CCPP Module 1, Section 3: Assessing Skills, Gaps, and Learning Needs
Module 1: Transitioning from Retail to Collaborative Practice

Assessing Skills, Gaps, and Learning Needs

From Intuitive Expertise to a Strategic Blueprint for Professional Growth.

SECTION 1.3

Assessing Skills, Gaps, and Learning Needs

A structured self-assessment masterclass. You will use our proprietary tools to conduct a formal inventory of your existing clinical knowledge and identify the precise areas where you need to focus your learning to meet the demands of a collaborative practice role.

1.3.1 The “Why”: From Unconscious Competence to Strategic Mastery

As an experienced pharmacist, you operate at a high level of what psychologists call “unconscious competence.” Through years of repetition, constant exposure, and countless real-world scenarios, you have internalized a vast repository of clinical knowledge and practical skills. You can spot a dangerous drug interaction in a patient’s profile in seconds, almost instinctively. You can counsel a patient on a complex device with a fluid, practiced ease. You can navigate a tense conversation with an upset patient with a calm that comes only from experience. This intuitive expertise is your greatest professional asset. It is the bedrock of your value. However, it also presents a unique challenge in your transition to a new practice model: it is very difficult to build a strategic plan for growth when you haven’t taken the time to consciously map out the skills you already possess.

A formal, structured self-assessment is the process of transforming your unconscious competence into conscious, strategic competence. It is the act of taking a detailed, honest inventory of your entire professional toolkit. This is not an exercise in self-doubt or a test you can fail. Rather, it is the most critical strategic planning you can undertake for your career. The purpose is twofold. First, it is an act of affirmation. By systematically reviewing the skills required for collaborative practice, you will be astonished at how much you already know and how many of your existing skills are directly transferable. This process is designed to build your confidence by giving you a tangible, written record of your strengths. You are far more prepared for this transition than you likely believe.

Second, this assessment is an act of precision targeting. No pharmacist, no matter how experienced, is an expert in everything. There will be gaps. Perhaps you are a master of diabetes but less comfortable with the nuances of heart failure management. Perhaps your patient communication skills are world-class, but you’ve never had to write a formal SOAP note. Acknowledging these gaps is not a sign of weakness; it is a sign of professional maturity. A structured assessment allows you to move from a vague feeling of “I need to learn more” to a precise, actionable diagnosis: “I need to focus my learning on guideline-directed medical therapy for HFrEF and the principles of clinical documentation.” This precision is what turns a hopeful aspiration into a concrete, achievable plan. It allows you to focus your precious time and energy on the specific areas that will yield the greatest return, ensuring your transition is as efficient and effective as possible.

Pharmacist Analogy: The Master Carpenter’s Workshop Inventory

Imagine you are a master carpenter who has spent twenty years building high-quality custom furniture in your own workshop. Your skills are vast and largely intuitive. You can feel when a piece of wood is perfectly sanded, hear when a saw blade is sharp, and join two pieces of wood with a precision that comes from years of practice. This is your unconscious competence.

Now, you’ve been hired for a massive new project: to lead the team restoring a historic, landmark building. This new role requires all of your existing skills, but also some new ones. You’ll be working with different materials (antique hardwoods, plaster, custom metalwork), and you’ll need to create detailed architectural blueprints and manage a team. This is your transition to collaborative practice.

What is the first thing you do? You don’t just show up on site and start working. You go back to your workshop and conduct a formal inventory. You methodically go through every drawer and every cabinet.

  • You lay out all your hand planes, chisels, and saws. You confirm which ones are sharp and ready (your core therapeutic knowledge in diabetes, hypertension). You might discover you have three different types of dovetail saws; you are a true expert in that area (affirming your strengths).
  • Then, you identify the gaps. You realize that for the plaster restoration work, you’ll need a specific set of trowels and floats that you don’t currently own (a clinical knowledge gap, like advanced heart failure therapy).
  • You look at your drafting table and realize your skills are a bit rusty because you’ve always worked from intuition, not formal blueprints (a documentation gap, like writing SOAP notes).
  • You recognize that while you are a master craftsman, you’ve never formally managed a team, so you’ll need to learn some project management skills (a practice management gap).

After this inventory, you don’t feel discouraged. You feel empowered. You now have a precise shopping list for new tools (your learning plan) and a clear understanding of which of your master-level skills you can put to use on day one. You walk onto the new job site with a quiet confidence, knowing exactly what you bring to the table and exactly what you need to acquire. This is the purpose of our self-assessment. It is the professional equivalent of taking inventory of your workshop before you build a cathedral.

1.3.2 The CCPP Skills Domain Framework: A Blueprint for the Modern Provider

To conduct a meaningful self-assessment, we need a map. It’s not enough to simply ask, “Am I a good pharmacist?” We need to break down the complex, multifaceted role of a collaborative practice pharmacist into its core components. The CCPP Skills Domain Framework is that map. It is a proprietary model we have developed that organizes the necessary competencies into four distinct but interconnected domains. This framework will serve as the structure for our assessment and, indeed, for the rest of this certification program.

Think of these domains as the four pillars that support a successful clinical practice. While clinical knowledge is the foundation, a practice will crumble without the support of strong communication, efficient practice management, and a deep understanding of the healthcare environment. As you review these domains, begin to think about your own experience and where you feel your strengths and opportunities for growth may lie.

Domain 1: Clinical Knowledge & Therapeutics

This is the foundational pillar. It represents the “what” of your practice—your deep, practical, and up-to-date understanding of pathophysiology and pharmacotherapy. This goes far beyond the brand/generic and side effect profiles learned for the NAPLEX. This is about mastering the clinical guidelines, understanding the evidence behind them, and applying them to complex patient cases.

Core Competencies: Guideline-directed medical therapy (GDMT) for major chronic diseases, interpreting clinical trials, advanced pharmacology, and therapeutic drug monitoring.

Domain 2: Patient Care & Communication

If Domain 1 is what you know, this domain is how you deliver that knowledge. It encompasses the “art” of patient care—your ability to build therapeutic relationships, communicate complex ideas clearly, and empower patients to participate in their own care. This is where you translate clinical data into patient-centered action.

Core Competencies: Motivational Interviewing, shared decision-making, health literacy assessment, patient education, and cultural competency.

Domain 3: Practice Management & Documentation

This domain covers the operational “how” of running a clinical service. It includes the technical skills required to function effectively within a modern healthcare team. A pharmacist can be a brilliant clinician, but without the ability to document their work and navigate the system, their impact will be limited.

Core Competencies: Clinical Documentation (SOAP notes), Electronic Health Record (EHR) proficiency, understanding billing and coding basics (CPT codes), and time management.

Domain 4: Systems-Based Practice & Interprofessional Collaboration

This is the broadest pillar, representing your ability to function effectively within the larger healthcare ecosystem. It’s about understanding your specific role in the context of the entire care team and leveraging that position to improve care coordination and population health. It’s about seeing the forest, not just the trees.

Core Competencies: Interprofessional communication (SBAR), understanding quality metrics (HEDIS, Star Ratings), navigating transitions of care, and advocating for the role of the pharmacist.

1.3.3 The CCPP Self-Assessment Instrument

Now we begin the core work of this section. The following tables are your self-assessment instrument. The process is simple but requires deep, honest reflection. For each competency listed, you will rate your current level of confidence and expertise on a scale of 1 to 4. Be honest with yourself. This is not a test. A low score is not a failure; it is a valuable data point that will help you build your personalized learning plan. The goal is to create an accurate map of your current professional landscape.

Instructions for Using the Rating Scale

For each item, assign yourself a rating based on the following definitions. Try to avoid giving yourself the same score for everything. The value of this exercise is in the differentiation.

  • 1 – Novice: I have a basic, textbook-level understanding of this topic but little to no practical experience. I would not be comfortable performing this task without direct supervision and guidance. This is a major area for focused learning.
  • 2 – Competent: I have a solid understanding of the principles and have some practical experience. I can perform this task reliably but may need to consult resources or a colleague for complex or unusual cases. I could benefit from a refresher or advanced training.
  • 3 – Proficient: I have significant experience and a deep understanding of this area. I can perform this task independently and effectively in most situations, including complex ones. I am a reliable resource for others on this topic.
  • 4 – Expert: I have mastered this skill or topic area. I can handle even the most complex and nuanced situations with confidence and creativity. I can teach this topic to others and could help develop protocols or best practices in this area. This is a core strength I can leverage.

Domain 1: Clinical Knowledge & Therapeutics Self-Assessment

This first domain is the most extensive, covering the core disease states you are most likely to manage in a primary care collaborative practice setting.

Area A: Type 2 Diabetes Mellitus
Competency 1 (Novice) 2 (Competent) 3 (Proficient) 4 (Expert)
I can articulate the pathophysiology of insulin resistance and beta-cell dysfunction.
I can list the diagnostic criteria for pre-diabetes and Type 2 Diabetes (A1c, FPG, OGTT).
I know the current ADA/EASD guideline-recommended glycemic targets (A1c, FPG, PPG) for most adult patients.
I can describe the mechanism of action, dosing, side effects, and contraindications for metformin.
I can confidently explain the cardiovascular and renal benefits of SGLT-2 inhibitors and GLP-1 receptor agonists based on landmark clinical trials (e.g., EMPA-REG, LEADER).
I can select an appropriate second-line agent after metformin based on patient-specific factors (ASCVD, HF, CKD, cost, weight).
I can differentiate between the various types of insulin (basal, rapid, pre-mixed) and their pharmacokinetic profiles.
I can initiate and titrate basal insulin for a patient with an A1c > 10% or symptoms of hyperglycemia.
I can create a basic bolus (prandial) insulin regimen and teach a patient how to use a correction factor.
I can recognize, treat, and provide education on preventing hypoglycemia.
I can recommend appropriate screenings for diabetic complications (e.g., foot exams, eye exams, urine microalbumin).
Area B: Hypertension (HTN)
Competency 1 (Novice) 2 (Competent) 3 (Proficient) 4 (Expert)
I can define the different stages of hypertension based on the current ACC/AHA guidelines.
I can describe the primary mechanisms of action for the four main first-line drug classes (thiazides, ACEi, ARBs, CCBs).
I can select an appropriate first-line agent based on patient race and comorbidities (e.g., CKD, diabetes).
I can list the common side effects (e.g., cough with ACEi, edema with CCBs) and key monitoring parameters (e.g., K+ and SCr with ACEi/ARBs) for each class.
I can confidently titrate medications to achieve a guideline-recommended BP goal.
I can define resistant hypertension and outline a rational, guideline-based approach for adding secondary agents (e.g., spironolactone, beta-blockers).
I can teach a patient how to properly measure their blood pressure at home.
I can identify common causes of secondary hypertension.
Area C: Hyperlipidemia (HLD)
Competency 1 (Novice) 2 (Competent) 3 (Proficient) 4 (Expert)
I can identify the four major statin benefit groups according to the ACC/AHA guidelines.
I can classify statins by their intensity (high, moderate, low).
I can recommend the appropriate statin intensity based on a patient’s ASCVD risk and clinical history.
I can effectively manage statin-associated muscle symptoms (SAMS), including ruling out other causes and attempting a rechallenge.
I can describe the role of and place in therapy for non-statin agents like ezetimibe and PCSK9 inhibitors.
I can interpret a lipid panel and explain the significance of LDL, HDL, and triglycerides.
Area D: Anticoagulation (Warfarin)
Competency 1 (Novice) 2 (Competent) 3 (Proficient) 4 (Expert)
I can explain the mechanism of action of warfarin and the importance of the INR.
I can identify the appropriate INR goal for different indications (e.g., A-Fib, VTE, mechanical heart valve).
I can initiate warfarin therapy using a standard loading dose protocol.
Given a patient’s current INR and weekly dose, I can confidently make a dose adjustment using a simple algorithm.
I can identify major drug-drug interactions (e.g., amiodarone, Bactrim) and food-drug interactions (Vitamin K) that impact the INR.
I can manage a subtherapeutic or supratherapeutic INR, including when to hold doses or use vitamin K.
I can formulate a safe and effective bridging plan using LMWH for a patient needing to interrupt warfarin for a procedure.

Continue this process for all relevant clinical areas. Be thorough. Be honest. This data is the raw material for building your future.

Domain 2, 3, & 4: Clinical Practice Skills Self-Assessment

These domains cover the non-therapeutic skills that are equally essential for a successful practice.

Domain & Competency 1 (Novice) 2 (Competent) 3 (Proficient) 4 (Expert)
DOMAIN 2: PATIENT CARE & COMMUNICATION
I can build rapport and establish a trusting relationship with a new patient.
I use open-ended questions to elicit information rather than just asking yes/no questions.
I am familiar with the core principles of Motivational Interviewing (e.g., expressing empathy, rolling with resistance).
I can assess a patient’s health literacy and adjust my language and educational materials accordingly.
I feel comfortable having difficult conversations (e.g., addressing non-adherence, discussing high-risk side effects).
DOMAIN 3: PRACTICE MANAGEMENT & DOCUMENTATION
I can confidently navigate an Electronic Health Record (EHR) to find patient data like lab results and consultant notes.
I understand the purpose and structure of a SOAP note.
I can write a concise, clear, and comprehensive SOAP note for a basic patient follow-up visit.
I understand the basic concepts of “incident-to” billing and how pharmacists can generate revenue.
I can effectively manage my time and schedule to balance direct patient care with documentation and administrative tasks.
DOMAIN 4: SYSTEMS-BASED PRACTICE & COLLABORATION
I feel comfortable proactively contacting a physician to make a clinical recommendation.
I can articulate a clinical recommendation using the SBAR framework.
I understand what quality metrics like Medicare Star Ratings and HEDIS are and how my work impacts them.
I can explain the pharmacist’s role and value to other members of the healthcare team (nurses, MAs, case managers).

1.3.4 Synthesizing Your Results: Creating Your Personalized Learning Plan

You have now completed the inventory of your professional workshop. You have a vast collection of high-quality tools and a clear-eyed view of the few specialized items you need to acquire. The final step is to turn this data into a strategic action plan. A goal without a plan is just a wish. This is where you become the architect of your own professional development.

Your Personalized Learning Plan is a simple but powerful document. It is your roadmap for the rest of this course and for your ongoing professional growth. It will help you focus your attention, track your progress, and celebrate your achievements along the way.

The Personalized Learning Plan Template

Take a moment to complete the following prompts based on your self-assessment ratings. This is your personal blueprint for success.

My Personalized Learning Plan

Part 1: Affirming My Strengths (My “Expert” & “Proficient” Skills)

Based on my self-assessment, my top 3-5 areas of strength are (list the competencies you rated 3 or 4):

  • _________________________________________________________
  • _________________________________________________________
  • _________________________________________________________

I will leverage these strengths during my transition by:

(Example: “Offering to mentor other pharmacists in warfarin management,” or “Focusing my job search on diabetes-focused roles where my expertise will be highly valued.”)

  • _________________________________________________________

Part 2: Targeting My Growth Opportunities (My “Novice” & “Competent” Skills)

Based on my self-assessment, my top 3 areas for focused learning are (list the competencies you rated 1 or 2 that are most important for your career goals):

  • 1. _______________________________________________________
  • 2. _______________________________________________________
  • 3. _______________________________________________________

Part 3: My Action Plan

For each growth area, I will take the following specific, measurable actions over the next 3 months:

Growth Area 1: _________________________

Action Steps: (Example: “Complete the CCPP module on this topic. Read the two most recent clinical practice guidelines. Find a mentor who is an expert in this area. Practice writing one SOAP note per week on a de-identified case.”)

  • _________________________________________________________
  • _________________________________________________________

Growth Area 2: _________________________

Action Steps:

  • _________________________________________________________
  • _________________________________________________________

Growth Area 3: _________________________

Action Steps:

  • _________________________________________________________
  • _________________________________________________________

This completed plan is your guide. Keep it visible. Review it monthly. It is a living document that will evolve as you grow. By completing this structured process, you have done something most professionals never do: you have moved from hoping for growth to strategically planning for it. You have taken control of your professional destiny. This is the mindset of a leader and a lifelong learner. This is the mindset of a Certified Collaborative Practice Pharmacist.