Introduction

Competence can be defined as the ability to carry out a job or a task.(1) Competencies describe typical behaviours observed when effective performers carry out a job or task. Behavioural indicators are examples of behaviours that would be observed when someone demonstrates competency. A competency framework consists of behavioural indicators organised into competencies, and then related competencies organised into clusters. A competency framework describes effective competency. Pharmacists need a clear understanding of the competencies required for effective performance in order to accurately assess their learning needs and maintain their competence through continuing professional development. This study investigates the development and pilot testing of a competency framework in a sample of community pharmacists.

Methods

A framework was derived through a content analysis of existing documentation (2-5), eventually comprising 70 behavioural statements. It was mailed to a random sample of 60 community pharmacists. Pharmacists self-assessed their competence for each behavioural statement, using the response categories always, usually, sometimes, and never. The behavioural statements were clustered into the areas of competence described by RPSGB in their CPD document(2). The theoretical assumption was that respondents should be 'always' competent in these areas.

Results

A response of 53% was achieved (n=32) with two follow ups. Responses to the statements were scored as means within the competence clusters. The competence gap between expected and perceived competence for each cluster was calculated.

Figure 1: The mean competence gap between expected and perceived competence for each cluster.

Key
a=Sound decision making and problem solving in relation to drug therapy
b=Provision of good quality medicinal products
c=Appropriate management of common symptoms by the pharmacist: advice, referral or treatment
d=The effective and efficient application of information
e=Making a positive contribution to patients' and customers' good health
f=An appropriate awareness of issues affecting pharmacy and pharmacists
g=Effective and efficient management of pharmaceutical services
h=Effective interpersonal skills with patients, carers, other
professionals and other customers.

Discussion

This pilot study shows clear discrepancies for some competencies expected of community pharmacists. The discrepancies are in two main areas: "the effective and efficient application of information"; and "making a positive contribution to patients' and customers' good health". Given a list of areas of "competence", without the use of a framework, it would be difficult for individuals to make such self-assessments as are needed for CPD. There is a clear need for a competency framework with defined competencies and associated behavioural statements for community pharmacists if the CPD agenda is to succeed.

References

1. Whidett S. and Hollyforde S. The Competencies Handbook. 1999. London, Institute of Personnel and Development
2. RPSGB. Plan and Record. Continuing Professional Development. Appendix 4: Key areas of competence for all pharmacists. http://www.rpsgb.org/pdfs/cpdplanandrecapp4.pdf (accessed 27/02/03)
3. McRobbie D, Webb DG, Bates I et al. Assessment of clinical competence: designing a competency grid for junior pharmacists. Pharmacy Education 2001; 1: 67 – 76
4. Webb D, Davies JG, McRobbie D. Clinical directorships, consultant pharmacists and clinical competencies. Oral presentation at the British Pharmaceutical Conference. Reported in: Pharm J 2002; 269: 495
5. National Prescribing Centre. Competencies for pharmacists working in Primary Care. 1st Edition. London: National Prescribing Centre and NHS Executive; April 2000