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Cultural Competencies addressed

This section enables you to identify if your learning relates to either, both or neither of:

  • M1.4 PRACTISE PHARMACY WITHIN NEW ZEALAND’S CULTURALLY DIVERSE ENVIRONMENT
  •  M1.5 UNDERSTAND HAUORA MAORI
The Pharmacy Action Plan 2016 - 2020 (Ministry of Health)  provides a framework for pharmacist services to allow all New Zealanders to have equitable access to medicines and healthcare services by prioritising the reduction of health disparities.  For this to happen, your core cultural competency skills should be strong enough to ensure your patient's health needs are being understood and met through interactions that are culturally safe and respectful. Acknowledging Te Tiriti o Waitangi and the place of Māori in New Zealand, you are also expected to have a working knowledge of the historical, spiritual and social factors that influence health and wellbeing of Māori.

Pharmacists must demonstrate the skills and knowledge to be competent and effective in providing optimal pharmacy care to people of all cultures and to ensure the profession plays its part in improving health outcomes for Māori and other priority populations. The Pharmacy Council will introduce  a new recertification requirement (to be partially implemented in March 2019 and fully implemented in March 2020) that focuses on CPD to increase assurance of cultural competence.

From March 2020

In each three year CPD cycle, practising pharmacists must complete at least 18 points (of the required 70) of learning in one or both of the competencies M1.4 and M1.5. Of these 18 points, 8 must be Group 2 learning and at least some points must focus on Hauora Māori (M1.5).

March 2018 (No stated requirements but pro rata points envisaged:)

  • 6 points in one or both of M1.4 and M1.5 in any group
  • 2 -3 points IN GROUP 2 in one or both of M1.4 and M1.5

March 2019

  • At least 12 points in one or both of M1.4 and M1.5 in any group
  • At least 5 points IN GROUP 2 in one or both of M1.4 and M1.5
  • At least ONE point in M1.5

How do you do this?

The ENHANCE Learning Points page on the PSNZ website contains targeted learning resources where the primary focus is M1.4 and M1.5, however, the primary focus of the learning that is associated with the allocation of points for these two competencies does not have to be M1.4 or M1.5. It may be that cultural learning component occurs in association with it eg:

  • Attend workshop on Rheumatic Fever, its causes, diagnosis and treatment - and also learn about working effectively with Maori communities
  • Learn how to dispense clozapine safely and correctly, and also learn how best to communicate with and support patients with mental health conditions
  • Learn what the local health initiatives are for your DHB or PHO and then target learning and input into community information programmes eg Quit Smoking, Gout

 

 

 

 

 

 
 

Standards

Your group 3 learning should relate back to the structured review of your practice so document here which standards/elements you have identified that your learning relates to.

Currently (while still under development) the website only provides a PDF of the Pharmacist Competence Standards, but other standards such as the Medicine Management Standards, Pharmacy Services Standard or the PQA audit tools may be appropriate.

You can enter both words and numbers in this box.

Standards that support the professional practice of pharmacy

Two different types of standards support and provide the foundation for professional pharmacy practice: Individual and Professional Practice standards. Both Individual/Competence Standards and Quality Service Standards contribute to and are required to ensure that any professional pharmacy service is delivered at the appropriate standard to ensure optimal outcomes for consumers of the service being offered.

Use standards and guidelines like these to measure your knowledge and skills against, and to put your learning into its context – some examples follow:
 
Individual

 These are informed by the Code of Ethics and other Practice Standards and Guidelines available from the Pharmacy Council website
 
Professional Practice Standards

There are several other relevant quality standards of practice and guidelines available from places like the Pharmacy Practice Handbook (Guidelines and Standards of Practice section available from the Best Practice (member’s) area of the PSNZ website), the Ministry of Health website (Standards and Guidelines) and the NZHPA website.


 

Recertification Declaration

At the end of each recertification year (31 March), PSNZ will provide the Pharmacy Council with a summary of your CPD activities generated from your online records that contains:

  • Start date for the 3 year Learning Period
  • Number of points achieved for each group (1,2,3, and Recognised Activities if applicable) in each recertification year in your current learning period
  • Number of points achieved for M1.4 and M1.5 (Cultural Competence) in each recertification year in your current learning period
  • Comment on whether you have met the minimum requirements
Summary of Recertification Requirements
All practising pharmacists must be enrolled in a recertification programme, complete 20 points per year and 70 points per three years' learning cycle. At least 10 points per three years must come from completing two significant learning goals, (group 3). Each step of the learning cycle (reflection, planning, action and outcome) must be discussed with a learning peer. The annual and three yearly requirements follow the Annual Practising Certificate year i.e. 1 April to 31 March.
 
You can open a summary of this framework here.
 
As part of the recertification process, you are also required to make a formal declaration that:

If you are happy that your records meet these requirements, AND that you have met the minimum requirements of the framework, then click the tick box and select the   button at the bottom of the declaration.

You will know that your submission has been successful when the content of the blue declaration box changes to

This will send an email to us at PSNZ and the date that you have made this declaration will be included in our final report to the Pharmacy Council after 31 March each year.

You can now apply for your APC on the Pharmacy Council website

More information about the recertification process is available from the Pharmacy Council website.

 

 

 

 

 

How did this learning impact your professional practice?

This section enables you to identfy what new knowledge, skills or/behaviours you have learnt, and put it into the context of what you do.The impact of this in your daily work will depend on what you already knew, or could do, and how it fits in the context of new learning.

It also helps to explain to your auditor how this learning fts into what you do.

It is just a tick box - you can tick one, all or some of the boxes dependoing on whether they are relevent to this piece of learning and how and where you are working.

 

 

 

 

 

Upload evidence of your assessment

All group 2 activities must have some external confirmation that you have acquired some new, updated or improved knowledge, skills or behaviours.  This section allows you to upload your proof of that assessment, as a PDF copy of your completion certificate, confirmation email or other proof of your learning.

You can only load one PDF document here and it must be less than 100MB - this is NOT the place to upload your learning materials, presentations given, any reference material, or anything else you think you might like to store.

How to upload a PDF document

1. Click on the BROWSE button

2. This will open the files on your computer -  browse to where you have saved your CE certificate and select the appropriate one

3. The file name will appear beside the BROWSE button

4. Date your learning and SAVE. The uploaded file will appear as a link underneath the BROWSE button

Removing the uploaded file

If you want to remove the file, or change it for something else, click on the REMOVE button

A warning box will appear

Select 'OK' to continue to remove the file,  'Cancel' to return to your record.

This is the point of NO RETURN

If you select OK, the file will be removed permanently from the ENHANCE site (but it will still be saved in your computer). The ENHANCE site will show no file selected.

 

 

Add Learning Activity

You are responsible for the accuracy, appropriateness and quality of the entries you record in your ENHANCE record. Activities can't be double counted; i.e. any single activity should be recorded as either group 1 or group 2. If an assessment is part of the learning activity, then the time taken for the learning activity should be recorded only as group 2(NOT group 1 for the learning and group 2 for the assessment.) Learning time only is counted, not the additional time taken for the assessment.

Group 1

Group 1 activities are completed to obtain information, but do not require any assessment of the knowledge gained. They include presentations and activities with limited or no attendee interaction (information is accessed through an activity without assessment). 
Examples include didactic presentations and activities with limited or no attendee interaction e.g. reading sources (journals, books, internet articles), listening to presentations, attending conferences or seminars, and some peer group activities.

See the beside for examples of appropriate group 1 point allocation.

Group 2

In addition to obtaining information, Group Two activities require the successful completion of an assessment to demonstrate the knowledge or skills gained. Assessment is  defined as the “demonstration of knowledge gained with external validation”, so self assessment is not accepted.The bottom line is about the successful demonstration of gaining knowledge and/or skills - successful assessment is deemed to be the equivalent of a pass rate of 80% on the candidate’s first and only attempt. If it falls below this, then the learning is recorded as group 1.  

The Pharmacy Council has not limited the type of assessments that can be used, but these activities must demonstrate acquisition of new knowledge or skills.
Examples include formal courses, reading articles with accompanying assessments, workshops, appropriate assessment related to a CE event or journal article, formal postgraduate courses, presentation to a peer group, NZ College of Pharmacists courses, MUR accreditation.

See the beside the for examples of appropriate group 2 allocation.

Recognised Activities

Recognised Activities are not points or ‘recognition’ for contributing to the profession, but activities that are recognised to have an inherent learning component in them that may not be easily quantifiable i.e. learning may just occur by taking part in these.

There is no requirement to have any Recognised Activity points at all - they are optional, and should only be claimed if the pharmacist was sure there was a learning component for them while they were undertaking the activity.

Up to ten points may be allocated in any three year learning period.

Examples of how to apply points for Recognised Activities

 

Summarise your learning

This is just a text box and provides space for you to summarise the result of your learning.

You should have up-dated and/or gained new knowledge, skills, attitudes and/or behaviours as a result of completing your learning.
Think about what the activity covered –  if it had stated learning objectives/ practice points/article section names, you could use these as the basis for your documentation.


Use bullet points to do this.

Example:

  • The pathophysiology and epidemiology of gout
  • the general management principles and treatment of acute gout
  • lifestyle changes recommended in people with gout
  • pharmacological approaches to the treatment of chronic gout

Type of Assessment

Group Two activities require the successful completion of an (externally validated ie not self assessment) assessment to demonstrate the knowledge or skills gained.
There are no real restrictions on what type of assessment is used but it must allow a pharmacist to clearly demonstrate what they had learned,  how they had achieved all the learning objectives of the activity and therefore their successful acquisition of new or refreshed knowledge or skills.

Some options for this section are:

Formal examination
Example: post graduate papers

Multi choice questions
Example: Pharmacy Today e-learning; Medscape CE; mdBriefcase

Short answers
Examples: written case studies assessed by an external reviewer

Active Discussion/Interactive Activities
Interactive activities must be structured and facilitated in such a way as to allow each participant to demonstrate they have achieved the learning objectives
If assessment is going to take place by actively taking part in discussion after the presentation, or a physical demonstration of skills gained, then EVERY pharmacist must actively participate, and a signed statement from the session co-ordinator that this had happened is required.
This option will be agreed by ENHANCE on a case by case basis.

Presentation to professional peers.
Your ability to lead this discussion and answer questions from your professional peers is deemed to be your assessment. Teaching or speaking to others who would not be expected to have knowledge of the subject is not included eg speaker at community group eg Plunket; teaching students.
Example: presentation to peer group, followed by peer review and discussion; and presentation of session at SIG Group conference

Assessment by supervision/demonstration
Example: First aid CPR; vaccination

Results based assessment
Example: aseptic dispensing validation

Reflective Assessment followed by peer review
Example: ENHANCE reflective assessment (available from ENHANCE)
 

General Competencies

You need to identify the competencies that your learning relates to.

You are only required  to document:

  1. The 2 or 3 most relevant competencies, not every possible option!
  2. Competencies – you do not need to identify specific behaviours within that competency

Click in the box and a drop down list will appear.

Click on the competencies you want to include - these will be highlighted. Click on them again if you want to remove them from the list.

Need more information?

 You can open a copy of the NZ Competence Standards from this link or the link below this drop box on the website.

Made your selections?

Click outside the competency drop down box to close it when you finished selecting which competencies you want to include. Your selected competencies will appear in the box.

 

Allocating Group 1 and 2 points for Standard and Non-Standard Activities

Allocation of points for Standard Activities

You are responsible for the accuracy, appropriateness and quality of your records. Activities may not be double counted; i.e. any single activity is recorded as either group 1 or group 2. If an assessment is part of the learning activity, then the time taken for the learning activity should be recorded only as group 2 (NOT group 1 for the learning and group 2 for the assessment.) Learning time only is counted, not any additional time taken for the assessment.

You can enter points up to two decimal places but we recommend that the minimum time you record is 10 minutes i.e.0.2 points.

GROUP 1
Group 1 points are allocated at one point per hour of learning activity, to a maximum of 35 points included in any three year learning period. You can record any number of points you wish, all of these these will be recorded but only 35 will be included into your current total.
Calculate the required number of points at 1 point per hour for group 1. Don’t include travel, networking or assessment time.

Examples of how to apply points for Group 1 Activities

 

GROUP 2
This section must be read in conjunction with the “Group 2 Learning Activities and Assessments” document.

Group 2 points are allocated at two points per hour of learning activity. You can record any number of points you wish and these will all be added into your total - there is no maximum.
Calculate the required number of points at 2 points per hour for group 2. Don’t include travel, networking or assessment time.

Examples of how to apply points for Group 2 Activities



Post Graduate learning

Post grad learning has Group 2 points allocated to it, as it is learning with an assessment component. A university 30 points paper is intended to reflect about 300 – 400 hours of assessed learning, which converts into at least 600 - 800 group 2 points.
This is significantly out of proportion with the ENHANCE requirements of 20 points in one year and so it is suggested that the group 2 points allocated equal the points value of the paper (ie 30 point paper = 30 group 2 points; 15 point paper = 15 points). This is well over the minimum requirement for ENHANCE for one year, but is still only half a year's learning, and keeps total points in proportion. 

However it is acceptable  to document 600 – 800 points if preferred. If this option is chosen, then it is suggested that the documentation is divided into smaller blocks e.g. whatever sections/assignments etc. make sense.
 

Allocation of points for Non - Standard Activities

Some individual activities may have higher or lower points allocated than might be expected from a standard points calculation. The points value for these activities is assessed on an individual basis and reflects the general value of the activity within the broader three year cycle, consistency with similar activities and the intent of the objectives of the  ENHANCE programme.
Some examples follow, but others will be considered on a case by case basis.
 
First Aid
All pharmacists working in Standard 1: Provide Primary Health Care (Competence Standards for the Pharmacy Profession) are required to maintain their First Aid Certification as part of Element 3.6.1: Applies emergency first aid measures
(If working in a community pharmacy, competence in CPR must be maintained by completing a refresher course through a NZQA-approved provider once every three years. Pharmacist vaccinators, should refer to Ministry of Health Immunisation Handbook, Appendix 4 for resuscitation requirements.)
Allocating group 2 points @ 2 points per hour for this activity enables the allocation of a high number of points for refreshed learning, that is not reflective of the intent of ENHANCE. The ENHANCE 1.0 programme accepted 1 CPD outcome credit for a first aid course (nominally 25% of annual requirements) so ENHANCE 2.0 points allocation will remain consistent with this.


MUR Accreditation
This course consists of 4 Sections: Section A is completed before attending the Workshop, Sections B and C after the workshop, and Section D after successfully completing Sections A, B and C. Points should be allocated as one total after Section D has been successfully completed.

EVOLVE Intern Programme Preceptor Training
This course is in two sections. Section A is completed before attending the Workshop and Section B after completing the Workshop.

Technician Training
Pharmacists supervising technicians in training are required to hold NZQA Unit Standard 18203 “Verify evidence for assessment” which is 3 Credits at Level 4 on the National Framework.
The learning component of this unit standard is considered to be 20 hours. Points should be allocated following successful completion and confirmation of this standard being awarded by the Open Polytechnic.

Details of learning resource

Enter details of the resource you used to complete your learning. This should contain sufficient detail for anyone reading your records to be able to identify and/or find the resource you used eg:

  • How to manage: Osteoarthritis by John Petrie rheumatologist QE Health Rotorua, Pharmacy Today June 2013, pages 51-53
  • Angina:management options overview PharmJ Vol 290/7762 15 June 2013
  • Antibiotics Stewardship presented by John Smith XXX DHB, PSNZ XXX PSNZ Branch Meeting

Why you decided to do this activity

You need to give a reason for completing the learning activity being documented. Write a few words about why you decided to undertake and record this learning activity. This can be reasonably general eg identified by Practice Review, patient or drug information enquiry, part of a bigger learning plan, interest in the topic, course became available etc

Select an Activity

You need to record the type of learning activity that you did eg course attended, self-study programmes, research, journal articles read etc.

Click “Select an activity” to open the drop down box.
Select the most appropriate type of activity
 
If your learning does not fit into one of the suggested options, you can choose “other”.
 
This will open a text box and you can write a description of your activity.

Date Completed


Click in the “Date completed” box. 
 
 
A calendar will appear and you may select any date from today back to the beginning of your current Learning Period.  You cannot select a date before that or a future date. If you try to enter an inadmissable date, your entry will not be saved.
 
The selected date will appear in the box.  This is editable by clicking on the box again and selecting a different date.

Used in Practice?

Confirm if you have used this learning in your practice by selecting this box.
You may not do so initially but find you do in the future. You can came back and edit this.
 

Group 3 Goals: Significant Learning

Group 3 Goals are significant learning goals that address identified learning needs, and follow the four steps in the CPD cycle. They are a collection of several group 1 and/or 2 learning activities around an identified topic – and not a ‘one-off’ course or learning activity.

The learning for a group 3 goal requires more effort than just attending a branch meeting, a CE event, or perhaps even a College audio conference. These may certainly be part of the learning, but usually more than one type of learning activity extended over a number of months is required.

Open a worked exemplar for Step 1 here

More information about group 3 here

Timeline for your group 3 Goals

What is significant?
To some extent you must make your own personal and professional assessment of what is significant. This may be different from what is significant for another pharmacist colleague. Significant can be described by the following statements:
  • An identified learning need subsequent to areflective process that includes a structured review of your practice.
  • NOT a “One Day Wonder”!
  • Learning activities are usually extended over a number of months
  • Usually more than one type of learning activity
  • Requires major effort– usually at least 5 – 10 hours of varied learning activities
  • Substantial gain in new knowledge, attitude or skill that provides evidence (= more than one example!) of sustainable and beneficial change and improvement to practice
  • LIFT tool outcome of ‘HIGH’ or ‘SIGNIFICANT’   -  Find this in  the Step 1 (Reflection) documentation step of your Group 3 Goal
Group 3 Goals Criteria
  • Your goal should be measured against S M A R T criteria
  • Five Group 3 points per goal will be automatically allocated when your documentation is complete.
  • You must complete at least TWO goals in each three year learning period (no maximum)
  •  Learning for your group 3 goal is documented in either Group 1 or 2 as appropriate, then will be included in the significant learning goal, by selecting them from your learning log when you open the Step 3 (Action) step of your documentation.
  • A Learning Partner provides input for each of the four CPD cycle steps (i.e. Reflection, Planning, Action and Outcomes) as part of completion of each significant learning goal. See You and Your Learning Partner for more information.
Completing and editing each step of your Group 3 records

 

Group 3 Title

Give your record a  unique title – this makes it easy to identify from your learning record.

Learning Partner

You need to choose a Learning Partner to work with for your Group 3 goals.

Your learnng partner MUST be a person that you can meet with and talk to,  NOT an organisation

  • This is a supportive friendly relationship – there is no concept of performance appraisial or peer evaluation
  • Your learning partner should be an appropriate NZ registered health professional, holding a current APC with no conditions, who has a good understanding of your work. They do not have to be a pharmacist. There may be rare situations for pharmacists working in specialised roles when your learning partner might not be a health professional. Contact ENHANCE to discuss this.
  • You can work with a different learning partner for each Group 3 goal.
  • You need to discuss your structured review of your practice (however you have done it), your learning goals, how you intend to approach them, and then your actual learning and outcomes of that learning.
  • Much of this could occur within one meeting – there does not have to be  a separate meeting for each part of the discussion but you do need to cover everything required.
  • Keep brief notes of these meetings and summarise them in the Peer meeting Notes box at the end of each step in the Group 3 goals.
  • You can decide how you will meet – face to face, phone, skype, email etc
  • You are wholly responsible for meeting the Pharmacy Council recertification requirements, (your own learning and all documentation), including ensuring the input of your Learning Partner, as required.
  • Your Learning Partner is not accountable for what you do (or don’t do!)
  • Click  to open the “You and Your Learning Partner” document which covers more about your learning partnership, both of your roles and  responsibilities, giving and receiving feedback and a template for you to use if you want to provide some structure around these meetings
  • Click to open the "The Unmotivated Partner" document which porvides some suggestions about how you can help your partner and what to do if it becomes too difficult.

What are you going to learn?

This is just a text box. Write here what you have decided to learn.  Remember ENHANCE is about learning, that you need to do to improve or develop what you do as a pharmacist,   not putting processes into place, or creating a "to - do" list.

Make this specific  - What new knowledge and or skills do you need to improve or develop your practice? Very general learning goals on “improving clinical knowledge” are too broad, undefined and difficult to achieve. You may need to break ‘larger’ goals down into achievable chunks, or re-focus on part of a topic that you need to learn about.  For example, if you wanted to learn more about complementary medicines you could break this topic down into a number of smaller more specific  goals such  as  e.g. I want to learn about complementary medicines used as immune boosters in the prevention and treatment of viral infections”, rather than “I want to learn more about complementary medicines”.

It may be helpful to start your sentence with “I want to learn about/update my knowledge of…."

EXAMPLE

 

 

 

 

 

 

 

How did you identify what you needed to learn?

The next step is to document how you identified that this topic was something you needed to learn.
You can tick any of the options that apply.

 Choosing the ‘other’ box allows you to write a few words in the text box, if the provided options don’t fit, or if you want to add a short explanation.

Does this learning activity link to performance appraisals, personal or professional development plans or other key performance indicators?

 

 

Anticipated improvement and expansion of your practice

It is important to clearly describe why this learning is relevant and important to you and explain why you have chosen to undertake some extended learning in this topic. This doesn’t have to be a lot of words but there should be enough detail to show a reasonably robust reflective process to demonstrate:

  • that you have thought about what you needed to learn, and how that learning will improve, expand or change the way you work and,
  • if you work directly with patients, how patient safety will be improved and/or how your patients will benefit, or
  • if you do not work directly with patients, you need to think about what the ‘downstream’ benefits to improving health outcomes will be, either within your organisation and/or for the users of your service or products
You should also think about the possible consequences of not doing this learning, and whether you are able to meet the requirements of the Competence Standards.
 
EXAMPLE:
 

LIFT Tool

This is where you record your LIFT tool score. Currently (while still under development) the website only provides a PDF of this, but will be eventually fully integrated and interactive.

The PSNZ LIFT tool is a matrix and outcomes framework that allows you to determine the anticipated impact and relevance of your learning. By envisaging the anticipated benefits and/or harm that might be caused by undertaking or failing to undertake learning, you will be able to maximise the benefit from their learning.
Use this both at the Reflection stage and again at the Outcomes stage to verify your learning has created sustainable and beneficial change and improvement to what you do and the way you do it.

The tool consists of two parts; Step 1 - Anticipated Impact and Importance of Learning and Step 2 - Anticipated Frequency of Use of Learning.  The score from each table is combined to calculate a score in a third table (Step 3) to give your learning a relative score for importance and urgency.

The LIFT Score Matrix document will guide you in detail you through this step. A summary follows:


The score from Table 1 allows you to rate the likely impact and importance of your learning by using the statements in the table to decide how you expect your learning to contribute to the improved quality or expansion of your practice, benefit patients, improve your service or contribute to your organisation (within your professional role as a pharmacist). You should also consider if not undertaking this learning would contribute to a negative outcome.
The full table can be found from  the ENHANCE 2.0  website as part of the Reflection step in the Group 3 goal.


The score from Table 2 allows you to estimate how often you are going to use your learning. Learning that you will use frequently or for a greater number of patients is probably going to be more important than learning that you may only use occasionally.  
The full table can be found from the ENHANCE 2.0  website as part of the Reflection step in the Group 3 goal.

STEP 3: Putting it all together
The point at which impact and importance and frequency meet helps determine the relevance of the proposed learning and tangible positive effects on your practice.

The shading of the area where the two dimensions meet represents the comparative relevance of the planned learning. A ‘green’ square represents learning that has low current relevance and low priority, while a ‘red’ square represents learning that is highly relevant and of high priority.
The greater the impact and importance and the more likely the learning is to used, the more relevant the learning will be, and therefore result in improved and expanded practice.  You will undoubtedly have several outcome examples to support and illustrate this.

Relevance Score
Select the appropriate derived score in the LIFT tool significance score box.  You may edit this later.

 

Learning Partner meeting

 
A discussion with your Learning Partner is required at each of the four steps of the CPD cycle.

 

You should keep notes of each discussion and this section allows you to record the date of that meeting and add a few comments as a summary record of that meeting.

You are wholly responsible for meeting the Pharmacy Council recertification requirements, (your own learning, all documentation and for achieving the planned outcomes), including ensuring the input of your Learning Partner, as required. Your Learning Partner is not accountable for what you do (or don’t do!)
Your specific responsibilities are:

  • To select a suitable Learning Partner (s)
  • To organise meetings (as many as necessary) during each three year learning period to discuss your review of your practice (at least once every three years) and each of the four steps of the CPD cycle (Reflection, Planning, Action, Outcomes) for each of your Group 3 (significant) learning goals.
  • To document a summary of discussions held with your Learning Partner (space available to record this online at the end of each step of the Group 3 goals.)
  • To document all learning activities appropriately

Click  to open the “You and Your Learning Partner” document which covers more about your learning partnership, both of your roles and  responsibilities, giving and receiving feedback and a template for you to use if you want to provide some structure around these meetings
Click to open the "The Unmotivated Partner" document which provides some suggestions about how you can help your partner and what to do if it becomes too difficult.

Planning how you are going to learn

This is a text box.  Think about and then list some possible resources to allow you to complete this collection of learning.

Use S M A R T I E S

SPECIFIC – doing a GOOGLE search could be good way to start but how about looking at the PSNZ ENHANCE Learning Resources pages, and our suggested websites. This will help you avoid all the extra and often confusing ‘information’ on the internet.
MEASURABLE – Be clear about why you are considering using a resource. Start with known and recommended resources eg NZF, Goodfellow, bpac. Has a planned resource been evaluated and/or recommended by someone you trust?
ACHIEVABLE - There is absolutely no point in setting yourself up for failure, but similarly, don’t go too easy on yourself. Use resources that will stretch you, that will need commitment from you, but that you feel you can do but ones that are affordable both in terms of time and cost.
RELEVANT (or REASONABLE or REALISTIC) - Planned resources should reasonably relate to, and be relevant to, the goal and your learning activities. Remember your chosen resources represent the building blocks toward meeting your goal.
Consider a range of learning activity options for achieving your learning across the breadth of your group 3 goal. Focus on those resources that are relevant to, or likely to have the biggest impact on, your learning success. Remember just choosing to ‘do a course’ may not be the best option for learning what you need to learn,
TIMESCALE – Be clear about the timeframe in which the courses/activities will take place - you should have a timescale to work within. It’s best if you compete all your learning by the end of your second year of your learning period, but this isn’t always possible.
Remember that you must complete all your learning at least THREE months before you want to finish your goal.
INSPIRED – use resources that as much as possible reflect the way you prefer to learn. Resources that are difficult to use (for whatever reasons) are painful to pursue, provide minimal satisfaction and are rarely completed.
EMPOWERING (or EVALUATE) – Is using this resource meaningful? Will it really contribute to your learning? What will be the impact of using it?
SHARE – Talk to your learning partner about any proposed resources you have already identified and why you think they will be useful, and also talk about how you best like learning then listen to their views on the suitability/relevance of the proposed resources, and any suggestions they might have!

Planning your learning helps you achieve your learning goal.  You do not necessarily have to stick exactly to your plan but it will still help, and provide a framework to work within. The amount of planning you need to do will depend on what your learning goal is.  Some learning goals will require little planning, but others will require more time and thought.

Go to the ENHANCE Learning Resources page on the PSNZ website for some suggestions for quality and recommended general learning resources.

Open an worked exemplar for Step 2 - Planning here

How do you prefer to learn?

Think about the way you prefer to learn – do you like learning online?, reading?, talking?, hands on? We’re all individuals and so have different preferences when it comes to the way we learn.   Sometimes something just has to be learnt in a certain way (e.g. learning to drive cannot be done using an online course!) but often you can find resources that best meet the way to prefer to learn. Have a look at the Learning Styles pages of the Mindtools website to help you to identify your preferred learning style (www.mindtools.com > Learning Skills > Understanding how people learn)

How you are going to learn?

Consider what you need to do to achieve this learning. There are many ways that you can learn and it doesn’t matter how you learn, as long as it allows you to achieve your goal and works for you.. Learning is not just about doing structured courses and possibly, there may not be a course available on the topic you have chosen, so in most cases you will need to use a combination of learning resources and methods to achieve your learning goal, and will need to find the information yourself from several sources e.g. a colleague, journal(s) or internet.

How well do you need to learn?

When you are thinking about what you could do, take into consideration the level of competence you need to reach. Can you gain the necessary knowledge or skill from talking to or working alongside a colleague – or will you also need to do some additional reading or a formal course?

Evaluate the advantages and disadvantages for each of the different learning options you are considering.Can you learn what you need to learn by using a particular option?  Are there better options, even if it’s not the option you prefer?

Do you have the skills you need to learn?

You also need to think about whether you have all the skills you need to complete your learning in the way you have planned e.g. it’s no good deciding to complete an online course if you are not comfortable using a computer – you may have to learn some computer skills first.

 

 

 



 

Including your learning

Clicking on this box will open your learning record within the box.

You must record all your learning in either group 1 or group 2 before you can select it and include it in this group 3 record.

Select the appropriate learning entries that relate to this group 3 learning goal by marking the check box beside the group number on the left hand side of the box and then these selected learning activities will then be included in your group 3 documentation.  You do not have to re-document anything.

You can edit this by adding more learning into either Group 1 or 2 then selecting it to be included as part of this particular group 3 goal, or by 'unticking' an entry you have already selected.

 

What did you learn?

This is just a text box and provides space for you to summarise what you actually learnt – you should have up-dated and/or gained new knowledge, skills, attitudes and/ior behaviours as a result of completing your learning. Your learning needs to be both appropriate to your learning goal and reasonably “substantial”.

Think of this section as the index or contents section of a book.  It is a summary but write enough detail to enable your auditor to understand what has been included in your learning and its breadth and quality.

You can use bullet points to do this.

 


 

How has this learning improved or expanded your practice?

This is another text box.  When answering this question, think about how you, your patients, colleagues, organsiation or service users have benefitted (or will continue to benefit) from your learning.


Record in general terms how  how you actually used the new knowledge and skills you gained as a result of your learning.

  • how did patients benefit as a result of your learning?
  • were you able to deal more effectively with a situation?
  • did you indirectly contribute to improving patient outcomes? e.g. by training an intern, producing guidelines, giving a talk?
  • did you improve patient safety? e.g. setting up a system for minimising errors?

Think about:

  • what was the situation before you completed this learning? Refer back to the Reflection section (Anticipated improvement and expansion of your practice) - has your learning enabled you to meet these anticpated outcomes?
  • what changes have you made as a result of learning - what you are now doing differently and better on an ongoing basis?

Give an indication of how often you use this learning – you could relate this to the LIFT tool.

Outcome examples

There are many ways of demonstrating your learning outcomes (providing 'evidence')  - the best way is to document specific examples of how you put your learning into practice. What actual examples can you give from your day to day work to illustrate the improvements and changes you have made that relate directly back to your learning?   Include feedback about these that you've had from other people (either formally or informally).

It might be a while before you can complete this section - that's OK!  You can come back and add information as you have further examples. Don't be a hurry to do this. You have the three year learning cycle to complete each of these group 3 goals, so leave yourself enough time to collect a variety of examples that illustrate the changes and improvements you have made.


Examples of further evidence you could keep: (summarise these in this section)

  • Work samples   i.e. written copies of:  drug information enquiries, interventions, primary health care evidence forms, other records (with patient identification removed), guidelines/articles/patient information sheets you have prepared etc
  • Copy of a presentation you have prepared
  • Policy or procedure or staff training material you prepared
  • Feedback from your manager, colleagues or other health professionals you work with
  • Feedback from patients or those that your practice impacts on
  • Video or audio tape demonstrating your practice

Did you learn everything you set out to learn?

Look back at what you set out to learn, and then evaluate how effective  your learning was. This should have been documented as a specific and measurable goal, and so you can ask yourself whether you have learnt what you needed to. 
You can test this by referring back to the Reflection step where you documented how you thought this learning would improve or expand your practice, and the LIFT tool and then deciding whether you are now able to deal with a particular situation more effectively as a result of your learning.
 
If you have not learnt what you set out to learn, try to identify where your learning broke down –

  • Was the wrong need identified?
  • Could you have learnt better in a different way? eg you may have chosen to read some articles but now realise that it could have been more effective to do a correspondence course on the topic you chose.  Or it may have been better to have ‘work shadowed’ a more experienced colleague.

Now select the option that best describes what you are going to do about the situation.

Where to from here?

The Group 3 goal follows the CPD cycle process, so at the end of each learning goal, it’s time again to think about and evaluate whether you’ve accomplished all or only part of what you set out to learn – or whether you have discovered there is more you want to learn, now you have completed this learning.

Consider any new learning needs you identified from doing this goal. 
Do you want to develop any of these into another learning goal? 

How will you maintain what you have learnt?