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The Pharmaceutical Journal Vol 265 No 7114 September 16, 2000
Pharmacy Practice Research
Papers presented at the British Pharmaceutical Conference, Birmingham, September 10 to 13, 2000 pR72

Lifelong learning in independent practice

By Suhas Khanderia, Jonathan Azulay*, Paul Gouldstone* and Rosie Tope&134;

Introduction Clinical governance,1 continuing professional development (CPD) and professional self-regulation are key to improving standards and delivering a high quality service to patients. Lifelong learning is identified by the Government2 as an investment in quality applicable to health professionals in all health care settings, through CPD.
There has been little effort locally, to date, in engaging independent contractors in CPD. This project describes the development of an interprofessional group comprising pharmacists, optometrists and dental nurses into education leaders. It is envisaged that the education leaders' role will be to develop and facilitate methods of CPD in their own professional groups using uni- and multidisciplinary training.

Method Pharmacists, optometrists and dental nurses from three health authorities (Camden and Islington, Barnet and Enfield, and Haringey) with an interest in developing as education leaders were asked to participate in a project that commenced in September, 1999.
The project was planned in four phases. Phases 1 and 2 involved potential education leaders analysing their own perceived education and training needs. This identified core practice and common education themes among the three different professions. These were addressed through development of reflective practice skills and through learning of adult teaching and learning theories.
A postal survey of all three professional groups in the three health authorities was carried out at the end of phase 2. The questionnaire was designed to identify training needs to enable the education leaders to make informed decisions with regard to planning future events, identifying appropriate learning strategies and developing appropriate support networks in the health and education sectors.

Focal points

  • Current systems in primary care do not support or facilitate continuing professional development in independent practice
  • This project has used an interprofessional approach to develop education leaders to promote lifelong learning in independent practice
  • Many common interprofessional themes for training have been identified, together with the benefits of joint training
  • Local inter- and intraprofessional networks have been established to encourage a multidisciplinary approach to lifelong learning
  • Education leaders will facilitate the development of personal development plans for independent contractors

Results The project has not been evaluated, as it is not complete. However, achievements to date for the pharmacist education leaders are the establishment of new networks with colleagues and with those of the other professions.
There has been greater enthusiasm and understanding of the need to learn and work with other professions from the health care team. A much broader perspective has been gained with regard to issues that impact on learning in pharmacy practice in the independent sector, and there is determination to enhance CPD for pharmacists in the locality where possible and appropriate, incorporating an interprofessional approach.
Phases 3 and 4 will commence in April, 2000. By the end of April, findings from the survey on identification of training needs will be available to enable the education leaders to develop opportunities and initiatives locally to meet these.

Discussion The pioneering nature of this project, which has used an interprofessional approach to the development of education leaders to promote lifelong learning, has aroused much interest. The education leaders have gained skills to carry out their key roles to develop CPD in their area using a variety of methods including innovative approaches to work-based learning. Pharmacists have gained a clear understanding of the need to develop and promote use of personal development plans (PDPs) through discussion and agreement with colleagues locally.
It is hoped that the education leaders will provide a much needed local focus and approach to CPD. This will be based on the learning needs of the individual and centred on the service development needs of the local community making full use of the interprofessional network already established through the project.

Pharmaceutical adviser, Camden and Islington Heath Authority; *community pharmacists, Enfield and Haringey health authority; &134;HERC Associates

References

1. Clinical governance in the new NHS. HSC 1999/065. London: Department of Health; 1999.
2. Continuing professional development (quality in the new NHS). HSC1999/154. London: Department of Health; 1999.