Traffic Light Report provides a new technique for Assurance of Learning

Nash, Rosie; Stupans, Ieva; Chalmers, Leanne; Brown, Natalie

doi:10.5204/jld.v9i1.264

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…The Australian Pharmacy Council requires Australian pharmacy courses to provide evidence that their courses align with the NCS [ 19 ]. Although this is the case, this may not always be explicit to the student [ 37 ].…”

Section: Discussionmentioning

confidence: 99%

CPD Aligned to Competency Standards to Support Quality Practice

et al. 2017

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As medication experts, pharmacists are key members of the patient’s healthcare team. Pharmacists must maintain their competence to practice to remain responsive to the increasingly complex healthcare sector. This paper seeks to determine how competence training for pharmacists may enhance quality in their professional development. Results of two separately administered surveys (2012 and 2013) were compared to examine the reported continued professional development (CPD) practices of Australian pharmacists. Examination of results from both studies enabled a focus on how the competency standards inform CPD practice. In the survey administered in 2012, 91% (n = 253/278) pharmacists reported that they knew their current registration requirements. However, in the survey administered in 2013, only 43% (n = 46/107) reported utilization of the National Competency Standards Framework for Pharmacists in Australia (NCS) to self-asses their practice as part of their annual re-registration requirements. Fewer, 23% (n = 25/107), used the NCS to plan their CPD. This may be symptomatic of poor familiarity with the NCS, uncertainty around undertaking self-directed learning as part of a structured learning plan and/or misunderstandings around what CPD should include. This is supported by thematic analysis of pharmacists’ social media comments. Initial and ongoing competence training to support meaningful CPD requires urgent attention in Australia. The competence (knowledge, skills and attributes) required to engage in meaningful CPD practice should be introduced and developed prior to entry into practice; other countries may find they are in a similar position.

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Section: Discussionmentioning

confidence: 99%

CPD Aligned to Competency Standards to Support Quality Practice

et al. 2017

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“…Competency-based education is underpinned by professional competency standards, and the publication of these standards allows governments, practitioners, educators, trainees, and the public to understand the role and expectations for health professionals in today's society (Cate et al, 2015;Pharmacy Council of New Zealand, 2015). Competency standards refer to the various skills, attitudes, values, and beliefs gained by individuals throughout both their training and clinical experience, which allow for effective practice in the healthcare profession and guide curriculum development for educational programmes (Nash et al, 2016). Although competency standards have improved education and regulation of professions, there is growing evidence that there is inconsistency in how professionals conceptualise, value, and assess competency outcomes (Ginsburg et al, 2010;Hanson, Resenberg & Lane, 2013;Eva, 2018).…”

Section: Introductionmentioning

confidence: 99%

Competency assessors’ cognitive map of practice when assessing practice based encounters

et al. 2021

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Introduction: There is growing evidence that inconsistencies exist in how competencies are conceptualised and assessed. Aim: This study aimed to determine the reliability of pharmacist assessors when observing practice-based encounters and to compare and contrast assessors’ cognitive map of practice with the guiding competency framework. Methods: This was a qualitative study with verbal protocol analysis. A total of 25 assessors were recruited to score and verbalise their assessments for three videos depicting practice-based encounters. Verbalisations were coded according to the professional competency framework. Results: Protocols from 24 participants were included. Interrater reliability of scoring was excellent. Greater than 75% of assessment verbalisations were focused on 3 of the 27 competencies: communicate effectively, consults with the patient, and provide patient counselling. Conclusion: Findings support the notion that assessment completed within practice could be largely informed by a single component of the interaction or more specifically, what ‘catches the eye’ of the assessor.

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