CENTRE FOR PHARMACY

POSTGRADUATE EDUCATION

Shared decision making –

online workshop 1

A CPPE online workshop to

support shared decision making Workshop book

SDM/WS1/21
January 2021
 CPPE lead programme developer
Shared decision making – online workshop 1 – Workshop book

Annie Sellers, senior pharmacist, learning development

CPPE programme developers
Lesley Grimes, head of learning development
Clare Smith, lead pharmacist, learning development
Emma Wright, lead pharmacist - primary care education (South)
Project team
Wasim Baqir, lead pharmacist, medicines optimisation in care homes programme, NHS
Nina Barnett, consultant pharmacist at London North West University Healthcare NHS Trust and NHS Specialist
Pharmacy Service
Jo Brooks, manager, personalised care group, NHS England/NHS Improvement
Alf Collins, national clinical director, personalised care group, NHS England/NHS Improvement
Sally Greensmith, head of national pathways, CPPE
Andy Hutchinson, shared decision making lead, medicines team, NICE
Bilal Jabbar, clinical pharmacists in general practice education pathway learner
Simon Jacklin, lecturer in pharmacy practice, Keele University
Dave Johnston, lived experience team (personalised care group) NHS England/NHS Improvement
Barry Jubraj, associate director, medicines use & safety division NHS Specialist Pharmacy Service
Nahim Khan, clinical pharmacists in general practice education pathway learner
Sabina Khanom, patient safety policy lead (primary care), NHS Improvement
Graham Prestwich, patient and public involvement representative
Matthew Shaw, director, CPPE
Jonathan Underhill, medicines clinical adviser, Medicines and Technologies Programme (MTP)
National Institute for Health and Care Excellence
John Weiman, Professor of psychology as applied to medicines, School of Cancer and
Pharmaceutical Sciences, King’s College London
Dan White, consultant clinical psychotherapist, specialist clinical pharmacist, Oxford Health NHS Foundation Trust
Reviewers
Simon Jacklin, Lecturer in pharmacy practice, Keele University School of Pharmacy and Bioengineering
Cate Whittlesea, Professor of pharmacy practice, Head of the Research Department of Practice and Policy and
Associate Director of Clinical Education, UCL School of Pharmacy
CPPE reviewers
Paula Higginson, specialist pharmacist, learning development
Shannon Nickson, senior pharmacist, primary care education
Piloted by
Faiza Ali, education supervisor, CPPE
Funke Lawal, tutor, London region, CPPE
Brand names and trademarks
CPPE acknowledges the following brand names and registered trademarks mentioned throughout this programme:
Accuhaler®, Ellipta®, Norgeston®, Seretide™, Trelegy™.
Disclaimer
We have developed this learning programme to support your practice in this topic area. We recommend that you
use it in combination with other established reference sources. If you are using it significantly after the date of initial
publication, then you should refer to current published evidence. CPPE does not accept responsibility for any errors
or omissions.
External websites
CPPE is not responsible for the content of any non-CPPE websites mentioned in this programme or for the accuracy
of any information to be found there.
All web links in this resource were accessed on 12 January 2021.
Published in January 2021 by the Centre for Pharmacy Postgraduate Education, Division of Pharmacy and
Optometry, The University of Manchester, Oxford Road, Manchester, M13 9PT.
www.cppe.ac.uk
Production
Design and artwork by Gemini West Ltd

© Copyright controller HMSO 2021

2
Contents

Shared decision making – online workshop 1 – Workshop book

Learning with CPPE 4

About this CPPE workshop resource 5

Overall aim 6

Learning objectives 6

Activities 7

Activity 1 – A consultation with Eric Lane 7

Activity 2 – Reviewing the consultation 9

Activity 3 – A second chance at the consultation 11

Activity 4 – Preparing for option talk 12

Activity 5 – Option talk 16

Activity 6 – Role-play instructions 17

Activity 7 – Role-play debrief 18

Activity 8 – Next steps/Action planning 19

Appendices 20

Appendix 1 – Script from Activity 1 – A consultation with Eric Lane 20

Appendix 2 – Pharmacists’ briefs 22

References 27

3
 Learning with CPPE
Shared decision making – online workshop 1 – Workshop book

The Centre for Pharmacy Postgraduate Education (CPPE) offers a wide range of learning opportunities
in a variety of formats for pharmacy professionals from all sectors of practice. We are funded by Health
Education England to offer continuing professional development for all pharmacists and pharmacy
technicians providing NHS services in England. For further information about our learning portfolio,
visit: www.cppe.ac.uk.

1 2 3

We recognise that people have different levels of knowledge and not every CPPE programme is suitable
for every pharmacist or pharmacy technician. We have created three categories of learning to cater for
these differing needs:
1 Core learning (limited expectation of prior knowledge)
2 Application of knowledge (assumes prior learning)
3  upporting specialties (CPPE may not be the provider and will direct you to other
S
appropriate learning providers).

This is a 2 learning programme and assumes that you already have some knowledge of the
topic area.

Revalidation
You can use this programme to support revalidation and your continuing professional development
(CPD). Consider what your learning needs are in this area. For more information about revalidation and
to record your entries, visit: www.mygphc.org

Keeping up to date
To ensure this learning resource is up to date we will review it every year. A CPPE programme manager
will check through the material to ensure the content is current and relevant, and that the quality of the
learning experience is maintained. You will find the latest version of this resource on the CPPE website.

Feedback
We hope you find this learning resource useful for your practice. Please help us to assess its value and
effectiveness by completing the feedback form at your event, or by emailing us at: feedback@cppe.ac.uk

4
About this CPPE workshop resource

Shared decision making – online workshop 1 – Workshop book

You are about to take part in training so that you can acquire the knowledge, develop the skills and
demonstrate the behaviours needed to embed shared decision making as part of your pharmacy practice.

This book will support your learning during the workshop and provide you with a useful reminder of
the notes you have taken and the plans you have made. We have included activities at the workshop
to stimulate your thinking around shared decision making and help you to make this part of every
consultation.

The workshop will last for six and a quarter hours, with a one hour lunch break.

A note about web links

Where we think it will be helpful we have provided web links to take you directly to an article or specific
part of a website. However, we are aware that web links can change. If you have difficulty accessing any
web links we provide, please go to the organisation’s home page or your preferred internet search engine
and use appropriate key words to search for the relevant item.

5
 Overall aim
Shared decision making – online workshop 1 – Workshop book

The aim of this online workshop is to support you to apply the first two principles of the Three-talk
model - ‘team talk’ and ‘option talk’ - into your practice. This was covered in units 1 to 4 of the e-course
and is key to developing a shared-decision making approach.

Learning objectives
You can use our programmes to support you in building the evidence that you need for the different
competency frameworks that apply across your career. These will include your progression through the
membership stages of the Royal Pharmaceutical Society (RPS) Faculty.

As you work through the programme consider which competencies you are meeting and the level at which
you meet these. What extra steps could you take to extend your learning in these key areas?

After completing all aspects of this online workshop, you should be able to:

n use appropriate narrative, body language and actions which promote trust and build rapport during the
‘team talk’ and ‘option talk’ components of your consultations
n compare tools and techniques that can support you in understanding the patient’s perspective and
issues
n critique different methods used to communicate risks and benefits in the consultation
n describe how a decision aid can be used in practice
n examine consultations using observation and peer discussion
n apply option talk in your consultations to support informed choice.

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Activities

Shared decision making – online workshop 1 – Workshop book

Activity 1 – A consultation with Eric Lane
You are about to watch a consultation between Eric Lane and Louis, the clinical pharmacist. Here is an
excerpt from Eric’s GP records.

LANE, Eric (Mr) Born: 10 Feb (52 years old) Gender: Male

Demographics Marital status: Single

Ethnicity: White British
Occupation: Accountant

Allergies No known allergies

Medicines Acute
(one year ago) Co-amoxiclav 625 mg tablets, one three times
a day, 21 tablets
Repeat
(started two years ago) Lisinopril 20 mg, one at night, 28 tablets,
issued last week

Medical history Acute

(one year ago) Chest infection
Chronic
(two years ago) Hypertension managed with lifestyle changes
and ACE inhibitor.
Last blood pressure taken one year ago - 130/81.
Biochemistry test results always in range.

As you watch the consultation between Eric and Louis consider the following questions:

1. What went well in the consultation? (Illustrate your answer with the phrases that Louis
uses and behaviours that he displays.)

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Shared decision making – online workshop 1 – Workshop book

2. What could be improved? (Illustrate your answer with the phrases that Louis uses and
behaviours that he displays.)

3. H
 ow does this consultation compare to your style and technique? (Illustrate your answer
with the phrases that Louis uses and behaviours that he displays.)

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Activity 2 – Reviewing the consultation

Shared decision making – online workshop 1 – Workshop book

At the start of a consultation we focus on team talk. This is the first level
of our framework, which focusses on working with the other person to
build trust and establish their agenda. There may have been elements of
the consultation that align with the higher levels of our framework, but
remember that without working through the first level it would have been
difficult for Louis to establish Eric’s agenda.

Take a couple of minutes to reflect and compare your perception of how

the consultation went with Eric’s experience of the consultation. Then
consider the following questions.

1. What verbal and non-verbal cues did Eric give that suggested that he might have had
something else to say?

2. Why do you think that Louis missed these?

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Shared decision making – online workshop 1 – Workshop book

3. What could Louis do differently to ensure that Eric is comfortable to share his concerns?

4. If you were the pharmacist speaking with Eric what specific behaviours, words and
phrases would you use during the consultation to make it more person-centred? You may
want to refer back to your answers to Activity 1 and your Words and phrases bank that
you complied as part of your Learning journal – units 1 to 4.

10
Activity 3 – A second chance at the consultation

Shared decision making – online workshop 1 – Workshop book

We are now going to work through the consultation again. Consider
how we can build rapport with Eric using clinical empathy and LICEF
(Life, Ideas, Concerns, Expectations and Feelings).

Here is a space to record your notes during this activity.

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 Activity 4 – Preparing for option talk
Shared decision making – online workshop 1 – Workshop book

At this point we have looked at building rapport, clinical empathy and LICEF and
we will focus on the final block in the first level of our framework – identifying
issues as this will help us to prepare for the focus of this activity – option talk. Identifying
Now that we know what Eric’s real concern is, we can move on to thinking about issues
his issues.

Part 1: Identifying issues

Think about whether his issue is a knowledge issue or a perceived, practical or social
barrier, or a combination. Record your thoughts here.

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Part 2: Helping Eric to overcome his issues

Shared decision making – online workshop 1 – Workshop book

Now that we’ve established Eric’s issues, we are going to consider how
we can help him to address them. This takes us to the next two levels of
our framework, where we think about addressing knowledge issues
and perceptual, practical and social barriers. This is also a move
towards option talk.

We have identified the following options for Eric with appropriate

rationale.

Option 1 – stop taking his lisinopril

Advantages: no risk of undesirable effects from lisinopril.

Disadvantages: increased risk of hypertension and as a result, increased risk of associated
complications.
Other considerations: blood pressure can be managed through lifestyle changes although they may
not be as effective as taking a medicine.

Supporting information:

Taken from the NICE Clinical Knowledge summary Hypertension – not diabetic.1

Hypertension is the single biggest risk factor for cardiovascular disease and related disability. At least
half of all heart attacks and strokes are associated with hypertension.

The risk associated with increasing blood pressure is continuous, with each 2 mmHg rise in systolic
blood pressure associated with a 7 percent increased risk of mortality from ischaemic heart disease and
a 10 percent increased risk of mortality from stroke.

Correction of high blood pressure (by drug treatment or modification of lifestyle factors) reduces
these health risks. A systematic review and meta-analysis found that, in the populations studied, every
10 mmHg reduction in blood pressure resulted in

n A 17 percent reduction in coronary heart disease.

n A 27 percent reduction in stroke.
n A 28 percent reduction in heart failure.
n A significant 13 percent reduction in all-cause mortality.

Option 2 – remain on lisinopril

Advantages: treatment with lisinopril is already established, Eric’s blood pressure has been well
controlled, his dizziness has now stopped and impotence is uncommon with lisinopril.
Disadvantages: the risk of undesirable effects from lisinopril does not change.
Supporting information from Lisinopril 5 mg, 10 mg, 20 mg tablets - Information for the
user: Likelihood of impotence with lisinopril: uncommon – between 1 and 10 in every 1000.2

Option 3 Overleaf
2

13
Shared decision making – online workshop 1 – Workshop book

Option 3 – switch to an angiotensin receptor blocker (ARB), calcium channel blocker

(CCB) or diuretic
Advantages: no risk of undesirable effects from lisinopril, alternative medicine will help to control
hypertension. Blood tests are not usually needed with CCBs.3

Disadvantages: risk of undesirable effects from alternative medicine, will need to become familiar
with new medicine. Blood tests are usually needed with ARBs and diuretics.3

Supporting information:
Medicine class
ARB CCB Diuretic

Most common Negative impact on Peripheral oedema, Feeling light-headed

undesirable effects3 kidneys flushing, headaches on standing, low
and palpitations serum sodium or
potassium

Likelihood of most 1 or more people in 1 or more people in 1 or more people in

common undesirable every 100 every 100 every 100
effects3

Link to impotence Example of medicine Example of medicine Example of medicine

in class: losartan in class: amlodipine in class: indapamide

Likelihood of Likelihood of Likelihood of

impotence: impotence: impotence: between
uncommon – between 1 and 10 in every
Listed but frequency
1 and 10 in every 10,000.6
not known.4
1000.5

Now that you have looked at the options available to Eric, consider the following questions:

1. What is the best way to communicate these options to Eric?

NICE

14
 Shared decision making – online workshop 1 – Workshop book
2. What else you need to do to ensure that you are supporting Eric’s decision making? You
may want to think about the tools and techniques that you looked at in the e-course?
- Make sure he is well-informed
- Decision aid
- safety-netting, red flags, follow-up to come back

3. What specific behaviours, words and phrases would you use? You may want to refer to
your Words and phrases bank that you complied as part of your Learning journal –
units 1 to 4.

15
 Activity 5 – Option talk
Shared decision making – online workshop 1 – Workshop book

We will now be returning to the consultation at the point where Eric has revealed his main concern. Now
we will be moving on to option talk and working through the choices that are available to Eric.

Here is a space to record your notes during this activity.

16
Activity 6 – Role-play instructions

Shared decision making – online workshop 1 – Workshop book

In the afternoon we will consolidate everything that we have looked at
so far. In addition to team talk and option talk we will also look at
decision talk. This sees us move on to the final block in our framework
– making a decision.

In this role-play session you will take part in four scenarios.

Please make sure that you are the pharmacist for at least one
of these scenarios.

You have:
n 5 minutes to prepare for the consultation
n 10 minutes to undertake the consultation
n 15 minutes to go through feedback

You should decide who is playing the pharmacist as quickly as possible to allow
plenty of time to prepare for the scenario.

If you are the pharmacist in the roleplay

If you are happy type your email address into the chat so that your colleagues can email you your
feedback form.

Read your brief which can be found on one of the following pages. You can access them by clicking the
links below or turning to the relevant page:

Page 22: Scenario 1 Eleanor Rice – pharmacist’s brief – option to refer to a decision aid
Page 23: Scenario 2 Elliot Byers – pharmacist’s brief
Page 24: Scenario 3 Romy Groves – pharmacist’s brief
Page 25: Scenario 4 Gordon Christie – pharmacist’s brief – option to refer to a decision aid
Page 26: Scenario 5 John Rogers – pharmacist’s brief

If you are an observer in the roleplay

If you are an observer please don’t interrupt the roleplay until the end of the consultation.

Step 1 – Download the Observer’s roleplay feedback form here.

Step 2 – Complete the form with the pharmacist’s name and email address.
Step 3 – Decide with the other observers who will focus on each elements of the Three talk model.
Note that some consultations may involve decision aids.
Step 4 – Choose one observer to time and stop the consultation after 10 minutes.
Step 5 – Turn your microphone and camera off during the consultation.
Step 6 – As the consultation runs, take notes on the feedback form.
Step 7 – When finished, as the observers you should direct the feedback, see below.
Step 8 – Please share the feedback form with the pharmacist via email or privately via the chat.

When you are directing the feedback you should use Pendleton’s rules:7

1. Ask the pharmacist what they did well. Ensure that they identify the strengths of the performance and
do not stray into weaknesses.
2. Ask the actor when they are in role as the patient what they thought went well.
3. D
 iscuss what went well, adding your own observations. Again, keep to the strengths. Ask the actor to
share their thoughts out of role.
4. Ask the pharmacist to say what went less well and what they would do differently next time.
5. Ask the actor, when they are in role as the patient, to say what went less well and could be done
differently next time.
2

6. D
 iscuss what went less well, adding your own observations and recommendations. Ask the actor to
share their thoughts out of role.
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 Activity 7 – Role-play debrief
Shared decision making – online workshop 1 – Workshop book

We will now hear from the actors who played the patients in the role-play session. If they speak about
specific behaviours, words and phrases you may want to make a note of these below.

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Activity 8 – Next steps/Action planning

Shared decision making – online workshop 1 – Workshop book

Write down three actions you will take in your practice as a result of completing this online workshop.

1.

2.

3.

19
 Appendices
Shared decision making – online workshop 1 – Workshop book

Appendix 1– Script from Activity 1 – A consultation with Eric Lane

LOUIS: Hi Eric, I’m Louis, the practice pharmacist can you see and hear me okay?

ERIC: Hello, yes I can.

LOUIS: This may feel a little strange doing this online. Do let me know if you have any trouble seeing
and hearing me at any point. Can you confirm you full name and date of birth please?

ERIC: Eric Lane, 10 February

LOUIS: Great, so Eric, we’ve invited you in today to complete an annual review of your blood
pressure medicines. Does that sound okay?

ERIC: Yes, okay.

LOUIS: Okay Eric, I can see from your record that you take lisinopril. Is there anything else that you
take?

ERIC: No, just… just that one.

LOUIS: Anything that you buy from the pharmacy?

ERIC: Nope.

LOUIS: I can see from your notes that you have been measuring your own blood pressure at home.
Do you have a reading from today?

ERIC: Yes, I do, it’s 140 over 88.

LOUIS: 140 over 88. Just about in range, Eric. It’s gone up a bit from your last review though. Can
you think why that could be?

ERIC: Erm…

LOUIS: Sometimes stress can be a factor.

ERIC: Well work has been quite busy lately…

LOUIS: Right, yes, that could have contributed. And how about exercise? Are you finding time for
that?

ERIC: Yes, I’ve been getting out to play golf as much as I can on the weekends. Been trying to walk
more day to day as well.

LOUIS: Great, that’s great Eric. How about your diet?

ERIC: Yes, all good, I’ve been avoiding salt. Eating as much veg as I can.

LOUIS: Great. So with your blood pressure we aim for under 140/90 to give you the best results, and
you are just within that range.

Is everything going okay with your medicine?

ERIC: Yes… yes… fine.

LOUIS: Good. Has someone been through the effects of high blood pressure with you?

ERIC: Yes, stroke, heart attacks…

LOUIS: That’s right. I think that the plan going forward should be to see you again in about six
months just to check that your blood pressure hasn’t crept up any further. How does that
sound to you?

ERIC: Okay.

20
LOUIS: Great, I’ll get that booked in for you now and you will be sent the confirmation. Would you

Shared decision making – online workshop 1 – Workshop book

be happy with another online appointment?

ERIC: Yes, that’s fine.

LOUIS: Do you have any questions before you go?

ERIC: No… thank you.

LOUIS: No problem Eric. Goodbye.

ERIC: Thank you, bye.

21
 Appendix 2 – Pharmacists’ briefs
Shared decision making – online workshop 1 – Workshop book

Scenario 1 Eleanor Rice – pharmacist’s brief

You have just welcomed Eleanor Rice (played by the actor) onto the video consultation. Her date of birth
is 12 July and she is 41 years old. (For the purposes of this consultation please take the day and birth
month as identification.)

You know that she booked into your clinic this morning but do not know what she has come to talk to
you about.

Her records show that she is prescribed:

n Norgeston (levonorgestrel 30 micrograms) ONE daily, 210 (35x6) issued five months ago.

This is her only medicine, she has no health issues and her blood pressure has always been in range
during past appointments.

Eleanor has access to, but is not familiar with, The Contraception Choices website’s What’s right for
me? decision aid. You may or may not want to refer to this during the consultation. If you would like
Eleanor to look at this decision aid whilst you are talking to her please say “I’ve just sent you a link to
something called a decision aid, please open it up.” (You don’t need to send this link in real life as the
actor will have access to it.)

After around ten minutes one of your colleagues, who will be acting as an observer, will stop the
consultation to allow time to feed back.

When you are ready, start the consultation as you would do in your day-to-day practice.

Back to Role-play instructions

22
Scenario 2 Elliot Byers – pharmacist’s brief

Shared decision making – online workshop 1 – Workshop book

You are about to undertake a consultation with Elliot Byers (played by the actor). He is an ex-smoker.
His date of birth is 14 May and he is 73 years old. (For the purposes of this consultation please take the
day and birth month as identification.)

Elliot is meeting you for a review as he has just been discharged from hospital after an infective
exacerbation of chronic obstructive pulmonary disease (COPD).

He’s currently prescribed:

n Seretide 500 Accuhaler (fluticasone propionate/salmeterol), one dose, twice a day

n Salbutamol 100 easyhaler, two doses, when required

He had his inhaler technique checked in hospital and he can use his current inhalers well.

He doesn’t have any regular oral medicines prescribed.

The hospital consultant suggested switching from the Seretide to a triple therapy inhaler in Elliot’s
discharge letter. This is in line with NICE guidance.8 Your practice prescribes Trelegy Ellipta (dry
powder – fluticasone furoate/umeclidinium bromide/vilanterol).

After around ten minutes one of your colleagues, who will be acting as an observer, will stop the
consultation to allow time to feed back.

When you are ready, start the consultation as you would do in your day-to-day practice.

Back to Role-play instructions

23
 Scenario 3 Romy Groves – pharmacist’s brief
Shared decision making – online workshop 1 – Workshop book

You are undertaking a video call with Romy Groves (played by the actor), a residential home resident, to
talk about one of her medicines. The residential home staff have set up the video for Romy.

Romy has been discharged from hospital after a urinary tract infection (UTI). Her date of birth is 20
May, she is 83 years old. (For the purposes of this consultation please take the day and birth month as
identification.)

Her main health issue is heart failure and she has full capacity to make decisions. She was discharged a
week ago and has no residual confusion from the UTI.

The only change to her medicines on discharge is that she is now prescribed furosemide 20 mg tablets
for congestive symptoms. In an earlier call to set up this consultation, her carer explained that she is
deciding whether or not she wants to take this new pill.

Before you speak to Romy you check the rest of her prescription, acknowledge that her current
medicines are appropriate (based on her notes and test results) and decide that you don’t have anything
else that you feel needs to be discussed.

After around ten minutes one of your colleagues, who will be acting as an observer, will stop the
consultation to allow time to feed back.

When you are ready, start the consultation as you would do in your day-to-day practice.

Back to Role-play instructions

24
Scenario 4 Gordon Christie – pharmacist’s brief

Shared decision making – online workshop 1 – Workshop book

You have just welcomed Gordon Christie (played by the actor) onto a video consultation. His date of
birth is 14 February, he is 53 years old. (For the purposes of this consultation please take the day and
birth month as identification.)

You know that he has been booked into your clinic as he has high blood pressure.

His records show that he attended a nurses’ appointment two weeks ago. They arranged for ambulatory
blood pressure monitoring (ABPM) and saw Gordon for a follow up appointment, where they talked
through the peaks in blood pressure and compared it to Gordon’s diary. When they analysed the results
they found that Gordon’s daytime average blood pressure was above 150/95 mmHg and made the
referral to you.

Gordon has been signposted to the following decision aid. You may or may not want to refer to it
during the consultation: How do I control my blood pressure? Lifestyle options and choice of
medicines Patient decision aid.

Gordon is prescribed the following:

n Ramipril 10 mg at night

n Amlodipine 10 mg at night

These are his only medicines, he has no other health issues. He has normal renal function and his
biochemistry results have always been in range.

After around ten minutes one of your colleagues, who will be acting as an observer, will stop the
consultation to allow time to feed back.

When you are ready, start the consultation as you would do in your day-to-day practice.

Back to Role-play instructions

25
 Scenario 5 John Rogers – pharmacist’s brief
Shared decision making – online workshop 1 – Workshop book

You have just welcomed John Rogers (played by the actor) into your consultation room. His date of
birth is 13 April, he is 54 years old. (For the purposes of this consultation please take the day and birth
month as identification.)

You know that he booked into your clinic this morning but do not know what he has come to talk to
you about.

His records show that he has no medicines prescribed and no significant medical history.

After around ten minutes one of your colleagues, who will be acting as an observer, will stop the
consultation to allow time to feed back.

When you are ready, start the consultation as you would do in your day-to-day practice.

Back to Role-play instructions

26
References

Shared decision making – online workshop 1 – Workshop book

1. National Institute for Health and Care Excellence. Clinical Knowledge Summary: Hypertension –
not diabetic. September 2020.
https://cks.nice.org.uk/hypertension-not-diabetic#!backgroundSub:3

2. Milpharm Limited. Patient information leaflet: Lisinopril. November 2019.

www.medicines.org.uk/emc/files/pil.7143.pdf

3. National Institute for Health and Care Excellence. Patient decision aid: how do I control my blood pressure?
August 2019. www.nice.org.uk/guidance/ng136/resources/how-do-i-control-my-blood-
pressure-lifestyle-options-and-choice-of-medicines-patient-decision-aid-pdf-6899918221

4. Milpharm Limited. Summary of product characteristics: Losartan potassium. October 2015.

www.medicines.org.uk/emc/product/7060/smpc

5. Kent Pharmaceuticals. Summary of product characteristics: Amlodipine. August 2013.

www.medicines.org.uk/emc/product/2114/smpc

6. Special Concept Development. Patient information leaflet: Indapamide. May 2016.

www.medicines.org.uk/emc/files/pil.9470.pdf

7. GP Training Net. Pendleton’s rules.

www.gp-training.net/training/educational_theory/feedback/pendleton.htm

8. National Institute for Health and Care Excellence. Guideline 115. Chronic obstructive pulmonary disease
in over 16s: diagnosis and management. July 2019. www.nice.org.uk/guidance/ng115/

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member of our customer services team will be happy to help
you with your enquiry.

Email
info@cppe.ac.uk

Telephone
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Centre for Pharmacy Postgraduate Education (CPPE)
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