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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
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Pharmacy technicians' views of learning and practice implementation.

Ellen I Schafheutle1, Clare Smith, Christopher Cutts

  • 1Centre for Pharmacy Workforce Studies, Workforce Academy, School of Pharmacy and Pharmaceutical Sciences, The University of Manchester, Manchester, UK. ellen.schafheutle@manchester.ac.uk

The International Journal of Pharmacy Practice
|May 5, 2012
PubMed
Summary

Registered pharmacy technicians are implementing continuing professional development (CPD) learning into practice, with most creating CPD records. Barriers include time constraints and a lack of understanding regarding CPD requirements.

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Area of Science:

  • Pharmacy Practice
  • Professional Development
  • Healthcare Education

Background:

  • Registered pharmacy technicians in Great Britain are a new regulated profession.
  • They share continuing professional development (CPD) requirements with pharmacists.
  • Limited understanding exists regarding their CPD engagement and practice implementation.

Purpose of the Study:

  • To investigate the understanding and application of continuing professional development (CPD) among registered pharmacy technicians.
  • To explore how these professionals implement their learning into practice.
  • To identify barriers to CPD record creation and practice implementation.

Main Methods:

  • A questionnaire was distributed to 216 attendees of interactive continuing education workshops across England.
  • Data was collected from 146 respondents (67.6% response rate).
  • Analysis included demographic data, reported practice implementation, and reasons for not creating CPD records.

Main Results:

  • The majority of respondents (94.5%) were female, aged 40-49, with less than 10 years of qualification.
  • 84.2% reported implementing workshop learning into practice, categorized as 'people' or 'places' changes.
  • Over two-thirds (70.3%) created CPD records, citing time and understanding as barriers for the remainder.

Conclusions:

  • The study offers insights into pharmacy technicians' learning processes and practice integration.
  • It highlights the successful application of workshop learning into pharmacy practice.
  • Barriers such as time and understanding need to be addressed to support CPD engagement.