Embedded Files
Introduction to Undergraduate MPharm Placements
Introduction to Undergraduate MPharm Placements
Please watch this short video as an introduction to University of Sheffield undergraduate MPharm placements. This video also introduces the basics of teaching in the workplace and providing feedback to students.
Once you have watched the video, please complete the form on the right as confirmation of viewing for our records.
Supervisor Training
Supervisor Training
In order to ensure the education quality of our placements, we are asking for one named Educational Supervisor for undergraduate placements at each placement site, who will have oversight of placements and ensure a safe learning environment. We understand that students will be supervised by a range of staff members whilst on placement (practice supervisors), who are able to oversee and assess students as long as they are competent at that specific task.
We encourage placement Educational Supervisors to have completed the e-learning for healthcare (elfh) "Core skills for Pharmacy Practice and Educational Supervisors" training (see link below) or similar supervision training to ensure they are able to support and assess learners’ skills, knowledge, understanding and professional behaviours.
Core skills for Pharmacy Practice and Educational Supervisors
We are collating information on the training that Educational Supervisors have undertaken as part of our quality assurance processes to support our GPhC accreditation. Please complete the form on the right or email pharmacy@sheffield.ac.uk to provide information on completion of the Elfh module or equivalent training.
Entrustable Professional Activities
Entrustable Professional Activities
You will find assessment sheets for specific Entrustable Professional Activities (EPAs) in the student workbooks. When an EPA is performed, please select a "level of entrustment" on pebblepad. EPA assessment is formative and developmental - NOT a final sign-off, nor does it replace a competency. More information about the use of EPAs can be found in the national toolkit.
NHS England and PhSC EPA Toolkit.pdfEquality, Diversity and Inclusion training
Equality, Diversity and Inclusion training
"Equality, Diversity and Inclusion" are a key thread to the Safe Learning Environment Charter. We are encouraging organisations to include equality, diversity and inclusion as part of their mandatory training for staff and ensure this is up to date with their staff.
Organisations can signpost staff to access "Equality, diversity and human rights" training at e-learning for healthcare (Elfh). Please let us know EDI training is introduced as mandatory training for staff or Educational Supervisors at your organisation by contacting pharmacy@sheffield.ac.uk
SLEC.pdfPebblepad
Pebblepad
Student workbooks are hosted on Pebblepad, an e-portfolio platform.
Please contact pharmacy@sheffield.ac.uk to request access to pebblepad or complete the form on the Support guide below.
Any issues, please see the support guide
PebblePad support guides for Education Supervisors
Or contact AHPNM Digital Learning Technology Team
ahpnm-learningtech@sheffield.ac.uk
Additional support for supervisors
Additional support for supervisors
Tiny Guide
Tiny Guide
Our "Tiny Guide" for tutors is shared with partner universities (Universities of Bradford and Huddersfield)
The Overall Purpose of Placements
Experience of a working environment.
Interaction with patients and different healthcare professionals.
Application of knowledge in clinical service delivery.
Three Things to Always Do
Welcome the students and discuss general expectations.
Brief the students about health, safety and SOPs - ensure students can safely perform any tasks that they are asisgned.
Create an open and approachable relationship with the students
Three Things Not to Do
Cut short placement hours.
Be pressured into ‘signing something off’. Instead, be honest in evaluation forms and practice assessments (SLEs and EPAs).
Ask the students to do something without explaining its importance.
Three Tips for Practice-Based Assessment (SLEs and EPAs)
Any part of delivering a clinical service is an opportunity to observe and assess student performance but students have target activities in each year.
Students are learning and allowed to make mistakes – provide feedback on the consequences of mistakes and how to improve.
Provide an honest opinion on the students’ performance and the level of supervision that you think they need at this time and in this place.
Top Three Tips for Teaching Clinical Skills
Modelling good practice is one of the best ways to teach good practice.
Four steps: tell them, show them, let them tell you, let them show you.
Provide close enough supervision to ensure patient safety and good outcomes.
Top Three Feedback Tips
Make a sandwich: discuss something they did well, something to be improved, then finish on a positive.
Focus on behaviour (When you did X…) NOT the person (You are Y…).
Be constructive (Would you be willing to try Z…) and encourage reflection (What do you think?).
Top Three Trainer Issues with Students (and suggestions how to resolve them)
Lateness, long lunches and absence – set clear boundaries at the start, report problems promptly to the university
Distracted and/or using phone – phones should ONLY be used for professional reasons and with prior permission e.g. to use the BNF.
Standards of professional dress – discuss any issues with the student and set expectations for remainder of placement.
Further training resources
Further training resources
Educator training
Pharmacy Introduction to Supervised Learning Events (as part of Educator Training Resources):
https://portal.e-lfh.org.uk/Component/Details/726634
Enhanced Skills for Pharmacy Practice and Educational Supervisors:
https://portal.e-lfh.org.uk/Component/Details/716817
Multi-disciplinary Educator Training Resources:
https://portal.e-lfh.org.uk/myElearning/Index?HierarchyId=0_54104&programmeId=54104
Equality, Diversity and Inclusion
Diversity, Equal Opportunities and Human Rights (as part of Educator Training Resources):
https://portal.e-lfh.org.uk/Component/Details/725230
Culturally competent communication in person-centred care (CPPE)
https://www.cppe.ac.uk/programmes/l/culture-e-02/
Quick Video Introductions (to general training concepts)
Nursing model of practice assessment: https://www.youtube.com/watch?v=AFeV4lzEf68&t=1s
You often get what you expect: https://www.youtube.com/watch?v=hbhwlRRW_3o
Setting specific expectations: https://www.youtube.com/watch?v=rLGNtZmLanA
Effective employee coaching and training: https://www.youtube.com/watch?v=rI9oMAVa-Es
The secret to giving great feedback: https://www.youtube.com/watch?v=wtl5UrrgU8c
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