Pharm Secured Competency Standards For Pharmacists in Advanced Practice 2017 (26sep) PDF

COMPETENCY
STANDARDS
FOR PHARMACISTS IN
ADVANCED PRACTICE
Content
Preface 3
Members of the Workgroups 4
Glossary Terms 6
Background 8
Advanced Practice Framework (APF) 9
Using the Competency Standards 13
Competency Standards for Pharmacists in
Advance Practice
Domain 1 Expert Professional Practice 22
Domain 2 Building Working Relationships 27
Domain 3 Leadership 30
Domain 4 Management 35
Domain 5 Education, Training and Development 41
Domain 6 Research and Evaluation 45
Frequently Asked Questions 51

Annex A 54
Annex B 56
References 57
Acknowledgements 58
Preface
A confident, competent pharmacy team that practices at the top of their

license to deliver pharmaceutical care excellence is needed to meet the
evolving healthcare needs of our nation. To support healthcare transformation,
pharmacists need to assume roles which are extended, specialised and more
advanced than current entry level scope of practice.
The Ministry of Health (MOH) has been working on initiatives to support

development of pharmacists from entry to advanced levels. In 2010,
collaboration among the Chief Pharmacist’s Office and the Public Healthcare
Institutions resulted in the development of competency standards for advanced
pharmacy practice. The competency standards would also support the 10-year
National Pharmacy Strategic Thrusts on Confident Pharmacy Workforce and
Pharmaceutical Care Excellence.
The competency standards describe the level of competence required for

pharmacists to reflect on their practice, to identify needs for continuous
professional development and to acquire new competencies to advance their
practice systematically. For employers, the recognition of pharmacists as
advanced practitioners enables them to have evidence of enhanced capability.
Overall, the movement towards defining advanced practice in pharmacy
represents progression of the pharmacy workforce.
The development of these competency standards for advanced pharmacy

practice represents a significant commitment of time and effort. I would like
to thank members of the Workgroups and Pharmacy Managers in making
possible the provision for advanced pharmacy practice development. The
Pharmacy Department, National University of Singapore and the Centre for
Medical Education, Yong Loo Lin School of Medicine have also contributed
their expertise. I hope more pharmacists will join us on our continued journey to
transform our healthcare system so as to bring about better health, better care
and better life for our nation.
Assoc. Prof Lita Chew

Chief Pharmacist, Ministry of Health
22 August 2017
4
Members of the Workgroups

Co-Chairperson:
Ms Chan Soo Chung, National Healthcare Group Pharmacy
Dr Camilla Wong, Singapore General Hospital*
Expert Professional Practice

Ms Angelina Tan Singapore General Hospital* (Team Lead)
Ms Elizabeth Tian National Skin Centre
Ms Hon Jin Shing National Heart Centre Singapore
Mr Ian Wee Changi General Hospital
Dr Kelvin Xu KK Women’s and Children’s Hospital
Ms Lai Hwei Ching Singapore National Eye Centre
Ms Lim Gek Kee National Healthcare Group
Ms Lim Siew Woon National University Hospital
Ms Sharon Fan Siew May Singhealth Polyclinics
Dr Vivianne Shih National Cancer Centre Singapore
Building Working Relationships

Ms Hon Jin Shing National Heart Centre Singapore (Team Lead)
Ms Angelina Tan Singapore General Hospital*
Ms Chang Yok Ying National Cancer Centre
Ms Oh Ching Ching KK Women’s and Children’s Hospital
Mr Victor Wong Kum Fai Singhealth Polyclinics
Ms Vivian Lee Jee Jeng Singhealth HQ
Ms Yasmin Ng Changi General Hospital
Leadership
Ms Yong Pei Chean Khoo Teck Puat Hospital** (Team Lead)
Dr Camilla Wong Singapore General Hospital*
Ms Irene Quay KK Women’s and Children’s Hospital
Ms Lim Sok Hoon National University Hospital
Mr Lim Wee Heng Changi General Hospital
A/Prof Lita Chew National Cancer Centre Singapore
Ms Sharon Fan Siew May Singhealth Polyclinics
Mr Teo Siew Chong National Heart Centre Singapore
*Sengkang Health at the point of publication

**Woodlands General Hospital at the point of publication
5

Management
Mr Chin Chee Kwong Ng Teng Fong General Hospital (Team Lead)
Ms Chang Yok Ying National Cancer Centre
Ms Kimmy Liew Ng Teng Fong General Hospital
Ms Sharon Fan Siew May Singapore Polyclinics
Mr Teo Siew Chong National Heart Centre Singapore
Ms Wong Hai Hong Changi General Hospital
Ms Yee Mei Ling Singapore General Hospital
Education, Training & Development

Mr Ng Boon Tat Institute of Mental Health/ Woodbridge Hospital (Team Lead)
Dr Chan Hong Ngee Singapore General Hospital
Ms Lee Hwei Khien Tan Tock Seng Hospital
Dr Tan Wei Wei KK Women’s and Children’s Hospital
Ms Wendy Ang Changi General Hospital
Ms Yeoh Ting Ting National Cancer Centre Singapore
Research & Evaluation

Ms Winnie Lee Singapore General Hospital (Team Lead)
A/Prof Alexandre Chan National University of Singapore/ National Cancer Centre
Dr Jonathan Seah Changi General Hospital
Dr Tan Wei Wei KK Women’s and Children’s Hospital
Secretariat Support:
Ms Koh Sei Keng Chief Pharmacist’s Office, Ministry of Health
6
Glossary Terms
Glossary Terms
The following definitions1 have been adopted in this document.
Term Definition
Core areas of practice cover the essential areas that any advanced
practitioner would be expected to develop and are conversant in at the
Core areas of practice
place of practice. The core areas of pharmacy practice include leadership,
management, education, and research.
A distinct composite of knowledge, skill, attitude and value that is essential

Competency
to the practice of the profession.2
An ongoing, cyclical process of continuous reflection and identification

Continuing
of gaps in knowledge and skills that is required for maintenance and
Professional
enhancement of professional competence to carry out both current duties
Development
and anticipated future services.3
The specific area of responsibility in a role, which may be a specialist or

Defined area of generalist that would be covered in depth beyond that of a core area.
practice A defined area may be an area of clinical practice e.g. critical care or a
service area e.g. the inpatient pharmacy.
The conscientious, explicit and judicious use of current best evidence

Evidence-based in making decisions about the care of the individual patient. It means
Practice integrating individual clinical expertise with the best available evidence
from systematic research.
External Environment Outside of the pharmacist’s employing institution.
A greater level of organisational complexity than that of the pharmacist’s

Higher Level
team.
Expert opinion is sought to undertake a review of published work(s) in the

Peer review
pharmacist’s area of work.
1
Adapted from The RPS Advanced Pharmacy Framework (APF) 2013. The Royal Pharmaceutical Society. Accessed online on 2
September 2013 at http://www.rpharms.com/faculty-documents/rps-advanced-pharmacy-framework-guide.pdf.
2
Council on Credentialing in Pharmacy. Scope of contemporary pharmacy practice: roles, responsibilities, and functions of
pharmacists and pharmacy technicians. J Am Pharm Assoc 2010;50:e35-e69.
3
FIP Statement of Professional Standards Continuing Professional Development. Accessed online on 16/12/2015 at https://
www.fip.org/www/uploads/database_file.php?id=221&table_id=.
7
Glossary Terms
Refers to the direct, responsible provision of medication-related care for
the purpose of achieving definite outcomes that improve a patient’s quality
of life. Pharmaceutical care should underpin the delivery of medicines;
Pharmaceutical care ensuring health gain from medicines are maximised and harms minimised.
This is achieved through enhanced engagement with patients and the
public, understanding their experience and breaking down barriers
between professions.
A collection of evidence that learning has taken place. It is cumulative as

it contains work collected over a period of time.
A portfolio can be used to:

a) Guide the development of competencies – includes reflective texts
and self-analyses of own learning and performance;
Portfolio
b) Monitor progress - includes overview of what has been done or learnt
and
c) Assess competency development – includes evidential materials to
substantiate the competency level that is achieved or how certain
competencies are developing.4
Defined as the broad range of regulations, principles and standards of

Research governance good practice that exists to achieve, and continuously improve, research
quality across all aspects of healthcare.5
A team is a group of professionals working together and mutually

accountable for the delivery of a common goal or purpose. Within the
Team context of the framework, “Team” refers to the group (pharmacy or
multidisciplinary) with which the pharmacist works most closely and
regularly.
4 Driessen EE, Heeneman S, Van Der Vleuten C.P.M., 2013. Portfolio assessment. In: Dent JA, Harden RM (Eds), A Practical
Guide for Medical Teachers. Fourth Edition. Elsevier Churchill Livingstone (Chapter 39).
5 Definition by the Joint Research Compliance Office. Accessed online on 8 August 2014 at http://www3.imperial.ac.uk/
clinicalresearchgovernanceoffice/researchgovernance/whatisresearchgovernance
8
Background
Background
Development of the Framework
The pharmacist career pathway framework was developed in 2009. To facilitate implementation of the
career pathway framework, this competency framework would serve to map out the level of competency
that would be required of pharmacists at different levels of seniority and expertise. It can also support
and assist the professional development and growth of pharmacists and of the profession respectively.
The set of competencies required to be met by a pharmacist is dependent on the scope of practice
i.e. the services provided or the roles performed. A pharmacist’s scope of practice will change as the
individual progresses in his/her career. Figure 1 illustrates the different scopes and level of practice of a
pharmacist in patient care. A newly registered pharmacist will be at Quadrant A or B (pharmacists in the
specialised centres) and with additional training and education, will move into one of the other quadrant
C or D.
Figure 1: Practitioners in Direct Patient Care

Advanced
C Advanced Generalist
Practitioner
Advanced Focused
Practitioner D
Wide variety of patients and Focused patient populations:
Level of Knowledge, diseases: complex healthcare medically complex patients,
Skills and Experience issues therapies, and/or technology.
Generalist Practitioner Focused Practitioner

Wide variety of patients and Wide variety of diseases in a
Entry-Level
A diseases: minor ailments to
more complex conditions
unique setting or population,
or a narrow disease focus. B
Professional pharmacy
Broad Breadth of Patient/ Practice Focus Narrow
degree and license
Adapted from the Council on Credentialing in Pharmacy. Scope of contemporary pharmacy practice: roles,
responsibilities, and functions of pharmacists and pharmacy technicians. J Am Pharm Assos 2010;50:e35-e69
Performance standards for advanced practice
The competency standards in this document describe the knowledge, skills and attributes that a
pharmacist in advanced practice should possess in order to perform a range of professional practice
activities to a desired standard. Advanced pharmacy practice is defined as practice derived from in
depth knowledge, expertise and training that is beyond that achieved at entry level. Practitioners develop
their abilities though delivery of services, higher levels of responsibility and accountability. They aim to
meet the needs of a changing healthcare landscape by improving healthcare outcomes through practice
innovation, education and research.
9
Advanced Practice Framework (APF)

Domains and Competencies of the Framework
The competency framework for pharmacists in advanced practice (APF) is adapted from the Advanced
to Consultant Level Framework (ACLF) developed by the UK Competency Development and Evaluation
Group (CoDEG) in 2004. Like the ACLF, the competency framework for pharmacists in advanced practice
identifies six key domains that are important for the development and demonstration of advanced
practice. The six domains are:
1. Expert Professional Practice

2. Building Working Relationships
3. Leadership
4. Management
5. Education, Training and Development
6. Research and Evaluation
The APF comprises 25 competencies across six domains. Each of the competency standards is presented
at three performance levels of Intermediate, Advanced and Expert. The three performance levels reflect
the performance continuum associated with learning and career progression and are defined as6
1. Intermediate – Able to successfully complete tasks with occasional help from an

expert. Focus is on applying and enhancing knowledge or skill.
2. Advanced – Routinely manages complex situations and a recognised “person to ask”

in the organisation. Focus is on broad organizational/professional issues.
3. Expert – Recognised as an authority in that area of expertise, alongside a breadth

of experience. Able to explain issues in relation to broader organizational
Issues. Creates new applications and processes. Focus is strategic.
6 Adapted from Competencies Proficiency Scale. Office of Human Resources at the National Institutes of Health. Accessed at
http://hr.od.nih.gov/workingatnih/competencies/proficiencyscale.htm on 18 October 2013
10
Summary of the Competency Standards

Domain 1 Expert Professional Practice

Standard 1.1 Demonstrates Expert Skills and Knowledge
Manages patient care responsibilities/ delivery of professional
Standard 1.2
activities
Exhibits reasoning and judgement including analytical skills,
Standard 1.3
judgemental skills, interpersonal skills and appraisal of option
Standard 1.4 Uses professional autonomy
Domain 2 Building Working Relationships
Standard 2.1 Ability to communicate effectively (Communication)
Collaborates with members of the health care team and offer
Standard 2.2
consultations (Teamwork and Consultation)
Domain 3 Leadership
Standard 3.1 Creates Vision
Standard 3.2 Strategic Planning
Standard 3.3 Innovation
Standard 3.4 Motivates individual (Motivational)
Domain 4 Management
Standard 4.1 Implementing Organisational Priorities
Standard 4.2 Managing resource utilisation
Standard 4.3 Establishing standards of practice
Standard 4.4 Managing risk
Standard 4.5 Managing performance
Standard 4.6 Project management
Standard 4.7 Managing change
Domain 5 Education, Training and Development
Standard 5.1 Role model
Standard 5.2 Mentorship
Standard 5.3 Conducting education and training
Domain 6 Research and Evaluation
Standard 6.1 Evaluating literature critically and identifying evidence gaps
Standard 6.2 Developing and evaluating research protocols
Standard 6.3 Disseminating evidence
Standard 6.4 Guiding others undertaking research
Standard 6.5 Establishing research partnerships
11
Application of the APF

Table 1 describes the experience or career development likely to have been achieved by the pharmacists
whose performance satisfies the competency standards for that level. They provide general guidance
on the expectations for the three performance levels described. The APF guides the development
of pharmacists from intermediate performance level to expert level. The continuum of practice and
competency progression of a pharmacist is illustrated in Figure 2.
The APF is portfolio based and applies to pharmacists who have achieved a minimum job grade level of
PH03 i.e. senior pharmacist or the equivalent. The APF may be used by the:
a) Institution
i. To design and structure a training framework to develop the pharmacist workforce and
ii. For training program development.
b) Pharmacist
i. To craft individual development plan for career progression.
The performance criteria state the observable results or behaviours expected of the pharmacist at that
performance level. The evidence column elaborates the knowledge, skills and attributes of a pharmacist
performing at that competency level. All the evidence listed for a performance criterion should be met
in order to achieve the full requirement of that performance criterion. Evidence Examples have been
included to guide both pharmacists and their reviewers/assessors at providing the evidence needed to
support the performance level. The list of evidence examples is by no means exhaustive.
Table 1: General characteristics of pharmacists working with advanced practice competency standards.7
Intermediate Advanced Expert

Scope of practice experience 8
Able to successfully complete Able to perform the actions Recognised as an authority in

tasks independently. Assistance associated with this skill without that area of expertise, alongside
from an expert may be required assistance. Recognised within a breadth of experience. Able
from time to time. Focus is the organisation as “person to to explain issues in relation to
on applying and enhancing ask” when difficult questions broader organizational issues.
knowledge or skill. arise. Focus is on broad Creates new applications and
organisational / professional processes. Focus is strategic.
issues.
Job Grade
PH03 PH04-05 PH06
7 Adapted from An Advanced Pharmacy Practice Framework for Australia 2012. The Advanced Pharmacy Practice Framework
Steering Committee on behalf of the pharmacy profession in Australia. Assessed online on 2 September 2013 at http://www.
psa.org.au/download/standards/advanced-pharmacy-practice-framework.pdf
8 Adapted from Competencies Proficiency Scale. Office of Human Resources at the National Institutes of Health. Accessed at
http://hr.od.nih.gov/workingatnih/competencies/proficiencyscale.htm on 18 October 2013.
12
Figure 2: Development of a Pharmacist

Pharmacist
Progression
Pre-reg PH01 PH03 PH04 PH06

pharmacist PH02 PH05
PH00
Pre-registration General Intermediate Advanced Expert

Phase Level/
Foundation
Years
Entry to Practice Framework/ General Advanced Practice Framework
• Promote optimal use of drugs • Expert professional practice

• Dispense Medication • Building working relationships
• Compound pharmaceutical products • Leadership
• Provide drug information and education • Management
• Provide primary healthcare • Education, training and development
• Manage drug distribution and supply • Research and evaluation
• Apply organisational skills in the
practice of pharmacy
• Practise in a professional and
ethical manner
• Manage work issues and
interpersonal relationships
13
Using the Competency Standards

For Pharmacists
The competency framework allows pharmacists to design and structure an individual development plan
to meet competence and to develop their career.
Getting started….
1. Read through the performance criteria and the corresponding evidence to guide the understanding
and self-assessment of competence.
2. List and gather the evidence from the last three years (last five years for research domain) which may
be used to support the competency in that area. The evidence gathered could be patient education
materials developed, narratives on patient encounters or quality improvement projects. Some of
the evidence examples may be used to cover different competencies across the other competency
domains.
3. Identify the competency level which best describes current level of practice based on evidence
collected. Seek a second opinion from a peer or coach/mentor who is familiar with your performance
at work if needed. The recommended competency level at each job level is listed in Table 1.
4. Determine whether you are performing below, above or at the competency level expected for your
current job level. If you have ticked “Below” for any competency, that competency is an area of
immediate development need.
5. Identify your aspirational/next job level and determine whether you are performing below, above or at
the competency level expected of the aspirational/next job level. If you have ticked “Below” for any
competency, that competency is an area of long-term development needs.
Charting development plan

1. Identify immediate and long-term development needs.
2. Identify learning strategy for each development need.
3. Select the course of action, expected learning outcomes and decide on the expected completion date.
For immediate development needs, the completion time frame should be within a year whereas for
long-term development needs, the completion time frame can be more than two years. Pharmacists
can discuss with their reviewer, assessor or mentor on how they can be developed to close the gaps
in the competencies.
4. Take action to achieve your goal and review your development plan regularly to ensure that you are
on track.
For Reviewer, Assessor and Mentor

1. The reviewer, assessor or mentor can use the Evidence column to aid assessment of the pharmacists’
competencies and portfolio. They can take the opportunity to gather more information from the
pharmacists on the depth of practice (performance level) for the evidence examples listed. Some of
the evidence examples may be used to cover different competencies across the other competency
domains.
14
An Example of Needs Assessment and Development Plan
Current Job Role/Level: Principal Pharmacist (PH04) Expected Competency Level: Advanced Level
Aspirational/Next Job Level: Senior Principal Pharmacist (PH05) Target Competency Level: Advanced/Expert Level
Needs Assessment Development Plan

Current Expected Current vs
Perfor- Perfor- Current vs Aspirational/ Aspirational Expected
mance mance Expected Next Perfor- Performance Types of Expected Learn- Comple-
Competency Level Level Level mance Level Level needs Course of action ing Outcomes tion Date Achieved?
1.1 Advanced Advanced Met Expert Below Long Experiential Develop new June In
Demonstrate term training (HMDP) service line 2018 Progress
expert – expansion of for periop
knowledge anticoagulation management of
and skills service into anticoagulation
DOACs and including DOACs
periop clinic
Develop
outcomes for the
service
2.1 Ability to Advanced Expert Below NA NA Immediate Communication Able to Dec 2017 In
communicate expected course communicate Progress
effectively level concepts in
Conflict
a concise,
management
coherent and
course
confident
Experiential manner at
(On job training) management
level/
committees
Note: For template on Needs Assessment and Development Plan, please refer to Annex A (page 54)
An example of 15
using the APF

Y ou are an inpatient pharmacist at PH04 level and a member of the outpatient anticoagulation
team. Your daily work includes reviewing of medication charts, attending medical rounds
with cardiologists, dispensing medications and managing anticoagulation therapy at the
outpatient clinic. You are a preceptor to pre-registration pharmacists and is involved in the
training of pre-registration pharmacists, residents and other pharmacists.
As an inpatient pharmacist, during your daily medication chart review, you noted the high
incidence of adverse drug reactions due to inappropriate management of anticoagulant therapy
in the hospital. This resulted in prolonged hospitalisation stay, and increased the incidence
of elevated INR, bleeding complications and the time to therapeutic range. While patients in
the outpatient anticoagulation clinic are managed by a team of highly-trained anticoagulation
providers, the patients in the inpatient setting were not.
You subsequently collaborated with your anticoagulation physician champion to establish

an inpatient anticoagulation service in the hospital to better manage the inpatients so as to
enhance the safety and efficacy of anticoagulant treatment. This also led to better continuity of
care as the inpatients transited into the outpatient setting. The proposal for the new service was
endorsed and supported by the Chairman of Medical Board.
T
Tips
1 Start early from junior stage to gather portfolio

systematically;
2 Actively gather feedback from supervisors and peers;
3 Find a mentor or coach to journey with you;
4 Review and reflect on career progression regularly

16
An example on the evidence examples documented for Expert Professional Practice and Collaborative Working Relationship is shown as follows:

Competency Level Intermediate Level Advanced Level Expert Level
Standard 1.1 Demonstrates general pharmaceutical Demonstrates advanced pharmaceutical Demonstrates ability to advance
knowledge in core areas. knowledge in a defined area(s). Is able to the knowledge base in the defined
Demonstrates plan, manage, monitor, advise and review area. Is able to advance specialist
Expert Skills and pharmaceutical care programmes for pharmaceutical care programmes for
Knowledge patients in a defined area(s). patients in the defined area(s).
Evidence 1. As a pharmacist at inpatient, able to 1. As an anticoagulation pharmacist at 1. Able to review patient safety and
identify drug related problems and outpatient clinic, able to manage patients medication error data to identify any
counselled patients during dispensing. on anticoagulation therapy and titrate adverse drug events on anticoagulation
and manage therapy to therapeutic and proposed for an inpatient
range. anticoagulation service aimed at
minimising over anticoagulation and
2. Able to conduct audit and review the
complications, and decreasing length of
performance of the anticoagulation clinic
stay and time to therapeutic INR range.
to identify gaps and propose action
Proposal for the establishment of the
plans.
inpatient anticoagulation service was
approved by CMB in Jan 2015. Interim
report shows a decrease in length of
hospitalisation stay, shorter time to target
INR during inpatient stay and fewer
patients with out of range INR at first
outpatient visit.
Evidence Examples 1. Documentation of pharmacy 1. Performance record of % time in range 1. Reports on patient safety, including
(documents to interventions and enquiries from other of each anticoagulation provider (70%). medication error rates, on
be provided for healthcare professionals. anticoagulation management.
2. Case logs of complicated cases.
review)
2. Business proposal for justification
3. Records of consultation requests from
of a pharmacist managed inpatient
other healthcare professionals.
anticoagulation therapy detailing
4. Summary of audit findings, gap the resources required, standard
identification and action plans proposed. operating procedures, and outcome
measurements.
3. Annual report with details on KPIs and
workplan for following year.
Standard 1.2 Is accountable for the delivery of a Is accountable for the delivery of a Is accountable for the delivery of
pharmacy service to patients to whom pharmacy service to a defined group of pharmacy services beyond defined group
Manages they themselves directly provide patient. of patients.
patient care pharmaceutical care.
responsibilities/
delivery of
professional
activities
Evidence 1. As a pharmacist at outpatient, able 1. As an anticoagulation pharmacist at 1. As the inpatient anticoagulation service
to identify drug related problems and the outpatient clinic, able to manage IC, able to identify KPIs for the new
counsel patients during dispensing patients on anticoagulation therapy service, monitor progress and to propose
and ensure that patients understand action plans to address the gaps.
dosing regimens and counsel patients on
adherence and side effects.
2. Able to achieve KPIs and milestones set.
Evidence Examples 1. Documentation of pharmacy 1. Case logs. 1. Annual report on KPIs achieved.
interventions and enquires from other 2. Annual report showing KPIs achieved 2. Gantt chart on achievements of
healthcare professionals. and milestones reached. milestones and other initiatives in
progress.
3. Action plan for coming year.
Standard 1.3 Demonstrates ability to use skills in a Demonstrates ability to use skills to make Demonstrates ability to use skills to
range of routine situations requiring decisions in complex situations where manage difficult and dynamic situations.
Exhibits reasoning analysis or comparison of a range of there are several factors that require
and judgement options. Recognises priorities when analysis, interpretation and comparison. Demonstrates ability to see situations
including analytical problem-solving and identifies deviations holistically and make decisions in the
skills, judgemental from the normal pattern Demonstrates an ability to see situations absence of evidence or data or when
skills, interpersonal holistically. there is conflicting evidence or data.
skills and appraisal
of option
17

18
Evidence 1. As an inpatient pharmacist, able to 1. As inpatient pharmacist, collected

identify DRPs and suggest suitable and analysed data on length of
options for discussion with prescribers. stay and outcomes of inpatients on
anticoagulation therapy and drafted
recommendation for an inpatient
anticoagulation service. Co-presented
with a physician champion at the
medical board meeting to share on
recommendations for improving
anticoagulation therapy at the inpatient
setting.
Evidence Examples 1. Case interventions and enquiries. 1. Recommendation for an inpatient

anticoagulation service.
2. Documentation of issues raised at the
medical board meeting and replies
provided in a professional manner to
address physician concerns.
Standard 1.4 Is able to follow legal, ethical, Is able to take action based on own Is able to interpret overall health service
professional and organisational policies/ interpretation of broad professional policy and strategy, in order to establish
Uses professional procedures and codes of conduct. policies/procedures where necessary. goals and standards for others within the
autonomy defined area(s).
Evidence 1. Able to encourage and educate ward 1. Able to discuss with physicians on 1. Able to develop SOPs and guidelines for
nurses and doctors to use premix the use of medications for off-label safer use of anticoagulants, a high alert
potassium instead of concentrates to indications and where appropriate, medication, in the institution.
reduce medication and administration discourage use and provide suitable
2. Able to develop monitoring parameters
error as per institutional’s guidelines. options.
for the continuous improvement of the
services.
Evidence Examples 1. Consumption records showing reduction 1. Case documentation of the discussion 1. SOPs and guidelines for safer use of
in use of potassium concentrate. and intervention outcome. anticoagulants in institution.
2. Dashboard for the monitoring of
service performance, with reports of
achievements of KPIs.
Standard 2.1 Demonstrates use of appropriate Demonstrates use of appropriately Demonstrates ability to present complex,
communication to gain the co-operation selected communication skills to gain sensitive or contentious information to
Ability to of individual patients, colleagues and co-operation of small groups of patients, large groups of patients, clinicians and
communicate clinicians. colleagues, senior clinicians and senior managers.
effectively managers within the organisation.
Demonstrates ability to communicate Demonstrates ability to communicate in
where the content of the discussion is Demonstrates ability to communicate a hostile, antagonistic or highly emotive
explicitly defined. where the content of the discussion is atmosphere.
based on opinion.
Evidence 1. Able to clarify misconceptions (e.g. 1. Able to persuade and convince CMB
cannot take vegetable, cannot fall and senior physicians on the need
down, bleeding nonstop if suffer a cut) and importance for an inpatient
on the use of warfarin for patients and anticoagulation service.
to convince them on the need to start
2. Able to discuss with physicians on the
therapy.
off-label use of medications and where
appropriate, to discourage use and
provide suitable options.
Evidence Examples 1. Narrative of incident. 1. Documentation of issues raised at

medical board meetings and replies
provided in a professional manner to
address any concerns of the physicians.
2. Documentation of interventions and
outcomes of discussion.
19

20
Standard 2.2 Demonstrates ability to work as a member Demonstrates ability to work as Works across boundaries to build
of the pharmacy team. an acknowledged member of a relationships and share information, plans
Collaborates multidisciplinary team. and resources.
with members of Recognises personal limitations and
the health care is able to refer to more appropriate Accepts consultation for specialist advice Sought as an opinion leader both within
team and offer colleague. from within the organisation. the organisation and in the external
consultations environment.
(Teamwork and
Consultation)
Evidence 1. Able to work with pharmacy team to 1. As a member of the anticoagulation 1. Able to collaborate with a physician
ensure timely review of medication charts team, able to collaborate with a physician champion to review anticoagulation
and dispensing of medications to patients. champion to manage patients and to data and develop a business plan for an
initiate new projects. inpatient service.
2. Able to guide and advise junior 2. Member of the national anticoagulation
pharmacists on anticoagulation dosing group. Helped to draft and edit guidelines
when consulted. on anticoagulation in special populations
and propose KPIs for pharmacist-
3. Accepts referrals for inpatient
managed anticoagulation clinics.
anticoagulation therapy management.
3. A member of the Venous
thromboembolism (VTE) prevention
group in own institution, and drafted the
thromboprophylaxis and VTE treatment
guidelines.
4. Consulted by counterparts in other
institutions on anticoagulant management.
5. Speaker on “ Managing drug interactions
and anticoagulants” at Asian Pacific
Conference on Antithrombotics held in
March 2015.
Evidence Examples 1. Narrative documentation. 1. Documentation of projects initiated with 1. Documentation of issues raised at medical
physician champions. board meetings and replies provided in a
2. Feedback from colleagues.
professional manner to address concerns
2. Feedback/comments.
of the physicians.
3. Documentation of enquiries.
2. Drafted guidelines.
3. Documentation of enquiries.
The following may be used as evidence to support the APF:
Competency domains Evidence examples

21
• Guidelines on the use and monitoring of
anticoagulants and your role in its development

e.g. perioperative management of anticoagulants
Expert Professional Practice
• Case logs of patients managed, clinical
interventions, drug enquiries
• Outcome measurements
• Communication of a pharmacy plan to hospital

management e.g. presentations
• Narrative on how you influenced other
Collaborative working relationship
practitioners to change the practice
• Documentation on collaborative management of
patients with the primary team
• Your participation in creating a new policy on

Leadership
managing anticoagulation in the hospital
The part you played in developing/facilitating

the following;
• Policies and procedures for the inpatient

Management anticoagulation services
• Resourcing for manpower
• Collaboration with other teams e.g. doctors to
initiate a new service or expand an existing one
• Training conducted for staff involved in the

inpatient anticoagulation service
• Continuing education programs on
Education, training and development
anticoagulation conducted to help bridge
knowledge gaps and to share clinical pearls
• Participants’ feedback
• Quality audit on the service

• Publication of results
Research
• Conducted critical review of literature to develop
practice guidelines
22
Competency Standards for Pharmacists

Competency Standards for Pharmacists in Advance Practice
in Advanced Practice
Standard 1.2 Manages patient care responsibilities/ delivery of professional activities
Exhibits reasoning and judgement including analytical skills, judgemental skills,

Standard 1.3
interpersonal skills and appraisal of option
This Domain includes those competency standards that address the professional responsibilities of
pharmacists and the profession’s commitment to advancing the standards of pharmaceutical care for
patients and the public.
Performance criteria Evidence Evidence Examples 9
Intermediate 1. Able to provide relevant 1. Records of consultation

information for consultation requests from healthcare
Demonstrates general
requests. professionals within the
pharmaceutical
hospital.
knowledge in core
2. Able to identify drug-related
areas.
problems and develop therapeutic 2. Documentation of pharmacy
plans for patients in core areas. interventions and enquiries
e.g. requests from other
healthcare professionals or
patients.
Advanced 1. Regarded as a source of expertise 1. Documented pharmacy

for the management of patients interventions and enquiries
Demonstrates
with drug-related problems e.g. requests from other
advanced
related to specific disease states. healthcare professionals or
pharmaceutical
patients.
knowledge in a
2. Able to accurately and efficiently
defined area(s).
identify multiple, complex 2. Documented pharmaceutical
Is able to plan, drug-related problems and care plans in complex cases.
manage, monitor, develop therapeutic plans
advise and review through evidence-based
pharmaceutical care knowledge and experience
programmes for in a defined field of practice.
patients in a defined
area(s).
9
The list of evidence examples is non-exhaustive
Performance criteria Evidence Evidence Examples
Expert 1. Able to look beyond the current 1. Title of translational research 23

level of care in the defined area conducted.
Demonstrates ability
and provide solutions to enhance

to advance the
patient outcomes. 2. Initiation of new services.
knowledge base in
the defined area.
2. Able to lead practice through 3. Reviews of new information
research or start new service and subsequent actions
Is able to advance
initiative. undertaken.
specialist
pharmaceutical
care programmes
for patients in the
defined area(s).
Standard 1.2 Manages patient care responsibilities/ delivery

of professional activities
Intermediate 1. Able to provide safe, effective 1. Documented pharmacy

and timely pharmaceutical care to Interventions done.
Is accountable for each patient independently
the delivery of a 2. Documented case based
pharmacy service discussions conducted.
to patients to whom
they themselves 3. Feedback from patients,
directly provide peers/colleagues, clinical
pharmaceutical care. heads.
Advanced 1. Able to provide safe, effective 1. Achievement of Key

and timely pharmaceutical care Performance Indicators
Is accountable for
to a defined group of patients (KPIs) as Manager of a
the delivery of a
with special needs or in a defined section.
pharmacy service to
service area.
a defined group of
2. Contribution as Leader
patient.
2. Able to collate and analyse data of a Quality Improvement
for improvement opportunities. project for care delivery to a
defined group of patients e.g.
patients in Anticoagulation
clinic, Hypertension-
Diabetes-Lipid clinic.
3. Documentation of how Plan-

Do-Check-Act (PDCA) cycle
is applied to service delivery.
24 Expert 1. Able to influence and contribute 1. Contribution to the

actively to inter-professional development of a new
Is accountable for the
teams. protocol/ guideline.
delivery of pharmacy
services beyond
2. Able to synthesize data for 2. Contribution as the
defined group of
programme monitoring and Pharmacist-In-Charge of
patients.
evaluation and to generate new pharmacy services e.g.
ideas/solutions/guidelines. Anticoagulation clinic,
Hypertension-Diabetes-
Lipids, ambulatory care
clinics, Intensive Care Units.
3. Contribution to the
development of a service
that transforms the delivery
of care e.g. Utilize data
from Medication Therapy
Management (MTM) service
to develop a packing service
that improves patient
compliance.
Standard 1.3 Exhibits reasoning and judgement including analytical skills,

judgemental skills, interpersonal skills and appraisal of option
Intermediate 1. Able to interpret and adhere to 1. Feedback from:

institutional policies and protocols. a. Peers/colleagues
b. Team members
to use skills in a range
2. Able to identify and fully describe c. Supervisors/tutors
of routine situations
(verbally or in writing) the nature of d. Learner/trainees
requiring analysis
a problem and probable causes or
or comparison of a
causative factors. 2. Examples of documented
range of options.
interventions done
Recognises priorities 3. Able to document the identified
when problem- problem(s), causative factor(s) and 3. Documented evidence
solving and identifies options for resolving the problem. of problem/ feedback
deviations from the management when handling
normal pattern. 4. Able to make practical and difficult customers.
effective decisions in a timely
fashion, in day-to-day activities,
prioritising
Advanced 1. Able to make practical and 1. Contribution as a member 25

effective decisions in a timely of institutional committee
fashion, in complex situations. e.g. clinical governance

to use skills to make
committee.
decisions in complex
2. Able to ask pertinent questions,
situations where there
list and evaluate options by 2. Feedback from:
are several factors
constructing best and worst a. Peers/colleagues
that require analysis,
scenarios, and assess chances b. Supervisor/tutors
interpretation and
of success and consequences or c. Team members
comparison.
failures. d. Learner/trainees
Demonstrates
an ability to see 3. Able to discuss and communicate 3. Examples of documented
situations holistically. these plans with team members interventions done.
and stakeholders effectively.
4. Reports of medication errors
investigated.
5. Documented evidence of
problem/ issue resolution
when handling difficult
customers with complex
needs.
6. Role in the revision

or development of
departmental/institutional
guidelines/protocols.
Expert 1. Able to assimilate knowledge and 1. Role in development of a new

understand situational conditions pharmacy guideline.
and goals, in order to develop new
to use skills to
standards, guidelines, protocols 2. Contribution as a member
manage difficult and
or governance frameworks. of the MOH Clinical Practice
dynamic situations.
Guidelines workgroup.
to see situations 3. Contribution as a member
holistically and make of the Medication Safety
decisions in the Committee at institutional/
absence of evidence cluster level or the
or data or when there equivalent.
is conflicting evidence
or data 4. Implementation of measures
that improved the quality of
service.
26 Performance criteria Evidence Evidence Examples
Intermediate 1. Able to understand and apply 1. Feedback on day to day

the codes of ethics and conduct; work from:

Is able to follow legal,
and the legal framework which a. Peers/colleagues
ethical, professional
governs practice. b. Supervisor
and organisational
c. Team members
policies/procedures
and codes of
conduct.
Advanced 1. Able to decide on a course of 1. Role in the initiation of

action in an ambiguous situation a new service which
Is able to take
or in the absence of specific has no precedence e.g.
action based on
policy/procedure. telepharmacy even when the
own interpretation of
law has no provision for it.
broad professional
policies/procedures
2. Documented actions taken
where necessary.
in situations requiring ethical
considerations.
Expert 1. Able to assimilate knowledge and 1. Role in the development of a

understand situational conditions new practice guideline.
Is able to interpret
and goals, in order to develop new
overall health service
standards/ guidelines/ protocols 2. Contribution as a member
policy and strategy,
or governance frameworks. of the MOH Clinical Practice
in order to establish
Guidelines workgroup.
goals and standards
for others within the
3. Contribution as a member
defined area(s).
of the Medication Safety
Committee at institutional/
cluster level or the
equivalent.
4. Role in the initiation,

development or
implementation of new
services.
Domain 2 Building Working Relationships
Standard 2.1 Ability to communicate effectively (Communication) 27
Collaborates with members of the health care team and offer consultations
Standard 2.2

(Teamwork and Consultation)
The Domain includes those standards that are required to communicate effectively with fellow colleagues
so as to establish and maintain professionally-driven working relationships within the healthcare team and
gain the cooperation of others. It also includes the consultancy activities undertaken by the pharmacists
in advanced practice.
Standard 2.1 Ability to communicate effectively (Communication)
Intermediate 1. Able to communicate with 1. Feedback from:

patients, caregivers and a) 360 degree evaluation.
Demonstrates use
colleagues within the department b) Observational feedback
of appropriate
and show the ability to persuade, from colleagues both
communication
motivate and collaborate. within and outside
to gain the co-
department.
operation of individual
2. Able to actively listen, empathise c) Patients
patients, caregivers,
and engage with patients, d) Trainees’ evaluation.
colleagues and
caregivers and colleagues and
clinicians.
understand their positions/needs. 2. Written communication
by the individual e.g.
3. Able to communicate effectively correspondences, articles.
to communicate
with small groups within the
where the content
department through presentation/ 3. Presentation materials and
of the discussion is
talk/meeting. audience feedback.
explicitly defined.
4. Able to present accurate 4. Evidence of collaboration
information in a concise, coherent with colleagues from other
and confident manner appropriate departments through
to the target audience projects/workgroups, etc.
Advanced 1. Able to communicate with 1. Feedback from:

patients, caregivers and a) 360 degree evaluation.
Demonstrates use of
colleagues both within and outside b) Observational feedback
appropriately selected
of the Department and show the from colleagues both
communication skills
ability to persuade, motivate and within and outside
to gain co-operation
collaborate. departmental.
of small groups of
c) Patients
patients, caregivers,
2. Able to communicate effectively d) Trainees’ evaluation.
colleagues, senior
with small groups both within and
clinicians and
outside the department through 2. Written communication
managers within the
presentation/ talk/meeting with by the individual e.g.
organisation.
minimal guidance. correspondences, articles,
Demonstrates ability replies to complaints,
to communicate 3. Able to deal with difficult situations
where the content where communication is required 3. Presentation materials and
of the discussion is e.g. managing difficult situations audience feedback.
based on opinion. and diffusing conflicts.
4. Evidence of collaboration
with colleagues from other
departments through
projects/workgroups, etc.
28 Expert 1. Able to communicate concepts 1. Feedback from:

and ideas in a concise, coherent a) 360 degree evaluation.
Demonstrates
and confident manner at b) Observational feedback
ability to present
management level/ committees from colleagues both
complex, sensitive
e.g. to directors, clinicians and within and outside
or contentious
senior managers. departmental.
information to large
c) Patients
groups of patients, 2. Is sensitive to changes in
d) Trainees’ evaluation.
caregivers, clinicians the working atmosphere due
and senior managers. to communication issues
2. Written communication
(e.g. tension, low morale,
Demonstrates ability by the individual e.g.
uncooperative behaviour) and take
to communicate in a correspondences, articles,
the appropriate action.
hostile, antagonistic workplan/ budget/ board
or highly emotive 3. Able to select the appropriate papers.
atmosphere. approach/ strategy that is effective
for resolving conflict. 3. Presentation materials and
audience feedback.
4. Leadership role in
collaboration (especially if it’s
in area of expertise) OR in
multiple interdepartmental/
interdisciplinary
collaborations.
Standard 2.2 Collaborates with members of the health care team and offer
consultations (Teamwork and Consultation)
Intermediate 1. Able to actively contribute to the 1. Peer review through 360

department’s daily operations. degree feedback.
to work as a member
2. Able to demonstrate a positive 2. Observational feedback from
of the pharmacy
attitude to working collaboratively colleagues both within and
team.
with others. outside department.
Recognises personal
limitations and is 3. Able to provide feedback, 3. Achievement of team-based
able to refer to encouragement and support to outcomes.
more appropriate team members.
colleagues. 4. Contribution as a member in
4. Able to identify the types of workgroups/ committees, at
circumstances where assistance departmental level.
should be sought.
Advanced 1. Able to respond to the demands 1. Peer review through 360 29

and expectations of members of degree feedback.
Demonstrates
the health care team.

ability to work as
2. Observational feedback from
an acknowledged
2. Able to share information and colleagues both within and
member of a
expertise to facilitate a common outside department.
multidisciplinary
understanding.
team.
3. Achievement of team-based
Accepts consultation 3. Able to maintain rapport and work outcomes or participation in
for specialist advice in partnership (share information defining the outcomes to be
from within the with patient’s consent, and work achieved by the department.
organisation. cooperatively on patient’s health
goals) with other healthcare 4. Contribution as a member in
professionals to achieve workgroups/ committees, at
therapeutic goals. organisation level.
4. Able to be actively contributing

a pharmacist’s perspective and
make a positive contribution to
team-based problem solving and
decision making.
Expert 1. Able to be assertive and use 1. Peer review through 360

supportive and persuasive degree feedback.
Works across
communication to achieve a
boundaries to build
desired outcome. 2. Observational feedback from
relationships and
colleagues both within and
share information,
2. Able to describe or demonstrate outside department.
plans and resources.
an appropriate negotiation
Sought as an opinion strategy for a particular situation. 3. Achievement of team-based
leader both within outcomes.
the organisation 3. Able to maintain rapport and work
and in the external in partnership across boundaries 4. Contribution as a member
environment. to achieve strategic goals. in workgroups/ committees
at organisational/ cluster/
4. Able to proactively identify national level e.g. defining
opportunities for collaboration outcomes to be achieved
based on common goals and and to see through the
interest. achievement of stated
outcomes as a team and be
5. Able to contribute to policy able to independently review
development at the cluster or processes and troubleshoot
national level. along the course of
implementation.
5. Invitation as a speaker/ judge

for conferences.
6. Invitation as a speaker for

public event.
Domain 3 Leadership
30 Standard 3.1 Creates Vision

Standard 3.4 Motivates individual (Motivational)
The Domain includes those competency standards that encompass the ability of the pharmacists to
inspire individuals and teams to achieve high standards of performance and personal development. It
also addresses the competencies required to undertake clinical governance as well as the planning of
professional services.
Standard 3.1 Creates Vision

Intermediate 1. Able to articulate how daily 1. Goals set for self is

activities fulfil the department and in alignment with the
Demonstrates
corporate visions. department/ hospital vision.
understanding of
and contributes to
2. Displays situational awareness 2. Observed to embrace core
the department and
thus understanding current values and shared goals of
corporate vision.
limitations. the department/ institution
in the way that these are
translated into daily activities
and practice.
Advanced 1. Able to communicate department 1. Examples of how the vision is

and corporate visions to staff and translated into strategies and
Embraces the vision
conceptualise them into action actions for the team.
and translates this
plans for the section/department
into clear directions
2. Workplan and targets
for staff and
developed for team/ section
management.
is in alignment with the
department/ hospital’s vision.
Expert10 1. Has a clear and strong vision with 1. Vision developed is inspiring
a realistic strategy to carry it out. and creates purpose which
Creates vision of
resonates with different
future and convinces
2. Able to communicate the vision stakeholders.
others to share the
in a clear and passionate manner
vision at a higher
in order to rally the support of 2. As the leader, he/ she
level.
others. communicates the vision
through his/ her actions
3. Able to understand the healthcare (walks the talk).
landscape and values of
stakeholders. 3. The strategies are achievable
and clearly articulated.
4. Role as a member
of strategic planning
workgroup e.g. institution
or national committees (e.g.
Antimicrobial Stewardship
Programme, Pharmacy
Specialist Accreditation
Board, Intensive Care Unit
committee).
10
Taken from the AHEAD Leadership Framework by the Allied Health Division, Singapore General Hospital.
Intermediate 1. Able to communicate (including 1. Clear explanation of policies

describing and interpreting) (e.g. drug classification,
Demonstrates
policies effectively to others. subsidy level) provided
understanding
to others (e.g. patients,
of the needs of
2. Displays situational awareness i.e. subordinates, staff etc).
stakeholders, and
able to assess what is happening
practice reflects
on the ground, through engaging 2. Documented plan to achieve
institutional, cluster
key stakeholders. departmental/institutional
and national health
balance score card
care policy.
3. Able to identify gaps, prioritise indicators.
Demonstrates ability and develop short term plans
to plan 4-12 months (either for a specific project or 3. Role in encouraging
ahead within a department), and show how the colleagues to use measures
defined area. plans align to the department’s that can ensure or enhance
middle and long term strategy. patient’s safety during routine
practice e.g. encouraging
nurses to use pre-mixed
solutions for patient safety.
4. Successful completion of
short-term projects (Clinical
Practice Improvement
Programme, Quality
Improvement projects etc).
5. Project Presentation at
relevant platforms.
Advanced 1. Able to conceptualise strategies 1. Role in implementing of new

and implement at departmental/ policies within institution, e.g.
Demonstrates
institutional/ cluster levels, that MAF plus.
understanding of
are in line with national healthcare
culture, climate
policies. 2. Identification of competency
and needs of
gaps of staff and role in
stakeholders both
2. Able to display situational implementing the necessary
internal and external;
awareness i.e. able to assess education and training
and the ability to
what is happening on the programmes to fulfil the
incorporate national
ground, through engaging key criteria of the national
healthcare policy
stakeholders. specialisation framework.
which influences
departmental /
3. Able to persuade and influence 3. Role in identifying gaps
institutional strategy.
key stakeholders. highlighted through customer
Demonstrates ability satisfaction surveys and
to plan over a year 4. Able to identify gaps, prioritise recommendations made.
ahead within a and develop middle-term plans
defined area. (1-3 years) for the department and 4. Workplan(s) presented
shows how the plans align to the
sector’s/organisation’s long term 5. Contribution as Organiser or
strategy. participant in departmental
retreats.
5. Able to stay abreast of changes in
the healthcare scene and identify
potential opportunities where
information may be useful in the
future and inform longer term
strategy.
32 Expert 1. Able to evaluate, influence 1. Contribution as a member

and manage situations and of a national workgroup
Demonstrates
stakeholders, with political e.g. Pharmacy Specialist
understanding of
astuteness by understanding Accreditation Board, Pre-

culture, climate and
diverse interest groups and power registration Pharmacist
needs of stakeholders
bases within organisations and the Training Implementation
both internal and
wider community and the dynamic Workgroup.
external and actively
between them so as to lead health
participate in creating
services more effectively. 2. Contribution as a member of
institutional/ national
relevant institutional/ cluster
policy.
2. Able to recognise and interpret strategic team/workgroup.
Demonstrates active organisational culture to achieve
participation in desired results. 3. Role in the development
creating institutional/ of manpower training
national health care 3. Able to anticipate implications and service quality (e.g.
policies. of the policies created and plan redefinition of Pharmacy
ahead. Technician job scope).
Strategizes goals
and actions at
4. Able to develop long-term plans 4. Workplan(s) presented.
organisational and/or
(over 3 years) for the pharmacy
professional levels. 5. Contribution as a member
sector and show how the plans
Plans long term will align to the cluster’s strategy of institution or cluster level
and sector wide. and direction. committees.
Takes the long-term
perspective. 5. Able to continuously learn and 6. Contribution as Facilitator for
demonstrate understanding of discussion during strategic
trends in healthcare, economy, retreat or formulating
technology and foresee future strategic plan.
opportunities and challenges.

Intermediate 1. Able to think differently (outside 1. Quality of the reviews

the box) in order to improve quality conducted on routine
with some supervision and is processes and work done
to improve quality with
receptive to new ideas/suggestions on small scale quality
minimal supervision.
from co-workers. improvement projects.
2. Contribution as a Team
member of Clinical Practice
Improvement Programme
/ Quality Improvement /
EPIC projects or quality
initiatives within the section or
department.
Advanced 1. Able to make connections to 1. Contribution as a Team 33

seemingly unrelated questions, member of CPIP / QI / EPIC
Recognises and
problems, or ideas by questioning, projects or quality initiatives
implements innovation

leading to improvement in the within the department or
independently.
respective practice settings. institution.
2. Collaboration projects with

other healthcare professionals
to improve processes.
3. Principal Investigator for

a research study that
significantly improves the way
things are done.
4. Contribution as Project
participant of lead involving
the use of new models or
technology.
Expert 1. Able to anticipate future trends 1. Contribution as a Team

in healthcare and is constantly leader for Clinical Practice
Takes the lead to
challenging status quo to Improvement Programme
ensure innovation
experiment with new concepts, (CPIP) / Quality Improvement
produces
leading others into new directions / Enhancing Performance,
improvement in areas
that ultimately result in innovative Improving Care (EPIC)
of practice.
solutions. projects or quality initiatives
within the department or
institution.
2. Principal Investigator for

a research study that
innovatively improves the way
things are done.
3. Contribution as a Project
leader for large scale or
complex projects.
Standard 3.4 Motivates individual11 (Motivational)
Intermediate 1. Has a positive attitude and is 1. Achievement of the

determined to change negative objectives set for each
experiences into growing appraisal period.
to motivate self to
experiences in order to lift his/her
achieve goals.
morale. 2. Feedback from pharmacy
colleagues, workgroup lead
2. Is highly driven in a cause(s). and clinical leaders
3. Possesses high energy levels, is 3. Description of purpose, goals

able to create task excitement for and targets set for oneself.
oneself.
34 Advanced 1. Has a positive attitude and is 1. Achievement of goals set for

determined to change negative the team.
Demonstrates
experiences of the team into
ability to motivate
growing experiences in order to lift 2. Quality of constructive
individuals in the
the team’s morale. feedback to team members.
team.
2. Is highly driven in a cause(s) and 3. Contributions as a Chair/
can foster that same enthusiasm member of a workgroup/
in his/her staff by providing an committee e.g. a Quality
environment that encourages Improvement project, pilot
motivated members within the study, automation project,
team. research.
3. Possesses high energy levels, and

is able to create task excitement
and be a catalyst for positive
action within the team.
4. Able to understand their staff’s

needs, and is able to verbally
persuade their staff to gain “buy-
in” to their ideas and inspire them
to greater heights.
Expert 1. Has a positive attitude and is 1. Achievement of goals set for

determined to change negative the department and beyond.
Demonstrates
experiences of the group into
ability to motivate
growing experiences in order to 2. Contributions as a Chair
individuals at a higher
lift the department’s (and beyond) of a workgroup/committee
level.
morale. e.g. Pharmacy Specialists
Accreditation Board, Clinical
2. Is highly driven in a cause(s) and Pharmacy in-charge.
can foster that same enthusiasm
in their staff by providing an 3. Function as a mentor in a
environment that encourages formal program.
motivated members in the
department and beyond. 4. Observed morale and energy
level, understanding and
3. Possesses high energy levels, and commitment of the team to
is able to create task excitement achieving the goals set.
and be a catalyst for positive
action for the department and
beyond.
4. Able to understand other’s

(both within and outside of the
organisation) needs, and is able to
verbally persuade others to gain
“buy-in” to their ideas and inspire
them to greater heights.
11
Taken from the AHEAD Leadership Framework by the Allied Health Division, Singapore General Hospital.
Domain 4 Management
Standard 4.1 Implementing Organisational Priorities 35

Standard 4.4 Managing risk
Standard 4.6 Project management
Standard 4.7 Managing change
The Domain includes those competency standards that relate the way in which the pharmacist
organises and delivers service objectives in a timely fashion. It also addresses the competency required
by the pharmacist to plan and manage professional services and resources.
Standard 4.1 Implementing Organisational Priorities
Intermediate 1. Able to explain organisational 1. Disseminated information to

priorities and the rationale, and team on new policies and
Demonstrates
how they impact the team and procedures
understanding of
stakeholders.
the implications
of organisational
priorities for the team.
Advanced 1. Able to formulate strategies at 1. Developed plans/ protocols/

the departmental level to achieve guidelines
Shapes the response
organisational priorities.
of the team to
achieve organisational
priorities.
Expert 1. Able to lead the committee in the 1. Results or progress achieved

formulation and implementation by the team.
Accountable for
of the strategies and report
the direct delivery
results directly to the hospital 2. Evidence of clear formulation
of organisational
management. of strategies, action plans
priorities at a higher
and timelines.
level.
Intermediate 1. Able to explain the processes for 1. Timely return from the wards
service delivery and the required to do discharges.

Demonstrates
resources to meet demands.
understanding of the
2. Performed dispensing and
process for effective
2. Demonstrates appreciation of counselling efficiently and
resource utilisation.
service demands through self- effectively during peak
management of time. period.
Advanced 1. Able to negotiate for and manage 1. Prepared roster that is able to
resources within the section. meet service demands.
to effectively manage
2. Appropriate management of
resources
inventory including usage of
consumables.
3. Budget work plans that

reflect the monitoring and
interpretation of financial
results e.g. operational
budget.
Expert 1. Able to lead the team in acquiring 1. Good allocation of resources

and optimising the resources to achieve objectives/Key
provided; set clear and achievable Performance Indicators e.g.
to reconfigure the use
milestones for the delivery of plans a) Conducting relevant
of available resources
and monitor progress against quality improvement
them. projects.
b) Introduction of automation
within the section or
department.
c) Utilisation of Pharmacy
Technicians to support the
medication reconciliation
process.
2. Budget workplans that

reflect the monitoring and
interpretation of financial
results e.g. capital budget for
large scale projects.
3. Good identification of talent

for various roles in the team.
Intermediate 1. Able to personally comply with 1. No feedback or report

relevant standards of practice. of regulatory, policy or
Demonstrates
procedural breaches.
understanding of, and
conforms to relevant
standards of practice.
Advanced 1. Able to ensure that the team 1. Reviewed and updated

complies to relevant standards of existing SOPs/Work
Accountable for the
practice. Instructions.
setting of targets
and monitoring of
standards of practice.
Expert 1. Able to develop, implement, and 1. Contribution towards

monitor new standards of practice establishing new protocol/
Accountable for the
within the organisation. guidelines or SOPs on new
formulation, setting
processes e.g. Business
and implementation
2. Able to benchmark to relevant Continuity Planning (BCP)
of standards.
standards of practice plan for haze management.
Standard 4.4 Managing Risk
Intermediate 1. Able to effectively manage risk 1. Efforts towards reducing

to reduce the potential for patient risk of near misses and
harm. errors in medication review
to identify and resolve
and dispensing through
risk management
2. Able to comply with existing compliance to policies and
issues according to
workflow protocols to manage protocols.
policy/protocol.
operational risks.
Advanced 1. Able to develop / revise risk 1. Reviewed and updated

management policies including existing work procedures
Is accountable for
identifying and resolving new to mitigate risks whenever
developing risk
risk management issues at the there are changes to existing
management policies/
departmental level. factors that impact risks.
protocols for the
team, including
2. Recommendations provided
identifying and
to mitigate/resolve identified
resolving new risk
risks.
management issues.
Expert 1. Able to identify new risks, 1. Reviewed and updated

evaluate its impact on patients existing department/
Is accountable for
and organisation in the strategic institutional policies
developing risk
plans, develop risk minimisation whenever there are changes
management policies/
strategies and monitor the risks. to existing factors that
procedures at a
impacts risks.
higher level, including
identifying and
2. Proactively builds systems
resolving new risk
to monitor performance
management issues
measures so that problems
can be identified early and
countermeasures can be
taken i.e. supply-chain risk.
Intermediate 1. Able to comply with operational 1. Feedback from supervisors

standards/policies and fully meet and peers.

Follows professional
the respective job description/duty
and organisational
requirements. 2. Objective evidence to support
policies/procedures
achievements of targets set.
relating to
2. Able to review own performance
performance
against specified objectives set by
management.
supervisors.
Refers appropriately
to colleagues for
guidance.
Advanced 1. Able to assess team performance 1. Quality of documented

through the appropriate feedback provided to team
Is accountable
documentation and review members.
for performance
process.
management for the
2. Achievement of targets for
team.
2. Able to work with team members department/team Balance
within their area of strength to Scorecard (BSC) Key
reach achievable goals and Performance Indicators (KPIs)
strategies that are consistent with as reflected in the reports
the objectives established for the submitted to HOD.
team.
3. Able to set clear expectations,

SMART* targets and provide
constructive feedback**,
encouragement and support
to team members. (This would
include identifying and addressing
work issues (e.g. excessive
workload, conflict contributing to
unsatisfactory performance).
*S = Specific
M = Measurable
A = Achievable
R = Relevant
T = Time-bound
** May include personnel

expectations, achievements and
contributions.
Expert 1. Able to assess department 1. Achievement of department 39

performance through the targets and explanations
Is accountable
appropriate documentation and of failure to meet targets,

for performance
review process. as reflected in reports or
management at a
presentations to Senior
higher level.
2. Able to work with the respective Management.
pharmacy sections and /or others
outside of the department, to 2. Achievement of institutional
establish achievable goals and KPIs e.g. budget, outcomes
strategies that are consistent with of clinical services,
the objectives established for the medication safety targets.
department.
3. Achievement of desired
3. Able to set clear expectations and results as reflected in the
provide constructive feedback, Employee Engagement/
encouragement and support to Climate Surveys.
staff.
Standard 4.6 Project Management
Intermediate 1. As a team member, able to 1. Feedback from team

contribute to a project’s initiation, members and/or supervisors.
Demonstrates
planning, execution, monitoring,
control and closure of a project.
principles of project
management.
Advanced 1. As a project leader12, able to 1. Evaluation of project’s results

ensure timely initiation, planning, or achievement of key
execution, monitoring, control and milestones.
to successfully
closure of a project at the team
manage a project at
level.
team level.
Expert 1. As a project leader, able to 1. Appointed project supervisor

ensure timely, initiation, planning, or mentor/sponsor.
execution, monitoring, control and
to successfully
closure of a project at the higher 2. Evaluation of project’s results
manage a project at a
level. or achievement of key
higher level.
milestones.
2. Able to articulate the project
clearly and solicit buy-in from key 3. Communication strategy to
stakeholders. engage stakeholders e.g.
presentations at various
platforms.
4. Funding approved for

proposal.
12
Project Leader includes projects managers/directors/supervisors. Mentors/sponsors are typically not directly involved in
projects.
Standard 4.7 Managing Change
Intermediate 1. Able to show understanding of 1. Activities planned to ensure

the need for thoughtful planning, that subordinates and peers

Demonstrates
sensitive implementation, and understand the rational
consultation with, and involvement and need for change e.g.
principles of change
of the stakeholders affected by the to comply to accreditation
management
changes. standards, new work
processes, new models of
care delivery, introduction
of new technology, job
redesign.
Advanced 1. Able to show thoughtful planning, 1. Well planned and executed

sensitive implementation, and activities to achieve the
consultation with, and involvement desired results of a project/
to manage a process
of, the stakeholders affected by program.
of change for the
the changes, ultimately identifying
team.
the benefits achieved by the 2. Feedback from relevant
change and getting buy-in from stakeholders.
the relevant stakeholders.
Expert 1. Lead others in the thoughtful 1. Feedback from relevant

planning and sensitive stakeholders.
implementation, and consult with,
to manage a process
and involve the stakeholders 2. Achievement of desired
of change at a higher
affected by the changes, results as reflected in the
level.
ultimately: Employee Engagement/
a) getting buy-in from the relevant Climate Surveys.
stakeholders;
b) identifying the benefits achieved 3. Achievement of objectives for
by the change; the change initiative and the
c) ensuring that the change is level of engagement from the
sustainable and stakeholders.
d) Influencing and managing any
resistance to change.
2. Able to use of relevant

performance indicators to
measure achievements, explain
variations from the plan and make
appropriate adjustments.
Domain 5 Education, Training and Development
Standard 5.1 Role model 41

Standard 5.3 Conducting education and training
This Domain includes those competency standards which supports the education, training and
development of others. They help to build capability in pharmacists and promote a learning culture
within the organisation.
Standard 5.1 Role model
Intermediate 1. Able to comply with departmental 1. Feedback (verbal or written)

and institutional rules and solicited from trainees,
Understands and
regulations. subordinate, peer and
demonstrates the
supervisor.
characteristics of
2. Able to motivate team members
a role model to
and subordinates.
members of the team.
Advanced 1. Able to identify learning needs of 1. Feedback (verbal or written)

others. solicited from trainees,
Demonstrates the
subordinate, peer and
characteristics of an
2. Able to actively motivate all team supervisor.
effective role model at
members.
a higher level.
2. Review of formative and
summative assessment
reports completed for
trainees.
Expert 1. Able to identify potential in others 1. Feedback (verbal or written)

and provide opportunities for them solicited from trainees,
Is able to develop
to meet learning needs. subordinate, peer and
effective role model
supervisor.
behaviour in others.
2. Able to lead by influencing and
motivating the department/ 2. Review of formative and
management. summative assessment
reports completed for
trainees.
Intermediate 1. Able to understand the role of a 1. Experience as a Mentee in a

mentor and the skills required. Mentoring program.

Demonstrates
2. Attendance at training
mentorship process.
program for mentee.
3. Seek advice from industry

leaders or experienced
individuals whom they regard
as mentors.
Advanced 1. Able to manage the mentoring 1. Reviews and feedback

process* and relationship with (verbal or written) solicited
Mentee. from Mentee.
to effectively mentor
others within the
2. Able to monitor the achievement 2. Observation by supervisor.
team.
of goals established during the
Mentor-mentee relationship. 3. Mentees’ progression
* Process include creating a

mentor-mentee agreement on how
they work together, setting goals,
responsibilities of the mentor and
mentee, building rapport, process
of review and confidentiality on
personal issue.
Expert 1. Able to provide guidance and 1. Reviews and feedback

constructive feedback to mentees (verbal or written) solicited
and monitor their progress at from mentee.
to effectively mentor
institutional/ cluster/ national level.
outside the team.
2. Observation by supervisor.
2. Able to apply active listening and
questioning skills to understand 3. Mentees’ progression.
the needs, strengths and
weakness of mentees from a 4. Appointed mentor in a formal
different background/profession mentoring program.
so as to support mentees in their
development.
Standard 5.3 Conducting Education and Training
Intermediate 1. Able to maintain and improve 1. Completion of Continuing

the quality of practice by keeping Professional Development
Demonstrates self-
own knowledge and skills up to (CPD) log e.g. Advanced
development through
date and relevant to the roles and Level Framework (ALF)
routine Continuing
responsibilities. or fulfilment of Singapore
Professional
Pharmacy Council Continuing
Development activity
2. Able to take responsibility for Professional Education (CPE)
with facilitation.
own learning and development requirement (self).
Demonstrates ability including identifying self-learning
to conduct teaching needs and seeking out learning 2. Participation in educational
efficiently according opportunities to meet those programmes including talks/
to a lesson plan with needs. conferences.
supervision from a
more experienced 3. Able to appropriately use a range 3. A preceptor for students and
colleague. of educational methods and trainees.
technologies to achieve intended
learning outcomes. 4. Participation in the formal
training/ education to staff/
students (e.g. diploma,
pharmacy/ medical students).
5. Training log of trainees.
6. Educational materials
developed.
7. Feedback from trainees/

supervisor.
44 Advanced 1. Able to provide constructive 1. Sample of feedback

feedback to trainees on their documented in the formative
Is able to assess the
performance. and summative assessment
performance and
forms, appraisal forms etc.
learning needs of
2. Able to identify learning needs provided to trainees e.g. ALF
others.
and desired outcomes of others. log, formative/ summative
Demonstrates ability feedback completed.
to plan a series of 3. Able to track and monitor
effective learning trainee’s progress towards 2. Sample of learning activities/
experiences for achievement of their learning programmes planned for
others. goals and objectives. healthcare professionals,
with defined objectives,
4. Able to define learning objectives, course outline, delivery and
plan learning activities to address assessments.
them and assess the learning
outcomes. 3. Documentation/ feedback
that highlight learning plans
5. Able to customise the delivery and achievements of learning
of training to suit the needs goals.
of the trainee based upon an
assessment of the trainee’s 4. Participation in the formal
knowledge, skills, attitudes, and education and training
abilities and interests. of undergraduate and
postgraduate students that
prepare them for practice
e.g. Pharm D, residency
programmes, pre-reg
programme, NHG Clinical
Pharmacist Preparatory
Program (CP3) programme,
NUS student preceptorship
programme.
Expert 1. Able to understand the current 1. Course/ Program Leader of

and future challenges of workshop, seminar, residency
Shapes, contributes
healthcare and its implications program or the equivalent.
to, or is accountable
for the healthcare profession and
for the creation
competencies needed. 2. Contribution as a member
or development
of the Program Evaluation
of education and
2. Able to identify opportunities to Committee.
training at institutional
maintain and improve the quality
/ national level
of practice. 3. Sample of feedback/
or educational
documented evaluations
institutions.
3. Able to devise and implement a on preceptors/ trainers’
plan for assessing and improving performance.
the quality of the course of study
including quality of preceptors as 4. Role in developing
appropriate. curriculum, Training
Blueprint, and educational
4. Able to manage institutional or progress report.
national resources effectively.
5. Feedback on educational
5. Able to design and manage a / training programmes
course of study at the institution provided by trainers, trainees.
or national level with appropriate
use of teaching, assessment and 6. Involvement in strategic
study methodology. workgroup pertaining to
CPD.
6. Able to develop effective
educational standards or
governance frameworks.
Domain 6 Research and Evaluation
Standard 6.1 Evaluating literature critically and identifying evidence gaps 45

Standard 6.4 Guiding others undertaking research
Standard 6.5 Establishing research partnerships
This Domain includes those competency standards that address the capability of pharmacists to
identify and undertake research to inform effective practice.
Standard 6.1 Evaluating literature critically and identifying evidence gaps
Intermediate 1. Able to systematically evaluate 1. Presentations made in journal

a research paper and derive an club.
appropriate conclusion based
to critically evaluate
on methodology’s strengths and 2. CE sessions on topics
and review medical
weaknesses. to fellow healthcare
literature as well as
professionals provided.
suggest changes to
2. Able to decide if study results can
practice.
be applied in a local setting. 3. Contribution as a facilitator
for evidence-based medicine
3. Able to suggest solutions/ workshops.
changes to practice
4. Publication of journal review
article within the institution /
department.
5. Descriptions of instances
where pharmacist has
evaluated and applied
published data to improve
practice (e.g. projects on
near-misses, waiting times,
Quality Improvement).
46 Advanced 1. Able to interpret and synthesise 1. Active participation in the

research results and apply the formulation or update of
findings to influence practice. practice guidelines for the
to critically evaluate,
department or institution.
review medical
2. Able to identify evidence gaps
literature, and identify
requiring further research. 2. Active participation in
evidence gaps and
formulary decision-making
to apply evidence-
processes in P&T committee.
based practice
at departmental/
3. Publication of systematic
institutional level.
reviews or meta-analysis on
clinical topics
4. Scientific presentations within

or outside of department (i.e.
hospital conference, doctors’
Continuing Education /
departmental meetings).
5. Publication of research
article(s) in the last 2 years in
any journal.
6. Recently obtained grant

funding of any level to
conduct research.
Expert 1. Able to interpret and synthesise 1. Reviewer or member of

research results and apply the editorial committee for
Demonstrates
findings to influence practice at journals and/or part of a
application of critical
national or international level. conference committee
evaluation skills
performing abstract review.
at a national or
2. Able to understand the barriers,
international level
constraints and enablers 2. Member of an Institutional
and/or undertakes
that can result in successful Review Board (IRB)/Domain
peer review activities
implementation of research Specific Review Board
within practice and/or
outcomes. (DSRB).
identify gaps.
3. Able to identify major evidence 3. Contribution to the formation
gaps requiring further research or update of practice
and drive research directions for guidelines / policies /
the area of interest. protocols at the national or
international level.
4. Publication of 2 or more
research articles in the last
2 years in any journal or at
least 1 article in a journal with
impact factor of 4 and above.
5. National or international grant

funding to conduct research
obtained within the last 3
years.
Intermediate 1. Able to identify and explain the 1. Presentations made in a

core features of research including journal club/ quality related
ethics. forums.
to describe the core
features of research*
2. Able to demonstrate general 2. Formal sharing/ teaching
protocols.
understanding of the principles session(s) on evidence-
* Includes Quality of research governance and based guidelines to fellow
Improvement (QI) methodology. healthcare professionals.
projects.
3. Able to evaluate studies and
determine if methodology
employed is appropriate.
Advanced 1. Able to apply appropriate 1. Recent (in the last 2 years) or

research methodologies to current Co-Investigator and/
Demonstrates
develop research protocol. or Principal Investigator (PI)
ability to lead in
of a study.
the development
2. Able to ethically conduct
and conduct of a
research. 2. Research protocols reviewed
research.
and authorised for the
3. Able to assemble the necessary department.
resources to undertake a research
project.
Expert 1. Able to constructively and 1. Recent (in the last 2 years)

systematically critique research or current PI of a grant-
protocols written by fellow funded study and/or research
to critically review
healthcare professionals. mentor.
research protocols
and write grant
2. Able to perform critical appraisal 2. Member of a grant approval
proposals.
and provide constructive feedback committee.
to authors.
3. Member of an Institutional
3. Able to write a successful Review Board (IRB)/Domain
research grant proposal. Specific Review Board
(DSRB).
4. Publication of articles
that critique research
methodologies.
Intermediate 1. Able to analyse, interpret and 1. Abstract submission to a

translate research result into meeting.

Demonstrates
meaningful data.
ability to generate
2. Presentation of data e.g.
evidence suitable for
2. Able to communicate scientific near-misses, waiting
presentation.
facts and ideas in a clear and times (QI projects), quality
compelling way. indicators, research results at
meetings.
Advanced 1. Able to organise the different 1. Accepted abstract with

elements of a research publication poster or oral presentation at
into a coherent document13. a research symposia.
to generate new
evidence accepted
2. Able to address reviewers’ 2. Publication of a research
for presentation at
comments on manuscripts. project in a peer-reviewed
research symposia
media.
(e.g. conferences,
seminars or forums)
or publication.
Expert 1. Publish a series of studies to 1. Recent (last 5 years) or

address significant research current multiple publications
Demonstrates
questions within a particular area. (minimum 10) on research
ongoing anchor (i.e.
projects in peer-reviewed
first, corresponding
media.
or last) authorship of
primary evidence and
2. Anchor author of studies.
outcomes in peer-
reviewed media.
3. Presentation at national or
Anchor authorship = international conferences for
key authors past 5 years.
13
Research competencies framework. Faculty of General Dental Practice (UK). Published April 2007. Assessed on 24 March 2014
at http:fgdp.org.uk/_assets/pdf/research/research%20competencies.pdf.
Standard 6.4 Guiding Others Undertaking Research
Intermediate 1. Aware of the research activities 1. Functions as a department

around a particular subject representative to authorise
Is aware of the
and be knowledgeable enough research protocols within the
research activities
about the subject in order to department.
within the department
guide the student/ junior on how
and is able to provide
to choose a topic, shape and 2. Functions as a supervisor or
guidance on research
refine the research question, facilitator of research projects
methodology.
taking into account the practical (directly or indirectly).
considerations about the planning
needed and costs.
Advanced 1. Able to demonstrate good 1. Research projects performed

understanding of the principles by healthcare staff (including
Is able to supervise
of research governance and pre-registration pharmacists,
research in
methodology. pharmacy technicians,
collaboration with
undergraduate students,
research experts.
2. Able to demonstrate ability to nurses) which are directly
instruct and guide supervisee supervised
together with the research
expert(s).
3. Able to advise on effective

research planning.
4. Able to recommend appropriate

resources and systems for the
research process.
5. Able to evaluate the information

collected and results.
Expert 1. Able to ensure compliance with 1. Main research project

ethical and legal requirements supervisor for postgraduate
Is a research
and carried out to the institutional students e.g. Masters,
project supervisor
research policies and guidelines. PharmD, Residents, PhDs.
for postgraduate
students e.g.
2. Able to demonstrate ability to 2. Mentor for grant applicants
Masters, PharmD,
instruct and guide post-graduate
Residents, PhDs and
students independently.
pharmacists.
3. Able to advise on how to navigate
the system to find the right
collaboration partners.
4. Able to discuss and recommend

solutions to problems encountered
and provide relevant feedback for
each process.
Standard 6.5 Establishing Research Partnerships
Intermediate 1. Possesses effective 1. Contribution as a Team

communication and interpersonal member of a project.

skills at the team level.
to work as a member
2. Notes of meeting/ minutes.
of a project team.
2. Able to actively contribute as a
team member of a project.
Advanced 1. Able to develop a network of 1. Documentation of

research collaborators. correspondence (e.g. email
Demonstrates
between pharmacist and
ability to establish
2. Ability to identify key partners. researchers from other
multidisciplinary links
disciplines) on collaborative
to conduct research
3. Able to effectively communicate research activities
projects.
and share knowledge with
researchers in other health/non-
science disciplines.
Expert 1. Able to steer and coordinate the 1. Principal investigator of

multi-disciplinary research team multidisciplinary studies,
Demonstrates
in the direction of a research PI of awarded grants with
ability to show
objective. multidisciplinary involvement.
leadership within
multidisciplinary
research teams
concerning the
conduct of research.
51
Frequently Asked Questions
Frequently Asked Questions

Question Answer
1 For pharmacists, what are the desired end- The APF lists the skills and competencies
goals of APF implementation? needed for a pharmacist to practise at
an advanced level. Through the APF,
pharmacists would be able to identify
areas for professional development in a
systematic manner.
2 How should a pharmacist utilise the APF To utilise the APF, the following are
to advance and to achieve the relevant recommended:
competencies?
• Identify developmental goals;
• Acquire skills to facilitate self-reflection
on developmental needs against the
competency standards;
• Document a portfolio of achievements
and evidences of performance; and
• Discuss developmental progress and
the organisational plans with reporting
officer regularly
3 What are some examples of evidences that Evidences to be collected could

can be collected for portfolio building? include presentation slides, case notes
and feedback from fellow healthcare
professionals. Do remember that one
key portfolio could fit into a number of
domains concurrently.
• For dispensing, cases of drug

interventions can be captured.
• For case-based discussion, examples
of complex cases can be used.
• For patient education, case
documentation could be used as
record of this for future reference.
• For committee members, it is important
to focus on contributions to the
committee.
Question Answer
52 4 Due to changes in scope of practice, I It is inevitable that job scopes evolve over
might not be able to achieve the number of time to cater to the needs of patients and
standards required while in transition. What organisations. The number of standards
Frequently Asked Quesitons
should I do? that are required to be achieved is

not dictated in the APF but should be
determined by healthcare institutions
according to the needs. As such,
pharmacists in transition could establish
the number of standards to be met with
their reporting officer before identifying
the knowledge or skills gaps and the
opportunities required to bridge the gaps.
5 What if I am in informatics, Quality Domain 1 would still be applicable with

Improvement (QI), or other indirect patient care adaptations to reflect relevant skillsets
roles? How would Domain 1 be relevant to and scope of practice. Please refer to
me? Annex B for case illustration.
6 What should be I include in my developmental Pharmacists should document activities,

portfolio for assessment? achievements and responsibilities
that are more recent (not more than 3
years preceding portfolio assessment)
for consideration. Roles beyond the
past 3 years can be cited as relevant if
appropriate and agreed by the reporting
officer.
7 What if I am already at expert level? Do I As the APF is used as a developmental

have to gather new evidences to support tool, the attainment of an expert level
my competency assessment in the following competency should remain relevant for
year? the following year. However, pharmacists
should review their competencies
from time to time to ensure that their
knowledge and skills remain relevant with
the changes around them.
8 How should reporting officers use the APF as Reporting officers are required to
a developmental tool? review the evidence provided and
assess on quality of involvements. It is
also important for them to identify key
developmental areas to design training
roadmaps for staff in their department.
If possible, pick another time in the year
that is not too close to appraisal time for
conversations on staff development.
Question Answer
9 What if my reporting officer does not Evidences such as email or feedback 53

supervise my work regularly on the ground? forms could be gathered to support
achievement of competency. Pharmacists
Frequently Asked Quesitons

could describe a situation whereby the
tasks or actions undertaken displayed the
relevant competency and the outcomes
achieved. Pharmacist could also work
closely with a mentor or peers as
referees.
10 How would the APF affect career As APF is intended for development
advancements for pharmacists? of pharmacists, the aim is to identify
areas for improvement. While APF
could facilitate better alignment of
staff aspirations and expectations from
management, considerations for staff
promotions are subjected to institution’s
purview.
54
Annex A
Annex A
Needs Assessment and Development Plan
Needs Assessment Development Plan

Aspirational/
Current Expected Current vs Current vs Expected Expected
Next Types of Course of
Competency Performance Performance Expected Aspirational Learning Completion Achieved?
Performance needs action
Level Level Level Performance Level Outcomes Date
Level
55
Annex B
Annex B
Standard 1.1 Demonstrates general Demonstrates advanced Demonstrates ability to

pharmaceutical pharmaceutical advance the knowledge
Demonstrates knowledge in core knowledge in a defined base in the defined area.
Expert Skills and areas. area(s).
Knowledge Is able to advance
Is able to plan, manage, specialist pharmaceutical
monitor, advise and care programmes for
review pharmaceutical patients in the defined
care programmes for area(s).
patients in a defined
area(s).
Indirect patient 1. Able to effectively 1. Able to analyse 1. Able to contribute

care: Informatics analyse medication complex medication to advancement
related data (clinical, related information of specialised
operational and (e.g. multi-institution, medication informatics
financial) multi-system data) initiatives and/or
research
2. Able to apply the 2. Able to transform
knowledge acquired knowledge acquired 2. Able to provide
by leveraging on into functional consultative and
technology to requirements / mentorship role
optimize pharmacy- technical solutions e.g. work with
related practice and to achieve improved IT leadership for
system usability outcomes, safety and/ strategic planning,
or efficiency governance and
development of
3. Able to train and policies
educate end users and
user champions on 3. Able to mentor
features, operation and pharmacists in the
usage of medication area of medication
related systems informatics
56 Indirect patient 1. Able to demonstrate 1. Able to demonstrate 1. Able to advance

care : Purchasing general knowledge advanced knowledge knowledge base in
in core areas such in a defined area e.g. the defined area e.g.
Annex B
as procurement purchasing. logistics.

process, contract
management, 2. Able to plan and 2. Able to develop
inventory/logistics manage the balance strategic supply
management and IT. between the need to chain solutions that
provide high levels optimise stockholding
of user service, and costs whilst providing
the need to minimise appropriate service
money tied up in stock level availability
or evaluation at GPO with optimal
level. 14 transportation.14
Standard 1.2 Is accountable for the Is accountable for the Is accountable for the
delivery of a pharmacy delivery of a pharmacy delivery of pharmacy
Manages service to patients to service to a defined group services beyond defined
patient care whom they themselves of patient. group of patients.
responsibilities/ directly provide
delivery of pharmaceutical care.
professional
activities
Indirect patient Is accountable for Is accountable to deliver Is accountable for

care: Informatics configuring medication- sustained positive implementation of
related system to outcomes through medication-related
optimize pharmacy- contributing towards informatics initiatives
related workflow and implementation of specific at strategic level e.g.
processes, leveraging medication-related NHIPS, and contributes
on knowledge obtained informatics initiatives to the advancement of
from medication e.g. OPAS in outpatient the field of medication
analytics. pharmacy. informatics.
Indirect patient Is accountable for the Is accountable for the Is accountable for the
care: Purchasing delivery of general delivery of a purchasing delivery of purchasing
purchasing services to and distribution services and distribution and
users. to users in specific monitoring at national
situation e.g. emergency level e.g. stockpile of
preparedness or national antidotes or critical meds
events at national level
Contributed by Mr Hing Wee Chuan(NUH/Informatics) and Ms Ho Swee Geok(SGH/Purchasing)

14
Procurement Directorate. Procurement Competence Frameworks v7, July 2012. Ministry of Justice, UK. https://www.justice.
gov.uk/.../competency-framework/procurement-competencies.doc
57
References
References
1. An Advanced Pharmacy Practice Framework for Australia. The Advanced Pharmacy Practice
Framework Steering Committee on behalf of the pharmacy profession in Australia, 2012.
2. The Advanced to Consultant Level Framework. The Competency Development and Evaluation
Group (CoDEG) UK, 2005.
3. The RPS Advanced Pharmacy Framework (APF) 2013. The Royal Pharmaceutical Society 2013.
4. Challis M. AMEE Medical Education Guide No 11 (revised): Portfolio-based learning and assessment
in medical education. Medical Teacher 1999, 21(4):370-386.
5. Driessen EE, Heeneman S, Van Der Vleuten C.P.M., 2013. Portfolio assessment. In: Dent JA, Harden
RM (Eds), A Practical Guide for Medical Teachers. Fourth Edition. Elsevier Churchill Livingstone
(Chapter 39).
6. Academy of Medical Educators. Professional Standards (3rd edn, 2014). Cardiff: Academy of Medical
Educators; 2014.
58
Acknowledgements
Acknowledgements
We would like to acknowledge that this National Competency Framework is formulated

with adaptation from the Advanced to Consultant Level Framework developed by the UK
Competency Development and Evaluation Group (CoDEG); and under the pedagogy guidance
and advice provided by Dr Dujeepa D. Samarasekera from the Center of Medical Education
(CenMED), Yong Loo Lin School of Medicine.
We would like to thank:
• All Pharmacy Managers and pharmacists for their support and patience with this project;
• All pharmacists who took the time to participate and provide feedback during the competency
survey; and
• A/P Chui Wai Keung, Department of Pharmacy, National University of Singapore for his
valuable input.
www.moh.gov.sg
© Ministry of Health 2017

Pharm Secured Competency Standards For Pharmacists in Advanced Practice 2017 (26sep) PDF

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Pharm Secured Competency Standards For Pharmacists in Advanced Practice 2017 (26sep) PDF

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COMPETENCY

Frequently Asked Questions 51

A confident, competent pharmacy team that practices at the top of their

The Ministry of Health (MOH) has been working on initiatives to support

The competency standards describe the level of competence required for

The development of these competency standards for advanced pharmacy

Assoc. Prof Lita Chew

Members of the Workgroups

Expert Professional Practice

Building Working Relationships

*Sengkang Health at the point of publication

Members of the Workgroups

Education, Training & Development

Research & Evaluation

The following definitions1 have been adopted in this document.

A distinct composite of knowledge, skill, attitude and value that is essential

An ongoing, cyclical process of continuous reflection and identification

The specific area of responsibility in a role, which may be a specialist or

The conscientious, explicit and judicious use of current best evidence

External Environment Outside of the pharmacist’s employing institution.

A greater level of organisational complexity than that of the pharmacist’s

Expert opinion is sought to undertake a review of published work(s) in the

A collection of evidence that learning has taken place. It is cumulative as

A portfolio can be used to:

Defined as the broad range of regulations, principles and standards of

A team is a group of professionals working together and mutually

Development of the Framework

Figure 1: Practitioners in Direct Patient Care

Generalist Practitioner Focused Practitioner

Performance standards for advanced practice

Advanced Practice Framework (APF)

Advanced Practice Framework (APF)

1. Expert Professional Practice

1. Intermediate – Able to successfully complete tasks with occasional help from an

2. Advanced – Routinely manages complex situations and a recognised “person to ask”

3. Expert – Recognised as an authority in that area of expertise, alongside a breadth

Summary of the Competency Standards

Domain 1 Expert Professional Practice

Application of the APF

Advanced Practice Framework (APF)

Intermediate Advanced Expert

Able to successfully complete Able to perform the actions Recognised as an authority in

Figure 2: Development of a Pharmacist

Pre-reg PH01 PH03 PH04 PH06

Pre-registration General Intermediate Advanced Expert

Entry to Practice Framework/ General Advanced Practice Framework

• Promote optimal use of drugs • Expert professional practice

Using the Competency Standards

Using the Competency Standards

Charting development plan

2. Identify learning strategy for each development need.

For Reviewer, Assessor and Mentor

Needs Assessment Development Plan

Using the Competency Standards

You subsequently collaborated with your anticoagulation physician champion to establish

1 Start early from junior stage to gather portfolio

2 Actively gather feedback from supervisors and peers;

3 Find a mentor or coach to journey with you;

4 Review and reflect on career progression regularly

Domain 1 Expert Professional Practice

Using the Competency Standards

Evidence 1. As an inpatient pharmacist, able to 1. As inpatient pharmacist, collected

Evidence Examples 1. Case interventions and enquiries. 1. Recommendation for an inpatient