Non-medical prescribing assessment: an evaluation of a nationally agreed multi method approach

Ruth E. Paterson , Susan G. Redman , Rachel Unwin, Evelyn McElhinney, Michael McPhee, Frances Downer

Research output: Contribution to journalArticle

Abstract

In the United Kingdom, legislation permits nurses and allied health professionals to prescribe for patients within their care. Preparation for this role includes learning, teaching and assessment that is embedded in practice, supervised by a designated medical practitioner (DMP) and evidenced in a reflective learning in practice portfolio.
Aim: The objectives were to explore; (1) which assessment in the practice portfolio was ranked most valuable in terms of achieving safe, effective prescribing practice and, (2) whether a practice based assessment (SDEP) was an acceptable alternative to an Observed Simulated Clinical Examination (OSCE).Methods: Online surveys were conducted and follow up semi structured telephone interviews were conducted across 5 universities in Scotland with students, DMPs and line managers.
Results: Students ranked the learning log most valuable and DMPs and line managers ranked the SDEP most valuable. Survey and follow up interviews suggested that the portfolio provided the opportunity to develop prescribing skills and knowledge relevant to their specific clinical speciality. There was agreement amongst all participants that clinical assessment in the practice portfolio effectively enable non-medical prescribing students to evidence prescribing competence.
Summary: The novel use of the SDEP and reflective summary offers a viable alternative to an OSCE and was viewed as one of the most valued components of the assessment strategy.
Original languageEnglish
Pages (from-to)280-286
Number of pages7
JournalNurse Education in Practice
Volume16
Issue number1
Early online date19 Oct 2015
DOIs
Publication statusPublished - Jan 2016

Fingerprint

Learning
Students
evaluation
Interviews
Allied Health Personnel
Scotland
Legislation
Mental Competency
Teaching
Nurses
manager
learning
examination
student
telephone interview
online survey
health professionals
nurse
legislation
Surveys and Questionnaires

Keywords

  • non-medical prescribing
  • practice assessment
  • portfolio
  • interprofessional
  • work-based learning

Cite this

Paterson , Ruth E. ; Redman , Susan G. ; Unwin, Rachel ; McElhinney, Evelyn ; McPhee, Michael ; Downer , Frances . / Non-medical prescribing assessment: an evaluation of a nationally agreed multi method approach. In: Nurse Education in Practice . 2016 ; Vol. 16, No. 1. pp. 280-286.
@article{c8ebd0cfe1bf40f6bb40dd3cac31f7ce,
title = "Non-medical prescribing assessment: an evaluation of a nationally agreed multi method approach",
abstract = "In the United Kingdom, legislation permits nurses and allied health professionals to prescribe for patients within their care. Preparation for this role includes learning, teaching and assessment that is embedded in practice, supervised by a designated medical practitioner (DMP) and evidenced in a reflective learning in practice portfolio.Aim: The objectives were to explore; (1) which assessment in the practice portfolio was ranked most valuable in terms of achieving safe, effective prescribing practice and, (2) whether a practice based assessment (SDEP) was an acceptable alternative to an Observed Simulated Clinical Examination (OSCE).Methods: Online surveys were conducted and follow up semi structured telephone interviews were conducted across 5 universities in Scotland with students, DMPs and line managers.Results: Students ranked the learning log most valuable and DMPs and line managers ranked the SDEP most valuable. Survey and follow up interviews suggested that the portfolio provided the opportunity to develop prescribing skills and knowledge relevant to their specific clinical speciality. There was agreement amongst all participants that clinical assessment in the practice portfolio effectively enable non-medical prescribing students to evidence prescribing competence.Summary: The novel use of the SDEP and reflective summary offers a viable alternative to an OSCE and was viewed as one of the most valued components of the assessment strategy.",
keywords = "non-medical prescribing , practice assessment, portfolio, interprofessional, work-based learning",
author = "Paterson, {Ruth E.} and Redman, {Susan G.} and Rachel Unwin and Evelyn McElhinney and Michael McPhee and Frances Downer",
note = "Acceptance from VoR",
year = "2016",
month = "1",
doi = "10.1016/j.nepr.2015.10.008",
language = "English",
volume = "16",
pages = "280--286",
journal = "Nurse Education in Practice",
issn = "1471-5953",
publisher = "Elsevier B.V.",
number = "1",

}

Non-medical prescribing assessment: an evaluation of a nationally agreed multi method approach. / Paterson , Ruth E.; Redman , Susan G.; Unwin, Rachel; McElhinney, Evelyn; McPhee, Michael ; Downer , Frances .

In: Nurse Education in Practice , Vol. 16, No. 1, 01.2016, p. 280-286.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Non-medical prescribing assessment: an evaluation of a nationally agreed multi method approach

AU - Paterson , Ruth E.

AU - Redman , Susan G.

AU - Unwin, Rachel

AU - McElhinney, Evelyn

AU - McPhee, Michael

AU - Downer , Frances

N1 - Acceptance from VoR

PY - 2016/1

Y1 - 2016/1

N2 - In the United Kingdom, legislation permits nurses and allied health professionals to prescribe for patients within their care. Preparation for this role includes learning, teaching and assessment that is embedded in practice, supervised by a designated medical practitioner (DMP) and evidenced in a reflective learning in practice portfolio.Aim: The objectives were to explore; (1) which assessment in the practice portfolio was ranked most valuable in terms of achieving safe, effective prescribing practice and, (2) whether a practice based assessment (SDEP) was an acceptable alternative to an Observed Simulated Clinical Examination (OSCE).Methods: Online surveys were conducted and follow up semi structured telephone interviews were conducted across 5 universities in Scotland with students, DMPs and line managers.Results: Students ranked the learning log most valuable and DMPs and line managers ranked the SDEP most valuable. Survey and follow up interviews suggested that the portfolio provided the opportunity to develop prescribing skills and knowledge relevant to their specific clinical speciality. There was agreement amongst all participants that clinical assessment in the practice portfolio effectively enable non-medical prescribing students to evidence prescribing competence.Summary: The novel use of the SDEP and reflective summary offers a viable alternative to an OSCE and was viewed as one of the most valued components of the assessment strategy.

AB - In the United Kingdom, legislation permits nurses and allied health professionals to prescribe for patients within their care. Preparation for this role includes learning, teaching and assessment that is embedded in practice, supervised by a designated medical practitioner (DMP) and evidenced in a reflective learning in practice portfolio.Aim: The objectives were to explore; (1) which assessment in the practice portfolio was ranked most valuable in terms of achieving safe, effective prescribing practice and, (2) whether a practice based assessment (SDEP) was an acceptable alternative to an Observed Simulated Clinical Examination (OSCE).Methods: Online surveys were conducted and follow up semi structured telephone interviews were conducted across 5 universities in Scotland with students, DMPs and line managers.Results: Students ranked the learning log most valuable and DMPs and line managers ranked the SDEP most valuable. Survey and follow up interviews suggested that the portfolio provided the opportunity to develop prescribing skills and knowledge relevant to their specific clinical speciality. There was agreement amongst all participants that clinical assessment in the practice portfolio effectively enable non-medical prescribing students to evidence prescribing competence.Summary: The novel use of the SDEP and reflective summary offers a viable alternative to an OSCE and was viewed as one of the most valued components of the assessment strategy.

KW - non-medical prescribing

KW - practice assessment

KW - portfolio

KW - interprofessional

KW - work-based learning

U2 - 10.1016/j.nepr.2015.10.008

DO - 10.1016/j.nepr.2015.10.008

M3 - Article

VL - 16

SP - 280

EP - 286

JO - Nurse Education in Practice

JF - Nurse Education in Practice

SN - 1471-5953

IS - 1

ER -