An evaluation of the implementation of use of supervised learning events within pharmacy teams in practice
DOI:
https://doi.org/10.46542/pe.2026.261.216229Keywords:
Normalisation process theory, Pharmacy education, Professional development, Supervised learning event, Supervision, Workplace-based assessmentAbstract
Background: Supervised Learning Events (SLEs) are formative assessment tools that support professional development through structured feedback and reflection. Their adoption in pharmacy practice aligns with the expanding responsibilities of pharmacy professionals in increasingly complex healthcare settings. This study evaluated the implementation and normalisation of SLEs within primary care pharmacy teams across NHS Greater Glasgow and Clyde, guided by Normalisation Process Theory (NPT).
Methods: A two-phase mixed-methods approach was used. Phase 1 involved a scoping exercise and co-designed educational sessions delivered across eight Health and Social Care Partnerships (HSCPs). Phase 2 assessed implementation through surveys conducted at 6 and 18 months post-intervention. Quantitative data were analysed descriptively, while qualitative responses underwent thematic analysis.
Results: Confidence in supervising and being supervised improved, with average scores increasing from 3.3 to 4.2 for supervising and from 3.4 to 4.0 for being supervised. Engagement with SLEs rose across all pharmacy roles, with more staff completing multiple events. Qualitative feedback highlighted benefits such as enhanced reflection, professional growth, and team cohesion. Barriers included time pressures, complex documentation, and logistical issues.
Conclusion: Following the intervention, increased engagement with SLEs was observed, suggesting greater integration into routine practice. Recommendations include simplifying documentation, providing protected time, and enhancing feedback training to support sustained use and promote a culture of continuous learning.
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