Around the world, changes in scope of practice regulations for pharmacists have been used\nas a tool to advance practice and promote change. Regulatory change does not automatically trigger\npractice change; the extent and speed of uptake of new roles and responsibilities has been slower than\nanticipated. A recent study identified 9 pre-requisites to practice change (the 9Ps of Practice Change).\nThe objective of this study was to describe how educationalists could best apply these 9Ps to the\ndesign and delivery of continuing professional development for pharmacists. Twenty community\npharmacists participated in semi-structured interviews designed to elicit their learning needs for\nscope of practice change. Seven supportive educational techniques were identified as being most\nhelpful to promote practice change: (i) a coaching/mentoring approach; (ii) practice-based experiential\nlearning; (iii) a longitudinal approach to instructional design; (iv) active demonstration of how to\nimplement practice change; v) increased focus on soft-skills development; (vi) opportunities for\npractice/rehearsal of new skills; and (vii) use of a 360-degree feedback model. Further work is required\nto determine how these techniques can be best applied and implemented to support practice change\nin pharmacy.
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