THE RPS

AD V AN CE D PH AR M AC Y
FR A M EWO R K
(AP F)

2013
Preface
Patients and the public in general expect high quality care from health professionals. They expect professionals to
work together and to identify where improvements to outcomes and quality of care can be made, and to address
those deficiencies effectively and efficiently. They also expect professionals to utilise public resources well and to
maximise value obtained from those resources.

A competent workforce is an essential pre-requisite for all health care professions. The capacity to improve
therapeutic outcomes, patients‟ quality of life, scientific advancement and enhancement of our public health
imperatives are dependent on a foundation of competence and continued development of practice. For a
profession to develop in a cohesive way, across all sectors, the ability to access the knowledge, skills, attitudes,
behaviours and specific competencies that underpin practice beyond day 1 is essential and forms the basis of a
professional development framework to support practitioner development for effective and sustained
performance.

Professional Development Frameworks have become increasingly popular in professional education over the past
decade alongside the increased focus on supporting healthcare professionals to keep up to date and continue to
advance their practice. Such frameworks contain a structured assembly of behavioural competencies, driven by the
need for transparency in the training, development and professional recognition of healthcare professionals. The
evidence to support their routine use in professional development is unequivocal.

The RPS is pleased to launch the Advanced Pharmacy Framework, the APF, developed in partnership with
CoDEG and representatives from across the profession and across GB. The APF builds on the widely used
Advanced to Consultant Level Framework (the ACLF), to ensure it is applicable to all sectors and specialisms
across pharmacy and across GB. This framework is designed to be read and used in conjunction with relevant
professional, service and corporate documents such as policy, curricula guidance, standards and frameworks
related to education and training, learning and development activity and performance assessment tools. The APF
forms the backbone of the RPS Faculty portfolio and will be a valuable tool for all those in pharmacy seeking to
develop and advance.

Professor Peter Kopelman, MD FRCP FFPH Dr Catherine Duggan PhD FRPharmS

Chair, Faculty Board Director, Professional Development & Support
Royal Pharmaceutical Society Royal Pharmaceutical Society

In Partnership with:
Contents

1 Introduction 4
2 The Advanced Pharmacy Framework 5
2.1 Development of the APF 5
2.2 Clusters and Competencies of the APF 5
2.3 Application of the APF 6
3 Who is it for? 6
4 The Framework 7
5 Glossary 13
6 The Bibliography 17

The RPS Advanced Pharmacy Framework | 2013 3

1 Introduction
Over the past decade, many frameworks and tools have evolved to support professional development across the
profession. The RPS Advanced Pharmacy Framework (APF) is a framework for identifying and recognising the
stage of practice. It is applicable to all sectors and nations, building on what have previously been shown to work.
This can form the basis of the professional portfolio.

The APF builds on the widely used Advanced to Consultant Level Framework (the ACLF), to ensure it is
applicable to all sectors and specialisms across pharmacy in GB.

The evidence supports its use across the profession, and more widely, for the development of both advanced
and specialist practice, applicable to all who work in pharmacy.

The APF is intended for use once early or foundation years have been completed. It forms a useful supportive
framework to gather evidence of advancement across the core competencies.

4 The RPS Advanced Pharmacy Framework | 2013

2 The Advanced Pharmacy Framework
2.1 Development of the APF
The original ACLF was developed by the Competency Development and Evaluation Group (CoDEG) in 2004.
Since then, the ACLF has been extensively validated across pharmacy, at all levels of practice, and principally in
hospital, community and primary care sectors [see bibliography].

The original ACLF underpinned the Department of Health (England) guidance for NHS Consultant pharmacists
and those pharmacists with special interests. The new APF will prove useful for advanced roles across pharmacy,
across Great Britain and across healthcare.

The APF has been developed to ensure applicability across sectors, specialities and for both patient facing and
non-patient facing roles. The new RPS APF is available to all practitioners wanting to advance their practice in all
sectors.

2.2 Clusters and Competencies of the APF

The APF identifies six key areas (also known as clusters) that are important for development in and
demonstration of advanced stages of practice, independent of sector.
The six clusters are:

1. Expert Professional Practice (EPP)

2. Collaborative Working Relationships (CWR)
3. Leadership (L)
4. Management (M)
5. Education, Training and Development (ET&D)
6. Research and Evaluation (R&E)

The APF comprises 34 competencies located across 6 clusters; each competency is described at three stages of
development.

Advanced Stage I - Either early stages of specialisation and advancement, or established in a role, performing well,
advanced beyond foundation years.

Advanced Stage II – An expert in an area of practice, experienced. Routinely manages complex situations and a
recognised leader locally/regionally.

Mastery - Aligned to recognised leader in community or primary care; Consultant and corporate level practice in
NHS; equivalent leads in academia; business / corporate leadership roles in industry; business or strategic leader
in community. Recognised as a leader in an area of expertise (nationally often internationally), alongside a
breadth of experience.

The RPS Advanced Pharmacy Framework | 2013 5

2.3 Application of the APF
The APF framework allows practitioners to self assess and identify what stage they currently practice at within
each of the six Cluster areas.

Very often, practitioners start with considering their role and experiences and how they might map to the
clusters in the framework, alongside the evidence they have to support a cluster. Alongside that, examples of
development from practice often map against more than one cluster and across many competencies.

Practitioners can use the framework to identify areas they want to develop further across all areas of practice,
not just expertise or to progress to a higher level. For pharmacists who are members of the RPS, this is a very
useful tool to target your CPD and to populate a Professional Development Plan (PDP) as well as being essential
for Faculty membership.

3 Who is it for?
The Advanced Pharmacy Framework applies to all pharmacy professionals who are experienced practitioners;
who are developing complex skills; or who are recognised at NHS Consultant or higher levels of practice.

The application of, and opportunity to demonstrate, the competencies in the APF will differ according to the
career stage of the pharmacy professional and the type of role they fulfil. The context in which competence can
be achieved will become more complex throughout the stages as well as more demanding with career
progression.

For example, registered practitioners are very often involved in work relating to patients, customers and other
staff and are the ones who are experiencing how day-to-day healthcare works in action. They often undertake
more education, training and professional development opportunities to further consolidate and develop their
skills and knowledge in everyday practice. They are uniquely placed to develop experience across all six clusters.

This experience will, of course vary from sector to sector, but these experiences can be mapped to very generic
competencies with some additional support and guidance. Essentially the framework is very useful for capturing a
practitioner‟s experience and development as evidence of advancement.

More experienced practitioners hold more complex roles and have greater responsibility for outcomes and
deliverables. They develop their abilities though delivery of services, higher levels of responsibility and
accountability, by working with colleagues in other settings and projects and by working across boundaries,
disciplines and sectors. Familiarity with a specific focus of practice will enable them to improve healthcare for
patients, to innovate, educate and research their practice, whatever their sector. As established members of staff,
area teams, company or Trust directors or as pharmacy owners and partners, they are able to develop their
leadership abilities by actively contributing to the running of the organisation and to the way care is provided in
complex systems.

6 The RPS Advanced Pharmacy Framework | 2013

4 The Framework

1. Expert Professional Practice

Improves standards of pharmaceutical care for patients.
Developmental Descriptors
Competency
Advanced Stage I Advanced Stage II Mastery
Demonstrates general pharmaceutical skills and Demonstrates in-depth pharmaceutical skills and Advances the knowledge base in defined
knowledge in core areas. knowledge in defined area(s). area(s).

1.1 Expert Skills and Knowledge In addition for patient focussed roles: Is able to plan, In addition for patient focussed roles: Is able to
In addition for patient focussed roles: Advances
manage, monitor, advise and review general plan, manage, monitor, advise and review in-
in-depth/complex pharmaceutical care
pharmaceutical care programmes for patients in core depth/complex pharmaceutical care programmes
programmes for patients.
areas. for patients in defined area(s).

Demonstrates accountability for the delivery of

Demonstrates accountability for delivering Demonstrates accountability for the delivery professional expertise at a defined higher level.
Delivery of Professional
1.2 Expertise
professional expertise and direct service provision as of professional services and expertise via a team
an individual. or directly to groups of patients/clients/users.
May include providing expertise and service
delivery nationally or at a strategic level.

Demonstrates ability to use skills to make decisions

Reasoning and Judgement Demonstrates ability to use skills in a range of routine
in complex situations where there are several Demonstrates ability to use skills to manage
situations requiring analysis or comparison of a range
factors that require analysis, interpretation and difficult and dynamic situations.
Including: of options.
comparison.
Analytical skills
1.3 Judgemental skills
Interpretational skills Demonstrates ability to make decisions in the
Recognises priorities when problem-solving and Demonstrates an ability to see situations
Option appraisal absence of evidence or data or when there is
identifies deviations from the normal pattern. holistically.
conflicting evidence or data.

Is able to follow legal, ethical, professional and Is able to take action based on own interpretation Is able to interpret relevant policy and strategy,
1.4 Professional Autonomy organisational policies/procedures and codes of of broad professional policies/procedures where in order to establish goals and standards for
conduct. necessary. others within the defined area(s).

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2. Collaborative Working Relationships
Is able to communicate, establish and maintain professionally-driven working relationships and gain the co-operation of others.

Developmental Descriptors
Competency
Advanced Stage I Advanced Stage II Mastery

Communication Demonstrates use of appropriate

Demonstrates use of appropriately selected
communication to gain the co-operation of Demonstrates ability to present complex,
communication skills to gain co-operation of
Including ability to: relevant stakeholders (including patients, senior sensitive or contentious information to large
small groups of relevant stakeholders within
Persuade and peer colleagues, and other professionals groups of relevant stakeholders.
the organisation.
Motivate where possible).
Negotiate
Empathise
2.1
Provide reassurance
Listen
Influence
And Demonstrates ability to communicate in a
Networking Skills Demonstrates ability to communicate where Demonstrates ability to communicate where
hostile, antagonistic or highly emotive
Presentation Skills the content of the discussion is explicitly the content of the discussion is based on
atmosphere.
defined. professional opinion.

Demonstrates ability to work as an Works across boundaries to build

Demonstrates ability to work as a member of a
acknowledged member of a multidisciplinary relationships and share information, plans
team.
team. and resources.
Teamwork and
2.2 Consultation
Consulted within the organisation for advice Sought as an opinion leader both within the
Recognises personal limitations and refers to
which requires in-depth professional organisation and in the external
more appropriate colleague(s) when necessary.
expertise. environment.

8 The RPS Advanced Pharmacy Framework | 2013

3. Leadership
Inspires individuals and teams to achieve high standards of performance and personal development.

Developmental Descriptors
Competency
Advanced Stage I Advanced Stage II Mastery

Demonstrates understanding of the needs of

stakeholders. Demonstrates ability to incorporate relevant Demonstrates active participation in creating
3.1 Strategic Context
national policy to influence local strategy. relevant national policies.
Practice reflects relevant local and national policy.

Demonstrates understanding of the pharmacy

role in governance.
Influences the governance agenda for the Shapes and contributes to the governance
3.2 Governance
team and/or service. agenda at a higher level.
Implements this appropriately within the
workplace.

Demonstrates understanding of, and contributes Creates vision of future and translates this into Convinces others to share the vision at a
3.3 Vision
to, the workplace vision. clear directions for others. higher level.

Demonstrates ability to improve quality within Recognises and implements innovation from Takes the lead to ensure innovation
3.4 Innovation
limitations of service. the external environment. produces demonstrable improvement.

Reviews last year‟s progress and develops clear Develops clear understanding of priorities and
Relates goals and actions to strategic aims of
3.5 Service Development plans to achieve results within priorities set by formulates practical short-term plans in line
organisation and profession.
others. with workplace strategy.

Demonstrates ability to motivate individuals

Demonstrates ability to motivate self to achieve Demonstrates ability to motivate individuals and/or teams at a higher level. May include
3.6 Motivational
goals. and/or the team. more strategic motivational activities at local,
institutional and national levels.

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9
4. Management
Organises and delivers service objectives in a timely fashion.

Developmental Descriptors
Competency
Advanced Stage I Advanced Stage II Mastery

Demonstrates understanding of the implications of Shapes the response of the team and/or service to Accountable for the direct delivery of national
4.1 Implementing National Priorities
national priorities for the team and/or service. national priorities. priorities at a higher level.

Demonstrates understanding of the process for effective Demonstrates ability to reconfigure the use of
4.2 Resource Utilisation Demonstrates ability to effectively manage resources.
resource utilisation. available resources.

Demonstrates understanding of, and conforms to, Demonstrates ability to set and monitor standards of Accountable for the setting and monitoring of
4.3 Standards of Practice
relevant standards of practice. practice at team and/or service level. standards at a higher level.

Is accountable for developing risk management

Develops risk management policies/protocols for the
Demonstrates ability to identify and resolve risk policies/procedures at a higher level, including
4.4 Managing Risk team and/or service, including identifying and
management issues according to policy/protocol. identifying and resolving new risk management
resolving new risk management issues.
issues.

Follows professional and organisational

policies/procedures relating to performance management. Is accountable for performance management for a Is accountable for performance management at a
4.5 Managing Performance
team or group of personnel. higher and/or institutional level.
Refers appropriately to colleagues for guidance.

Demonstrates understanding of the principles of project Demonstrates ability to successfully manage a project Demonstrates ability to successfully manage a
4.6 Project Management
management. at team and/or service level. project at a higher level.

Demonstrates understanding of the principles of change Demonstrates ability to manage a process of change Demonstrates ability to manage a process of change
4.7 Managing Change
management. for the team and/or service. at a higher level.
Demonstrates ability to think 4-12 months ahead within a
Demonstrates ability to think over a year ahead Thinks long term and sector wide. Takes the long-
defined area. Plans the work programme to align with
within a defined area. term perspective.
strategy.
4.8 Strategic Planning
Demonstrates understanding of culture and climate
Demonstrates understanding of organisational
Demonstrates understanding of formal structures. and ability to plan with the whole of the organisation
politics and changes in the external environment.
in mind.

Demonstrates the value of extending service

Demonstrates ability to extend boundaries of service Demonstrates ability to extend the boundaries of the
4.9 Working Across Boundaries delivery across boundaries in the external
delivery within the team. service across more than one team.
environment.

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5. Education, Training & Development
Supports the education, training & development of others. Promotes a learning culture within the organisation.

Developmental Descriptors

Competency
Advanced Stage I Advanced Stage II Mastery

Understands and demonstrates the characteristics of a Demonstrates the characteristics of an effective role Is able to develop effective role model behaviour in
5.1 Role Model
role model to members in the team and/or service. model at a higher level. others.

Demonstrates ability to effectively mentor others Demonstrates ability to effectively mentor outside
5.2 Mentorship Demonstrates understanding of the mentorship process.
within the team and/or service. the team and/or service.

Demonstrates ability to assess the performance and

Demonstrates ability to conduct teaching and assessment learning needs of others. Demonstrates ability to design and manage a course
Conducting Education
5.3 effectively according to a learning plan with supervision of study, with appropriate use of teaching,
& Training
from a more experienced colleague. Demonstrates ability to plan a series of effective assessment and study methods.
learning experiences for others.

Demonstrates self-development through continuous Shapes and contributes to the professional

5.4 Professional Development Facilitates the professional development of others.
professional development activity. development strategy.

Shapes, contributes to or is accountable for the

Participates in the delivery of formal education Participates in education and training in an external
5.5 Links Practice and Education creation or development of higher education
programmes. environment.
qualification(s).

Demonstrates ability to interpret national policy in

Demonstrates an understanding of current educational Shapes and contributes to national education and
5.6 Educational Policy order to design strategic approaches for local
policies relevant to working areas of practice. workforce planning and development policy.
workforce education planning and development.

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11
6. Research & Evaluation
Uses research to deliver effective practice. Identifies and undertakes research to inform practice.

Developmental Descriptors
Competency
Advanced Stage I Advanced Stage II Mastery

Demonstrates ability to critically evaluate and review Demonstrates application of critical evaluation skills Is recognised as undertaking peer review activities
6.1 Critical Evaluation
literature. in the context of working practice. within working practice.

Identifies Gaps in The Demonstrates ability to identify where there is a gap in Demonstrates ability to formulate appropriate and Demonstrates ability to design a successful
6.2 Evidence Base the evidence base to support practice. rigorous research questions. strategy to address research questions.

Demonstrates ability to design a rigorous protocol

Develops and Evaluates Demonstrates ability to describe the core features of Demonstrates active involvement in the critical
6.3 Research Protocols research protocols.
to address previously formulated research
review of research protocols.
questions.

Demonstrates ability to generate evidence suitable for Demonstrates ability to generate new evidence Demonstrates authorship of primary evidence
6.4 Creates Evidence
presentation at local level. suitable for presentation at research symposia. and outcomes in peer reviewed media.

Demonstrates ability to apply research and Is able to use research evidence to shape
Research Evidence Into Demonstrates ability to apply the research evidence
6.5 Working Practice base into working practice.
evidence-based practice within the team and/or policy/procedure at an organisational and/or
service. national level.

Supervises Others Undertaking Demonstrates understanding of the principles of Is able to contribute to research supervision in Is a research project supervisor for postgraduate
6.6 Research research governance. collaboration with research experts. students.

Demonstrates ability to show leadership within

Establishes Research Demonstrates ability to work as a member of the Demonstrates ability to establish new
6.7 Partnerships research team. multidisciplinary links to conduct research projects.
research teams concerning the conduct of
specialist research.

12 The RPS Advanced Pharmacy Framework | 2013

5 Glossary
This glossary defines commonly used words and phrases associated with the RPS Advanced Pharmacy Framework.
We will continue to update the glossary in response to member feedback and in line with future development of
the Faculty.

Term Explanation Example

Core areas cover the common areas that A „patient focused‟ pharmacist would be
any practitioner would be expected to be expected to have a good working knowledge
familiar with in a similar role at an advanced of common conditions and medicines; e.g.
level. hypertension, type 2 diabetes, asthma, and
ability to apply this knowledge to resolve
Core Areas of
practice The core areas of pharmacy practice include pharmaceutical care issues.
leadership, management, education, training
and development and research and A „non-patient focused‟ pharmacist e.g. in
evaluation. industrial medicines information: knowledge
of appropriate legislation around reporting
Core clinical areas are defined in the generic adverse events, appropriate use of info
and specialist „professional curricula‟. resources, questioning and listening skills.

The specific area of responsibility in a role A defined area may be:

which may be a specialist or general area of an area of clinical practices e.g.
practice but would be covered in depth cardiology, paediatrics
Defined Area beyond that of a core area as is the focus of a specific role e.g.
of practice that role. Knowledge and skills are defined in Area Manager, Superintendant
the generic and specialist „Professional Pharmacist
curricula‟. a service area e.g.
manufacturing of cytotoxics, medicines
information

Where the context of the problem is Providing management and leadership during
Dynamic
changing and requires regular evaluation and a „major incident‟.
Situations
feedback.

„The conscientious, explicit and judicious use Applies medical/pharmacotherapeutic

of current best evidence in making decisions evidence to the care of patients either
about the care of the individual patient. It directly or in the development of treatment
Evidence-Based means integrating individual clinical expertise protocols or guidance.
Practice with the best available external clinical
evidence from systematic research.‟ (Sackett Applies evidence from research, service
D, 1996). evaluation and or audit to improve service
delivery.

Outside of the pharmacist‟s employing Includes pharmaceutical services in other

External organisation. organisations, educational institutions regional
Environment or national committees/ special interest
(see also higher level and Team) groups.

The RPS Advanced Pharmacy Framework | 2013 13

 Term Explanation Example

Education provided through an accredited E.g. undergraduate MPharm,

Formal
institution leading to a recognised award post graduate Diploma, MSc, PhD, NVQ and
education
such as a diploma or degree. BTech.

One who encourages self-directed learning: A facilitator may help a trainee identify
Establishes a collaborative relationship learning needs through reflection and
where the learner(s) is(are) responsible for feedback, support and direct them in
Facilitator learning. identifying suitable methods to meet those
needs, and help the trainee in reviewing their
Provides a structure for learning. Creates learning outcomes.
open/ trusting environment.

The values, behaviours and the structures

and processes that need to be in place to
enable the board of an organisation to
Governance discharge its responsibilities all the way
down to the individual.

Includes Clinical Governance, Research

Governance, Corporate governance.

A greater level of organisational complexity Higher level activities may be at Executive

than that of the pharmacist‟s team (as Board level of an organisation (including NHS
defined below). Trust or pharmaceutical industry); at Clinical
Higher Level Commissioning Group (CCG) level for a
community pharmacist in England; an
Academic Board; a regional or national group
of senior professionals.

A mentor supports and encourages another

to manage their own development in order
that they may maximise their potential,
develop their skills, improve their
performance and become the professional
Mentor
they want to be.

Ideally a mentor should not be the manager

or educational tutor due to potential conflict
of interest.

Priorities defined by the government or Health care priorities identified by the:

relevant national leadership bodies that Department of Health
National influence practice. Educational / workforce priorities
Priorities
Priorities influencing scientific or industrial
practice (e.g. health and safety).

14 The RPS Advanced Pharmacy Framework | 2013

 Term Explanation Example

Expert opinion is sought to undertake a

review of published work(s) in the
pharmacist‟s area of practice.
Peer Review
(n.b. different meaning to the „peer
assessment or review‟ used in Faculty
assessment which is a multi source feedback
of an individual‟s practice).

Roles that require a pharmacy professional Working as a community pharmacist, a

to either provide pharmaceutical care hospital clinical pharmacist.
Patient
directly to patients or to be directly
focussed roles
responsible for delivering a pharmaceutical Team leader of a group of pharmacists
service to patients. delivering a clinical service across sectors.

„Pharmaceutical care is the direct,

responsible provision of medication-related
care for the purpose of achieving definite
outcomes that improve a patient‟s quality of
life.‟ (Hepler & Strand).

Pharmaceutical Pharmaceutical care should underpin the

Care delivery of medicines optimisation; ensuring
health gain from medicines are maximised
and harms minimised. This is achieved
through enhanced engagement with patients
and the public, understanding their
experience and breaking down barriers
between professions.

Professional development refers to skills and Facilitated learning opportunities including

knowledge attained for development and taught courses, conferences, supervised
advancement in your career, role or practice and training.
professional duties.
Informal learning includes opportunities in
Professional
Development Continuing professional development (CPD) practice and self directed development of
for pharmacists is a statutory process to knowledge (e.g. reading/ attending seminars/
demonstrate competence and safety to lectures/ workshops), skills and behaviours
practice. The General Pharmaceutical (e.g. shadowing, on the job training).
Council‟s CPD framework is based on a
cyclical process of reflection, planning, action
and evaluation.

The RPS Advanced Pharmacy Framework | 2013 15

 Term Explanation Example

One who sets an example through their All pharmacists should behave in a
behaviour and values. professional manner that their colleagues and
trainees would be expected to emulate.

Advanced pharmacists should display traits

and behaviours that others would aspire to
Role Model attain, such as strong commitment to
maintaining expertise through a variety of
development routes, commitment to
improving patient care or services through
evidence based practice and evaluation,

Effective leadership & team working styles

The service the pharmacist is directly A pharmacy service to a defined group of

involved in providing whether direct to patients.
Service patients or otherwise.
(Pharmacy) E.g. anticoagulation clinic medicines/medical
information service. Manufacturing/ drug
formulation.

A team is a group of professionals working The team may comprise all the pharmacy
together and mutually accountable for the staff working within a location or in a larger
delivery of a common purpose or goal. organisation may be a sub group of pharmacy
staff providing a service to a defined area.
Team Within the context of the framework Team
refers to the group (pharmacy or Where the pharmacist predominately works
multidisciplinary) with which the pharmacist directly with other professionals in delivering
works most closely and regularly. a service they would comprise the „team‟.

See also Higher level.

16 The RPS Advanced Pharmacy Framework | 2013

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Meštrović A., Staničić Z, Ortner Hadžiabdić M., Mucalo I., Bates I., Duggan C., Carter S., Bruno A., Košiček M. Tailored Education and
Competency Development of Croatian Community Pharmacists Using the General Level Framework. Am. J. Pharm. Educ. 2011; In press.
Meštrovića A., Staničić Z., Ortner Hadžiabdić M., et al. Community pharmacists‟ competency evaluation and education using the general
level framework in Croatia. Am. J. Pharm. Educ. 2011; 75: Article 36.
Mills E, Farmer D, Bates I, Davies G, Webb DG. The General Level Framework (GLF): use in primary care and community pharmacy to
support professional development. Int J Pharm Pract. 2008, 16: 325-331.
Mills E, Laaksonen R., Bates I., Davies G., Duggan C. Self assessment of competence in a community pharmacy setting. Pharmacy Education
2005, 5: 189-99.
Mills E., Farmer D., Bates I., Davies G., Webb D., McRobbie D. Development of an evidence-led competency framework for primary care
and community pharmacists. Pharmaceutical Journal, 2005; 275: 48-52.
Mills ER., Bates I., Davies JG. How can community pharmacists assess competence? 10th Health Services Research and Pharmacy Practice
Conference. Royal Pharmaceutical Society of GB, 2004, ISBN 0 9544961 3 2; p48 49.
Mills ER., Bates I., Davies JG., Farmer D., Webb D. Developing an evidence based competency framework for pharmacy practitioners. 11th
Health Services Research and Pharmacy Practice Conference. Royal Pharmaceutical Society of GB, 2005, ISBN 0 9544961 8 3; p18.
Obiols Albinana L., Bates IP., Duggan CD., Carter S., Webb DG., Davies JG., McRobbie D. Higher-level practice: further validation using a
qualitative approach. Int. J. Pharm. Pract. 2007, 15: B72.
Obiols Albiñana L., Bates IP., Webb DG., Davies JG. McRobbie D. Mapping levels of practice in the advanced practitioner workforce. 11th
Health Services Research and Pharmacy Practice Conference. Royal Pharmaceutical Society of GB, 2005, ISBN 0 9544961 8 3; p9.

The RPS Advanced Pharmacy Framework | 2013 17

 Obiols Albinana L., Webb DG., Bates IP., Davies JG., McRobbie D. Validating advanced practice: towards a definition of consultant
pharmacist. Int. J. Pharm. Pract. 2005, 13: R54.
Patel J., Sharma A., West D., Bates IP., Davies JG. Abdel-Tawab R. An evaluation of using multi-source feedback (MSF) amongst junior
hospital pharmacists. Int. J. Pharm Prac. 2011; DOI: 10.1111/j.2042-7174.2010.00092.x
Patel J., West D., Bates IP., Eggleton A., Davies G. Early experiences of the mini-PAT (Peer Assessment Tool) amongst hospital
pharmacists in South East London. Int J Pharm Prac 2009, 17: 123-126.
Patel JP, Sharma A, West D, Bates IP, Davies JG, Abdel-Tawab R. Is there a place for the mini Peer Assessment Tool (PAT) among
general level pharmacists (GLP) working in secondary care? Clinical Pharmacist 2009, 1: S1.
Rutter V., Wong C., Coombes I., Cardiff L., Duggan C., Yee M-L., Lim KW., Bates I. Use of a General Level Framework to Facilitate
Performance Improvement in Hospital Pharmacists in Singapore. Am J Pharm Educ 2012; 76 (6): Article 107.

18 The RPS Advanced Pharmacy Framework | 2013

Notes

The RPS Advanced Pharmacy Framework | 2013 19

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20 The RPS Advanced Pharmacy Framework | 2013