Tools and Techniques for Training Aseptic Personnel
Reflective Learning
- applying your skills
Workbook for Tutors and Managers
Author/Reviewer:
Date Approved:
Date for Review:
Gill Risby
28/05/2010
28/05/2012
June 2010
Reflective Learning
Contents
Page No.
Introduction
3
Aims and Learning Outcomes
4
1. How can I support learning in the work place?
5
1.1.
What is Competency?
5
1.2.
Learning styles
7
2. Aseptic Processing Interactive Workbook and Program
8
3. Identifying the best method of delivery of learning
9
3.1. The Learning Pyramid
9
3.2. Evaluating your training
10
3.3. Reflective Practice
10
4. Using E-learning as a Blended Learning approach
11
Problems which may be highlighted using the program
15
Learning Planner
17
Further Reading and Useful Websites
18
Skills Assessment - Aseptic Processing
Interactive Program and Workbook
19
Example Summary of Achievements
22
Training Plan
23
Example Training Checklists – Diary Log
24
Confirmation of Module Completion
25
CPD Evaluation
27
Reflective Learning – applying your skills
2
Introduction to the Workbook
This workbook has been developed by Quality Control North West and Yorkshire and
the Humber Pharmacy Development Unit to assist you in the training and
development of the Aseptic Personnel
This will help you to apply your underpinning knowledge to practice. It is designed to
help you:
 Reflect on own practice
 Support the effective development of others within Aseptic Services
 Develop your confidence within your role as a trainer.
N.B. You must always be aware of local SOP’s and Specialist Training
This workbook is designed to follow the Study Day :Tools and Techniques for
Training Aseptic Personnel and to support you in introducing the Aseptic
Processing Interactive learning programme, by reflecting on your own subject
knowledge and introducing some practical tools to help you implement a system for
training and revalidation.
This will support you to develop your knowledge and skills around mentorship of
trainees, therefore there is no fixed timescale for completion. It is in your interest to
ensure you understand and complete each section before moving on to the next.
Throughout the workbook, we ask you to reflect on your own knowledge and current
work place practice. At the end of this there is a CPD evaluation sheet which you
may complete as evidence for Royal Pharmaceutical Society Plan and Record. It is
recommended that you keep up to date with your skills through CPD.
The information contained in this booklet provides a variety of training and
assessment methods, which may be adapted to address the content and depth of
training required.
Sample proformas are available for you to reflect on and improve/adapt as
required.
Reflective Learning – applying your skills
3
Aims and Learning Outcomes
Aims


To develop personal competence in supporting learning in practice within
Aseptic Services
To establish a system for implementing a programme of ongoing training and
revalidation
Learning Outcomes
By the end of this workbook you will be able to






Understand the different teaching and training methods and their reasons for
use
Recognise appropriate trainee support needed
Know the different types of assessment and how to use them
Assess trainee’s ability to use a specific learning method
Demonstrating how to use the interactive program
Understanding the different applications for the two formats ;workbook and
interactive program
Specific competencies:
Assessment of Competency - Observe trainees practice
 Identify sections of the program to support individual trainees
 Observe a selection of practices by the appropriate staff
 Support Practice bench training sessions
 Reading inhaler technique instructions and familiarising oneself with them
Testing of Trainee’s Knowledge and Understanding
 Written questions
 Tutor/Trainee discussion
 Multiple choioce questions (MCQ)
Reflect on own practice as a tutor/trainer
 Achieved all of the above
 Set training programmes appropriate for different staff grades.
 Complete RPS CPD Evaluation and make personal entry on ‘Plan and Record’
Reflective Learning – applying your skills
4
2. How can I support learning in the work place?
2.1. What is Competency?
Competency is demonstration of practice to an agreed standard of work,
with the underlying knowledge requirement to practise safely.
• Competencies
We use national occupational competencies (NOS) in our NVQ qualifications
The Aseptic Processing Workbook provides: :
•
Link – S/NVQ standards Pharmacy Services Level 2 & 3
•
Link - NOS Pharm 19-23 and 52 www.skillsforhealth.org.uk
• Minimum competencies – RPSGB
The Royal Pharmaceutical Society set Minumum Standards for safe operation in
2004 www.rpsgb.org.uk
• Underpinning knowledge
There is a specific knowledge requirement to support the above competencies
identified within the standards, which is available within. the workbook
• Capability - can/does do
This is a critical aspect to understand – see Millers triangle below – the
difference between what a person knows and understands AND WHAT
THEY DO in practice.
• MHRA evidence training and revalidation
Evidence is often requested at Audit visits. Knowledge and skills around current
Good Manufacturing Practice are gained by following
•
NPSA Patient Safety Alert 20 : (also see NPSA audit checklist for
injectable medicines, March 2007)
We must ensure that all staff who prescribe, prepare, administer and monitor
injectable medicines have received training and have the necessary work
competences to undertake their duties safely
• Suggested evidence is – a copy of:
– training curriculum
– training/assessment materials
– dates of training sessions
– records of staff who have received training
Reflective Learning – applying your skills
5
We need to ensure staff are competent and
safe to practice.
Trainees move from a level of being
unaware – they don’t know what they don’t
know (level 1)…… through to a degree
awareness of their abilities ….. to a level of
settled practice (level 4).
But what do they actually DO in practice………………..?
Does
Figure 2:
Millers Triangle
Shows how
Knows how
Knows
This is why revalidation of knowledge and practice are critically important in
Aseptic Processing.
Reflective Learning – applying your skills
6
1.2. Learning styles
It is important to take account of learning styles, as different people learn in many
ways. These may be through visual, auditory or kinaesthetic processes:
Learning style
Description
Visual
seeing and reading
Auditory
listening and speaking
Kinesthetic
touching and doing
Fig.3. VAK Learning Styles from www.businessballs.com.
Many trainers refer to Kolb's Learning Styles , however the Aseptic Processing
Interactive Program has been been designed to simply take into account the above
preferences
You can download this assessment to help you or your trainees understand their
preferred style:
Free VAK multiple-choice questionnaire test (MSWord doc file)
Task:
Try the VAK Assessment. What is your preferred way of learning?
Reflective Learning – applying your skills
7
2. Aseptic Processing Interactive Workbook and Program,
Within the Aseptic Processing Interactive Program, there are a variety of learning
methods individuals can undertake






Reading
Practical exercises
Watch videos
Undertake interactive exercises online/CDRom
Test their learning through self assessment questions and MCQs
Answer written questions
The Online/CDRom training can be used as standalone training, however it is
recommended that the dual method will be of benefit the majority of trainees.
Learning can be reinforced by
Completing
the
workbook
then
using
the
online/CDRom
to
refresh
understanding before completing the Quiz (MCQs)
This can then
•
Link – S/NVQ standards Pharmacy Services Level 2 & 3
•
Link - NOS Pharm 19-23 and 52 www.skillsforhealth.org.uk
•
Link with assessment spec for C&G Process Technology Level 2
•
Link with in-house training
Task:
How familiar are you with the practical standards of competence for pharmacy
assistants, pre-registration trainee pharmacy technicians or pharmacists ?
Visit Edexcel/City and Guilds to view the Level 2 or 3 standards – NB: these are
the process of being updated and the new NOS will replace the current
standards. Visit RPS for the Preregistration Trainee Pharmacists standards.
Reflective Learning – applying your skills
8
3. Identifying the best method of delivery of learning
3.1. The Learning Pyramid,
Developed and used by NTL Institute at Bethel, Maine campus in the early 60s, the
Learning Pyramid is widely recognised as a tool to help us understand how much
information an individual can take in.
Trainees will learn more from participation and active learning. Learners retain
approximately:
> 90% of what they learn when they teach someone else/use immediately.
> 75% of what they learn when they practice what they learned.
> 50% of what they learn when engaged in a group discussion.
> 30% of what they learn when they see a demonstration.
> 20% of what they learn from audio-visual.
> 10% of what they learn when they've learned from reading.
> 5% of what they learn when they've learned from lecture.
5%
Lecture
Passive Teaching Methods
10%
Reading
20%
Audio-Visual
30%
Demonstration
50%
Group Discussion
75%
Practice
90%
Teaching Others
Participatory Teaching
Methods
Fig.4. Learning Pyramid. Adapted from: NTL Institute at Bethel, Maine
Reflective Learning – applying your skills
9
The extent to which trainees interact is variable, dependant on the learning activity as
below:
Figure 5 – Spectrum of passive to active content (Rosen, 2009, p. 160)
Passive
Listening/audio
Active
Watching/vide
Text/reading
Exercise/Interaction
Test
3.2. Evaluating your training
As 75% of what trainees learn is retained when they practice what they learned, it is
important to know that the programme has been useful and that they able to
implement their new knowledge/skills.

A Skills Assessment evaluation tool is provided to be used before and after
the training programme.

An Action Plan is provided to help you and your trainees plan how they will put
their learning into action.
3.3. Reflective Practice
Schon (1983, 1987) described two aspects of reflective practice:
- Reflection IN action – i.e. whilst doing the task
- Reflection ON action – i,e, reflecting back, thinking how it went, what went well and
what could have been improved, etc.
We use both techniques within our professional CPD activities. A CPD template is
found within the resources section, which can be used to reflect on your own
learning, then cut and paste into Plan and Record Entries.
Reflective Learning – applying your skills
10
Further reading on reflective practice and CPD may be found at:
RPSGB ‘Plan and Record’ CPD for Pharmacists and Pharmacy Technicians,
www.uptodate.org.uk
CPPE http://www.cppe.ac.uk/default.asp - Helping others to learn. E-learning
programme
London Pharmacy Education and Training:
http://www.londonpharmacy.nhs.uk/EducationAndTraining/cpd/articles.aspx
Task:
Are you up to date with your CPD?
Visit the above sites to learn more…….
What are your key action points?
Reflective Learning – applying your skills
11
4. Using E-learning as a Blended Learning approach
‘E-learning’ may encompass a varied range of delivery mechanisms. The main
benefit of this flexible delivery mode is that trainees can use material made available
through the web, within the workbook or CDRom and access it when convenient and
as needed.
The Aseptic Processing Interactive Program is designed to enable the leaner to
take a self-directed approach, however consideration should be given to the level of
support, direction and guidance they may need.
Figure 1 below provides us with a concept of blended learning combining learning online and face to
Use of technology
face approaches.
Online
Face to face
(Didactic
Learning,
Traditional)
Blended
learning
(Pure
E-learning)
Time spent on “online learning”
Figure 6. DET (2003) Conception of Blended Learning.
We interpret the term ‘blended learning’ in different ways. It can be simply described
as ‘the mix of traditional methods, such as face-to-face teaching and online teaching’.
However, to help identify the degree to which this may occur, the continuum below
provides a useful classification based on the level of use of online resources.
Reflective Learning – applying your skills
12
Figure 7 - Continuum of Blended Learning (Jones, 2008, p. 18)
Basic ICT usage
e.g. powerpoint
presentations
E-enhanced
access to online
resources, notes
student communications
E-focused
discussion boards
online-assessments
tests, interactive
learning materials
E-intensive
whole modules/
awards delivered
and moderated
online
The programme is designed to support existing in-house and formal learning
programmes and is therefore an enhancement to existing systems, and NOT a
replacement.
The use of content may be dependant on four factors (4Es);

educational effectiveness

ease of use

engagement and

environment
(Collis and Moonen 2001, p.25)
As tutors and managers, you can help learners achieve their objectives by
considering the four components above, and how the learning will be carried out and
then revisited in terms of revalidation of knowledge and skills.
Reflective Learning – applying your skills
13
For students to learn effectively via interaction with one another and the learning
activities, tutor guided moderation and technical support is vital to the success of
student achievement. For example – see model below:
Figure 4 Salmon G, 2000 5 stage model for moderation of e-learning
Learners are all unique and will engage with the content in different ways, dependant
on their learning perspective. It is very important that they can understand the
purpose for learning, and where they can seek help and support as required.
You can enhance learning by effective mentorship and support, however, it is
primarily the trainee’s responsibility to complete the agreed learning programme
A template for Mentor Review meetings is provided.
Reflective Learning – applying your skills
14
Problems which may be highlighted using the program
TYPE OF LEARNING
PROBLEM
SOLUTION
Online
Your
Trust
firewall
may
access.
Internet Liaise with Trust IT department
block
CDRom
Only saves your results Try m.d.i and volumatic.
onto the PC to which it is Advise patient to take a deeper
loaded
sharper intake of breath.
Make sure inhaler is primed.
Workbook
If using an e-portfolio –
you may have to scan
completed work to upload
to portfolio
Tutor-led
Time and workload mat Agree appropriate times to
restrict progression
meet with tutor
Self-directed
May need clarification Agree appropriate times to
and support with some meet with tutor
elements of the program,
particularly
practical
elements
Liaise with your training centre
– we may be able to provide
them with a compatible and
interlinked format of the
workbook
Reflective Learning – applying your skills
15
Task:
Think about how the programme may best be implemented in your work place.
You may want to use the following Learning Planner to help you.
Make a list of other useful training resources you may wish to use:
Reflective Learning – applying your skills
16
Learning Planner
Using the NHS TSET Aseptic Processing Workbook
Component of the program
Action Plan
Task/Comments
Date
1. Workplace support & assessment
Discuss the program with a workplace
mentor
- identify chapters workbook
- identify elements interactive program
Before you start!
Try a Pre-course Multiple Choice Quiz
(highlight what you need to learn!)
Print out scores
Email to mentor
Throughout workbook
Activities/exercises
Choose appropriate
End of chapter Questions
Use workbook to help you
Post-course Multiple Choice Quiz
Print out scores
Email to mentor/ TSET
Optional : Test paper
- Primary Level paper
- Secondary Level paper
2. Supporting your learning
Complete ALL sections
?Submit for NVQ? C&G?
(Check with NVQ Center)
Participation helps you learn
(and remember!)
Self-reflective questions test your learning
as you go along
Links to further reading
Printable certificates of completion
3. Which method?
Workbook
- 21 chapters
- Mapped to NVQ and KSF
- PDFs on CDRom
Online/CDRom Interactive Program
- 4 modules
Both available
- www.medslearning.leeds.ac.uk
- NHS TSET CDRom
Provides more detailed
information
Assessment papers
-
Aseptic Principles
Preparation CIVAS
Preparation PN
Preparation CYTOS
Intrathecal preparations
Reflective Learning – applying your skills
17
Further Reading and Useful Websites
CPPE: www.cppe.ac.uk
VAK learning styles Available from www.businessballs.com. [accessed 22/05/10]
The Learning Pyramid, NTL Institute, Bethel, Maine.1954. Audio-Visual Methods in Teaching, Edgar
Dale Dryden Press: New York. p. 43
Collis, B. and Moonen, J. (2001), Flexible learning in a digital world – experiences and expectations.
London. Kogan Page.
DET, .2003. Blended Learning, NSW Department of Education and Training in Heinze, A.; C. Procter
(2004). ‘’Reflections on the Use of Blended Learning". Education in a Changing Environment.
University of Salford, Salford, Education Development Unit.
http://www.ece.salford.ac.uk/proceedings/papers/ah_04.rtf.
Jones, N. 2008. Over the worst or at the eye of the storm? Retrieved August 5, 2008, from
http://hdl.handle.net/10265/249 in Wong, L., & Tatnall, A. (2009). The need to balance the blend:
Online versus face-to-face teaching in an introductory accounting subject. Journal of Issues in
Informing Science and Information Technology (IISIT), 6, 309-322. [electronic resource] accessed
17/04/2010 http://iisit.org/Vol6/IISITv6p309-322Wong611.pdf
Kolb, D A and Fry, R, 1975. Towards an applied theory of experiential learning, in Cooper, C L (ed)
Theories of Group Processes , London, John Willey, pp33-58 cited in Boud, Keough & Walker Eds.
1985, Reflection: Turning Experience into Learning, Kogan Page, London, p.12) .
MedsLearning. University of Leeds. [accessed 17/04/2010] www.medslearning.leeds.ac.uk
Rosen, A. 2009. e-Learning 2.0 – Proven Practices and Emerging Technologies to Achieve Real
Results. New York. Amacom.
Salmon, G., 2000. E-Moderating: The key to Teaching and Learning online. Kogan Page Limited:
London
Skills
for
Health
Competences.See
www.skillsforhealth.org.uk
Completed
Edexcel:
NVQ
Pharmacy
http://www.edexcel.com/quals/nvq/pharm/Pages/default.aspx
Competences.
Then
Services
Pharmacy
Standards
City
and
Guilds
NVQ
Pharmacy
Services
Standards
http://www.cityandguilds.com/4307.html?sType=q&subject_or_code=Pharmacy+Services+%287355%
29
City and Guilds Process Technology Standards http://www.cityandguilds.com/12840.html
London Pharmacy |Education and Training. CPD and Reflectice practice articles
http://www.londonpharmacy.nhs.uk/EducationAndTraining/cpd/articles.aspx
RPSGB ‘Plan and Record’ CPD for Pharmacists and Pharmacy Technicians, www.uptodate.org.uk
Schon, D.A. (1983) The Reflective Practitioner: How Professionals Think in Action, London, Temple
Smith.
Schon, D.A (1987) Educating the Reflective Practitioner, San Francisco, Jossey Bass.
Reflective Learning – applying your skills
18
Aseptic Processing
Interactive Program and Workbook
Participant’s Name______A.Trainee________________________
Training dates_________1st March 2010__- May 2010______________
Section
2: Good Manufacturing Practice
3: Basic Microbiology
4: Legislation and Standards
5: Clean Room Design
6: Work Zones
7: Personal Hygiene
8: Quality Systems for Operators
9: Cleaning
10: Environmental Monitoring
11: Assembly
12: Transfer Procedures
13: Aseptic Technique
14: Waste Disposal
15: Reconciliation, Inspection and
Checks
16: Completing Product
Processing
17: Preparation of Centralised
Intravenous Additives (CIVA)
18: Preparation of Parenteral
Nutrition
19: Preparation of Cytotoxics
20: Intrathecal Preparations
21. Calculations
Interactive MCQ Test Score –
Aseptic Principles /20
Interactive MCQ Test Score –
CIVAs
Interactive MCQ Test Score –PN
Interactive MCQ Test Score –
Cytoxc
Skill/knowledge level
before training
program
(5 = highest level)
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Skill/knowledge level
after training program
(5 = highest level)
5
5
5
5
5
5
5
5
5
5
5
5
5
5
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
2
2
2
2
2
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
5
4
3
5
4
3
Enter score:
2
2
2
12
1
1
1
/20
5
4
3
5
4
3
5
4
3
Enter Score:
2
2
2
18
1
1
1
/20
Enter score:
7
/10 Enter Score:
9
/10
Enter score:
Enter score:
6
7
/10 Enter Score:
/10 Enter Score:
8
8
/10
/10
Reflective Learning – applying your skills
19
Please explain above scores if necessary Skills development and confidence
in application has been notable overall, although I still feel I need much more
practice is needed in some aspects, e.g. Cytox and calculations.
Which of the following may prevent you from applying the knowledge and skills
learned during these workshops? Tick all that may apply








No opportunity to use the skills
Lack of management support
Lack of resources
Lack of support from colleagues and peers
Insufficient knowledge and understanding
Lack of confidence to apply knowledge and/or skills
Systems and processes within organisation will not support
application of skills and knowledge
Other
If other, please describe here:
Rota dependant
THANK YOU! – please return email copy to [email protected]
Reflective Learning – applying your skills
20
Example Summary of Achievements
Name……………………………………………………….…
Workplace………………………………………………………
COMPONENT
TUTOR
SIGNATURE
DATE
1.
2.
3.
1.
2.
3.
Underpinning Knowledge completed
Observation
Testing
of
Knowledge
Understanding
(MCQ Questions)
(Certification)
(Written paper)
and
I confirm that the above trainee has demonstrated competence within Aseptic
processing, in accordance with the NHS TSET Aseptic Processing Programme.
Signed:
___________________________
Date:
___________________________
Review Date: ___________________________
(NB: Revalidation may vary. Please refer to your local procedure.)
Reflective Learning – applying your skills
21
Aseptic Processing Work-based Learning Scheme
Post Course Supervised Training Period
Example Training Log –
Trainee Name……………………………………..Trust………………………………………..
Observation 1
( X)
Observation 2
( X)
Observation 3
( X)
Intervention?
1. Introduction
2. Questioning
3. Explaining
4.Demonstrating
5Evidence
of
progress
6. Key Learning
Points
7.
Information
accessed
8.
9.
10.
Reflective Learning – applying your skills
Trainee
signature
Tutor
signature
Aseptic Processing Training Work-based Learning Scheme
Competency based assessment criteria
Trainee Name …………………….…………… Assessor's Name………………………………
Date
Achieved / 
You must be able to :
Date
Achieved / 
Date
Achieved / 
Date
Achieved / 
Date
Achieved / 
1: Demonstrate Good Manufacturing Practice
2. Personal Hygiene standards
- Handwashing assessment
- comply with cleanroom clothing SOPs
- report illness
3. Clean Rooms
- report any unusual circumstances
- report any defects
5: Work Zones
- maintain working environment
6: Cleaning
- cleandown room and equipment in
accordance with SOPs
- clean down workzones before , in
between and after processing
7: Quality Systems for Operators
- complete documentation in accordance
with SOPs
- maintain revalidation
8: Environmental Monitoring
- underake all test in accordance with SOPs
Mentors signature
All of the competency-based criteria must be covered on at least three occasions.
Reflective Learning – applying your skills
23
ACTION PLAN TEMPLATE
NHS TSET Aseptic Processing Training Programme
Specific steps
I will do …
Acknowledgement:
End Result
So that…
Adapted
Evidence
from
Reflective Learning – applying your skills
adbi
Starting
date
Finishing
date
2009
24
Confirmation of Completion of Module
Candidate’s Name:
______________________________________________
Workplace Address:
______________________________________________
______________________________________________
______________________________________________
Contact Telephone No.: ______________________________________________
Name of Module:
______________________________________________
Comments from Technician/Pharmacist:
I confirm that this candidate has completed the above module and passed all
relevant assessments.
Signed (Technician/Pharmacist):
___________________________________
Name (Please print):
_____________________________ Date: ___________
Signed (Candidate):
______________________________________________
Please return this sheet to your training supervisor
A certificate will be issued and forwarded to the workplace address as stated above.
Reflective Learning – applying your skills
Continuing Professional Development
Evaluation (Reflection on Learning)
Having completed this module you may wish to use this page to reflect on your
learning experience and add it to your RPSGB CPD record.
CPD No.:
_____________________________
Name of Entry:
Entry No.:
_____________
___________________________________________________
Date learning undertaken: _____/_____/_____
Time taken: _____________
Action:
U1
Please describe the activity you have undertaken
(Describe the activity you carried out, being specific about the details)
U2
To which areas of competence does this learning relate?
(Answer this question with reference to Appendix 4. If you cannot find any competences that match, write your own.)
U3
What have you learnt as a result?
(Briefly describe what you learnt from doing the activities.)
Evaluation (Reflection on learning)
U4
Please describe an example of how you have applied this learning.
(Give an example of how you have used what you have learnt.)
U5
Describe any feedback you have had.
(This might include users of your services/products, staff and colleagues. The learning may have had an impact on
you, for example by affecting your confidence or motivation, and you should record this. Feedback may come in
many forms, for example, verbally, through surveys, or through statistics on performance.)
U6
Have you identified any learning needs as a result of undertaking this activity? (Tick box)
(If so, start a new CPD record that starts with Reflection)
 Yes
 No
Reflective Learning – applying your skills
26