Post-registration training for pharmacists

Contemporary pharmacist training now has direction and purpose – to achieve consultant pharmacist status for patient facing practitioners and professional leadership all senior practitioners. Our Professional Programmes team has helped to define that purpose and supports its implementation.
 
Studying with UEA means that you will find your place in the contemporary training pathways and work towards achieving national recognition at key career points. We also support practitioners taking less formal routes of development, focussing on personal reflection to identify learning needs that make them optimal in role.
 
As such, we welcome newly qualified pharmacists who are looking to establish core skills through a structured, aspirational postregistration experience aligned with the Royal Pharmaceutical Society’s Postregistration Foundation outcomes.
 
It’s flexibility and modular style is perfect for pharmacists looking for less pressured approaches to study who may wish to factor in career breaks, or those who envisage a highly mobile early career that requires flexibility in both timing and study topics.
 
We also welcome more mature pharmacists who may be changing specialities or returning from a break, and would like to study a discrete module or two to bring them up to date in that discipline. Particularly, we are keen to support dormant prescribers who would like support to become active in a new discipline or just to reactivate this key area of their practice through update training and feedback.

Our NQP pathway mixes core and optional modules so that your operational and professional training is broad and diverse, while your clinical training is tailored to your workplace and client-base.

Students studying for CPD can select from a range of 10 credit modules, each lasting around 3 months.

Our current modules comprise:

Core Clinical Skills (including Core Clinical Assessment skills)

Students taking this module will be learning the fundamental skills needed to effectively undertake the role of the Clinical Pharmacist professionally and autonomously. There is a focus on broad data collection and integration (including physical assessment skills), the key aspects of clinical reasoning as well as clear, unambiguous communication both verbally and in writing.

Student feedback:

"Excellent session, presented really well. I learnt so many new things that I can now apply to my own clinical practice. Excellent learning opportunity and the session was delivered very well."

Learning outcomes:

1. Evaluate and interpret patient-specific data commonly associated with disease risk, general diagnostics and the monitoring of patient care
2. Predict how these patient-specific data could be altered by drugs and disease processes
3. Identify factors which may produce erroneous or misleading patient-specific data
4. Analyse patient-specific data to classify organ function (e.g. renal or liver impairment) in order to design alternative regimes and monitor treatment goals 
5. Recommend and apply an appropriate selection of patient-specific data to monitor patient outcomes
6. Integrate a broad range of patient-specific data and form reasonable judgements about the nature and severity of the underlying clinical issues 
7. Create patient-centred, evidence-informed management plans focussed around the effective, safe and judicious use of therapeutics relative to the current clinical status of the patient and their predicted clinical trajectory
8. Communicate in verbal and written form using language and behaviour that is motivational and unambiguous, in a structured, concise way that leads to action
9. Practice with the autonomy and authority required of a clinical pharmacist

Core Consultation Skills

Students taking this module will continue to develop the early consultation skills from their undergraduate training, moving into more complex areas such as shared decision making. There is a focus on achieving concordance and training includes techniques such as ALOBA and simulation with professional actors in order to develop consultation skills in safe environments.

Student feedback:

"I enjoyed the session today, I gained a lot of useful tips for my consultations forward especially how to handle difficult situations where I might not know what to say but also how to stay on track. I found the session very engaging and am looking forward to using this moving forward."

Learning outcomes:

1. Develop a professional, therapeutic relationship with patients, carers, advocates, other prescribers and members of the healthcare team 
2. Communicate with them effectively to achieve shared decision making and concordance

Care of the Older Patient

Students taking this module will be introduced to the complex clinical discipline of Older People’s Medicine and the key pharmaceutical care considerations needed to safety and effectively manage this cohort of patients. Skills in high level medication review and information management and integration across care settings are particularly prioritised for development.

Student feedback:

"Really enjoyed how interactive this session was. Appreciated the variety of tasks and how each facilitator had a different background and outlook on the module."

Learning outcomes:

1. Evaluate the impact of age associated physiological changes and their relationships with geriatric syndromes
2. Evaluate the impact of age associated physiological changes on the pharmacokinetic and pharmacodynamic processing of medicines
3. Predict the effect of geriatric syndromes and changes in medicine processing in older people in terms of the appropriateness of prescribing
4. Apply the principles of medicines optimisation when performing medication reviews for older people
5. Compare and contrast the range of medicines optimisation and deprescribing resources and tools available
6. Evaluate which of the medicines optimisation and deprescribing resources and tools available may be useful for you to incorporate into your practice
7. Create patient-centred, evidence-informed pharmaceutical care plans focussed around person-centred use of therapeutics relative to the current clinical status of the patient and their care goals

Care of the Surgical Patient

Students taking this module will be able to predict and assess the impact of a range of surgeries on pharmaceutical care needs and plan for safe, optimal medicines use around key priorities that are demonstrated to improve surgical outcomes throughout the pre-, peri- and postoperative stages of care.

Student feedback:

"Wonderful session with [Facilitator]. She is so engaging and inspiring. Definitely will leave a lasting impact on how I approach surgical pharmacy."

Learning outcomes:

1. Evaluate and interpret patient-specific data commonly associated with disease risk, general diagnostics and the monitoring of patient care in the pre, peri and postoperative settings 
2. Predict how these patient-specific data could be altered by drugs and disease processes, including the impact of surgical procedures. 
3. Analyse patient-specific data in order to advise on and optimise pharmaceutical care for patients about to undergo elective surgery 
4. Describe common surgical procedures and predict their impact on pharmaceutical care planning at all stages of the surgical journey 
5. Design medication regimes to support symptom management in the peri and postoperative patient including but not limited to analgesia, anti-emetics, fluid support, VTE prophylaxis, antimicrobial prophylaxis and bowel management 
6. Advise colleagues on the management of anticoagulants and diabetes in pre, peri and postoperative patients

Infectious Diseases and Antimicrobials

Students taking this module will be able to integrate the key clinical and public health considerations in order to deliver pharmaceutical care to a range of patients affected by infectious disease, with a particular focus on antimicrobial stewardship, antibiotic choice and monitoring.

Student feedback:

"Good level of discussion & direct teaching - good challenging questions to peer presentations."

Learning outcomes:

1. Evaluate and interpret patient-specific data commonly associated with the monitoring of patients with infectious disease
2. Predict how these patient-specific data could be altered by drugs and disease processes
3. Analyse patient-specific data in order to design regimes and monitor treatment goals
4. Recommend and apply an appropriate selection of patient-specific data to monitor patient outcomes
5. Advise colleagues on the evidence-based treatment of patients with infectious diseases
6. Apply the principles of antimicrobial stewardship at the level of the patient, the organisation and for public health more widely

Therapeutics for Mental Health (non-specialists)

Students taking this module will be able to plan for the safe and effective pharmaceutical management of the care of patients with acute mental health disorders or mental health-related comorbidities alongside physical illness, in presentations relevant to their place of practice. There is a focus on patient-centred, evidenced based care as well as pragmatic considerations, all underpinned by the relevant medicolegal frameworks.

Student feedback:

"I found the session interesting and really appreciated that the facilitator took the time to answer all of my questions and it was especially interesting to get perspectives from primary care and MH hospital perspective as this gave me more joined up thinking."

Learning outcomes:

1. Define the following mental health disorders: depression, anxiety, delerium and dementia
2. Apply simple assessment tools to determine the severity of presentation
3. Explore medico-legal and medico-ethical concepts of capacity, consent, covert administration, enforced treatment and deprivation of liberty (DoL) safeguards
4. Apply the Mental Health Act 1983 and Mental Capacity Act 2005 appropriately and proportionately when providing pharmaceutical care
5. Design pharmacotherapeutic regimes to manage acute presentations of the mental health disorders above, combining an evidence-based approach with individual needs
6. Lead on the safe, effective and judicious use of pharmacotherapeutics including monitoring, dose adjustments and recognition of ADRs
7. Provide patient with information and support regarding the pharmacotherapeutics above
8. Explore and provide MDT support for non-pharmacological interventions

Management of Cardiovascular Disease

Students taking this module will be able to integrate the key clinical and public health considerations in order to deliver pharmaceutical care to a range of patients experiencing acute and chronic cardiac conditions, including hypertension, acute coronary syndromes and heart failure.

Student feedback:

"The case studies during the session were very useful and interactive."

Learning outcomes:

1. Evaluate and interpret patient-specific data commonly associated with disease risk, general diagnostics and the monitoring of patient care in the acute and chronic cardiac setting
2. Predict how these patient-specific data could be altered by drugs and disease processes
3. Analyse patient-specific data in order to advise on treatment, primary and secondary prevention strategies in cardiovascular disease
4. Recommend and apply an appropriate selection of patient-specific data to monitor patient outcomes
5. Advise colleagues on the evidence-based treatment of patients with chronic heart failure and ischaemic heart disease
6. Discuss cardiovascular disease and risk from a public health perspective

Respiratory Disease (Asthma, COPD and Bronchiectasis)

Students taking this module will be able to integrate the key clinical and public health considerations in order to deliver pharmaceutical care to a range of patients experiencing acute and chronic respiratory conditions, including asthma, COPD and bronchiectasis. 

Student feedback:

"Informative, to the point and relevant to practice. "

Learning outcomes:

1. Evaluate and interpret patient-specific data commonly associated with disease risk, general diagnostics and the monitoring of patient care in the acute and chronic respiratory setting
2. Predict how these patient-specific data could be altered by drugs and disease processes
3. Analyse patient-specific data in order to advise on treatment strategies in respiratory disease, including escalation, de-escalation and rescue
4. Recommend and apply an appropriate selection of patient-specific data to monitor patient outcomes
5. Advise colleagues on the evidence-based treatment of patients with bronchiectasis, COPD and asthma
6. Discuss respiratory disease and risk from a public health perspective (for instance, smoking cessation and self-care)

Diabetes

Students taking this module will be looking to advance their knowledge of and increase their confidence in providing pharmaceutical care to a range of patients affected by all types of diabetes in acute, chronic and emergency presentations. As well as disease pathophysiology and contemporary management there is a strong focus on biopsychosocial influences and a broader public health approach that looks at disease minimisation strategies alongside key therapeutics and the latest technologies.

Student feedback:

"Great session. The facilitator was clear in the information given and answered questions raised well. Helped with practical applications of information given in pre-work." 

Learning outcomes:

1. Evaluate and interpret patient-specific data commonly associated with disease risk, general diagnostics and the monitoring of patient care in Type 1, Type 2 and gestational diabetes, including diabetic emergencies
2. Analyse patient-specific data in order to advise on treatment and primary and secondary prevention strategies in Type 1 and Type 2 diabetes, including initiation and intensification of therapy
3. Recommend and apply an appropriate selection of patient-specific data to monitor patient outcomes
4. Advise colleagues on the evidence-based treatment of patients with Type 1 and Type 2 diabetes, including the management of diabetic ketoacidosis, hypoglycaemia and hyperglycaemic hyperosmolar state.
5. Discuss diabetes and its risks from multiple public health perspectives including disease prevention, harm reduction and non-adherence. 

Hepatology with Public Health

Students taking this module will be looking to advance their knowledge of and increase their confidence in providing pharmaceutical care to a range of patients affected by acute and chronic liver dysfunction. As well as disease pathophysiology and contemporary management there is a strong focus on biopsychosocial influences and a broader public health approach that looks at disease prevention and harm minimisation strategies alongside key therapeutics.

Student feedback:

"I thought this was a really great session. The care plans while scary at first were really well broken down so that you could process the information. I felt I really could apply the e-learning to it which was great considering I've always really struggled with anything liver related. I also really enjoyed the research around my public health topic, it was good to see another side of pharmacy where we can also use our skills."

Learning outcomes:

1. Evaluate and interpret patient-specific data commonly associated with disease risk, general diagnostics and the monitoring of patient care in acute and chronic hepatology specialisms, including disease staging, and functional impairment (decompensation)
2. Identify drugs that pose pharmacokinetic challenges when designing therapeutic regimes in liver disease
3. Analyse patient-specific data in order to advice on treatment, primary and secondary prevention strategies in hepatic disease
4. Recommend and apply an appropriate selection of patient-specific data to monitor patient outcomes
5. Advise colleagues on the evidence-based treatment of patients with chronic and acute manifestations of hepatic disease
6. Discuss hepatic disease from multiple public health perspectives including disease prevention and harm reduction

Renal therapeutics

Students taking this module will be looking to advance their knowledge of and increase their confidence in providing pharmaceutical care to a range of patients affected by acute and chronic renal dysfunction, including renal replacement, associated hormonal disorders and renal transplant. As well as disease pathophysiology and contemporary management there is a strong focus on service design and disease modification alongside key therapeutics.

Student feedback:

"Amazing session and very inspiring! Lots of learning! Makes me want to become renal/transplant pharmacist!"

Learning outcomes:

1. Evaluate and interpret patient-specific data commonly associated with disease risk, general diagnostics and the monitoring of patient care in acute kidney injury, chronic kidney disease, during renal replacement therapy and the care of a transplanted kidney
2. Identify drugs that pose pharmacokinetic challenges when designing therapeutic regimes in low clearance states
3. Analyse patient-specific data in order to advice on treatment strategies in low clearance states
4. Recommend and apply an appropriate selection of patient-specific data to monitor patient outcomes
5. Advise colleagues on the evidence-based treatment of patients with chronic and acute manifestations of renal disease, including dose adjustment, nephroprotection and dialysability
6. Discuss renal disease from multiple public health perspectives including disease prevention and harm reduction

Patient Safety

Students taking this module will be introduced to industry recognised strategies and toolkits to improve safety culture in their organisation as well as safety outcomes for individual patients. This module is underpinned by the NHS Patient Safety Syllabus developed by the Academy of Medical Colleges in conjunction with Health Education England.

Student feedback:

"I thought the session was of a very high quality and standard. The best one I have experienced. I liked how interactive the session was, it really kept me focused."

Learning outcomes:

1. Describe the differences between Safety I and Safety II
2. Explain the importance of stakeholder engagement for patient safety
3. Identify risks to patients
4. Recognise the impact of human factors in healthcare
5. Apply professional standards to maintaining patient safety
6. Recognise the effect of system design on safety
7. Contribute to the development of safety culture through reflection, self-awareness, and role modelling
8. Demonstrate learning from incidents and implement cultural change as a result 

Leadership in Healthcare

Students taking this module will be introduced to industry recognised approaches to negotiating complex systems in order to achieve organisational goals. They will look closely at theories of people, power, culture and change and apply them to their own workplace, starting their journey towards becoming a visionary leader. Through self-reflection and facilitated discussion, they will explore pharmacy leadership in the key contexts of Patient Experience (PE) and Equality, Diversity and Inclusion (EDI). 

Student feedback:

"Really interesting session and opened my eyes to my current leadership style and has given me confidence to try different leadership styles."

Learning outcomes:

1. Describe the key principles of Equality, Diversity and Inclusivity (EDI) and Patient Experience (PE) as leadership priorities in own workplace
2. Explain the significance of effective leadership in organisations using Golden Threads Theory
3. Define leadership as a behaviour, and be able to spot good leadership, in differing styles
4. Critically evaluate self as a manager and leader, plan and pursue personal development in this area
5. Implement coaching-based leadership to maximise team development
6. Analyse a service in the context of key healthcare leadership priorities
7. Lead in the application of the Professional Standards for Pharmacy

Clinical Education

Students taking this module will be introduced to the theory and practice of being clinical educators. They will explore a variety of learning support techniques including a broad range of enhancing technologies that they will use to design effective interventions that optimise clinical behaviour through education.

Student feedback:

"Good pace of the session. Good range of topics covered and we weren't overwhelmed with too much information. Very engaging due to the activities included. Thanks!"

Learning outcomes:

1. Discuss the attributes of Clinical Educators and the impact of those attributes on learner success
2. Identify learning needs at an individual, departmental and organisational level
3. Create learning outcomes based on Blooms Taxonomy that are appropriate to the learner and the knowledge
4. Design evidence-based teaching interventions that illicit deep learning and lead to long term behaviour change
5. Facilitate a range of clinical educational opportunities including one to one, small group, large scale, synchronous and asynchronous, incorporating appropriate tools and technologies and including a range of learners
6. Measure learner success

Research

Students taking this module will develop the knowledge and skills to enable them to critically appraise primary literature. This module is designed to develop practice-based research skills in pharmacists to facilitate the delivery of evidence-based pharmaceutical care and to nurture understanding of how to create new evidence to expand the frontiers of pharmacy practice. 

Student feedback:

"I found this really useful. [Facilitator] made me feel really at ease when I was unsure if I had prepared appropriately. A thoroughly enjoyable day that will inform my future work."

Learning outcomes:

1. Identify strategies for searching the literature. 
2. Critique published literature and discuss with peers. 
3. Present findings from a research project and draw out potential implications for own practice/service provision to improve patient care.
4. Describe the differences between audit, service evaluation, quality improvement and research.
5. Identify the features of quantitative and qualitative research methods.
6. Describe the qualities of ethical research, including consent, confidentiality and governance.
7. Describe the principles of health economics when applied to research.
8. Create a proposal, applying the principles of good research practice.

We take a ‘blended’ approach to teaching and learning in order to promote engagement and develop your critical thinking. Our approach helps you work in collaboration with others and supports lifelong learning. We consider the establishment of professional networks to be vital to the development of reflective practitioners and our teaching methods facilitate this.

Each module is supported by a comprehensive e-Learning package that moves you through ideas, concepts and resources, ensuring that your baseline is sound. e-Learning can be accessed on a range of devices, at any time.

Tasks and activities are designed to create networking opportunities across organisations to share practice.

In work learning

Depending on module selection some work-based assessment may be required by senior practitioners in your workplace, who will support your development through targeted feedback.

University contact time

Contact time with the university is a chance to use the expert facilitator to help make sense of experiences in the module and in practice so far. The facilitator will guide students through problem solving scenarios based on complex presentations, challenge their view on current healthcare positions and encourage them to be critical thinkers and agents for change. 

Our contact time is underpinned by Ask Me Anything philosophy, which is why we only use expert facilitators.

University contact is face-to-face, teaching at our sites in Harlow, Norwich and sometimes Cambridge.
 

All modules are assessed at level 7 (Masters) and assessment may consist of applied written assignments, practice-based assessment as well as the use of a professional portfolio, depending on the module(s) selected.

Feedback

UEA is committed to ensuring you upskill. You will receive feedback on formative (draft or practice) assignments to improve your performance in the final assessment.

A period of sustained post graduate study is a prerequisite for many advanced patient-related roles.

Students who accrue sufficient credit to be awarded the PGDip may, within 5 years, return to UEA to complete a further year of research training and be awarded the MSc Pharmacy Practice.

Students may wish to build a portfolio of work and submit to the RPS in order to be assessed for credentialing purposes to benchmark their practice nationally.

As a UEA graduate, you will continue to enhance your lifelong learning skills to ensure you develop professionally throughout your career.

Each 10 credit module costs £560.

NHS practitioners are eligible for funding support through NHS England and prospective students should consult with employers prior to application to establish eligibility.