Objectives: To evaluate the educational support provided for three cohorts of pharmacists to inform an educational support framework for this new career path.
Methods: This study evaluated training using mixed methods and measured the development of competence and confidence in the professional role as a pharmacist in GP Practice. Data were collected via pro formas before training events, and evaluation questionnaires immediately after events. Qualitative and quantitative content analysis was applied. The outcome evaluation collected data via a repeated measure of self-assessed competency and confidence via an online questionnaire at three time points. Logistic regression identified predictors of competency and confidence at the end of structured training.
Key findings: Evaluation of training events was very positive. The theme of clinical and consultation skills was the most professionally satisfying, followed by teamwork and support. However, early work in practice was focussed on management and systems. There were significant improvements in competence and confidence over time. Independent predictors of increased competence in the role in GP Practice were having an Independent prescriber (IP) qualification or undertaking the IP course and having had additional health board training and support.
Conclusions: Formal training was well received. Early local support from health boards and GP Practices would enable pharmacists to get an earlier grasp of tasks relating to 'management and systems' so they could focus on more rewarding clinical tasks. Being an independent prescriber (or working towards this) is essential for the development of competence in this role. An educational support framework model is proposed.
Keywords: educational evaluation; independent prescribing; professional development.
© 2020 Royal Pharmaceutical Society.