Home' Australian Pharmacist : Australian Pharmacist April 2012 Contents 300 Australian Pharmacist April 2012 I ©Pharmaceutical Society of Australia Ltd.
Continuing Professional Development
The articles in this series are independently researched and compiled by PSA commissioned authors and peer reviewed.
SUPPORTING PHARMACY PRACTICE
and approaches learned in earlier
sessions.12 Training should surround
skills and information that staff can
Commence sessions with behaviourally
oriented objectives. For example,
communicate: 'At the end of this training
you will be able to ...'12 Use real life
examples, analogies, case studies, and
increase involvement by engaging staff
in tasks requiring action. Discuss how to
address real life scenarios and barriers
staff believe they will encounter when
applying new skills.12
Review and reinforce training along
Evaluating and recording training is
essential. Follow up with staff on skills and
knowledge they acquired from on-the-job
training. Record training as evidence for
assessment and in developing a training
Learning can be reinforced by allowing
recently trained staff to train others and
share their learning experience. This is
one way to ensure that employees make
an effort to understand the training as
they need to pass the knowledge on.13
Training partners are a great way to
enforce a team culture and support a
learning organisation.12 Remind senior
staff that acting as a role model helps
others apply learnt skills and knowledge
and is a way to encourage staff to train
Case study: A new perspective
-- David develops a dynamic
Armed with such knowledge, David feels
like he can truly develop his pharmacy as
a learning organisation with a focus on
on-the-job training. With two interns and
a number of student pharmacists this year
he has the opportunity to structure their
on-the-job training in order to achieve their
university and intern program objectives.
As a start he is going to have every staff
member complete the learning style quiz
so that he and they can ascertain how they
can best learn. Sitting down with each staff
member to set some goals and learning
action plans will be motivating for all
parties and help develop a learning culture.
With a team of students, interns and recent
graduates he can set up mentors within the
pharmacy to maximise job shadowing and
sharing knowledge and skills among staff.
David feels motivated and excited that he
can maximise the learning opportunities
that present with the day to day running of
With strong support that it is the most
effective form of job training,1, 2 on-the-job
training presents a golden opportunity for
training assistants, interns and students.
Utilising structured programs run through
PSA, along with techniques discussed
above, pharmacists can maximise the use of
pharmacies and pharmacy departments as
dynamic training grounds for great future
pharmacists and pharmacy assistants.
1. Kucera D. On the job training [online] 2011 [updated Jan 2012;
accessed 20 Jan 2012]. At: www.referenceforbusiness.com/
2. Heathfield SM. On-the-Job Training [online] 2012 [updated Jan
2012; accessed 20 Jan 2012]. At: http://humanresources.about.
3. Robbins S, Millett B, Cacioppe RT. Organisational Behaviour (3rd
ed.). Sydney: Prentice Hall; 2001.
4. Pharmaceutical Society of Australia. National Intern Training
Program (NITP): It's time to leave university and start your career
as a registered pharmacist. Canberra: PSA; 2011.
5. Vogt P. Students Describe the Benefits of Internships [online]
2011 [updated Jan 2012; accessed 13 Jan 2012]. At: http://
6. Skrabal MZ, Kahaleh AA, Nemire RE, et al. Preceptors'
perspectives on benefits of precepting student pharmacists to
students, preceptors, and the profession. Journal of American
Pharmacists Association 2006;5.
7. Carlopio J, Andrewartha G, Armstrong H. Developing
Management Skills : A comprehensive guide for leaders.
Sydney: Prentice Hall; 2005.
8. Flanagan N, Finger J. The Management Bible. Toowong Qld:
Plum Press; 2003.
9. Anonymous. Overview of Learning Styles. 2012 [updated 2012
Jan cited 2012 Jan 10 ]. Available from: http://www.learning-
10. Heathfield SM. How to conduct a simple training needs
assessment [online] 2012 [updated Jan 2012; accessed
4 Jan 2012]. At: http://humanresources.about.com/od/
11. Heathfield SM. Job Shadowing Is Effective On-the-Job Training
[online] 2012 [updated Jan 2012; accessed 15 Jan 2012].
12. Heathfield SM. Training can make a difference; Twelve tips for
training transfer to the workplace [online] 2012 [updated Jan
2012; accessed 4 Jan 2012]. At: http://humanresources.about.
13. Heathfield SM. Everyone wins: Tips for employee training
transfers; getting started after employee training [online]
2012 [updated Jan 2012; accessed 3 Jan 2012]. At: http://
1. Which of the following is perceived
as a benefit of on-the-job training
through internships and student
a) A sense of giving back to the
b) A decreased sense of professional
c) The opportunity to develop and
maintain clinical services.
d) All of the above.
2. Which of the following statements
BEST describes how to ensure
successful on-the-job training?
a) Let employees perform the task before
it is demonstrated.
b) Employees should observe a trained
and experienced employee to help
understand the day-to-day tasks.
c) Employees should be allowed to
decide how to complete a task.
d) Trainers should demonstrate once
and then let workers attempt the
3. Select the statement that is NOT
consistent with the principles of
a) A visual learner learns well using mind
maps and diagrams.
b) Solitary learners can benefit from self-
study and the use of teachers to clarify
c) Logical learners find it hard to
recognise patterns and don't just
d) None of the above.
4. Which of the following statements
is CORRECT in regard to optimising
the success of a training session?
a) Skills and information gained by
staff should be relevant but do
not necessarily need to be used
b) Isolated training sessions have no
effect in supporting a continuous
c) Training sessions should build on
A score of 3 out of 4 attracts 1 CPD credit.
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