Addressing the need to modernise professional identity for pharmacy clinical education: focusing on strategic pedagogic design

Hayes, Catherine (2018) Addressing the need to modernise professional identity for pharmacy clinical education: focusing on strategic pedagogic design. In: Health Education England North East 5th Quality Conference 2018, 14 March 2018, The Durham Centre, Durham, UK. (Unpublished)

Preview

PDF - Presentation Available under License CC BY-NC Download (855kB) | Preview

Abstract

The stringent procedures underpinning all educational practice at the University of Sunderland ensure the safety of patients who regularly engage in the development of cognitive, psychomotor and affective domain learning across the undergraduate MPharm curriculum. One of the fundamental strengths of pharmacy educational provision here, is our capacity for the spiral curriculum to integrate clinical skills at the very earliest stages of education and training, a complex system of integrated learning experiences frame each stage of knowledge and skill acquisition – leading to autonomous pharmacists capable of complex clinical decision making upon completion of their undergraduate studies. The seamless provision of educational provision in providing progressively more complex case scenarios, affords students the opportunity of managing and assessing risk on an ongoing basis. In relation to their potential actions and decision making in the clinical environment this pedagogic approach affords them the opportunity of observing the potential consequences of human error and lack of concentration first hand; whether this is in hospital or community pharmacy settings.

Item Type:	Conference or Workshop Item (Poster)
Departments:	Professional Services > Marketing & Student Recruitment
Additional Information:	Dr Catherine Hayes is Visiting Professor of Higher Education at the University of Cumbria, UK.
Depositing User:	Anna Lupton
Date Deposited:	19 Feb 2018 14:18
Last Modified:	12 Jan 2024 19:31
URI:	https://insight.cumbria.ac.uk/id/eprint/3618

Downloads