Pharmacy Tech Education: Differences from Professionals, Study notes of Pharmacy

Download Pharmacy Tech Education: Differences from Professionals and more Study notes Pharmacy in PDF only on Docsity! 1 | defending your reputation | Appendices Appendix A: Differences between pharmacy professionals and pharmacy technicians Pharmacists Pharmacy Technicians Minimum age (effective) 23 18 Entry requirements for initial education and training course GPhC guide: A-B grade A- levels in chemistry and two further A-levels in either biology, mathematics, or physics. Mandatory GCSEs in mathematics and English language at grade C as a minimum. [1] GPhC guide: equivalent of four GCSEs at Grade C and above, including mathematics, English language, science and one other subject. None mandatory. Determined by employer. [2] Minimum of a level 2 qualification to be introduced in training courses from September 2018, effective to those who will join the register from September 2020. [3] [4] [5] Registration with a regulator in the UK Registered with the GPhC in England, Scotland and Wales and by the PSNI in Northern Ireland Registered with the GPhC in England, Scotland and Wales Not registered in Northern Ireland 2 | defending your reputation | Pharmacists Pharmacy Technicians Mandatory registration introduced 1852 [6] 2011 [7] Number of registrants (GB) 56,555 as at February 2017 [8] 24,551 as at February 2017 [8] Registration fee (annual renewal) £250 [9] based on the cost of regulation £118 [10] based on the cost of regulation Postnominals MPharm on completion of degree No post-nominals % Grandparented None 73% (as at April 2017) Regulatory traction 22% do not attend fitness to practise hearing 73% do not attend fitness to practise hearing Regulatory traction 90.5% of fitness to practise cases closed [11] 9.5% of fitness to practise cases closed [11] Regulatory traction 80% of determinations in fitness to practise cases 20% of determinations in fitness to practise cases Average salary £37,880 median in 2016 (varies by role and location) [12] In community, highest proportion (41.7%) in the £14,000-£17,999 band. In hospital, highest proportion (79.2%) in the £18,000- £21,999 band. [13] 5 | defending your reputation | Pharmacists Pharmacy Technicians employer, who may be a non-pharmacist. [17] [16] 2 years’ work experience must be supervised by a pharmacist but GPhC will allow pharmacy technicians to supervise in courses commencing from September 2018. [18] [19] [3] [4] [5] Training Pre-registration trainees must have a designated tutor Educational supervisor is only a recommendation, not a requirement [16] Training Objective, structured clinical examinations (OSCEs) commonly undertaken as part of initial education and training [20] OSCEs are not currently a recommended part of pharmacy technician training Training Tutor assessment and signoff required at 13, 26, 39 and 49 weeks. Cannot sit exam unless signed off as satisfactory at 39 weeks. No periodic tutor assessment in the same manner. No requirement to submit progress reports to the GPhC. 6 | defending your reputation | Pharmacists Pharmacy Technicians Reports sent to GPhC if assessed as unsatisfactory. Training Premises approval required in order to deliver training No premises approval required Training Government-funded placement Funding sourced from employer or trainee Training Supernumerary placement Training on the job, part of staff team Training Protected training time more likely Many report not having protected training time, particularly in community pharmacy [13] Training Pre-registration exam – one 2-hour calculations exam, one 2.5 hour professional and clinical exam [21] No pre-registration exam Training Standards for initial education and training include: • The standard itself • Criteria to meet standard • Evidence required Standards for initial education and training do not specify the evidence required to meet the standard and do not provide guidance on meeting it 7 | defending your reputation | Pharmacists Pharmacy Technicians • Guidance on meeting standard Training Standards for initial education and training include an indicative syllabus GPhC to remove the indicative syllabus for pharmacy technicians from courses starting from September 2018 onwards [3] [4] [5] Training GPhC directly accredits course provider (University) in situ GPhC recognizes awarding body and in some cases accredits the qualification, but does not accredit course provider in situ at the training site Training Includes descriptions of the expectations of professionals and requires pre-registration graduate to strive to adhere to Standards of Conduct, Ethics and Performance (now called Standards for Pharmacy Professionals) No description of the expectations of professionals and no reference to Standards of Conduct, Ethics and Performance (now called Standards for Pharmacy Professionals) specified in initial education and training standards 2010. 10 | defending your reputation | Issue Hospital pharmacy Community Distinction of role from other support staff Greater job opportunities in hospitals [13] Similar to or the same as a dispensing assistant [13] Nature of role More varied and more extensive [25] [14] [13] Less varied and less extensive [13] [25] [14] Role definition Significantly more likely than those in community to believe that they have a clearly defined role [13] Significantly less likely than those in hospital to believe that they have a clearly defined role [13] Interaction with patients and the public In the dispensary or on hospital wards with more advanced practice In the dispensary or in some cases providing basic pharmacy services e.g. smoking cessation Interaction with healthcare professionals Trainees work alongside pharmacists and other healthcare professionals in hospitals [13] Trainees work alongside pharmacists but don’t tend to work alongside other healthcare professionals Sector migration Migration in first year post-qualifying from community to hospital (5.3%) may be due to higher pay, clearer job description and wider range of activities [13] Migration in first year post-qualifying from community to hospital (5.3%) may be due to higher pay, clearer job description and wider range of activities [13] Engagement with research Higher in some cases [14] Lower in some cases [14] Membership of leadership body The majority of the APTUK members (total membership 1380) are from the hospital sector, [14] estimated at two thirds of membership The minority of the APTUK members (total membership 1380) are from the community sector, [14] estimated at one third of membership Career framework Development route based on role specialism across Agenda for Change bands 4 to 7 No defined route based on the role - management route only Initial Education and Training – length of course Based on the responses from a survey of trainees, 97.7% completed knowledge qualification in two years or less; 2.3% took longer than two years. 99.2% completed the competence qualification in two years or less. [13] A separate study found that 86% who trained in hospital pharmacy had completed their training within two years [26] Based on the responses from a survey of trainees, 48.2% completed knowledge qualification in two years or less; 51.8% took longer than two years. 51.8% also took more than two years to complete the competence qualification. [13] A separate study found that 41% who trained in community pharmacy had completed their training within two years [26] 11 | defending your reputation | Issue Hospital pharmacy Community Initial Education and Training – training contracts Fixed term contracts for training so stricter boundaries on completing within two years May mean lack of performance management of trainees because trainees held to account by the fact that the contract would terminate if they didn’t complete the course [13] No fixed term contracts [13] Initial Education and Training – induction 73% received an induction to their training programme (of some form). 16% did not receive an induction and 11% were unsure. [26] 43% received an induction to their training programme (of some form). 30% did not receive an induction and 27% were unsure. [26] Initial Education and Training – course completion rate Completion rates considered high Large community pharmacy employers may report very low completion rates even within five or six years. It may be less than 50% completion rate and worse than for dispensing assistants or medicines counter assistants. Completion rates were considered to be high by most community pharmacies [13] though distinction needs to be made in future research between completion rates and pass rates Initial education and training – course provider Mostly Further Education Colleges (FECs) (78% for the knowledge qualification with 5.6% using a distance learning provider; 85.5% using an FEC or NHS hospital / NVQ provider for the competency qualification with 13.7% using a distance learning provider). Almost half of NHS organisations were approved centres for the delivery of competence qualifications. Some used distance learning providers for one or both of the knowledge and competence qualifications. The majority of trainees in hospital would attend an FEC for a full day of study per week during term time over a period of two years. [13] Almost all use distance learning providers – 92.9% for the knowledge qualification, with 5.6% using an FEC; 92.8% for the competency qualification with 6.5% using an FEC or NHS hospital / NVQ provider. The majority of trainees in hospital used an FEC to complete the knowledge qualification. The majority of those in community use a distance learning provider and complete their qualifications mostly in their own time [13] 12 | defending your reputation | Issue Hospital pharmacy Community Initial education and training – assessment of staffing levels at course provider Awarding bodies assess physical resources and staffing levels when approving course centres to deliver training [13] No staffing levels assessment in community pharmacy at individual sites in respect of pharmacy technician training [13] Initial education and training – availability of specialist lecturers FEC may have specialist lecturers in chemistry, biology and physiology, parenteral nutrition and aseptics and the actions and uses of drugs [13] Distance learning does not benefit from specialist lecturers and tutors Initial education and training – pharmacy technicians’ perspectives Trainees using FECs or NHS hospital / NVQ providers for the competence qualification ranked significantly higher than distance learning providers in agreement that the content was relevant to their practise as a trainee pharmacy technician. Trainees using NHS hospital / NVQ providers for the competence qualification ranked significantly higher than distance learning providers in agreement that the content was relevant to their practise as a registered pharmacy technician. Trainees that used FECs had higher levels of agreement than distance learning providers in believing that the education provider cared about their progress and in believing that they received regular verbal feedback from the education provider on the assessments they completed Pharmacy technicians that trained in hospital had significantly higher levels of agreement compared to respondents that trained in community to the statements: a I felt well supported by my employing organisation as a trainee pharmacy technician Trainees using distance learning providers for the competence qualification ranked significantly lower than FECs or NHS hospital / NVQ providers in agreement that the content was relevant to their practise as a trainee pharmacy technician. Trainees using distance learning providers for the competence qualification ranked significantly lower than NHS hospital / NVQ providers in agreement that the content was relevant to their practise as a registered pharmacy technician. Trainees that used distance learning providers had higher levels of agreement than FECs in believing that there were an appropriate number of exams to complete and in believing that they received regular written feedback from the education provider on the assessments they completed Pharmacy technicians that trained in community had significantly lower levels of agreement compared to respondents that trained in hospital to the statements: a I felt well supported by my employing organisation as a trainee pharmacy technician 15 | defending your reputation | Issue Hospital pharmacy Community likely. [26] Initial education and training – examination and assessment scope for cheating, collusion or plagiarism There is potential for lack of understanding on assignments where answers can be learned by rote and regurgitated, or copied [13] Distance learning provider reported seeing colleagues assist the trainee during online examinations. [13] There is potential for lack of understanding on assignments where answers can be learned by rote and regurgitated, or copied. [13] Answers to national distance learning provider courses are available online Initial education and training – assessors Trainees using FECs for the competence qualification were significantly more likely to have a named assessor (96.8% had a named assessor; 3.2% said they didn’t know) than those using a distance learning provider (75.3% had a named assessor; 19.2% said they did not). 90.8% of trainees using an NHS hospital / NVQ provider said they did have a named assessor. Assessors in FEC and NHS hospital / NVQ providers were significantly more likely to be pharmacy technicians than in distance learning providers. Trainees that used FECs and NHS hospital / NVQ providers had higher levels of agreement than those that used distance providers that they had a good relationship with their assessor(s), could ask questions to their assessor(s) when they required assistance and received regular verbal feedback from their assessor(s) on the assessments they completed. Trainees that used FECs had higher levels of agreement than those that used distance Trainees using distance learning providers for the competence qualification were significantly less likely to have a named assessor (75.3% had a named assessor; 19.2% said they did not) than those using an FEC (96.8% had a named assessor; 3.2% said they didn’t know). Assessors in distance learning providers were significantly more likely to be pharmacists than in FEC and NHS hospital / NVQ providers. Trainees that used distance learning providers had lower levels of agreement than those that used FECs and NHS hospital / NVQ providers that they had a good relationship with their assessor(s), could ask questions to their assessor(s) when they required assistance and received regular verbal feedback from their assessor(s) on the assessments they completed. 45.6% of trainees disagreed that they received regular verbal feedback from their assessor(s). Trainees that used distance learning providers had lower levels of agreement than those that 16 | defending your reputation | Issue Hospital pharmacy Community learning providers that the feedback they received helped to improve their competence Trainees who used FECs were more satisfied, overall, with assessors than those who used distance learning providers used FECs that the feedback they received helped to improve their competence Trainees who used distance learning providers were less satisfied, overall, with assessors than those who used FECs Assessors working for distance learning providers did not typically have close contact with the trainees they assessed for both the knowledge and competence qualifications. Many trainees do not know the job title of their assessor and most had contact with their assessor(s) that was at a distance. [13] Initial education and training – supervisor training Trainees work alongside qualified assessors in hospitals [13] Supervisors may be untrained or may have completed an e-learning module on their role. The level of support that supervising pharmacists receive from their employers or education providers may be lacking in community. [13] Initial education and training – time with supervisor Pharmacists may have more time to allocate to trainees due to lesser staffing constraints [25] Pharmacists may have insufficient time to allocate to trainees due to staffing constraints [25] Initial education and training – work with assessor / supervisor Qualified assessor would work alongside trainees in FECs. May accept witness testimonies from colleagues, relating to a task mapping to a competency. Testimonial could come from line manager or a colleague (e.g. a pharmacist or pharmacy technician). [13] Assessment from a distance with distance learning providers, typically with no face to face contact with qualified assessor except for smaller providers. Some in large multiples had access to an assessor employed by the company, who could visit the pharmacy. Supervisor would work alongside trainee where distance learning provider used. Observations and testimonials relating to a task mapping to a competency could come from line manager or a colleague (e.g. a pharmacist or pharmacy technician) [13] 17 | defending your reputation | Issue Hospital pharmacy Community Initial education and training – examinations Invigilated at FECs, sometimes by a lecturer. Verbal and written feedback from formative mock assessments for exam preparation. [13] Distance learning done in pharmacy, supervised by a pharmacist, often during working hours. Online mock assessments may be done with automatic feedback. [13] Initial education and training – employer / learning provider relationships FECs appear to have closer relationships with individual NHS hospitals but relationships were less strong with community. NHS hospital relationships with distance learning providers were not as strong. This included holding regular partnership or educational group meetings. [13] Distance learning providers have a close working relationship with employers. Larger distance learning providers would have more contact with employers – typically larger multiples – dealing with training leads rather than individual training sites, supervisors or trainees. Smaller distance learning providers, working with independents and smaller chains, worked more closely with individual sites and supervisors. [13] Initial education and training – views on content Hospital pharmacy technicians felt that initial education and training lacked clinical detail [27] and was not relevant to some ward-based roles. Training providers reported adding in additional modules to account for this. [13] Community pharmacy technicians felt that initial education and training requirements were more advanced than was required. [27] Initial education and training – overall satisfaction with experience in the workplace as a trainee Significantly higher than in community [13] Significantly lower than in hospital [13] Application of knowledge and competency learned during training Less likely to be an issue than in community [25] Trainees in community may just use a fraction of what they were learning and not understand why they were learning all the units in the qualifications. Not all components of learnt skills in knowledge-based training are effectively used in practice. Greater concern that less likely to retain required knowledge due to distance learning. [25] [14] Financial / cost considerations FECs preferred though more expensive Distance learning preferred due to lower cost. 20 | defending your reputation | Approach to the handling of quantitative and qualitative data On page 14 of the report, it is stated that “Equal priority was given to the qualitative and quantitative data” – thus opinions from individuals potentially received equal weighting to the questionnaire returns from 393 respondents. Sampling and the generalisability of data The original aim of the study was to recruit up to 500 pharmacy technicians, including an even range of pharmacy technicians from a variety of pharmacy roles e.g. accredited checking, medicines management, from different pharmacy settings including community pharmacy, secondary care, pharmaceutical industry and pharmacy technician background, e.g. place of training, age, and sex. This sample size would have represented 2.2% of all pharmacy technicians. In practice, 393 usable questionnaire responses were received. Respondents were members of APTUK. which has a significantly greater proportion of hospital pharmacy membership than the overall UK pharmacy technician workforce. Two thirds of the APTUK’s membership are employed in the hospital setting, whereas around 21.2% to 39% of all UK pharmacy technicians work in the hospital setting – see Appendix B. Almost two-thirds of usable responses came from hospital-based pharmacy technicians, 18% of responses came from pharmacy technicians working in community pharmacy and smaller numbers from primary care, general practice, education and training and ‘other settings’. The development of research instruments The methods section contains little information about how the questionnaire was developed. Rather than employing standard research practice of using previously validated questions from 21 | defending your reputation | earlier research, this report states: “The questions in the questionnaire were devised in consultation with the board members of the APTUK”. The authors state that the questionnaire was piloted on 6 pharmacy technicians. The report states “The responses to the questionnaires for the pilot study were not used in the main study because some changes were made to the questionnaire as a result.” No further details of the pilot study, the original questionnaire or the changes made for the actual study are provided. The wording of the answer options to two of the questions in the final questionnaire (which was included as an appendix to the report) is such that interpretations between respondents may have differed significantly. Focus group administration and analysis The authors intended to stage between four and six focus groups with six to eight participants in each group. Ultimately, four focus groups were staged with four, five, four and two participants respectively. 14 of the 15 focus group participants were hospital pharmacy technicians and one was a community pharmacy technician. The focus group methodology and theme plan description is described as follows: “A broad list of topics to be covered in the focus groups was developed.” There is no information about the process used for identifying and considering potential topics for discussion or where they were drawn from. The study used the technique of Interpretative Phenomenological Analysis – where the interpretation of the data is influenced by the researcher. [28] [29] [30] Presentation of results 22 | defending your reputation | The presentation of the results included use of terms such as ‘some’ and ‘others’ and quoting of selected comments without supporting information to enable readers to gauge whether the comments were individual or came from a significant number of participants. This method of presentation – reporting specific quotes without providing quantification within the sample, is repeated throughout the results section (sections 5.1.4.2, 5.2.2.3, 5.2.4.2, 5.2.6, 5.3.2.3, 5.3.4.2 and 5.3.5). The report provides a number of tables (Tables 10, 12, 21, 22, 31, 32, 41, 51 and 61) comprising lists of examples of activities undertaken by pharmacy technicians. The tables do not provide numbers to enable readers to gauge whether these are core activities undertaken by most pharmacy technicians or comparatively niche activities undertaken by a small number of pharmacy technicians. It appears that certain recommendations and comments from pharmacy technicians have been emboldened and emphasized in the report because they coincide with the views of the researchers; in addition to the use of Interpretative Phenomenological Analysis (which the report states allows researchers’ own knowledge of the subject to be included in the interpretation of focus group data, see above), the report states “Some of the key comments have been emboldened by the researchers to highlight areas of particular need.” The wording on pages 43 and 44 suggests that responses were received from several community pharmacy-based pharmacy technicians during the focus groups. We understand one community pharmacy-based pharmacy technician took part in the focus groups. Discussion While each individual’s opinion is of course valued, due to the small and unrepresentative sample size, we feel it unwise to draw any firm conclusions from the results of the discussion. 25 | defending your reputation | SP Specials (a prescription pricing endorsement for Unlicensed Specials and Imports) UAC m-RNA codon for tyrosine (amino acid) UAU m-RNA codon for tyrosine (amino acid) WSP White Soft Paraffin nvq 3 npa qcf module 5 section 3 question 11. [31] 30th, October 2011, 02:49 PM FM1 have done most of my module today.could someone define what legal classification of a controlled drug fentany patch is? i know it is a cd and that is a scedule 3.what is the definition of legal classification0?have not got mep in hand.can i log on to mep site but dont belong to rspg so is there a student log on number.cheers.lilo 1st, November 2011, 01:11 PM FM1 fentanyl cd class 2.but diazepam schedule 4.thought they were looking for different answer the word classification confused me,hope this helps others. 21st, April 2017, 09:09 AM FM2 Looking for help! I too am doing my progression assessment and stuck on module 5 section 3 question 13.... Staring at it for ages now and can't see any prescribing problems? 7th, January 2018, 02:26 PM FM102 I'm on this question too, so basically the schedule of the medications?? Module 6 NPA [32] 23rd, April 2012, 08:32 PM FM3 Hi all, I'm new to this site and am really struggling with module 6. It's due in next week and am getting no help from my pharmacist at all. I would be very grateful if a technician currently working through their NVQ3 or has done it would be kind help me through it. Thanks in advance (: 23rd, April 2012, 09:07 PM FM4 Hi what do u want to know?what question? I just finish module 6.I will try answer up question. 23rd, April 2012, 09:13 PM FM3 may I private message you? 23rd, April 2012, 09:14 PM FM4 Yeah Sure 23rd, April 2012, 09:39 PM FM5 Hi FM3. Which bit are you struggling with? X 23rd, April 2012, 09:59 PM FM3 Hi FM5 ive just private messaged you 23rd, April 2012, 10:20 PM FM6 hi ive just completed the 1st year of the course so if you need any help and need someone to point you in the right direction then im happy to help 24th, April 2012, 08:30 PM FM7 Hi everyone, I don't understand case study 1 question 1,2+3 complete slides below with a description of 3 key aspects of each role ie pharm tech, disp assist, medicines counter assist. What do they want is it a list of duties?? Can anyone help me I thankyou very much in advance 24th, April 2012, 08:44 PM FM8 1 Last edited by FM8; 3rd, November 2012, 07:43 PM 26 | defending your reputation | 30th, April 2012, 08:27 PM FM9 Hi all I am new to this but could someone please help me on module 6 case study 1 as my pharmcasist does not really help me at all thank you very much 5th, May 2012, 05:51 PM FM10 Hi all..! I am currently working on module 6 and would really like a buddy that is at the same place as me so we can bounce ideas etc and help when stuck.. I am getting myself behind as I get little time at work and my pharmacist is newly qualified and not too sure on most things.. please help!!! 5th, May 2012, 06:08 PM FM11 Originally posted by FM10 View Post Hi all..! I am currently working on module 6 and would really like a buddy that is at the same place as me so we can bounce ideas etc and help when stuck.. I am getting myself behind as I get little time at work and my pharmacist is newly qualified and not too sure on most things.. please help!!! Hi, I'm on level 6 just now. Trying to finish off my assessment this weekend. Nice way to spend a bank holiday!! It would be great to have someone to bounce off, as I'm in the same boat with a newly qualified pharmacist. So please feel free to bounce as much as you like lol! Caroline xx 6th, May 2012, 08:48 AM FM10 I sent u a pm XXXXXXXXX! 😊😊 i need to bounce already! Lol… 6th, May 2012, 08:28 PM FM10 I am on module 6 and happy to share ideas/thoughts with everyone.. If you are stuck PM me and we can help each other 7th, May 2012, 06:36 PM FM11 Can anyone help the CPD thing? Need to do a pretend one. Is there any examples online anywhere? 17th, June 2016, 08:11 PM FM12 I'm stuck on the 4 main categories of effective questioning and 5 factors that can inhibit Sarah's learning :-( Factors that can affect stability of medicines [33] 9th, June 2012, 04:53 PM FM13 Hi ! I am currently doing module 12 of my nvq3. One of the questions is "Explain three factors that can affect the stability of medicines when dispensing from bulk packs". Is this refering to factors such as light, heat, oxygen e.t.c. ??? Any help would be gratefully received, really struggling with this module for some reason . XXXXX 9th, June 2012, 07:21 PM FM13 Yes. FM13 3rd, July 2012, 10:15 PM FM14 I'm working through this module as well and unit 3 and struggling how are you getting on ? I'm way behind as well lol 4th, July 2012, 01:26 PM FM15 Originally posted by FM13 View Post Hi ! I am currently doing module 12 of my nvq3. One of the questions is "Explain three factors that can affect the stability of medicines when dispensing from bulk packs". Is this refering to factors such as light, heat, oxygen e.t.c. ??? Any help would be gratefully received, really struggling with this module for some reason . XXXXX Are you not taking this course under the supervision of a pharmacist? You are supposed to get this sort of information from/discuss these problems with them.... 12th, December 2012, 10:08 PM FM16 Yeah, pretty much. Humidity and so on can cause hygroscopic drugs to adsorb moisture from the air e.g. dispersible aspirin. 27 | defending your reputation | 27th, August 2015, 07:32 AM FM17 Main factors with some examples- 1-Light when affect photosensitive substances like Zantac . 2-Temperature when affect heat sensitive or protein substances like Insulin 3-Humidity when affect dry substances like most of drugs when absorbed 27th, August 2015, 12:44 PM FM18 4-Germs nvq3 module5, question 3. [34] 22nd, March 2013, 10:36 AM FM19 Can anyone help me please. How do I compare the products listed on the black list, acbs and sls ? I know what they all are, but not sure how to compare. Thanks in advance. 22nd, March 2013, 10:54 AM FM13 Black List....not allowed on NHS acbs... Advisory Committe on Borderline Substances........usually used on foods. SLS... Sorry, I have forgotten......required when product not normally allowed but prescribed where good medical reason........usually Viagara etc. As you are rich. my usual fee is two guineas. FM13 22nd, March 2013, 11:15 AM FM19 Originally posted by FM13 View Post Black List....not allowed on NHS acbs... Advisory Committe on Borderline Substances........usually used on foods. SLS... Sorry, I have forgotten......required when product not normally allowed but prescribed where good medical reason........usually Viagara etc. As you are rich. my usual fee is two guineas. FM13 defo not rich..lol. Sls selected list scheme. I thought this would be the answer, shouldn't doubt myself.....thank u 24th, March 2013, 03:38 PM FM20 Hi FM19 The following link gives you a comprehensive breakdown and will answer your question nicely. Allowed / Disallowed Items · Funding & Drug Tariff · PSNC FM20 28th, March 2013, 10:25 AM FM19 Originally posted by FM20 View Post Hi FM19 The following link gives you a comprehensive breakdown and will answer your question nicely. Allowed / Disallowed Items · Funding & Drug Tariff · PSNC FM20 thanks so much ppl. 28th, September 2013, 06:58 PM FM21 Hi can anyone advise help on module 5 29th, September 2013, 09:20 PM FM19 FM21, I have sent u a message nvq3 module 14 [35] 29th, March 2013, 10:11 PM FM22 hi all How u all get it on with module 14? I'm stuck with clobetasone and white soft paraffin questions,how to dispensed etc. Please pm. thanks 30 | defending your reputation | 8th, May 2013, 07:50 PM FM28 Ok let me see if I can help You have to explain the stages of how to dispense a extemporanus preparation.... There are various stages that you need to mention, it doesn't matter that you would never do them in your pharmacy. PREPARATION Ensure area is thourly clean and tidy before use, ensuring that the dispensing area and equipment are cleaned to the highest standard--- this reduces the risk of contamination during the preparation.. SOURCES OF CONTAMINATION.. During the preparation. Could include skin and hair, cough and sneezes Unclean work area and equipment Airborne particles in the environment MINIMISE CONTAMINATION wear gloves, coat, hair covering Ensure work areas and equipment are cleaned prior to preparation, following the health and safety and COSHH procedures at all times. The ingredients of the product may cause risk to the person preparing the product, an assessment of these risks should be done prior to handling the ingredients to see if any pose a risk and if so what precautions need to be taken. LABELJNG REQUIREMENTS : name of person supplied :name address of pharmacy :date of dispensing :name and quantity of the product : directions for use :cautionary and warning labels : keep out of reach and sight of children. ** it is good practice to put on route of administration if it's non oral product and for external use only** Before labelling the container ensure it is clean and dry, then place the label in the most appropriate place THE PROCESS/ METHOD Equipment and ingredients :scales archment paper squares :mortar :spatula :glass slab : 50g glass jar : betnovate cream :aqueous cream THE PROCESS 1g ex 30g betnovate cream 31 | defending your reputation | 49g ex 100g aqueous cream Select the correct formula checking it matches the prescription Weigh 1g betnovate cream... Use parchment paper to place on the scales Place the 1g of betnovate on the glass mortar Weigh 49g of aqueous cream on to parchment paper, mix a small amount with the betnovate, transfer the mixture onto a glass slab, gradually adding more aqueous a little at a time, using a spatula mix the products until all ingredients are mixed, transfer the finished product to the labeled glass jar, place in a basket with the Rx and any packaging from the products used. Complete the dispensing work sheet clearly and accurately ensuring the product is endorsed appropriately then have the product checked by the pharmacist Wash, clean and tidy away all items used leaving the area spotless and equipment ready for use. EXPIRY DATES There are two definitions used for official preparations Freshly prepared... Those which must be made less then 24 hours prior to issue Recently prepared.... Those which will deteriorate if stored for more then 4 weeks, however if the preparation is water based or does not contain a preservative then the expiry date may be reduced to 7-14 days as there is a great risk of microbial growth. RECORDING REQUIREMENTS : name and quantity of product required :date of preparation :formula :calculation :method :sample label A copy of the label is attached to the extemporanus record sheet Identity of the person preparing the product and of the pharmacist taking responsibility. I managed to cover element 4.1 pc 123456789 10 11 12 scope of standard a f k39 k40 k41 k42 k43 k44 k45 k46 k47 Element 1.3 pc 123456789 scope of standard d k32 k37 k43 Hope this helps XXXXXXX 8th, May 2013, 09:44 PM FM28 your work colleague you will need to plan a time and date OBJECTIVES ----- the dispensing assistant will be able to prepare and dispense such preparations Preparation – keep it short and simple Ensure all the tools needed for the demonstration are available and clean Lay out items in logical order Scales, creams , slab, spatula, 50g glass jar, tube of betnovate cream and tube of aqueous cream Weighing paper, apron, gloves Pen and paper for notes. Demonstrate the whole process with another member of staff first 32 | defending your reputation | Ensure the area is clean and tidy before starting Select formula and complete calculations, have these checked Look up information regarding the handling of ingredients and the appropriate method of manufacturer Make labels and select a suitable container for the product Clean and assemble the equipment including protective clothing/ equipment Make the product Do not leave the ingredients uncovered or unlabelled on the bench Tidy up and complete necessary documentation Forward the product for checking 9th, May 2013, 06:52 PM FM29 Just cheking yours and mine calculations and probably a learning point for my self as usually I get these wrong first time, but if it is 1 part betnovate to 4 parts AC that would be 5 parts in total. 50 / 5 =10, therefore 1 part betnovate would be 10g and 4 parts AC would be 40g, not 1g and 49g as that would be 1 part and 49 parts. As I said I am probably wrong and would like to use this as a learning point for myself as well. 10th, May 2013, 08:17 PM FM28 Thank you David …. That’s exactly why we should always get the calculations checked 14th, May 2013, 01:02 PM FM30 Buttercups have a really good demonstration video on their site if you are enrolled on their course. 14th, May 2013, 01:47 PM FM13 Hi FM30, Thank you for that, unfortunately I am enrolled on the NPA course 13th, August 2013, 04:27 PM FM31 Sooooooo glad I found this!!! I am so late in handing the Module in, got to this question and froze! I didnt have a clue, im glad I'm not the only one! All the informatioin in this thread is greatly appriciated!! 13th, November 2013, 11:46 PM FM32 Hey Amanda I was hoping I could get some help from yourself please x 14th, November 2013, 06:40 PM FM32 would anyone be able to help me with module 20 please thank you 14th, November 2013, 07:06 PM FM33 What part of it do you need help with? 27th, August 2014, 10:06 PM Isabella23 Hi, could some one please help me. I'm currently on module 20 and I have just noticed in the workbook exercise 3 question d- describe how you would use your communication skills to explain to the relative how the patches should be used and disposed of after use?? Th prescription is for buprenorphine sublingual tabs not patches, am I missing something here or is this an error? Thanks xxxx NVQ 3 Module 20 Assessment (again!!!!!!) [37] 13th, May 2013, 03:56 PM FM13 I am answering a question which is regarding prescription collection and delivery services. The question is "describe the paperwork that you would need to complete with the lady if she wanted to start using the service and why this is necessary". In our pharmacy we have a form for patients to fill out (name, address etc) and a section to sign giving us permission to drop off and pick up their prescriptions. is this the only paperwork needed ? Also what are the reasons for why it is necessary ?? I'm guessing so that we have proof of their consent ? Any help would be much appreciated :-) 35 | defending your reputation | 8th, January 2015, 08:13 AM FM42 I have to study the 'national standard' and give an explanation on one of them in my area. But 'national standard' is very generic and I haven't a clue! https://www.pharmacy-forum.co.uk/forum/general-information/pharmacy-support-staff/9189-just-started- nvq3/page2 Nvq3 unit 25 [39] 10th, November 2013, 11:29 AM FM22 Hello everyone; I'm doing unit 25 -process prescriptions for payment, and i'm not sure what to write to cover a.c 3.1- explain the importance of following the end of month submission proceures(sop,protocols,regulations). i have to cover twice.I just wonder if someone can help please. thanks FM22 10th, November 2013, 12:19 PM FM13 You need to sdeparate into charged and no charged, then by Dr in alphabetical order. Resubmissions and n/c scripts also separate. Others will fill in the details I'm sure. FM13 10th, November 2013, 12:44 PM FM40 You can cover this by mentioning PPA protocols, as FM13 as said. They require that certain groups of scrips are seperated (SP; expensive, etc). Also your own pharmacy protocols, SOPs, for end of day procedures involving counting and filling. You could also mention doing a resub. 10th, November 2013, 09:03 PM FM30 Also, very obvious but removing staples etc from scripts so as not to delay processing, getting stuck in machine etc. and correct endorsing to avoid delay in payment 1st, June 2014, 04:56 PM FM32 don’t don’t see how this covers the criteria ? as it says explain the importance my understanding is why do we need to do such? Why does the ppa make us do this what is the benefit out of this 1st, June 2014, 05:50 PM FM13 If you do not comply, then you will not get paid. FM13 1st, June 2014, 06:09 PM FM32 Could anyone tell me as I don't have a drug tarrif to hand if I wanted to check if pro d3 is allowed on rx would it be stated as colicalciferol in the drug tarrif Nvq3 unit 9 prepare extemporaneous medicines [40] 7th, January 2014, 07:27 PM FM22 any idea how to prepare extemporaneous sodium bicarbonate ear drops 1%BP 10ml? Any help would be great. thanks FM22 7th, January 2014, 07:50 PM FM22 And also paed simple linctus B.P 100ml 7th, January 2014, 07:53 PM FM44 Order from specials? 7th, January 2014, 08:00 PM FM22 I would order from special but i need to write activity report to show them i prepare this products in my pharmacy. 7th, January 2014, 08:09 PM FM44 I agree but does anyone actually prepare specials for the £ 3 fee? Then clean up after? 7th, January 2014, 08:55 PM FM22 Probably not but i still need to write report 8th, January 2014, 05:36 AM FM40 You need a formula to start you off and this can be found in the the british pharmacopoeia. If you don't have this reference in your pharmacy a quick google search should give you the information that you need. 36 | defending your reputation | 17th, January 2014, 04:51 PM FM32 hi, i just wanted to ask as you are futher down the units could somene just help me on unit 18 3.3 apply knowledge of different classes of medicines please a example of what you may have used thank you 12th, February 2014, 08:53 PM FM45 FM22 did u find the answer as i am currently trying to find something for this one. 13th, February 2014, 04:29 PM FM46 This is my very last unit to send off, about to do the simulations for the paediatric simple linctus and the diluted sodium bicarb ear drops. The thing I found with the simple linctus is making up the Syrup BP to dilute the simple linctus, so there's that extra step. Worth it though because it's a good one to cover lots of criteria. 13th, February 2014, 04:57 PM FM45 Where did you find an answer of how you would make these? Originally posted by FM46 View Post This is my very last unit to send off, about to do the simulations for the paediatric simple linctus and the diluted sodium bicarb ear drops. The thing I found with the simple linctus is making up the Syrup BP to dilute the simple linctus, so there's that extra step. Worth it though because it's a good one to cover lots of criteria. 13th, February 2014, 05:01 PM FM46 You need to look up the formula in the British Pharmacopoeia. If your pharmacist doesn't have access to it I would suggest finding somebody who does. I asked an old colleague but if you ring around a few pharmacies I'm sure you'll find one who doesn't mind letting you borrow theirs. 11th, April 2014, 06:45 AM FM47 for ear drops you have answer in one of the modules book as for linctus the formula for dilution is 75ml sirup and 25ml linctus to make 100ml. Note: my unit was just sent back form the marker-although I covered everything she still didn't accept it as 3 of them were simulation+one real life example of making erythromycin solution.WTF? 11th, April 2014, 01:13 PM FM13 We always made our own simple syrup in a sauce pan over a gas ring. Useful ingredient for rum punch, cocktails and home made liqueurs. FM13 31st, July 2014, 01:47 PM FM32 hi i wanted to ask did you mix this by shaking ? how was this made the simple linctus? Originally posted by FM47 View Post for ear drops you have answer in one of the modules book as for linctus the formula for dilution is 75ml sirup and 25ml linctus to make 100ml. Note: my unit was just sent back form the marker-although I covered everything she still didn't accept it as 3 of them were simulation+one real life example of making erythromycin solution.WTF? 28th, January 2015, 05:16 PM FM41 Hi how to you find the formula for this as this is my last unit to do I can't seem to find the master formulas n e where and no one has a bp at all any help would be gratefully received for the simulations I need to make 2nd, February 2015, 03:37 PM FM48 Hello all I've fineshed my nvq3, received my certificates today, got a distinction. So hang in there everyone it's worth it In the end if anyone wants any support feel free to pm me.. 9th, February 2015, 12:14 PM FM49 Hi I have just had this unit returned asking me to actually these items up in store. Did you make yours up? 9th, February 2015, 08:16 PM FM26 I've also completed my nvq3 although still waiting on certificate. This unit does require you to make these up.... It's not something that's really done these days but you still need to do it so your assessor knows you can deal with it if it arises in your branch. You don't need to use the examples in the book, these are purely suggestions. Have a chat with your pharmacist and choose some cheap ingredients to use. My assessor allowed me to use either a zineryt or anti biotic mixture as one example (I did both just to make 37 | defending your reputation | sure all criteria was covered) then I did an additional two which I organised with my pharmacist. Hope this helps. :-) 9th, February 2015, 08:23 PM FM49 Thanks for the info. Did u supply photos? Which other two items did you make up? 9th, February 2015, 08:43 PM FM26 No I didn't send in photos. That's just an option for evidence but if your pharmacist writes a good enough witness report you won't need them. I made up an ointment and a sodium chloride solution. 7th, March 2015, 03:30 PM FM50 Hello, I have to make up Codeine Linctus 5mg/5ml for NVQ3 Unit 9,we only have 15mg/5ml, what do I dilute it with? 7th, March 2015, 08:22 PM FM51 Usually something like Syrup BP. 23rd, August 2015, 06:14 PM FM37 HI, how are you have you finished all your units in NVQ3 23rd, August 2015, 06:18 PM FM37 Hi, How are you I have finished all my modules and I collect the evidences for most of the units but I am having a starting problem.I a=have to submit all my units with in one month which I will If I once start them, If you can help me in doing this that would be great. I lookj forward to hearing from you Thanks XXXX Please help NVQ3 module 18 [41] 2nd, February 2014, 10:09 AM FM52 Please help me! My mind has gone blank, the question is 'a customer hands in a prescription for temazepam 10mg tabs x 100 you suspect it is a forgery, list three things that would make you suspect this is a forgery' i know that one would be the amount of tablets prescribed but I can't think of anything else. 2nd, February 2014, 01:11 PM FM51 See the MEP. Can you recognise the signature as being that of the prescriber ? Can you tell who the prescriber is or is it someone unknown ? Is the patient a regular or someone you've never seen before or dispensed prescriptions to before ? 2nd, February 2014, 05:09 PM FM52 That's the thing there is not a copy of the actual prescription just the question 2nd, February 2014, 09:49 PM FM40 It's just one of those broad theoretical questions. Think about what kind of drug it is (subject to abuse?) How do you think the patient will be acting? What if the quantity had been ammended by hand? Different coloured inks, etc. What factors would alert you to suspect a forgery? 3rd, February 2014, 08:15 AM FM35 Is the quantity appropriate? 3rd, February 2014, 05:22 PM FM53 1. Quantity 2. Almost certainly not a Local GP 3. Distracting tactic. "Got these in stock, would prefer blister but loose will do, got a cab waiting," etc 3rd, February 2014, 08:17 PM FM8 Somewhere in the coursework which you have been given there will be information on how to identify a fraudulent script. Read the relevant section and the answer will be there. NVQ 3 unit 10 and unit 25 [42] 40 | defending your reputation | there is anything the doctors need to be aware of then I highlight that in the information. If there are any other jobs that need doing then we get on with them. One of the jobs that I had to do was to cross reference the computer formulary with the paper record to make sure they were both the same and highlight any discrepancies. Once everything is done then we get on with any dispensing for the next day. I hope this helps! 7th, July 2014, 10:29 AM FM55 That helps alot thankyou so much :-D 7th, July 2014, 11:32 AM FM13 The job in hospital appears to be 10 x as good as that in retail. More pay, promotion, holidays, sickness allowance, and a good pension. Every dispenser I know who has finally made it to registered technician anxious to quit retail for hospital ASAP. Only downside is perhaps retail more convenient and close to home. FM13 8th, July 2014, 11:28 PM FM8 It is certainly different to community, that’s for sure, XXXX One of the major differences is that there is a clear separation between what is a tech’s job and what is a pharmacist’s. That’s good I think. Though sometimes the pharmacists miss the dispensing. One of our pharmacist said at lunch that she missed dispensing so we told her she was welcome to come and dispense, and she happily stood that afternoon doing a dosette! A change is as good as a rest, I suppose. I don’t really know any techs in the community or what they do. But I guess they are more limited depending on who their pharmacist is and how much he allows them to do. 21st, July 2014, 09:50 AM FM56 Thanks FM8, I am also doing this unit and found your description really interesting. It certainly beats working in a pharmacy within a large store when customers frequently approach you and expect you to know all about makeup, electrical appliances etc etc, whereas they wouldn't dream of asking a make up consultant about what to put on their piles (although of course conversely Anusol is great for bags under eyes) 21st, July 2014, 05:36 PM FM13 I had a girl of middle east origin who wanted to get rid of the dark patches under her eyes. I directed her to the make up counter. Useful to look up what is available before going unto the Veil etc. FM13 21st, July 2014, 11:50 PM FM8 Originally posted by FM56 View Post Thanks FM8, I am also doing this unit and found your description really interesting. It certainly beats working in a pharmacy within a large store when customers frequently approach you and expect you to know all about makeup, electrical appliances etc etc, whereas they wouldn't dream of asking a make up consultant about what to put on their piles (although of course conversely Anusol is great for bags under eyes) I was just going to send it as a pm, but realised that other students would be in the same position so I posted it here. Of course that is just how my hospital works and other hospitals might work differently and so the tech role would change as well. It will be changing for me as well, soon, as we will be moving into a new hospital and changing from patients having their own stock in tins, to ward based stock. Our new pharmacy will not have any stock at all except for the Emergency Drug Cupboard (EDC), which will stand in the lobby leading to the pharmacy and will be accessible by any of the wards. This 'cupboard' is actually an Omnicell dispenser. This one looks the closest to what we've got. But I've only seen it once, when it was wrapped up! And then for a short time when I was 41 | defending your reputation | trained on it. Controlled Substance Inventory Log & Database | Omnicell We are not too impressed by the new pharmacy either. We have three large floor to ceiling windows, all of which are completely frosted so you can't see out. Apparently we overlook the patient's bedrooms and so we got frosted windows in case we were tempted to spend all day gazing at the patients! I understand the central panel being frosted, but why they would frost a window about six foot from the ground beggars belief. You would have to stand on a chair to look out! But we would have been able to see the sky at least if they had left it clear. And as the drug cupboards on the wards have no windows we are effectively under artificial light all day, every day. Anyway, all the wards will have their own Omnicell and all the ward's dispensing will take place on the ward rather than in the pharmacy. That's why we won't have any pharmacy stock. We are going to be on a Hub and Spoke sort of system and the orders from our hospital will go to the Hub hospital. Apparently we will have two deliveries a day from the hub, one which the ward pharmacy staff will put away and one which the ward nursing staff will put away. We'll see how that works! We're a bit unhappy about the new system as we are losing the pharmacy team to some extent and will be working in a much more isolated sort of way. But we have all agreed to meet in the pharmacy each morning before dispersing to the wards so hopefully things won't be too bad. I'm excited about the new hospital but a bit on the fence about how the new system will work. But there is a glimmer of light if it does go all wrong. They are planning to build another set of wards and hopefully we will get a proper pharmacy in it with windows that you can look out of! I will update this when we move and I see how it all works in the real world! Nvq3 module 12.....help!!! [44] 18th, June 2014, 04:43 PM FM57 Question is 'all medicines have an expiry date. Outline SIX reasons for this' I don't recall reading much about expiry dates in the workbook. A small section covering also storage etc I have a few obvious answers but I'm struggling with Six! Can anyone who has done the module help me out? Thanks 19th, June 2014, 06:15 PM FM29 What are your answers so far? Have a think about what would happens to a product when it goes past the expiry date - is it still sterile, is it a food item (eg gluten free fresh bread), does it start to break down and be less effective, could it be dangreous to take / use a product after the expiry date. Hope this helps. NVQ3 NPA Unit 5 Risk Assessment [45] 4th, July 2014, 09:19 AM FM56 Hi everyone! This is my first posting, so please be kind.... I am studying the above, and just could do with a nod in the right direction about the question on completing a risk assessment in the pharmacy. Is this looking for specific pharmacy issues such as needle exchange, customer returns etc or should it include things like reducing physical stress for those standing for long periods? 42 | defending your reputation | Also, I am just slightly behind at this point, and could do with not starting the assessment units til maybe later in the year, whilst carrying on with the books. Does it matter what start date you put on the ILP? Thanks in advance for any advice you can give. 4th, July 2014, 01:44 PM FM13 4th, July 2014, 01:44 PM This has been raised a few times before. Do a search using 'risk assessment' in the search box. Eg boxes on the stairs, trailing power leads, care when handling hot water in kettles etc, ensure the safety leaflet on display, knowledge of fire procedures etc etc. FM13 7th, July 2014, 08:31 PM FM56 7th, July 2014, 08:31 PM Thanks FM13, have now had a go and it doesn't look too bad, appreciate your help. FM56 nvq3 module 16. [46] 29th, September 2014, 11:14 AM FM58 A 10yo has a salbutamol and a beclometasone on a script and the question is... If lisa's medicines are to be administered at the same time, outline the order in which they should be used and explain why? Not sure about this question, any help would be greatly appreciated . Is it that the salbutamol would be taken first because it's a reliever and and her asthma must not be under control with her current regime? Thanks in advance for any help 😊😊 FM51: Salbutamol first to allow effective bronchodilation and therefore better absorption of corticosteroid. FM58: Thank u 29th, September 2014, 12:07 PM FM51 Salbutamol first to allow effective bronchodilation and therefore better absorption of corticosteroid. 29th, September 2014, 03:38 PM FM58 Thank u 👍👍 9th, October 2014, 03:42 PM FM59 Originally posted by FM58 View Post Thank u �� Just as FM51 said. It's an old practice which has remained the norm. Perhaps most important for patients with early morning wheeze (bronchospasm). It might be worth leaving 5 mins between using the salbutamol and beclometasone, if they have time. It takes a few mins for salbutamol to start working properly. Npa nvq3 unit 4 reflect on and develop your practice [47] 16th, October 2014, 02:19 PM FM32 So this is my last unit and im finding it really hard there is certain criteria i dont understand how to work or how to include. 2.3 identify supervision and support required 3.2 prioritise aspects of practice that need to be enhanced 3.3 prepare smart objectives using available resources if someone could help me or give me guidence on this as when i call npa the assesor i speak to just confuses me and i really just dont understand. 45 | defending your reputation | hi FM102 question 8 module 12 ''you are presented with a prescription from a 14 years old boy weighing 49kg and 163cm tall,who has been diagnosed with Nephrotic Syndrome.he has a body surface area of 1,5m'. the directions on the prescription read: Prednisolone Solube tablet 5mg,initially 60mg/m' once daily for 4 weeks and then on alternate days for 6 weeks.calculate the total numbers of tablet that will be required to fulfil this prescription.don't know where to start,.... 588? 19th, January 2016, 01:23 PM FM66 Assuming I've understood it right and it is ten weeks I get 90 mg per day which is 18 tablets once a day making the first phase 504 tablets. Second phase is the same as the first but for 21 instead of 42 days coming to 378 tablets. Added together get 882. That is unless the weight and height or some other unknown scaling factor come into account that you know about and hasn't been stated. 19th, January 2016, 05:39 PM FM8 Originally posted by FM63 View Post hi FM102 question 8 module 12 ''you are presented with a prescription from a 14 years old boy weighing 49kg and 163cm tall,who has been diagnosed with Nephrotic Syndrome.he has a body surface area of 1,5m'. the directions on the prescription read: Prednisolone Solube tablet 5mg,initially 60mg/m' once daily for 4 weeks and then on alternate days for 6 weeks.calculate the total numbers of tablet that will be required to fulfil this prescription.don't know where to start,.... I would start by working out for how many days medication is being given. So you have daily for 4 weeks (4x7 =28 days), then alternate days for 6 weeks 6x7/2=21 days) 28+21 = 49 days. He only needs one dose per day, so we stick with 49. If he had multiple doses then you would multiply the number of days by the number of daily doses. Now we need to work out how many tablets he needs for his size. We are told he has a surface body area of 1.5m, and the daily dose is 60mg/m. So we need 60mg + 30mg as he is 1.5m giving a total daily dose of 90mg. The tablets contain 5mg each so then we need to work out how many 5mg there are in 90mg. Obviously there are 18. He needs 18 tablets each day, poor little bugger. To find out how many we are going to dispense you simply need to multiply 18 (the number of tablets each day) by 49 (the number of days he will be taking them for). Now I would normally do a mental check sum here by rounding the 18 up to 20 and multiplying it by 49 which gives me 980. That is going to be more than I need. My second mental check sum would be to round the 18 down to 10 and multiply by 49 to give a minimum number of 490. I would then know that the answer that I'm looking for falls between 490 and 980, and is towards the higher of those two numbers. So, someone suggested 588 as an answer, and I know that is wrong because it is closer to the minimum number than it is to the maximum. So I'm going to check my sums again if that was my answer because I know that I've gone wrong somewhere. Using paper or a calculator to multiply 49x18 the correct answer is 882. 19th, January 2016, 05:56 PM FM67 Originally posted by FM8 View Post I would start by working out for how many days medication is being given. So you have daily for 4 weeks (4x7 =28 days), then alternate days for 6 weeks 6x7/2=21 days) 28+21 = 49 days. 46 | defending your reputation | He only needs one dose per day, so we stick with 49. If he had multiple doses then you would multiply the number of days by the number of daily doses. Now we need to work out how many tablets he needs for his size. We are told he has a surface body area of 1.5m, and the daily dose is 60mg/m. So we need 60mg + 30mg as he is 1.5m giving a total daily dose of 90mg. The tablets contain 5mg each so then we need to work out how many 5mg there are in 90mg. Obviously there are 18. He needs 18 tablets each day, poor little bugger. To find out how many we are going to dispense you simply need to multiply 18 (the number of tablets each day) by 49 (the number of days he will be taking them for). Now I would normally do a mental check sum here by rounding the 18 up to 20 and multiplying it by 49 which gives me 980. That is going to be more than I need. My second mental check sum would be to round the 18 down to 10 and multiply by 49 to give a minimum number of 490. I would then know that the answer that I'm looking for falls between 490 and 980, and is towards the higher of those two numbers. So, someone suggested 588 as an answer, and I know that is wrong because it is closer to the minimum number than it is to the maximum. So I'm going to check my sums again if that was my answer because I know that I've gone wrong somewhere. Using paper or a calculator to multiply 49x18 the correct answer is 882. textbook answer FM8 :-) I guess the other piece of advice I would give is ignore the words and just work out what numbers are important. Its a maths problem pure and simple but the context makes it confusing 23rd, January 2016, 10:47 PM FM8 I was checking at the hospital last week and one of the scripts was for two weeks at one dose and a reducing dose for the rest of the period. I worked out the answer and was surprised to see that although I thought there should be eleven bottles, the dispenser had only given me seven. Went back and redid the calculation and still got eleven bottles. Something must be wrong here. When I looked more closely I realised that the dispenser hadn't added the dose for the first two weeks to the remainder of the days and that was why the number of bottles was incorrect. So my advice would be to sort out the number of days first and use that total throughout the rest of the calculations. It's been interesting checking the past couple of weeks. We had two pre regs dispensing and oh, my goodness, the mistakes that were coming through. I was getting embarrassed at having to keep sending stuff back saying, can you redo this? I thought they must be thinking that I was a right mardy, picky cow, but I did try to be nice! nvq3 module 19 please help!! [51] 4th, November 2015, 01:16 PM FM68 Hi everyone I feel realy bad asking for advice a second time in 2 weeks, but my head is hurting with this one, If you were asked to prepare a product state two resources where you might find information on product formulation and explain how this information will help you. Just cant tell if this answer is realy hard or im just not seeing it!! Hope you can help, any advise would realy be appreciated. FM68 4th, November 2015, 03:58 PM FM13 Look in BP, BPC, Martindale. Put '(active ingredient) formulation' into google. 5th, November 2015, 05:18 PM FM68 Thankyou FM13 I have brought home the Martindale from work today, it a bit old but I hope it will help. Thanks again. 47 | defending your reputation | 5th, November 2015, 07:56 PM FM68 No none at all, thats why im a bit confused because the question is just as I wrote it in first thead. Not realy sure what it is im looking for, becouse I dont realy know what they are looking for in my answer. Maby im not reading it right. FM68 6th, November 2015, 05:54 AM FM13 OK. There are rules. Eg if an oil soluble ingredient then use WSP as a base or oily cream.If a water soluble then aqueous then cream. Otherwise, use a formulation for the active ingredient as given in Martindale. I think you may have read too much into the question. Could you give the exact wording as not come up before. FM13 6th, November 2015, 06:26 AM FM68 Hi FM13 The question is about manufacturing units, dont know if that makes a differance or not, This is the question in full. If you were asked to prepare a product, state two resources were you might find information on product formulation and explain how this information will help you. Thanks FM13. FM68. 6th, November 2015, 10:59 AM FM8 Originally posted by FM68 View Post Hi FM13 The question is about manufacturing units, dont know if that makes a differance or not, This is the question in full. If you were asked to prepare a product, state two resources were you might find information on product formulation and explain how this information will help you. Thanks FM13. FM68. It seems to me that this is just a non specific question which is asking you where you would find information to prepare ANY product. So your response would need to identify a resource and then explain why you would use it, ie what information is in that resource and how would you use it to help you to produce the product. 6th, November 2015, 04:35 PM FM13 Answers: Martindale, Internet, B.P, B.P.C. FM13 6th, November 2015, 04:57 PM FM68 Thankyou all for you help, realy appreciate it. FM68. NVQ 3 "effective questioning" [52] 25th, January 2016, 07:53 PM FM69 Hi there! I'm currently doing my NVQ 3 in pharmacy services, and I am stuck on what should be a simple question. The question is "describe the four main categories of effective questioning and for each category provide an example of questions you have used in your pharmacy in the last week" I can't find any difinative answers anywhere and it's getting me really stressed. I would appreciate any help, thank you. 25th, January 2016, 08:32 PM FM13 What Rudyard Kipling called his little men: Who What Where When. google these and see what comes up. FM13 50 | defending your reputation | Thanks. 25th, October 2017, 11:31 PM FM77 Hello FM75, could you please send me the missing text? NVQ3 Unit 16 HELP [53] 21st, February 2017, 03:55 PM FM78 I am finding it difficult to get going with these units. I am looking at what I still need to cover for Unit 16 (my first unit attempt) and this includes the part which asks you to list different sources of information suitable for customers. Has anyone completed this who could give me some idea's. Other than telling patients about more information on NHS choices I cant think of anything that would be relevant to any of my written activity reports. I'm assuming it must be relevant to an OTC sale and I cant just write a list at the end as it sounds like in the course guide book???? Thank you any help will be much appreciated. 23rd, February 2017, 08:11 AM FM79 patient.co.uk, NHS 111, local referrals (eg. GUM clinic) I'm sure there's a number of others but these 3 could definitely be linked into OTC sales. 1 comment FM78 commented 23rd, February 2017, 08:53 PM Thank you that gives me more to think about. 27th, February 2017, 10:21 AM FM80 I used PIL's, NHS choices for finding Dental services (pt presenting with dental pain wanting excess pain killers every few days), local Walk in Centre for out of area patient if condition didn't improve after selling OTC meds. Hope that helps. 1 comment FM78 commented 7th, March 2017, 08:09 PM Thank you that is helpful. I am overthinking it I think I am making it all harder than it needs to be for myself. NPA Module 8 Assessment [54] 30th, March 2017, 08:28 PM FM78 Could anyone help me with question 1b please? It is asking for an example of a drug interaction resulting from enzyme Inhibition and one from Enzyme Induction. Do they just want me to check the BNF and give an example of a drug interacting with another which then results in this?? I'm a bit confused with this one. Thank you 30th, March 2017, 09:30 PM FM71 Yes I think thy just want the classic liver enzyme inducing reactions such as carbamazepine and enzyme inhibiting ones like clarithromycin. They just want you to understand the inducing drugs can quicken up the metabolism of other drugs (making them be excreted quicker) and the inhibiting slow down metabolism causing them to possibly accumulate in the body. 4th, April 2017, 07:09 PM FM78 Thank you Functional maths mock test [55] 23rd, April 2017, 05:23 PM FM81 Hey I was wondering if anyone on here has had to do the Buttercups functional maths mock test? I have been stuck 51 | defending your reputation | on the same 3 questions and nothing that I seem to do is the correct answer. Please help x 23rd, April 2017, 08:16 PM FM13 Give us the questions and we can try to help you. FM13 23rd, April 2017, 09:07 PM FM81 ok thank you had to post them as an attachment thank you again 24th, April 2017, 09:20 AM FM13 Rather a large file which uses expensive bandwith. Best to save to a cloud storage such as photobucket and then post the link. The questions are about conversion of units. Either convert litres to gallons first or , first work in litres and convert at the end. Do the question both ways as a check. FM13 24th, April 2017, 10:50 AM FM53 Question 1 Tank = 46 litres Journey = 141 miles 4.54609 Litres = 1 Gallon The 141 mile journey uses half a tank = 23 litres There are 4.54609 litres in 1 gallon Therefore, to calculate miles per GALLON (141 x 4.54609) divided by 23 The answer is 27.86950 Correct to 1 decimal place would be 27.9 Does this make sense? If not, I can try again. 24th, April 2017, 12:31 PM FM82 Originally posted by FM81 View Post Hey I was wondering if anyone on here has had to do the Buttercups functional maths mock test? I have been stuck on the same 3 questions and nothing that I seem to do is the correct answer. Please help x Hello If you're still needing a helping hand with your Functional Skills Maths, please call or email and we can arrange for one of our Functional Skills tutors to provide further assistance. We are available on 0115 9374936 or via training@Buttercups.co.uk 25th, April 2017, 01:15 PM FM42 Originally posted by FM53 View Post Question 1 Tank = 46 litres Journey = 141 miles 4.54609 Litres = 1 Gallon The 141 mile journey uses half a tank = 23 litres 52 | defending your reputation | There are 4.54609 litres in 1 gallon Therefore, to calculate miles per GALLON (141 x 4.54609) divided by 23 The answer is 27.86950 Correct to 1 decimal place would be 27.9 Does this make sense? If not, I can try again. Don't give the answer!!! I struggled with my maths and even took an adult class to pass. I suggest the OP do the same if he or she is struggling and not rely on members here to 'help' them. 25th, April 2017, 05:30 PM FM83 OMG these people vote! The original question ( even though you didn't state it it is obvious!) If you think you have a RIGHT to vote explain to me why root 2 is irrational. Simple. Queenbeewhatever - accept that you are a moron. Troll - what troll? 1 comment FM71 commented 25th, April 2017, 09:25 PM I don't think calling anyone a moron is particularly helpful. Why not try to increase their confidence by helping instead of throwing out insults? 30th, April 2017, 01:37 PM FM66 Originally posted by FM83 View Post OMG these people vote! The original question ( even though you didn't state it it is obvious!) If you think you have a RIGHT to vote explain to me why root 2 is irrational. Simple. Queenbeewhatever - accept that you are a moron. Troll - what troll? I didn't learn why √2 is irrational until 2nd/3rd/4th year abstract algebra modules. Not properly anyway. Knew it was, could construct a proof, but not the same thing as why. If someone wants to do this course then great. Help! [56] 13th, June 2017, 02:19 PM FM84 What different types of people use pharmacy and why are they different? 55 | defending your reputation | So, is 2 correct? If it wasn't, then that table would be very short (meaning each amino acid can only be coded by one codon...which is not the case). Thus, you can have a mutation where a single nucleotide in the m-RNA mutates, such as UAU mutates to UAC and the end result is the same amino acid, Tyrosine. Hence the answer is 2. Good luck. 4th, January 2018, 09:16 AM FM105 Hi sorry to jump on your post. I'm on my final for this test and have a similar question. Please can anyone help me? Bcups nvq3 Pharmacy Ser Skills 05. Health and Safety Testimony question [59] 3rd, November 2017, 09:12 PM FM93 Hi everyone, I've had some feedback regarding an nvq assessment I submitted: 'We need a little more information however on how you ensure personal presentation protects the health and safety of you or others in line with instructions.' I've mentioned that I dress in the correct uniform for work, other than that I cant think of any other ideas that personal presentation has to do with health and safety? 5th, November 2017, 02:46 PM FM90 What does the question ask for exactly? FM90 5th, November 2017, 05:11 PM Have you considered things like wearing correct shoes (not high heels) so that you don't pose any tripping up hazards, good personal hygiene, having any visible pricings or tattoos covered up and wearing protective clothing ect when dealing with things such as destroying drugs? Not sure if this is what they mean but call them if you are not sure. I am going this too and I find their help invaluable 1 comment FM94 commented 14th, November 2017, 11:46 PM Hi please help me to find out these evidences and examples Issuing a prescription receipt FP57 refund form issue a prescription receipt following local SOPs FM93 6th, November 2017, 10:49 AM thanks for your reply. I am going to give them a call as I've mentioned most of those things already. I am very flummoxed lol I honestly have no idea how my personal presentation protects the health and safety of myself and others?!? 56 | defending your reputation | FM94 9th, November 2017, 10:30 AM Hi there I am doing the same like Hazard at work place for you for everyone? how do we explain this with examples ? Any Help.. XXXX FM13 9th, November 2017, 02:24 PM When I was working in the office, we had to caution one of the very pretty girls regarding "Hot pants and low cut tops" . Took the men's mind off their work. Yes, I know this is sexist , but you would not expect the men to wear ballet tights to work. FM13 1 comment FM94 FM94 commented 12th, November 2017, 10:35 AM Many thanks FM95 11th, November 2017, 10:26 PM Hair tied up off your shoulders in clinical areas bare below the elbow No false nails or nail varnish (not even clear varnish) Keep natural nails trimmed don't wear uniforms outside of work FM94 12th, November 2017, 11:08 AM Hi Do you know any evidence of this question, Referring a customer because you are unable to help Describe how you dealt with a customer's issue/concern in a prompt, polite and professional manner. Describe how you asked appropriate questions to check your understanding of the customer's issues/concerns Please help Amal 1 comment FM94 FM94 commented 14th, November 2017, 11:29 PM Hi can you help me to find out the answer of this question Alternative delivery services and completing dispensary records What alternative delivery services does your pharmacy offer? Detail an occasion when you've offered an alternative delivery service to a customer. Ensure that your account includes how you completed any dispensary records. What record did you make and why is it important to do so? 57 | defending your reputation | please help Thanks FM13 12th, November 2017, 11:58 AM RudyardKiplings little friends. FM13 1 comment FM94 FM94 commented 12th, November 2017, 12:02 PM Hi John Can you please make more clear,like any examples dealing conflict /angry customer.pl help XXXX FM90 13th, November 2017, 10:45 PM What about travel vaccines and a customer asks for your help. Ask things like where they are going, when they are going and any medical conditions. Explain why you have to refer as you need help as you aren't sure if you can answer their questions. Put yourself in their shoes How would you like to be treated if this was you? FM94 14th, November 2017, 11:30 PM Hi can you help me to find out the answer of this question Alternative delivery services and completing dispensary records What alternative delivery services does your pharmacy offer? Detail an occasion when you've offered an alternative delivery service to a customer. Ensure that your account includes how you completed any dispensary records. What record did you make and why is it important to do so? please help Thanks Pointing out the obvious [60] 24th, July 2017, 06:44 PM FM96 Headline in today's Times 24/07/17: Boots Pharmacist takes aim at pill policy (concerning price they charge for post-coital contraception): NN' who works at Boots in XX wrote on the company's facebook page: "all the training to be able to provide this service and give a 'professional consultation ' has been given in my own time, from training packages at home to meetings attended with no payment or time back. Accessing this training was my choice as a professional and nothing to do with my employer so I don't understand how Boots can accept credit for the professional service offered." 60 | defending your reputation | I think yes because the prescriber has put the drug name which is allowed to be prescribed by a dentist (Drug tarriff part XV11A), the directions and the amount required. It is also signed and in date. Am I missing something? 7th, January 2018, 02:52 PM FM87 Yes you are correct. I Think when this paper was printed there may of been another reason, but I wrote down what you have said and I didn’t get any marks down or comments. So sounds good to me. If you need any help don’t be affair to ask. I’m doing the second year now. It gets easier xx 10th, January 2018, 01:28 PM FM103 Do they specify tablets? Also, does the prescription have the practice stamp on it? If the answer to both of these is "Yes" then your good to go! Keep up the good work 21st, January 2018, 03:33 PM FM104 Are you doing the buttercups course? 2 comments FM102 #4.1 FM102 commented 28th, January 2018, 06:31 PM It's the NPA course. I've finally finshed this module now... woohoo :-) FM104 #4.2 FM104 commented 28th, January 2018, 06:39 PM Aww that's great! How you finding it so far? I'm doing the buttercups but can't find anyone else on it. 21st, January 2018, 04:30 PM FM8 Here’s a useful guide to what is needed for a legal prescription. It covers dentists as well as Doctors scripts. https://bnf.nice.org.uk/guidance/pre...n-writing.html This is also useful, though very expensive. You may be able to get your local library to order one in for you to loan. https://www.amazon.co.uk/Dale-Appelb...dp_ob_title_bk 61 | defending your reputation | References [1] General Pharmaceutical Council, “MPharm Degree,” [Online]. Available: https://www.pharmacyregulation.org/education/pharmacist/MPharm. [Accessed 22 February 2017]. 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