gphc reflective essay examples

Revalidation: how to complete your reflective account

A step-by-step guide for pharmacists and pharmacy technicians to writing and submitting this vital part of revalidation to General Pharmaceutical Council requirements.

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Revalidation officially began on 30 March 2018, replacing the old continuing professional development (CPD) process [1] . Pharmacists and pharmacy technicians entering their second year of revalidation now need to submit one peer discussion and one reflective account, as well as four CPD entries covering planned and unplanned learning .

The Academy of Medical Royal Colleges defines reflective practice as “the process whereby an individual thinks analytically about anything relating to their professional practice with the intention of gaining insight and using the lessons learned to maintain good practice or make improvements where possible” [2] .

In practical terms, a reflective account should be a brief, written description of an experience and your actions, including what went well and what did not go well, and what you have learnt for the future. It should be a formalisation of what is already being done subconsciously as a pharmacy professional and should describe how service users have benefited as a result [3] . Service users are varied and will depend on your role; they may include patients, commissioners, staff and other healthcare professionals. Academic pharmacists may describe the impact that their services have had on students, while pharmacists who work in industry might explain their impact on colleagues developing or manufacturing medicines.

What should be reflected on?

The General Pharmaceutical Council (GPhC) decides which of the nine standards should to be reflected on each year [4] (see Box 1). If you are completing your reflective account for the first time, the standards you should reflect on are numbers 3, 6 and 9 [5] .

Box 1: The General Pharmaceutical Council’s standards

Professionalism and safe and effective practice are central to the role that pharmacy professionals have in delivering and improving the health, safety and wellbeing of patients and the public. The nine standards outline what it means to be a pharmacy professional:

• Standard 1: Provide person-centred care;
• Standard 2: Work in partnership with others;
• Standard 3: Communicate effectively;
• Standard 4: Maintain, develop and use their professional knowledge and skills;
• Standard 5: Use professional judgement;
• Standard 6: Behave in a professional manner;
• Standard 7: Respect and maintain the person’s confidentiality and privacy;
• Standard 8: Speak up when they have concerns or when things go wrong;
• Standard 9: Demonstrate leadership.

Source: General Pharmaceutical Council [4]

The GPhC says it chose these standards because it thinks it is important to assure members of the public that their trust in pharmacists and pharmacy technicians is well placed; the standards relate well to one another (one standard must be reflected on, but it may be easy to produce one reflective account to cover all three standards); and standard 3 was used in the pilot study [3] , so evaluating reflective accounts based on this standard will help the GPhC assess how revalidation is working.

Communicating effectively with others (standard 3) could include information about how you have overcome barriers to communication, demonstrated active listening, or adapted your communication style to meet the needs of the person you are communicating with [4] .

Behaving in a professional manner (standard 6) could include examples of when you have shown empathy and compassion, a time that you have acted with honesty and integrity, or an example of treating people with respect and safeguarding their dignity [4] .

Demonstrating leadership (standard 9) could include examples of when you have led by example, or contributed to the education and training of others [4] . See Box 2 for relevant resources from The Pharmaceutical Journal .

Box 2: Relevant resources from The Pharmaceutical Journal

To help support Royal Pharmaceutical Society members and subscribers to The Pharmaceutical Journal and Clinical Pharmacist complete their reflective account, a special page on pharmaceutical-journal.com has been developed and will be available from the end of May 2019. These relevant learning and careers articles can be used to support the development of your reflective account entries, while also providing ideas for the scope of activity that could be included.

Communicate effectively (Standard 3)

• How pharmacists can encourage patient adherence to medicines ;
• Discussing the MMR vaccine with patients .

Behave in a professional manner (Standard 6)

• How to spot signs of child sexual exploitation ;
• Communicating with palliative care patients nearing the end of life, their families and carers .

Demonstrating leadership (Standard 9)

• How to design and use learning objectives in clinical teaching ;
• How to manage staff and other pharmacy colleagues .

How much detail should be included?

The reflective account needs to be a brief example (or examples) of something that happened in the previous year, specifically thinking about why you did what you did.

First, outline your area of practice in two or three short sentences, including details of where you work and what your main roles are. For example:

• I am a pharmacy technician working in a hospital setting. My main role involves dispensing medicines for inpatients and outpatients, plus checking dispensed medicines [5] .
• I am a pharmacist working in a clinical commissioning group (CCG), which oversees the implementation of local prescribing formularies in line with my sustainability and transformation plan footprint. I am also the education and training lead for our CCG, which means I champion the development of our ten pharmacists [6] .

Then, describe the typical users of the service you provide in another two to three short sentences. If you do not have direct patient access, then you can describe how your services indirectly impact on patient care. For example:

• The users of my services include patients, pharmacy staff and other hospital staff [5] .
• Typical users of my service include prescribing leads, commissioners and GPs. This has an indirect effect on patient care because the information I provide is used by them to improve the standard of care provided [5] .

You then need to explain how you are meeting one or more of the three standards for pharmacy professionals (see Box 1). Set the scene by explaining the situation; if you are struggling with where to start, use ‘free writing’ as a technique to collect your thoughts.

To begin, spend ten minutes writing down thoughts that come into your head relating to the standard or element of professional practice you want to reflect on. Then re-draft and edit it to add depth.

Ensure that the examples used are relevant. There are many different situations and experiences you could potentially reflect on, but try not to focus on a particular number or type of reflective notes. Instead, it would be most valuable to reflect on experiences that relate to your professional practice and offer the potential for you to develop, learn lessons and gain insight.

Before you begin to write the rest of your reflective account, it is important to remember to keep your reflections anonymous. Although real-life examples are required by the GPhC, it is important to remember that patient confidentiality must still be maintained. Therefore, be careful to anonymise anything that could be used to identify a patient (e.g. the patient’s name, the time and date of the event, the location where the event occurred). Similarly, precise locations, dates and times should not be specified. Separating the timing of the reflective documentation of an event and its actual occurrence may help to achieve this [2] .

How can learning be demonstrated?

Focus on the learning resulting from an event, rather than a full discussion of a case or situation [2] . Start with the aims of what you were doing. For example:

• To learn why we saw an increase in the number of medicine errors in March [5] .
• To improve electronic communication with a nursing home manager and a GP [5] .

Describe your role and the skills you used. Focus on what went well, what you are most proud of and how people benefited from using your service. Then, look at anything that did not go well. Try to keep your response free of emotion and state what could be done to avoid or improve similar situations in the future. It does not have to focus on criticism — it can be positive. For example:

• The results made me realise that we do not engage students in any of the decision-making processes and only request their feedback for teaching sessions and other activities retrospectively. I decided to review how we communicated and engaged with our students [5] .
• I produced a revised prescription-handling protocol to standardise the recording process within the medicine centre [5] .
• After speaking to customers during the day and afterwards,  it was clear to me that this method was highly effective, not only in health promotion, but also in their views on us as a pharmacy. It also directly benefited some customers with referrals to the GP about their issues that otherwise may have been left for longer [5] .

Now you have thought about the situation in greater detail, think about why things happened as they did. How did you and others interact at the time? Is there anything you could do differently next time? If so, what would you do and why?

Think about what factors you could have influenced: is there anything you could have tried that may have improved the situation, or is there anything you did that was particularly important in the situation? It is easy to remember the things that you did not do and it is often the things that you did well that are forgotten. For example:

• I could have been more proactive in my approach with my team and identified clear learning opportunities with them at the start of the year. Rather than just sending an email to the team with some suggested courses, I could have met with them individually and understood their training needs in greater detail, so I could have tailored my suggestions for additional training to best suit them [5] .

You need to pull everything you have outlined together before you can learn, change your own practice and improve. It might be useful to look beyond what you would do differently, and instead think whether you have identified any transferable knowledge or skills you can utilise elsewhere [7] . Think about how you have changed or improved your practice as a result of that experience and anything you can share with your peers. For example:

• Because I changed the way I communicated with the GP, we built a rapport prior to the visit to the nursing home. I continued to use my improved communication skills to lead a successful clinical ward round [5] .
• Following implementation of this process, two clinical colleagues and I wrote a ‘white paper’ describing the process and challenges that we encountered [5] .

You may find it useful to test your reflections. For example, when comparable situations happen again, do things change as you would expect them to? This is a chance to repeat the reflective cycle to refine and develop your understanding [7] .

Can this process be made easier?

The following tips may help you improve your reflection in preparation for writing your account:

1. Make reflection a habit

Reflecting on your activity soon after the event will make your recollection more truthful. Writing notes may be time consuming, so recording reflections on your phone that could be transcribed later could be useful.

2. Recognise the benefits

Reflection on both good and bad experiences is vital to wellbeing and development, as well as improving the quality of care for patients.

3. Think about times when you avoid reflection

If you are not able to write down your feelings or you struggle to describe your experiences, you could record reflections, or talk to someone, perhaps even seek their permission to record the conversation. Drawing word clouds or illustrations may also help.

4. Avoid leaving it to the last minute

Plan your learning and CPD across the year, regularly reviewing your learning opportunities, and perhaps tie this in with your annual appraisal. This could provide a useful opportunity to get feedback [8] .

There are many resources that you can access to help you to record learning as you go along. The Royal Pharmaceutical Society (RPS) MyCPD app has a facility to help recording ongoing learning (see Box 3). The app is available for iOS devices via the App Store and Android devices via Google Play .

The RPS is also providing members with a dedicated Revalidation Support Service, who can be contacted by phone or email (0333 733 2570; [email protected] ), and a dedicated revalidation support hub , which also provides more information on the various support services offered, is available on the RPS website.

The GPhC also has a number of resources to help pharmacy professionals. If you are unable to complete your revalidation submission owing to exceptional circumstances (e.g. maternity or sick leave), let the GPhC know as soon as possible as they might be able to extend your deadline, allow you to submit fewer records or, in some cases, skip the process for a year.

Photoguide: How to record a reflective account in the RPS MyCPD app

Source: JL / The Pharmaceutical Journal

For more information, see our article about how to use the RPS myCPD app

For information on how to complete your peer discussion, read the accompanying learning article here .

Additional useful resources

• General Pharmaceutica l Council
• Royal Pharmaceutical Society
• Association of Pharmacy Technicians UK
• UK Clinical Pharmacy Association
• Primary Care Pharmacy Association

[1] Torjesen I. Revalidation: support and implementation. Pharm J 2018;300(7909)  doi: 10.1211/PJ.2018.20204267

[2] The Academy of Medical Royal Colleges and the Conference of Postgraduate Medical Deans of the United Kingdom. Academy and COPMeD Reflective Practice Toolkit. 2018. Available at: http://www.aomrc.org.uk/wp-content/uploads/2018/08/Reflective_Practice_Toolkit_AoMRC_CoPMED_0818.pdf (accessed May 2019)

[3] General Pharmaceutical Council. Revalidation: find out which standards you will need to reflect on. 2018. Available at: https://www.pharmacyregulation.org/regulate/article/revalidation-find-out-which-standards-you-will-need-reflect (accessed May 2019)

[4] General Pharmaceutical Council. Standards for pharmacy professionals. 2017. Available at: https://www.pharmacyregulation.org/sites/default/files/standards_for_pharmacy_professionals_may_2017_0.pdf (accessed May 2019)

[5] General Pharmaceutical Council. Revalidation resources for pharmacy professionals. Available at: https://www.pharmacyregulation.org/revalidation-resources-pharmacy-professionals (accessed May 2019)

[6] Royal Pharmaceutical Society. Example revalidation records. 2018. Available at: https://www.rpharms.com/professional-development/revalidation/example-revalidation-cpd-records (accessed May 2019)

[7] Koshy K, Limb C, Gundogan B et al. Reflective practice in health care and how to reflect effectively. IJS Oncol  2017;2(6):e20. doi: 10.1097/IJ9.0000000000000020

[8] Royal College of Nursing. Eight ways to improve your reflection. 2015. Available at: https://www.rcn.org.uk/professional-development/revalidation/eight-ways-to-improve-your-reflection (accessed May 2019)

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Pharmacy regulator opts to keep same three reflective account standards for revalidation

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• GPhC revalidation

Do you need to submit your revalidation records? This page offers guidance on the GPhC revalidation requirements, including peer discussions and reflective accounts.

• I need help managing my…

This page contains information about the GPhC requirements for revalidation for pharmacists. We have summarised the key points for pharmacists, but for full information including resources and FAQs, see the GPhC website .

The new process

Revalidation has replaced the original continuing professional development (CPD) system. Revalidation places more emphasis on reflection and will encourage pharmacists to consider how their learning and development has benefited the people who use their services. So, whilst pharmacists will still be carrying out and recording learning and development activities, there will be greater scope to comment and reflect on the positives of this learning.

When did revalidation happen?

The GPhC introduced revalidation in phases. The first phase began with pharmacists whose registration was due for renewal on 31st October 2018. Subsequent groups then submitted records as their registration became due. This phased introduction meant that all pharmacists had submitted their first revalidation records by 14th October 2019.

Please note, the GPhC will be using pharmacists’ registration renewal date. This should not be confused with their registration expiry date (which is two months after the renewal date).

Submitting records

Pharmacists will need to submit their records via the new My GPhC online system. The new system went live in April 2018 and pharmacists should have received a letter with their PIN number so that they can log on to the new system.

Pharmacists should note that the new system will only store records for two years.

Using My GPhC

The GPhC has published a list of frequently asked questions (FAQs) that can help pharmacists through the revalidation process. The FAQs can be accessed on the GPhC website .

Pharmacists who encounter issues when they set up their account could have a look at the GPhC troubleshooting tips .

Storing records

Pharmacists who would like to retain their records for longer than two years will need to find an alternative way to store them. For example, pharmacists could use an online system offered by another organisation, for example, the RPS, or they could store them on a computer at home.

Transferring records for submission

Pharmacists can store their records on MyGPhC (for a maximum of two years) and submit them when their renewal is due. Alternatively, pharmacists who want to store their records at home can use the GPhC revalidation record templates and transfer the records to the GPhC online system when needed.

What submissions must be made?

Pharmacists will need to submit the following records:

• four CPD entries, at least two of which should be planned learning activities
• one reflective account
• one peer discussion.

The GPhC does not give a suggested word limit, but noticed in its research that entries that met the requirements tended to be around 400 words long. The GPhC has a range of example revalidation records for pharmacists to use as guidance for both planned and unplanned learning activities, reflective accounts and peer discussions. The examples cover a variety of pharmacy settings, including hospital, community and academia.

These can be found on the GPhC website

Planned and unplanned learning activities 

The GPhC define unplanned learning “ as an event or activity that enabled you to learn something new or refresh your knowledge or skills “. They expect pharmacists to demonstrate how this learning benefited the people using the service. Examples include the successful introduction of a new service, an internet search for medical information to help patients to manage their medical conditions/medicines and research using medical journals.

Planned learning is when pharmacists look ahead and think ‘this needs refreshing’, or identify new skills that they can take on, for example, in prescribing or injecting. Planned learning activities would include any planned learning event, for example, this could be an online course, an external/internal training event or a conference.

Reflective accounts

The GPhC defines reflective practice as critically evaluating practice and learning ways to improve outcomes for patients and service users. Pharmacists may find it helpful to take a step back and think about the services they provide and how this impacts on service users. The following questions may prove helpful when submitting a reflective account:-

• what happened
• what was I trying to achieve
• what did not go so well and why
• how did it affect others – in particular, the people using my services
• what were/are the consequences of me doing or not doing what I did
• what could be done differently next time
• what have I learnt from this that will change how I approach this situation next time?

Pharmacists will also need to focus on how they met met one or more of the GPhC’s standards for pharmacy professionals. The GPhC will inform pharmacists every year on which standard/s they will be able to choose from in their reflective account.

Pharmacists should also include a brief summary of their role, who their typical service users are and the type of work, for example, setting and outline of main roles and responsibilities.

For a reflective account form and guidance, see the GPhC website .

For the latest standards for pharmacists, click here .

Reflective accounts for pharmacists in a non-patient facing role

The GPhC uses the phrase people using your services and this covers not only groups such as patients, family and carers of patients but also groups such as health care professional colleagues, students or trainees and external organisations. Therefore academic pharmacists could consider the impact of their services on their students. Pharmacists in industry might look at the impact of their services  in terms of the introduction of new medicines and the impact on health care in general (the greater public), or their impact on colleagues developing or manufacturing medicines.

Peer discussions

Peer discussions are an opportunity to talk with somebody who understands pharmacy practice. It is also an opportunity to discuss a variety of different issues that might help pharmacists to reflect on their practice. This might include a particular case that proved challenging, but also provided an opportunity to learn. Pharmacists will also be able to focus on trying to identify any learning they need to undertake in the future. This is particularly useful for pharmacists who are finding it hard to decide by themselves what they need to learn. What happens in the conversation is up to the individuals, but pharmacist should keep the peer discussion focused on their practice and learning.

In order to be effective the GPhC recommends that pharmacists should be open and honest with their peer during the discussion. Issues to consider include reflecting on how the case was handled and how the patient benefited from their approach. Pharmacists will also need to include information such as why a particular peer was chosen.

Peer discussions for pharmacists in a non-patient facing role

Pharmacists in a non-patient facing role might want to consider how their work has impacted on a service user or group of service users. For example, pharmacists in academia might want to consider a case where they have helped a student to overcome adversity or implemented a change to the curriculum as a direct result of service users’ experiences.  They could then reflect on how this benefited the user.

Pharmacists in industry might want to consider a case where they have overcome a difficulty in the development of a new medicine or updated information with regards to medicine usage. They could then reflect on how this benefited medicine users.

 GPhC peer discussion form and guidance

Can the same scenario be used for both the reflective account and the peer discussion?

Pharmacists should use more than one scenario for both records. The GPhC will expect pharmacists to use different situations for each record. However, pharmacists might want to opt for some planned learning if a peer discussion or a reflective account leads them to identify a topic that may require further development.

Who can be a peer?

There are numerous people who could be a suitable peer. They include:-

• a work colleague
• somebody from an education or training provider
• somebody from a professional body or association
• somebody from a local or national network

Pharmacists could also use social media networks such as LinkedIn to help them to find a peer. Equally, attending events such as conferences, external training or a Pharmacist Support wellbeing workshop will all provide further opportunities for meeting a peer.

The GPhC does not recommend that pharmacists choose peers with whom they have a very close relationship, such as a family member or close friend. Peers should have an understanding of the role of the pharmacist with whom they are having the discussion. This may mean that over the years, pharmacists might need to change their peers in order to reflect the varying stages of their career.

Can employers choose peers for pharmacists?

Employers cannot choose a peer unless a pharmacist specifically requests that their employer does so. Employers cannot force pharmacists to have a particular peer. Pharmacists will be asked to make a declaration to the GPhC confirming that they have selected their own peer. Employers should not use peer discussions as part of an individual employee’s appraisals. Peer discussions are for different purposes and should be given their own time even if they happen to be with the same person.

Pharmacists do not need to use somebody from within their place of work unless they want to.  Pharmacists who select a health and social care professional as their peer should note that the GPhC will expect  this person’s  registration to be checked in advance. Pharmacists should ensure that the peer that they have selected is registered and that they are not subject to an active investigation.

Does the peer discussion have to be face-to-face?

It will not always be possible for pharmacists to conduct peer discussions face-to-face. Pharmacists working in isolated rural communities and pharmacists who are working outside the UK but still want to maintain their GPhC registration can consider a range of alternative methods. Examples include peer discussion by SKYPE or telephone.

Which submissions are selected for review?

The GPhC will check to ensure that all pharmacists have submitted their revalidation records as required. They will then review 2.5% of all submitted records. Some records will be chosen at random, others will be specifically targeted, for example, if the records are submitted late or if a pharmacist has had an issue with CPD in the past. Pharmacists who submit their records in time and meet all of the GPhC criteria are not usually reviewed for at least two years.

What information will the GPhC require?

Pharmacists whose records are selected for review should note that whilst the GPhC will contact peers to confirm that the discussion took place, they will not ask for any details of the actual discussion.

In some circumstances a peer review may cause concerns relating to a pharmacist’s fitness to practise. In these instances peers should refer to the GPhC guidance with regards to raising a concern .

Submitting revalidation records

Pharmacists will need to submit their revalidation records at the same time as they renew their registration. Pharmacists can record at any point during the year and submit records during the two months before the renewal deadline. Therefore the deadline for submission is the same as the renewal deadline.

Late and/or partial submission of records

Pharmacists can request an extension or a reduction in the number of records they need to submit if they have a good reason. Extensions and/or reductions in the number of records submitted can only be given for breaks of less than twelve months. Good reasons can include a serious medical condition or maternity leave. In these circumstances it might still be possible to renew a registration without the relevant revalidation records. The GPhC has a revalidation extenuating circumstances request process built into MyGPhC. In general, the GPhC will not reduce the number of records for breaks of less than three months, in these instances they are more likely to grant an extension.

Requests for extensions and/or reductions in the number of records submitted are dealt with on a case by case basis. For further information on the kind of request that might be best for you, contact the GPhC.

The GPhC advises that pharmacists who do not intend to practise within twelve months of renewing their registration should consider voluntarily removing themselves from the register and return to the register at a later date. Pharmacists who do this will need to show evidence of of the steps they have taken to keep themselves up-to-date with pharmacy practice.

Pharmacists who fail to submit some or all of their revalidation records without good reason will be entered into the process of remediation. Pharmacists who do not submit their records by the end of the designated period of remediation will be subject to the GPhC administrative removal from the register.

Revalidation during the pandemic

Pharmacists should continue to carry out as much CPD as is necessary in order to practice safely. However the GPhC has made adjustments to the revalidation requirements to help pharmacists during this difficult time. For the very latest information on what revalidation records are required, see the GPhC website .

Other useful organisations 

Centre for pharmacy postgraduate education (cppe).

The CPPE has a wide selection of courses for pharmacists. These include a mix of online and face to face learning events. Pharmacists could book on some of their courses for the planned learning activities that are required for revalidation. For further information, see the CPPE website .

Pharmacy magazine

The Pharmacy magazine has a learning section which includes CPD modules, practice scenarios and team training. For further information, see the Pharmacy magazine website .

Royal Pharmaceutical Society (RPS)

Pharmacists who are members of the RPS will be able to access the RPS  Everything you need to know about revalidation resources. For further information, see the RPS website .

Study PRN offers a range of CPD modules that pharmacists could use for their planned learning activities. For further information, see the StudyPRN website .

This page was last reviewed on 22 February 2023.

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Are you planning a career change? This page is for pharmacists who are looking for an alternative career, either within the pharmaceutical environment or in non-pharmacy-related work.

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Are you planning on working in Great Britain? This page is for pharmacists from the EEA, who have joined, or are preparing to join the GPhC register.

Essay Papers Writing Online

A journey of self-discovery through the written word.

In the realm of writing, reflection is a powerful tool that allows writers to delve deep into their thoughts, emotions, and experiences. Reflective essays serve as a platform for introspection and self-discovery, enabling individuals to explore their innermost feelings and perspectives on a particular topic or event. Through the art of reflection, writers can examine their past actions, analyze their growth, and gain valuable insights that contribute to personal and professional development.

The process of writing a reflective essay involves more than just recounting events; it requires a thoughtful examination of one’s thoughts and feelings surrounding those events. By articulating their thoughts in a structured and coherent manner, writers can gain clarity, insight, and understanding of their experiences. This introspective exercise not only enhances self-awareness but also encourages critical thinking, empathy, and emotional intelligence.

As writers navigate the intricate terrain of reflection, they embark on a journey of self-exploration and self-expression. Through the written word, individuals can articulate their innermost thoughts, fears, joys, and struggles, creating a narrative that is both personal and universal. By sharing their reflections with others, writers foster dialogue, connection, and understanding, creating a unique space for empathy, growth, and solidarity.

Understanding Reflective Writing

Reflective writing is a form of writing that allows individuals to explore their thoughts, feelings, and experiences. It involves looking back on past events or situations and analyzing them to gain insight and understanding. Reflective writing is often used in academic settings to encourage students to think critically and reflect on their learning process.

When engaging in reflective writing, it is important to be honest and open about your experiences. You should consider how you felt at the time, what you learned from the experience, and how it has influenced your thinking or behavior. Reflective writing can help you gain a deeper understanding of yourself and your personal growth.

What is Reflective Writing?

Reflective writing is a form of personal, introspective writing that explores and analyzes thoughts, experiences, and emotions. It involves looking back on a particular event or experience, reflecting on how it affected you, and considering what you’ve learned or gained from it. Reflective writing often involves a deep level of self-awareness and critical thinking.

Through reflective writing, individuals can gain insight into themselves, their actions, and their relationships. It can be a powerful tool for personal growth, self-discovery, and learning. Reflective writing can be therapeutic, helping individuals make sense of their experiences and emotions.

Benefits of Reflective Essay

A reflective essay offers numerous benefits for writers and readers alike. Here are some key advantages of writing a reflective essay:

• Self-awareness: Reflective essays encourage introspection and self-reflection, leading to a deeper understanding of oneself and one’s experiences.
• Critical thinking: Writing reflectively requires critical analysis of events and ideas, fostering critical thinking skills.
• Empathy: Reflective essays often involve exploring emotions and perspectives, enhancing empathy and understanding towards others.
• Personal growth: By reflecting on past experiences, individuals can identify areas for personal growth and development.
• Improved writing skills: Engaging in reflective writing helps writers enhance their storytelling and communication abilities.
• Enhanced problem-solving: Reflective essays can help individuals identify patterns and lessons learned, aiding in problem-solving and decision-making.

Overall, the act of writing a reflective essay can lead to increased self-awareness, personal growth, and improved communication skills.

Personal Growth and Development

Reflective writing allows for personal growth and development by providing a space for self-exploration and introspection. Through the process of reflecting on our experiences, thoughts, and emotions, we gain a deeper understanding of ourselves and the world around us.

By engaging in reflective writing, we can identify patterns in our behavior, uncover hidden motivations, and gain insights into our strengths and weaknesses. This self-awareness is essential for personal growth, as it enables us to make informed choices and take intentional action towards our goals.

Moreover, reflective writing encourages us to learn from our experiences and mistakes, fostering a growth mindset that embraces challenges and setbacks as opportunities for learning and development. It helps us develop resilience, adaptability, and emotional intelligence, all of which are crucial for personal growth and success.

In conclusion, personal growth and development are central to the practice of reflective writing, as it allows us to cultivate self-awareness, learn from our experiences, and navigate life’s challenges with wisdom and resilience.

Steps to Writing a Reflective Essay

Step 1: Select a Topic

Choose a topic that reflects on your personal experiences or emotions that you wish to explore and reflect upon.

Step 2: Brainstorm Ideas

Reflect on the topic and jot down key points, memories, and emotions that you want to include in your essay.

Step 3: Create an Outline

Organize your thoughts and ideas into an outline to structure your essay. Include an introduction, body paragraphs, and a conclusion.

Step 4: Write the Introduction

Start with an engaging introduction that captures the reader’s attention and introduces the topic of your reflection.

Step 5: Develop the Body Paragraphs

Elaborate on the key points and experiences in the body paragraphs. Include concrete examples and details to support your reflections.

Step 6: Reflect on the Experience

Reflect on the significance of your experiences and emotions. Analyze how they have impacted you and what you have learned from them.

Step 7: Write the Conclusion

Summarize your reflections and insights in the conclusion. Reflect on how the experience has shaped your thoughts and actions.

Step 8: Revise and Edit

Review your reflective essay, revise for clarity and coherence, and edit for grammar and punctuation errors.

Step 9: Seek Feedback

Share your reflective essay with peers, instructors, or mentors for feedback and suggestions for improvement.

Step 10: Finalize Your Essay

Make final revisions based on feedback and polish your reflective essay for a compelling and insightful piece of writing.

Choosing a Topic and Brainstorming

When starting a reflective essay, the first step is to choose a topic that resonates with you and allows for introspection. Consider events, experiences, or emotions that have had a significant impact on you. Reflect on moments of growth, challenges overcome, or lessons learned.

Once you have selected a topic, start brainstorming to generate ideas for your essay. Jot down key points, memories, and thoughts related to your chosen topic. Consider how the experience made you feel, what you learned from it, and how it shaped your perspective.

Brainstorming allows you to explore different angles and details of your chosen topic, helping you to delve deeper into your reflections and craft a well-rounded essay that captures the essence of your thoughts and emotions.

Structuring a Reflective Essay

When structuring a reflective essay, it is important to carefully outline the different components to ensure a clear and cohesive piece of writing. Here are some key elements to consider:

1. Introduction: Begin your essay with an engaging introduction that sets the stage for your reflection. Provide some context for the experience or event you will be reflecting on.

2. Body: The body of your essay should include detailed reflections on the experience. Share your thoughts, feelings, and insights on the situation, and provide examples to support your reflections.

3. Analysis: After sharing your reflections, take some time to analyze the experience. Consider what you have learned, how it has impacted you, and what changes it has brought about in your thinking or behavior.

4. Conclusion: Conclude your essay by summarizing your key reflections and insights. Reflect on the significance of the experience and any lessons you have learned. Leave the reader with a final thought or reflection.

By following these guidelines, you can create a structured and thought-provoking reflective essay that effectively communicates your reflections and insights.

Reflective Essay Examples

Here are some examples of reflective essays:

• Example 1: Reflecting on my first year of college and the lessons I’ve learned
• Example 2: Exploring the impact of a personal challenge on my growth and development
• Example 3: Reflecting on a life-changing experience that shaped my perspective

These examples provide insight into the reflective essay process and can inspire you to explore your own experiences through writing.

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Gphc confirms new standards for revalidation accounts, record learning outcomes.

The General Pharmaceutical Council has set out the new standards that pharmacy professionals may consider when writing up their reflective account for this year's revalidation requirements. 

The GPhC said that at its April 14 council meeting it was agreed that pharmacists and pharmacy technicians renewing their registration on or after October 1 will need to reflect on one or more of the following standards:

• Standard one: Pharmacy professionals must provide person-centred care
• Standard two: Pharmacy professionals must work in partnership with others
• Standard five: Pharmacy professionals must use their professional judgement.

“These standards were selected because of their relevance during the pandemic where many pharmacy professionals adapted their approach based on the individual care and needs of patients; increasingly operated as part of multi-professional teams; and were required to use their professional judgement in particularly challenging circumstances,” the GPhC said.

The GPhC said reflective accounts can also involve a pharmacy professional’s experiences during the pandemic and how they have considered equality, diversity and inclusion in their practice.

It said standards one, two and five will remain in place from October 1 this year until December 31 2024.

“Having the same standards in place for two years will allow pharmacy professionals time to consider the standards in more detail, to build on their first account, and incorporate any feedback from the previous year’s submission,” the GPhC said.

This guidance follows the March 23 announcement from the regulator that after two years of scaled-back revalidation requirements, from October this year pharmacy professionals will once more have to submit four CPD records – of which two must be planned events – as well as one peer discussion and one reflective account. 

Pharmacy professionals who are due to renew on or before September 30 this year have to only submit a reflective account on one or more of standards three, six and nine.

Standard three relates to effective communication, standard six to behaving in a professional manner and standard nine to the need to demonstrate leadership.

GPhC announces new reflective account standards for revalidation

Pharmacists will be asked to consider three new standards when writing up their reflective accounts for revalidation next year, the GPhC has announced.

Following a council meeting on 14 April, the regulator announced that pharmacy professionals renewing their registration on or after 1 October 2022 will need to reflect on one or more of the following three standards in their reflective account:

● Standard one: Pharmacy professionals must provide person-centred care

● Standard two: Pharmacy professionals must work in partnership with others

● Standard five: Pharmacy professionals must use their professional judgement.

‘These standards were selected because of their relevance during the pandemic where many pharmacy professionals adapted their approach based on the individual care and needs of patients; increasingly operated as part of multi-professional teams; and were required to use their professional judgement in particularly challenging circumstances,’ the GPhC said.

But pharmacy professionals renewing their registration on or before 30 September 2022 only need to submit a reflective account – and no other parts of the revalidation requirements – because of a relaxed policy introduced during the Covid-19 pandemic .

Meanwhile, those due to renew their registration on or after 1 October will need to submit all six revalidation records, as announced on 23 March. This comprises four CPD records (two of which must be planned events), one peer discussion and one reflective account.

The standards will remain in place from 1 October 2022 to 31 December 2024, the GPhC added.

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CAMBRIDGE, MASSACHUSETTS - JULY 08: A view of Harvard Yard on the campus of Harvard University on ... [+] July 08, 2020 in Cambridge, Massachusetts. Harvard and Massachusetts Institute of Technology have sued the Trump administration for its decision to strip international college students of their visas if all of their courses are held online. (Photo by Maddie Meyer/Getty Images)

The college essay is a pivotal piece of the college application showcasing your individuality and differentiated outlook to admissions officers. What makes an essay truly shine? Let’s dive into the words behind three standout essays highlighted by university websites and a school newspaper's brand studio so you can get into the right mindset for crafting your own narrative.

Embracing Differences: Finding Strength In Uniqueness

Essay Excerpt: ‘Bra Shopping ’ (Harvard)

Featured by the Harvard Crimson Brand Studio , Orlee's essay recounts a student's humorous and insightful experience of bra shopping with her grandmother, weaving in her unique family dynamics and challenges at her prestigious school.

What Works:

• Humor and Honesty: The student's humor makes the essay enjoyable to read, while her honesty about her challenges adds depth.
• Self-Awareness: She demonstrates a strong sense of self-awareness, embracing her uniqueness rather than trying to fit in.
• Resilience: Her narrative highlights resilience and the ability to find strength in differences.

For Your Essay : To write an essay that embraces your uniqueness, start by identifying a quirky or challenging experience that reflects who a key insight into your experience. Think about how this experience has shaped your perspective and character. Use humor and honesty to bring your story to life, and focus on how you have embraced your differences to become stronger and more resilient.

Best High-Yield Savings Accounts Of 2024

Best 5% interest savings accounts of 2024, finding connections: humor and self-reflection.

Essay: ‘Brood X Cicadas ’ (Hamilton College)

As an example on Hamilton's admissions website, Nicholas writes about the cicadas swarming his hometown every 17 years and draws a parallel between their emergence and his own transition to college life. He uses humor and self-reflection to create a relatable and engaging narrative.

• Humor: Nicholas uses humor to make his essay entertaining and memorable. His witty comparisons between himself and cicadas add a unique twist.
• Self-Reflection: By comparing his life to the cicadas’, he reflects on his own growth and readiness for change.
• Relatability: His narrative about facing new experiences and challenges resonates with readers who have undergone similar transitions.

For Your Essay: To infuse humor and self-reflection into your essay, start by identifying an ordinary experience or object and think about how it relates to your life. Write down funny or insightful observations about this connection. Use humor to make your essay more engaging, but ensure it still conveys meaningful self-reflection. This balance can make your essay both entertaining and profound.

Persistence and Multicultural Identity: Life Lessons From Tortilla Making

Essay: ‘ Facing The Hot Griddle ’ (Johns Hopkins University)

In this essay published by Hopkins Insider, Rocio uses the process of making tortillas to explore her multicultural identity and the challenges she has faced. Her story beautifully weaves together her Guatemalan heritage and her experiences growing up in the United States.

• Metaphor and Symbolism: The process of making tortillas becomes a powerful metaphor for the student’s journey and struggles. The symbolism of the masa harina and water mixing parallels her blending of cultural identities.
• Personal Growth: The essay highlights her perseverance and adaptability, qualities that are crucial for success in college.
• Cultural Insight: She provides a rich, personal insight into her multicultural background, making her story unique and compelling.

For Your Essay: To write an essay that explores your identity through a metaphor, start by thinking about an activity or tradition that holds significant meaning for you. Consider how this activity relates to your life experiences and personal growth. Use detailed descriptions to bring the activity to life and draw connections between the process and your own journey. Reflect on the lessons you've learned and how they've shaped your identity.

A winning college essay isn’t simply about parading your best accomplishment or dramatizing your challenges. It’s not a contest for which student is the most original or entertaining. Rather, the essay is a chance for you to showcase your authenticity, passion, resilience, social awareness, and intellectual vitality . By sharing genuine stories and insights, you can create an essay that resonates with admissions committees and highlights your unique qualities.

For you to have the best possible essay, mindset is key. Here’s how to get into the zone:

• Reflect Deeply: Spend time thinking about your experiences, challenges, and passions. Journaling can help you uncover deep insights.
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• Draft Freely: Don’t worry about perfection on the first try. Write freely and honestly, then refine your narrative.

The secret to a standout college essay lies in its authenticity, depth, and emotional resonance. By learning from these successful examples and getting into the right mindset, you can craft an essay that not only stands out but also provides a meaningful insight into who you are. Remember, your essay is your story—make it a piece of writing that you will always be proud of.

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Planned CPD record examples

What are you planning to learn?

My employer has asked me to provide Emergency Contraception service under NHS PGD. For this service, I would like to gain more knowledge about the service and complete the Declaration of Competence (DoC) process on CPPE website. This learning is vital to provide a successful EHC service under PGD. Pharmacies are the ideal place to supply EHC at times when the GP surgery may be too busy or during out of hours. By getting accredited to provide EHC under NHS PGD, I would be able to help the users of my pharmacy when they require EHC.

How are you planning to learn it?

I am going to complete CPPE course on Emergency Contraception and Safeguarding children and vulnerable adults and undertake e-assessment for each course. I will also read and understand PGD document available to familiarise myself with inclusion and exclusion criteria. I will read the product literature of each product to be supplied under the PGD.

Give an example of how this learning benefited your patients or service users.

After completing CPPE courses on Emergency Contraception and Safeguarding children and vulnerable adults, I have completed the Declaration of Competence on CPPE website. I am confident about providing emergency contraception service in my pharmacy safely and effectively. I have supplied EHC under NHS PGD to one of our regular patients. The patient required EHC on Saturday morning and the GP surgery was closed. The patient did not want to go to a walk-in centre due to a long wait to see a doctor. Therefore, she came to the pharmacy for EHC under the PGD service. As I have completed the accreditation process, I was able to provide the service as per PGD requirements. The patient was happy with the service as it saved her time from a long wait at the walk-in centre.

My role at a pharmaceutical company supports the introduction of new medicines to the market.

My company is introducing a complex novel therapy (an enzyme inhibitor) to market. I need to present to clinicians working in the NHS who will be prescribing this medicine and discuss how this new medicine’s interactions can be managed. It would be useful to compare other similar medicines (in the same class), so we can develop a consistent approach to support clinicians managing the interactions.

I will, therefore, learn about the interaction profiles of medicines in the same class.

Read product literature and conduct a literature search for other enzyme inhibitors. So I can familiarise myself with the interaction profile of this and similar medicines.

Give an example of how this learning has benefitted the people using your services?

I learnt that this novel therapy, like others in its class increases exposure (and this is classified as severe so will require dose adjustments) to antifungals, azoles, beta blockers, calcium channel blockers and HIV-protease inhibitors. Avoid this medicine for those taking anti-arrhythmics. Exposure to this novel therapy is increased by grapefruit juice.

I presented the evidence (what I had learnt) to a group of prescribers at a meeting I arranged to provide support.

Attendees expressed appreciation for the information I gave them. As it helped reassure them and fully understand the interaction profile of this novel therapy, and that it can be managed in a similar way to other medicines in this class.

I want to learn more about advanced inhaler technique.

This learning is relevant to me because I dispense inhalers to patients with respiratory conditions and there is a gap in my knowledge about using some new inhalers.

This learning will help me to counsel patients on correct use of their inhalers.

I plan to talk to colleagues with experience in this area and attend the advanced inhaler technique workshop organised by the WCPPE. I did think about looking up information on the internet too but eventually decided against that approach as I wasn’t sure where to start looking for information.

Give an example of how this learning has benefited the people using your services.

I learnt more about the common mistakes patients make when using inhalers. They inhale pMDI too fast and DPI like Accuhaler, Turbohaler and Handihaler too slowly. Inhalation of MDI (device that creates aerosol) should be gentle. On the otherhand, inhalation of DPI (relies on the energy of inhalation) should be forceful.

Inhaler technique affects the fate of the inhaled drug. Learning how inspiratory flow can affect drug delivery for different inhalers has helped me to help patients improve their inhaler technique and had a direct impact on improving their care. I have also updated our patient handout on inhalers. My confidence in counselling patients with respiratory conditions has improved. Some of my patients have told me that personalised counselling on inhaler use plus receiving the handout as an aide-memoire has been particularly useful and resulted in more appropriate use of their medication.

This example record is copyright to the General Pharmaceutical Council and reproduced with permission from “Example records - For revalidation for pharmacy professionals” 2017.

I need to understand the mode of action, benefits, side-effects, and interactions of the antithrombotic drug rivaroxaban. As I work as an occasional locum where rivaroxaban is used to prevent DVT following orthopaedic surgery. I need to be able to check that the appropriate regimen is being used, advise prescribers and counsel patients.

I plan to read the summary of product characteristics and patient information leaflet carefully in the first instance, and follow-up with checking NICE and other clinical guidelines to find how it is used in the clinical pathway.

I have been able to discuss rivaroxaban with each new resident medical officer (RMO) and ensure they are fully informed of its mode of action and potential interactions. I have supplied supporting information for the RMO file. I have also identified a potential interaction with carbamazepine in one case, leading to switch to LMW heparin and in another identified that doses had not been prescribed for discharge, the patient had only received four doses on the ward.

I want to learn what a high prostate-specific antigen (PSA) level means following a request from a distressed couple. The husband had a high PSA level but neither knew what that meant.

I’m going to check if NICE have published a clinical guideline covering this topic and also search for some information from reputable websites on the internet taking particular care over the reliability and differing units/levels used in other countries.

This has improved my confidence in dealing with patients and with the local GP when PSA levels, prostate cancer and other conditions which can also cause high PSA levels (prostatitis and urinary infection) are discussed.

I want to learn more about threshold concepts and their application to education and training. I identified this as a development need while attending a seminar on threshold concepts and troublesome knowledge, yesterday. I may be able to use the concepts and theory in my teaching and research.

I plan to follow-up on some of the references used in the seminar, track down the publications, reading and learning.

I now have a better understanding of why students struggle with some aspects of the course. I feel better able to support them in this and less inclined to ‘give them the answer’ or simplify things to make things easier for them as the literature shows that the process of working through the liminal space is an important part of learning.

I am planning to learn about the ‘Prevent’ organisation – it’s role and functions and how it may relate to my role in teaching students.

I want to learn how to detect if a student may be radicalised, and what to do if I suspect a student is being influenced in this way.

I am planning to attend a training session at the university campus in February 2016.

This learning will benefit my students as I am now aware of the behaviours they may display that could indicate they are being influenced in this way. I am aware of what action to take should I have any concerns, and I would inform the relevant authorities to arrange for intervention for my student. The benefit to the student would be safeguarding, and arranging the appropriate support/intervention for them.

Colleagues in my department have benefited from my learning. As I have shared my learning with them and raised awareness of the potential issues. They know that they can come to me if they have any concerns regarding any students.

I am planning to learn about the management of blood pressure in patients with diabetes in order to undertake a clinical audit and make recommendations for prescribing changes.

I will review the literature around management of blood pressure in diabetes, including NICE clinical guidelines.

The learning enabled me to develop audit criteria which I agreed with the lead GP. This helped to identify a proportion of patients who had uncontrolled blood pressure and I was able to review and recommend prescribing changes to number of these patients and agreed actions to implement with the practice clinical team.

How to use the Onefile online recording tool for NVQ assessments.

This learning is relevant to my role as I am an NVQ assessor and need to be up to date with IT developments. It will benefit my NVQ students and my fellow assessors too as I will support them to use the system.

• Attend a structured training session
• Use the system online to work out the various areas
• Work with a colleague who is already familiar with the systems
• Work with a colleague who is not familiar with the system and bounce ideas off one another to work out the best way to use the system.

I have been able to advise NVQ pharmacy students how to use the Onefile system:

• I have worked with my fellow assessors to support them in using the system
• My own use of the system has improved
• My learning has been put into practice by myself, colleagues and students and has resulted in better use of and improved recording on the Onefile recording tool.

More about the abuse or misuse of over the counter (OTC) medicines. At busy times I sometimes serve customers at the front counter and have noticed that some customers are coming in regularly and asking for the same products again. I have been asked by the pharmacy manager to monitor the supply. I want to learn more about what to look out for when a customer keeps asking for the same medicine and refresh my knowledge of those medicines that may possibly be subject to abuse or misuse. The learning will hopefully benefit customers as it will help to avoid inappropriate supply.

My company has organised a lunchtime staff training session for staff. We have been sent information leaflets to read in advance of the training.

This learning has benefited my service users as it helps to ensure safe and appropriate supply of medicines. If I think a customer is behaving suspiciously and / or may be requesting too much of a certain product I tell the pharmacist. The pharmacist then talks to the customer and assesses whether the supply is appropriate and / or whether the patient may have some other issue and needs to be referred. Some customers may also visit other shops in an attempt to get the product. If we have concerns regarding a particular customer we alert our other branches (we are part of a small chain). The processes we follow are documented in our standard operating procedures.

We recently had a problem with a taxi driver who was regularly trying to buy regular supplies of Sudafed tablets. We spoke to him about his underlying health concerns and the appropriate use of OTC medicines and then through our network discovered he was also visiting other branches in an attempt to buy the same product. We contacted the Health Board and made them aware of the situation – they then emailed all the pharmacies in the area to alert them to the situation (we were able to provide a description and car registration number). This seems to have stopped the problem.

This example record is copyright to the General Pharmaceutical Council and reproduced from “Example records - For revalidation for pharmacy professionals” 2017

I am planning to learn about the cost effective prescribing of long-acting muscarinic antagonists (LAMA’s) in COPD. My aim is to assess patients for suitability to switch from Tiotropium (Spiriva) inhalers to Incruse Ellipta (umeclidinium) or, for those patients also on a prescribed LABA, Anoro Ellipta (umeclidinium & vilanterol). This learning is relevant to my role as a pharmacy support facilitator. I have to be able to effectively, without compromising patient safety or care switch patients from Tiotropium Inhalers to Incruse Ellipta or Anoro Ellipta inhalers. I have been asked to perform this switch in various GP Practices. This learning will mean:

• Patients will have their medication reviewed by someone who understands and is knowledgeable about their illness and medication requirements
• Patients will get the opportunity to be counselled on the most appropriate inhaler for them and the correct use of it
• By switching patients to the preferred meter I will be able to save X (health board) a considerable amount of money
• The GP practices have their patients medication reviewed with minimum input from the practice staff.

I plan to read through the SOP and support pack provided. This will inform me why we are making the change and how to complete the objectives. I plan to read the Review guide on the Cost-effective prescribing of long-acting muscarinic antagonists (LAMA’s) in COPD I have been supplied with. I also plan to talk to experienced colleagues and meet with the GP practice nurses who are involved with the COPD patients to explain the review and ask for any input or experience them may be able to share.

Give an example of how this learning benefited your patients or service users

I have applied the learning by reviewing patients notes and switching only the appropriate patients to the new inhalers. Patients not switched were e.g. patients with a current exacerbation (to be reviewed at a later date), patients with asthma only, or patients where their life circumstances made the switch inappropriate. Learning benefits for patients is that they are given the opportunity to be counselled and trained on their new inhalers. The patient can speak to someone over the phone or face to face who understands their problem and has a good basic knowledge of their treatment. Patients have said the new inhaler is easier to use.

I would like to learn more about leadership and management skills in healthcare. I have been a manager for 12 months now, and I have felt that I have been learning as I go along and doing what I think is best. I would like to be able to build on my knowledge and experience so far and develop a framework for leadership. I would also like to develop my leadership style.

I applied for a fully funded place on a programme offered by the NHS Leadership Academy, and while I was waiting to hear whether I had been successful, I have been attending Trust based learning forums that cover a wide variety of topics from preparation for a CQC inspection to use of technology in the NHS.

I will finish this course in November and I will continue with the process of self-development until then and beyond. I have learnt of the importance of effective communication, maintaining the clear line of sight to the patient and the difference between leadership and management. The different roles I play and the transition needed to make the change from team member to leader. This has helped me in leading the team in delivering more effective services. I have started to apply my learning in the way that services are managed by, for example, ensuring that there is effective communication between the teams and trying to make it a two-way process. Encouraging input from other members of the team into how things are done. The team have been able to feed into their work in new ways and this has had a positive effect on their morale.

I am planning to reacquaint myself with the falsified medicines legislation as it is important to me to have a general understanding of the contents of this legislation as a regulatory consultant.

I am planning to learn it by reading the following documents as well as finding further information on the UK MHRA website and other websites: • Falsified medicines Directive 2001/62/EU published on 1 July 2001 and effective as of 2 January 2013. • The delegated act (Commission delegated regulation EU 2016/161) detailing the characteristics of the safety features on medicines packs, how medicine authenticity should be verified, and by whom, was adopted on 2nd October 2015 and published on 9 February 2016.

Undertaking this exercise was very helpful as I to provide clarification on a specific point concerning the delegated regulation. A client required clarification of a point in the directive for pack identifiers. I was able to explain that information other than the unique identifier in the 2D barcode is voluntary, not mandatory which helped the client in their preparations to meet the requirements of the directive.

I need to find out the most current guidelines for the prevention of DVT (deep vein thrombosis) for long haul flights, so that I may be able to advise my great aunt. In my normal field of work I don’t need to know about this, so I realised I had some work to do before I could advise her properly.

• Check if there are in-date articles on the Pharmaceutical Journal website to see if there is a learning article on flights and DVT
• Discuss with colleagues
• Looking up DVT on reputable websites such as NHS direct
• Discuss with a compression hosiery information service
• Check with a local medicines information department for a literature search of most recent articles or MI guidance
• Ring some airlines for advice
• Check for interactions.

I am now aware of the risk factors for DVT. I can explain the symptoms and consequences of DVT. I know how to reduce the risk of DVT when flying. I was able to provide my aunt with the advice she needed before travelling. She had lots of questions about the various options I suggested, but I had prepared myself thoroughly for this and was able to answer them to her satisfaction. I was also able to do a short lunch-time talk to our team meeting at work which my colleagues found useful.

I am planning to learn about Good Distribution Practice (GDP) in line with wholesale dealer guidelines outlined by the MHRA. I want to learn about the roles of the responsible person and how it differs from the responsible pharmacist. I want to learn about the expectations of a GDP inspection by the MHRA. This is valid to my role as I must implement a new of working with WDA for a contract. This will change the way that the prisons order, how we process, and what records and standards must be adhered to.

• I attended a GDP practice workshop with a Qualified Person
• I completed a GDP training programme online
• I attended and shadowed a Responsible Person for a warehouse
• Learned the process on the change control forms and incident reporting procedures.

This has benefited me in my role as I have a sound understanding of what is required to run an organised WDA with Good Distribution Practice. I have been able to support and lead the new team through the change and implement the new ways of working in line with the MHRA guidance. Throughout the process we communicated the reason for the change to our customers and held training sessions on the new process. Through the training I have built new relationships with the team which has helped the smooth transition of the complex delivery schedules to ensure that the customers receive their delivery within the desired timeframe meeting the MHRA standards. Our new WDA has now been running for three months in line with the MHRA standards. We have had our first operational review with the Responsible Person which went well with minor actions to be addressed.

In my work as a locum, I was not able to deliver the Trimethoprim service as I had not been able to attend the training due to my full-time work commitment. I wanted to be able to provide this service, particularly because patients frequently present with symptoms of urinary tract infections. By completing the training I will be able to provide this service directly to patients without having to refer them to the out of hours service.

I will read the PGD documentation • I will arrange to visit the pharmacy when the regular pharmacist is working so that he can cascade the training. • I will discuss the PGD with the regular pharmacist and ask any questions I have regarding providing Trimethoprim and completion of any documentation.

Following the training and reading and signing the PGD I provided the trimethoprim service. I have regularly provided trimethoprim to female patients presenting with frequent urination, and pain on passing urine which met the criteria for trimethoprim supply. It is also important to know when not to supply Trimethoprim and I was able to refer a male patient with concerning symptoms of a urinary tract infection. It is not appropriate to supply Trimethoprim to male patients since urinary tract infection symptoms could be indicative of other underlying disease. Through this learning I have been able to offer a much-needed service to my patients on my Saturday locums, but I have also ensured patient safety by appropriately referring a male patient, who had a kidney infection.

I want to update my knowledge and test the skills I have from my independent prescriber qualification. I have been a prescriber since 2010 and it is time to refresh my knowledge and skills. I need to ensure that I am up to date in my clinical skills and therapeutics. As well as the legal and ethical considerations around working as a prescriber in a mental health trust. Doing this will ensure my patients get the best possible service from me when I am prescribing for them. Prescribing in mental health can be challenging because patients have varying abilities to be involved in prescribing decisions due to the nature of their mental health condition. Especially early on in their hospital admission or if they lack capacity.

• Reading and understanding the differences between the old and new competency framework for prescribing
• Undertake an online training package designed to refresh prescribing skills
• Read my employer’s policies on prescribing.

I have now tested my knowledge and made sure I am up-to-date. As well as being able to support patients better with their medication and being more confident in making prescribing decisions, I have also been able to support people my team who have been training to become prescribers. Two have successfully completed their course and are now prescribers and I am supporting a third complete their portfolio. As a team, we will continue to support one another with our prescribing practise and this means there are more competent prescribers available to support patients.

I was approached by the Regional Occupational Health Consultant for a summary of the potential benefits of a new anti-coagulant over traditional anti-coagulants for military personnel deploying to austere environments. There are strict rules governing military personnel’s fitness for deployment, and the new anti-coagulant is currently subject to additional monitoring, i.e. a black triangle drug. It is unusual for military personnel to be prescribed this type of drug. Therefore, there is currently no policy on deployment of personnel whilst taking this medication. My contribution to policy will be used nationally and internationally to assess individual's fitness to deploy on military service in specific environments.

• product characteristics
• NICE Technology Appraisals
• Patient notes of the specific patient that triggered the inquiry
• Internal policy documents on health grading and deployability.
• Discuss the issues arising with military colleagues to gain their perspective on deployment
• Draw together a briefing paper to discuss with Regional Occupational Health Consultant and Surgeon General's department.

The briefing paper I produced recommended that military personnel should not be considered for active deployments, but may be considered for deployment to firm base with suitable medical facilities. Policy for deployment for individuals taking this medication has been published. Occupational Health and Medical Officers now have clear guidance on if an individual taking this medication may deploy. The initial patient has not been exposed to unnecessary risk whilst deployed.

I am planning to learn about the cost-effective prescribing of long-acting muscarinic antagonists in COPD. This learning is relevant to my role as a pharmacy support facilitator. I must be able to effectively, without compromising patient safety or care, switch patients to new inhalers. I have been asked to perform this switch in various General Practices. This learning will mean patients will get the opportunity to be counselled on the most appropriate inhaler for them and the correct use of it.

I plan to read through the SOP and support pack provided. I plan to read the Review guide on the Cost-effective prescribing of long-acting muscarinic antagonists in COPD I have been supplied with. I also plan to talk to experienced colleagues and meet with the practice nurses who are involved with the COPD patients to explain the review and ask for any input or experience them may be able to share.

I have applied the learning by reviewing patients notes and switching only the appropriate patients to the new inhalers. Patients not switched were e.g. patients with a current exacerbation, patients with asthma only, or patients where their life circumstances made the switch inappropriate. Learning benefits for patients is that they are given the opportunity to be counselled and trained on their new inhalers. The patient can speak to someone over the phone or face to face who understands their problem hand has a good basic knowledge of their treatment. Patients have said the new inhaler is easier to use.

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