuing at the same stage- e.g. Developing the weaker areas of your portfolio , bringing them up towards your majority stage.
After 5 years you will need to be reassessed for Faculty membership and you will need to show professional development whether within the same or next stage.
Keeping your development and achievements under regular review and getting feedback each time will ensure you keep developing in the right direction & are being recognised at the right stage for your current practice. If you are ready you can opt to be reassessed at anytime before the 5 years are up.
As a Faculty member you may be able to act as a Faculty mentor or assessor

19. RPS Vision for
Foundation Practice

21. Foundation Practice Providing members with support and guidance
between their pre-registration training and access to the Faculty.
New offer to include:
A Foundation Practice Framework
A Foundation Practice Handbook
An e-portfolio (The Foundation Practice Portfolio)
Work based assessment tools:
intervention logs
further benefit of evidence gathering and building the research capacity
Multisource feedback for peer assessment
Evidence of clinical experience
Preparation for Faculty
Once your development has been recognised you will receive post nominals that signify your stage in practice. This provides a means of demonstrating to your patients, the public and your employer, that you have achieved a designated stage of advanced practice, thus providing evidence of your capability as a professional.
Following a Faculty assessment and award of stage & post noms and membership/ fellowship you can now be recognised for your Advanced Practice throughout the UK
This may help you feel ‘proud of yourself’ & more assured of your own practice
You may receive more respect from within and outside of the profession and you may find new opportunities open up as you are able to demonstrate to others including patients your stage of practice and commitment to excellence and professionalism.
Following assessment You will be given a PDP to support you in identifying development goals.
Depending on your role, and personal situation you may be ready to work towards the next stage (e.g. Advanced Stage 2) or decide to consolidate your practice whilst continuing at the same stage- e.g. Developing the weaker areas of your portfolio , bringing them up towards your majority stage.
After 5 years you will need to be reassessed for Faculty membership and you will need to show professional development whether within the same or next stage.
Keeping your development and achievements under regular review and getting feedback each time will ensure you keep developing in the right direction & are being recognised at the right stage for your current practice. If you are ready you can opt to be reassessed at anytime before the 5 years are up.
As a Faculty member you may be able to act as a Faculty mentor or assessor

22. Foundation Practice Foundation Programme
The Foundation Pharmacy Framework and Handbook will be:
The road map for foundation practice
The map for knowledge, behaviours ,skills and value in early years
The starting point for professional development;
The comprehensive set of behaviours and values for those starting out on their careers, wanting to move sectors or return to practice after a career break
The starter guide to facilitate CPD in foundation practice
The support guide for tutors, supervisors, mentors to easily identify gaps in knowledge and skills, and development needs
The introduction to set of support tools to help assess and identify strengths and weaknesses and how to develop further

23. Foundation Practice Foundation Programme
The Foundation Pharmacy Framework and Handbook will also be:
A resource for those returning to practice after maternity leave or a career break
A resource for those changing sector or planning locum work
A resource for those involved in supervising and tutoring foundation years pharmacists
A resource for Employers

24. How does the Faculty fit?

25. How this fits with Continuing Fitness to Practice
RPS Faculty will support pharmacists through the GPhC’s Continuing Fitness to Practice (CFTP) requirements
The CFTP framework is made up of three components: CPD review, peer review and external performance indicators
The RPS Faculty have been in close discussions with GPhC around these plans and have ensured that all methods of Faculty assessment (peer review and external performance indicators in the form of the Advanced Practice Framework) would be a clear quality marker for revalidation of Members
Note CFTP = continuing fitness to practice= Revalidation

26. How does this fit with you….
Recognise your development, advancement or specialism
Demonstrate to others your stage of development/quality of service
reassure patients, colleagues and employers
Adds authority beyond your job title
Better positioning for promotion or extended roles
Quality assurance for commissioners and GPs
Support to advance your professional practice
Portfolio for reflection, planning CPD, for appraisal with your manager
Personal PDP
Prepare for CFTP
Access networks and established groups

27. Getting started

28. Getting started If you are going to show the APP live :
Before starting this presentation open your internet browser and open the RPS website and log in
Then open and run this PowerPoint presentation
To swap to the website now bring your cursor to the bottom left hard corner of the screen there is a small pale grey box with an arrow either side
Left Click the box – it will bring up a menu- choose ‘screen’ then chose ‘switch programs’ this will bring up the bottom task bar- you can select your internet browser- clicking this should then open the website and you can navigate through to the dashboard and APP
At the end just click on the PowerPoint icon in the task bar and the presentation will reopen- then skip through the next 3 slides
Or just close the presentation and open the internet in which ever way you prefer

29. Where to start finding your evidence?
Your portfolio :
Did you update a portfolio for your last interview, or course (e.g. prescribing)?
CPD portfolio
Do you have a collection of achievements you’re proud of from your recent career?
These may be specific roles or projects that have been successfully completed or can be on-going
Look at your CV / job (or course) applications- a list of your major achievements
Your Job descriptions: duties or responsibilities that show you have progressed beyond foundation years
Appraisal/ performance reviews can be a useful archive of the projects you have been involved in
Identifying evidence if you haven’t got a recent portfolio to draw on:
Use your CV as a basis- your key achievements will be your key evidence entries. Look at your job descriptions to reflect on your roles, past appraisal/ performance review documentation can also be a useful archive of the projects you have been involved in.
Identify one or two pieces of evidence that would fit each cluster as a start point
CPD entries: CPD entries you have already completed provide a good starting point for listing evidence for your portfolio

30. What makes good evidence?
Your best work- only highest stage not all stages
Entry can describe a role, project etc rather than document/ certificate: demonstrate your advanced work in practice
Describe your contribution- in terms of the competencies it maps to
1-2 best evidence for each competency, not everything you have done
Brief/ succinct & to the point- focus on how you demonstrated competency
Keep ‘hard evidence’ to back up APP entry (for face to face assessment)
E.g. documents, feedback, s, reports

31. Add entry to the APP Aim to demo this live but slides as back up
Key points: entry not same as a ‘piece of evidence’ e.g. a document; more an example/ description of an aspect of your practice.
Brief title- for your reference
Type- chose most relevant or ‘other’ (not too important)
Description- brief summary
Dates -when you were doing this / involved
Web link -only if you have one e.g. a web page on online document
summary content -Max 3000 words but be brief/ focused; describe your contribution- link your description to the competencies in the APF
Next step is map to competences in APF:
Can make and save entries to map to competencies later or map as go along as making each entry

32. Map entry
2 ways to map- ‘via entry’ easiest if have APF in front of you (other is map via framework)
Evidence category- see ‘help’ for descriptions (also not that significant)
Chose a cluster, competency and stage from APF this evidence relates to
Level of support – aim for strongly supports or supports – i.e. that you made significant contribution, only map at ‘minimally supports’ e.g. if only had an observer status if cannot obtain stronger evidence- ensure have other more ‘strongly supporting’ evidence at stage below and in rest of cluster. But do need evidence for every competency.
Reflect on how you met that competency- helps assessors
Map the entry to all the competencies it relates to significantly
Doesn’t matter what order you map and you can go back and add or delete mappings at any stage
You may want to review your mappings from the ‘reports’ tab

33. Map via Framework
Map via framework allows you to see descriptors and chose appropriate competency and stage
Useful if you dont have a copy of the framework in front of you but not the quickest method

34. Call to Action… Put your own development first
Stand up and be recognised
Support the Faculty (your Royal College)
Engage with pharmacists in your different roles and spread the work about the Faculty
Think about how you can use the Faculty to help others (undergraduates, newly qualified, returning to practice)

35. Supporting pharmacists to be the best they can be

36. Any Questions?