Accreditation principlesfor Faculty Providers

Please find below the principles that encompass the areas that the RPS requires evidence towards, including assurances of quality

Faculty Provider details
Name of organisation:
Contact details (address; email; telephone):
Name(s) and contact detailsof key contact(s):
Date of submission:
Principles for Faculty Accreditation / Quality Assurances / Brief description and comments on the evidence supporting the application
Principle 1
Commitment of the Faculty Training Provider to promote and deliver education, development and trainingaligned to the Advanced Pharmacy Framework (APF) and associated Faculty guidance /
  • Education strategy and delivery plans
  • Involvement in training provision
  • Training aligns to business plan
  • Job descriptions or biographical notes of trainers, tutor and mentors
  • Proactively encourage delegates/ employees to join the Faculty
  • Promote use of associated Faculty guidance ie links with Faculty Core and Professional Curricula ,signposts to RPS accredited education and training resources

Principle 2
Delivery of a range of learning and development experiences for pharmacists seeking to demonstrate competence and professional development that maps to the APF and associated Faculty guidance /
  • Examples of training materials including training programmes (eg face to face, distance learning materials, online training), training (eg study days, symposia, conferences)events
  • Reference to the Faculty core and advanced curricula
  • Contributes and demonstrates learning against the Faculty curricula
  • Maps to other RPS frameworks eg Foundation Pharmacy Framework(FPF), Leadership Development Framework

Principle 3
Provision of infrastructure and resources to deliver the training that leads to the advancement of practice and fulfilment of assessment criteria for Faculty membership /
  • Credentials of the learning and development team and team delivering training
  • Trainers, tutors, mentors (members of the Faculty where appropriate)
  • Support resources for learning and development team
  • Facilities and resourceseg administration/ personnel team
  • Data protection governance (data security)
  • Examples of learning plans / learning outcomes

Principle 4
Assurance of support and development for all learners /
  • Clear learning outcomes
  • Quality assurance processes in place
  • Alignment of the support and development with the APF clusters
  • Benefits to learners clearly described
  • Learning is delivered by experts (with evidence)

Principle 5
Demonstrates assurance of the management and quality assurance systems of the learning provision /
  • Involvement of experts in education, training and development to ensure the provision is of quality
  • Regular updates of education and training resources
  • Documented QA processes throughout

Principle 6
Review and evaluation of procedures relating to the provision of the education and training that supports the APF and associated Faculty guidance /
  • Process that ensures resources are kept up to date
  • Regular feedback learning and development performance
  • Assimilation of regularfeedback on resources to inform resource updates

Principle 7
Assurance of patient and public safety is being addressed in all areas of training and development /
  • Materials reflect current clinical, pharmacy practice, medicines management and national guidelines
  • Standards being set and advanced
  • Aligns with RPS policies
  • Evidence based