Jill is a 49-year-old pharmacist who lives with her husband and two of her three
children in a rural area. Her current role is divided between being a practice
pharmacist/dispenser for a local GP-dispensing doctor’s surgery and acting as a
senior medicines management pharmacist for the local PCT. She has been with
the dispensing doctor’s surgery for over ten years now and very much enjoys her
role there. She started in the PCT just under five years ago and is finding keeping
up with the ever-changing responsibilities extremely challenging.
Prior to joining the dispensing doctors, Jill’s career took her outside pharmacy
altogether when she was working for the local council, training playgroup leaders
Her CPD entry arose when one of the GPs she works for as a practice support
pharmacist asked her for advice about the prophylactic use of aspirin for patients
with cardiovascular disease. This type of question was routine in her role. Her
research would not only go to help the one patient that the doctor was initially
enquiring for, but would then go on to influence the local practice policy on
Name of entry: Aspirin dose in cardiovascular disease Date Identified: 22/03/2004 What do you want to learn to
Make recommendations about dosage of aspirin for patients with
be able to do?
cardiovascular disease. Learn what the local guidance is.
How have you identified this
Request from GP for guidance, in my role as practice support pharmacist.
learning objective? What methods did you use to
Feedback from users of services/products
identify this objective? Choose… Who is driving this?
Bottom up: users of your services/products
What skills, knowledge, attitudes and behaviours will
Knowledge of aspirin policy. Influencing skills
you need to develop? Choose… To which areas of competence does this
Using expert knowledge and skills to benefit patients
learning objective relate? Choose… Urgency: By when will you need to meet this learning objective? Importance: What will be the impact of your learning on you, users of your services, colleagues and organisations What activities could you undertake to meet this objective? Description Action Category Advantages/Disadvantages Selected Description Date completed Time taken Add to CE record
Attend meeting run by local cardiologist.
What have you learnt as a result?
Recommended dose is 75mg dispersible aspirin daily. However, local cardiologists recommend leaving a patient
on their current dose and form unless there is an identified clinical need to change.
Has your learning objective been met? Please describe an example of how you have applied what you have learnt
GPs have been informed at a practice meeting of the local advice. Patients have been left on current
Please describe any feedback you have had from those on whom your learning was to have an impact or those who have been able to observe your performance
ReflectionJill had already undertaken a series of similar CPD entries relating to responding to GP requests for information. She was able to specify what she wanted to be able to do (make recommendations) and what she needed to learn in order to be able to do it (establish local guidance).
PlanningWhen planning her CPD, Jill had under-estimated the potential impact of her learning. She had scored the impact to everyone as being low. She felt that this was a routine enquiry and although she knew it was her job to undertake the learning, she didn’t feel that it would be of any significant value.
It is easy to fall into the trap of feeling that routine learning is not significant and that CPD is all about learning totally new and challenging things. This is not always the case and retrospectively Jill could see that her learning had potentially major impacts. She was then able to re-word the importance of her impact as:
• I will be able to perform my role as a practice pharmacist,
• The GP will prescribe aspirin for his patient appropriately thereby reducing his/her risk
of cardiovascular disease whilst minimising side-effects,
• I shall be able to inform my practice and PCT colleagues of any changes in local
guidance thereby possibly affecting prescribing in the other practices in the PCT area
• If there are patients who should be prescribed aspirin and are not, any guidance
produced following this learning may increase the numbers of patients benefiting
from the cardiovascular effects of aspirin therefore helping the organisation achieve
ActionJill was able to find out the information she needed by reading current relevant articles and going to a meeting where the local hospital cardiologist was able to answer her direct question.
EvaluationJill was able to pass on the information that she had accessed directly to the GP. During her evaluation of her CPD cycle she also asked herself who else may benefit from her learning. She decided to pass on the information to the practice meeting so all the GPs would be aware. She also told all the practice pharmacists that worked for the PCT so that they would also benefit and be up-to-date. They could have used this information to start a CPD entry at action if they had wanted.
SummaryThis may seem like a simple entry but it does show how easily a CPD entry may be completed. It also shows how your learning can easily be shared with others.
Remember • Don’t under-estimate the impact of your learning just because it's routine. • In your Plan & Record entry, always think through and describe the impact of your learning to all groups concerned. This will help you prioritise your CPD needs. • During evaluation ask yourself “Who else may benefit from my learning?” Passing on information may change somebody else’s practice and may provide you with some feedback.
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Title: Can You Can a Can? A discovery/exploration lesson investigating the production of a cylindrical can of a given volume with the least amount of material, thus minimizing the cost of production. Links to Outcomes: • Problem Solving Students will use problem solving to investigate the possibilities for dimensions of a cylindrical can, given its volume. • Communication St
Jill is a 49-year-old pharmacist who lives with her husband and two of her three
children in a rural area. Her current role is divided between being a practice
pharmacist/dispenser for a local GP-dispensing doctor’s surgery and acting as a
senior medicines management pharmacist for the local PCT. She has been with
the dispensing doctor’s surgery for over ten years now and very much enjoys her
role there. She started in the PCT just under five years ago and is finding keeping
up with the ever-changing responsibilities extremely challenging.
Name of entry: Aspirin dose in cardiovascular disease
Urgency: By when will you need to meet this learning objective?
Description
ReflectionJill had already undertaken a series of similar CPD entries relating to responding to GP requests for information. She was able to specify what she wanted to be able to do (make recommendations) and what she needed to learn in order to be able to do it (establish local guidance).
PlanningWhen planning her CPD, Jill had under-estimated the potential impact of her learning. She had scored the impact to everyone as being low. She felt that this was a routine enquiry and although she knew it was her job to undertake the learning, she didn’t feel that it would be of any significant value.
EvaluationJill was able to pass on the information that she had accessed directly to the GP. During her evaluation of her CPD cycle she also asked herself who else may benefit from her learning. She decided to pass on the information to the practice meeting so all the GPs would be aware. She also told all the practice pharmacists that worked for the PCT so that they would also benefit and be up-to-date. They could have used this information to start a CPD entry at action if they had wanted.