FACULTY OF HEALTH AND LIFE SCIENCES Department of …placementconnect.coventry.ac.uk/images/.../general_information/stu… · Student Handbook for: Certificate in Non-Medical Prescribing

386CPD 387CPD Non-Medical Prescribing (Degree) Jan 2012

FACULTY OF HEALTH AND LIFE SCIENCES Department of Nursing and Health Studies Student Handbook for: Certificate in Non-Medical Prescribing (Degree) 386CPD/ 387CPD

September 2012

Faculty of Health and Life Sciences 1


CONTENTS

Welcome 3

Teaching and Learning throughout the course 3

Course Structure 4

Your programme of study 4

Course Assessment 4

Progressing through the course 4

Module attendance 5

Support mechanisms throughout the course 5

CU-Online 5

Centre for Academic Writing 6

Boards 7

Resources available to support your studies 7

Students‟ Union 7

The Graduate and CPD Centre 7

Library Services 7

Photocopying 7

Other services 8

Module Guide 386CPD 11

Aims and Objectives of the Programme 11

Course structure and methods of assessment 16

Assessment Schedule 16

Module Resources 19

Contact Details 20

Overview of weekly content 21

Module Guide 387CPD 24

Aims and Objectives of the programme 24

Course structure and methods of assessment 29

Assessment schedule 29

Module Resources 31

Preparation of medical supervisors 33

Role of the supervising medical supervisor 33

Patient Safety 34



Fitness to Practice 34

Referencing and plagiarism 35

Submission of Coursework 36

Contact details 39

Overview of weekly content 40

Appendices:

Appendix 1 Undergraduate marking criteria

Appendix 2 OSCE/VIVA marking criteria

Appendix 3 Portfolio marking criteria

Appendix 4 Portfolio mapping exercise

Appendix 5 Practice Competency marking grid

Appendix 6 Supervised Practice direct contact hour‟s log

Appendix 7 Learning contract

Essential information for ALL students 59

Annexes

Annex 1 Turnitin in UK Moodle Integration Student User Manual

Annex 2 A short guide to using SOLAR

Annex 3 Assignment Handling Office Guidance

Annex 4 Guidelines for students on the presentation and submission of

assignments

Annex 5 Letter from Faculty Registrar re removal of Late Penalty

Annex 6 HLS Criteria for the Assessemnt of Coursework for post graduate

students – level 4 assessment criteria – level 4 grid

Annex 7 Confidentiality Guidelines for student‟s assessed work

Annex 8 Student forum information

Annex 9 Student support (Includes disability)

Annex 10 Refund Policy



Welcome Welcome to the Non-medical prescribing programme. We hope you enjoy your studies here at the Faculty of Health

and Life Sciences. This course is designed to meet the continuous professional development (CPD) needs of registered health and social care professionals including nurses, midwives, public health workers and emergency care supervisors. The course aims to provide a mix of theoretical and clinical modules that are relevant to current clinical practice and the changing context of health care delivery Teaching and Learning throughout the Course During the course you will pursue knowledge and understanding, cognitive and practical skills, and transferable skills related to the world of work in health and social care and university education. These skills are identified as: Knowledge and Understanding Academic norms and abilities for

study at degree level and beyond

The policy context of research and evidence based practice in underpinning health care

The theoretical and clinical basis of a defined area of practice

Current issues in health care

practice Cognitive Thinking skills Critically appraise published

research and analyse its relevance to evidence based practice

Articulate and justify decision

making and problem solving

processes associated with professional practice

Appraise, monitor and evaluate own practice utilizing reflection

Practical Skills

Critically evaluate practices that promote and sustain inter-professional working

Demonstrate professional skills in a specific area of clinical health care practice (pathway specific)

Transferable skills Study independently, taking

responsibility for lifelong learning and professional development

Manage time and prioritise work

loads

Evaluate own academic and professional performance

Work as part of an inter-

professional team

Engage in personal development planning activities

Utilise Information Technology to enhance personal development

Present information to colleagues and peers in a formal situation orally, in writing and electronically

Search and retrieve information from a variety of sources in order to gain coherent understanding of theory and practice.


Course Structure Your Course is delivered in a flexible way offering full or part time ways of studying. Each university year comprises of three terms: Session 1 Autumn -September to

January Session 2 Spring - January to April Session 3 Summer May to September The modules All modules are based on 20 CATS points with modules involving 200 hours of student effort Your programme of study 386 CPD Non-Medical Prescribing (Degree) 1 This is the first module studied within the non-medical prescribing course and comprises 12 days of theoretical content delivered in the classroom by lecturers and pharmacists with a further 10 days facilitated and self directed learning using online resources delivered through MOODLE ( access to Moodle will be available from registration onto the module) This module is delivered over a 10 week period. You will be provideded with a time table of the teahcing sessions/room allocation and times of attendance on commencement of the programme. 387CPD Non-Medical Prescribing (Degree) 2 This is the second module within the non-medical prescribing (degree) programme and comprises 12 days of supervised practice (equating to 78 hours). The supervised practice is spent with a Designated medical practioner identified prior to the commencement of the course. There are also 4 days within the module where you will be required to attend

University for taught study days, plus 1 day for the OSCE exam. The course programme must be completed within 1 year to comply with NMC standards of proficiency for nurse and midwifery prescribers (2006) Course Assessment Each of the modules is assessed in a variety of different ways. Some modules have more than one assignment but they have been carefully designed to ensure the total assessment in each module is equivalent. For example assessments may be in the form of an exam, written essay, Observed structured clinical exam (OSCE) which enable you to demonstrate that you are a competent supervisor. At the end of the course you will complete a portfolio which includes reflective writing related to your learning from experience to demonstrate your progression through the course. The assessments are generally designed to enable you to develop your academic writing skills, IT skills, presentation skills and critical thinking skills. Each one is linked to the module learning outcomes which in turn contribute towards the overall „course‟ outcomes described on page one. The specific details of the assessments for the module you are studying will be outlined in the module guide. Extenuating Circumstances Handing in a piece of coursework, or completing an examination attendance slip or assignment declaration form acts as a declaration that you consider yourself to be fit to make a valid attempt at the assessment. No claim of extenuating


circumstances will subsequently be accepted. If extenuating circumstances have a significant effect on your ability to complete an assessment task, you may be eligible for an extension or deferment provided that you follow the appropriate university procedures and provide evidence related to the circumstances that have hindered your ability. See Essential information for all postgraduate degree students for further information. Progressing through the Course Please note that if you are undertaking this programme as part of a BSc degree programme you will not be able to accept the award of Certificate in Non-Medical Prescribing (Degree), however, you will be eligible upon successful completion to have your name forwarded to the NMC/HPS as an independent prescriber for registration. . Failure to Progress You may fail to progress for the following reasons:

Failure to achieve academic requirements

Ill health Professional suitability (on practice-

related modules) Module Attendance It is your responsibility to inform the (Module Leader/Administration staff) if you are unable to attend lectures/seminars. Marking criteria See Essential information for all postgraduate degree students for further information. Support mechanisms throughout the course

During the programme the following people will support you:

The Course Director Module Leaders Course Director This person is responsible for your course and its programme of studies. He/she will organise and plan the course and will attend Assessment and Boards of Study. Module Leader Each module within the course is led by a „Module Leader‟ who will provide you with the following: Module Study Guide which will contain; Module reading list (in addition to

module descriptor)

Relevant Seminar / Group work activities information (if appropriate)

Coursework/assessment brief and guidelines

Submission dates for coursework/assessment

Module Timetable

NB module descriptors are available to students via the Module Information Directory, which is accessed by the University Inter/Intranet. Feedback regarding coursework/assessments Organise/provide tutorial support for students who are resubmitting coursework/assessments CU-Online In addition to this each Module Leader will provide a specific On-Line environment which conforms to or exceeds minimum standards for this facility called CU-Online. If you experience problems logging on to CU Online, or you are experiencing


password or browser problems, please refer to the CU Online help website at: http://cuba.coventry.ac.uk/cuonlinehelp/login/ Centre for Academic Writing Students will also have access to the facilities of the Centre for Academic Writing which gives generic advice on all types of academic writing and caters for students of all abilities. Changes in circumstance During the course you are required to notify the course director of any changes to your health status. Should you acquire a criminal record, you must notify your course director immediately. Having a voice

Coventry University encourages students to participate in the evaluation of the programme of studies. Your comments are extremely

important to us and we welcome all constructive criticism. Wherever possible we will make every effort to address any concerns brought to our attention. Mechanisms for evaluating programmes Informally during the module or course you are free to raise issues with module leaders or the course director. More formally there are several different ways in which you can evaluate and comment upon your programme of studies: Module and course evaluation forms

Student Forum Boards of Study Faculty Board

See Essential information for all postgraduate degree students for further information.

Module and course evaluation Towards the end of each module and at the completion of the course you will be asked to complete online an evaluation form. These forms are very important as they provide you with the opportunity to comment (via a grading process) upon the quality of teaching, learning resources provided and assessment whilst undertaking the module. However, they are only available via CU Online. The forms are processed and a composite report of everyone‟s anonymous comments is produced. Each module and course director presents these reports to the CPD Board of Study comprising of teachers who provide your lectures and practice support. The CPD Board of Study will implement an action plan to address any specific quality issues identified by students. As you can appreciate, if you do not complete these forms, or complete them incorrectly, it will be difficult to have your concerns addressed. However they are only available via CU Online. We encourage honest, specific and constructive comments. Boards CPD Board of Study This Board is made up of Course Directors, Module Leaders, student representatives and library representatives. It is responsible for monitoring quality of the course. This Board considers all issues raised at Course Consultative Committees and those raised by teachers with regard to the programmes of study. It will identify and implement actions that may be required for either monitoring or improving a programme of study. Issues that fall outside their remit may be passed on to the Faculty Board.

http://cuba.coventry.ac.uk/cuonlinehelp/login/

http://cuba.coventry.ac.uk/cuonlinehelp/login/


Faculty Board This comprises of heads of subject in the faculty, representatives from teachers, students, library, and IT across the faculty; the Dean of the Faculty of Health and life Sciences chairs the Faculty Board. All matters related to the course, teaching and assessing, and the CPD Assessment Board issues are brought to this committee. Anything that cannot be resolved at this level will be forwarded to the Academic Board. See Essential information for all postgraduate degree students for further information. Resources available to support your studies These include:

Student‟s Union Student services European Office Library IT Catering Accommodation Students’ Union The Students‟ Union building can be found on Cox Street. It offers advice and guidance to all students of the university and comprises elected students who represent student views on various university bodies. You will have the opportunity to join the Students‟ Union and enjoy the benefits of membership. You will be introduced to the chair of the Students‟ Union during the induction event; s/he will provide details of facilities available to members. The Graduate and CPD Centre Coventry University‟s new Graduate and CPD Centre, based in the Jaguar Building,

provides a dedicated range of services for Postgraduate (taught and research) students offering facilities and activities specifically designed for the Postgraduate and CPD community. The role of the Centre is to provide an opportunity for students to step outside their Faculty/School into the larger Postgraduate and CPD community by providing a central point of contact for Postgraduate enquiries and admissions (home and EU); it does not replace the role of the individual Faculty/School to which the student belongs. The School of Lifelong Learning, the E-Learning Unit and the Registry Research Section also form part of the Graduate and CPD Centre.

Facilities

Fully staffed reception area for all Postgraduate and CPD enquiries

Dedicated social space - Café, Student Lounge with games area and TV screens, plus an enclosed garden

Teaching and conference rooms including six seminar/meeting rooms, fourteen classrooms and two computer rooms

Pay telephones, fax and photocopying services

Quiet study areas

Student Support Officer Trips and events

Opening Hours

8.30am to 10.00pm, Monday to Friday

For further information, e-mail [email protected]

The European Office This office provides guidance and advice to students from outside of the UK. Library Services The Lanchester Library is a distinctive building located just off the main campus.

mailto:[email protected]


It has café facilities and a Waterstones bookshop right opposite. The subject librarian for your course is Mr. Dave Guest, and he can be located at the desk on the 2nd floor. The library opening times during term time (Oct – July) are: Monday to Thursday 0845 – Midnight (issue desk closes at 2045 but automated issuing has recently been introduced Friday 1000 – Midnight (issue desk closes at 2045) Saturday 1000 – 1700 Sunday 1300 – 1700 Please note: these hours apply during term time only. Summer and holiday opening times vary and you should refer to notices placed around the Faculty and Library or web site for further information. Information about library services may be obtained from the library website at: http://www.library.coventry.ac.uk/ Or telephone: 02476 887575 Renewals can be made via telephone on: 02476 887555 Photocopying Black and white photocopiers are available for student use in the University Library. You can purchase rechargeable cards in the university library. Other services The library offers many other services, for more information visit the library website. Car Parking Unfortunately the University does not offer car parking facilities for students.

However, there are several public car parks located near the city centre.

Information Technology If you wish to use computer facilities you may go into any open access IT laboratory on

the university campus. There is also computer access in the library (basement) available outside of normal opening hours. During induction you will be introduced to the university intranet service and CU-Online. These services enable you to find information about your programme of studies, library resources and the university, quickly and efficiently. Catering The campus provides a wide range of catering services for students including: Chapters Cafe (Library) Start-Up Cafe (Main Campus) The Phoenix (George Elliott Building) The Sandwich Shop (Richard Crossman Building) The Riley Lounge (Richard Crossman Building) Details of other outlets and provision of catering for functions can be found on the university website. Support for students with disabilities We welcome students with disabilities. We recognise that education is a right for all who can benefit from it and that students with disabilities have an equal right of access to higher education. Staff recognise that individuals are the best source of expertise about themselves and their needs. Car parking spaces for disabled users are available outside most of the University‟s academic and support service buildings. These spaces are clearly marked and you will need to display a University permit in addition to your blue badge. To obtain a

http://www.library.coventry.ac.uk/


permit you will need to provide the Disabilities Office with the registration information of your car, a photocopy of your blue badge details and a note of the buildings within which you are asked. If you have a temporary disability or medical condition you may be offered a permit for the University‟s pay-and-display car park, but strictly on a first-come-first-served basis, you will be asked to provide medical evidence to support your application to the University Secretary for this short-term facility. The university runs a Disabilities Office to support disabled students. If you require details of services offered you can contact the office on 024 76 88 8670. Counselling service This service provides support for students who feel that things are getting on top of them for whatever reason. The counselling service will help you to look for a way forward. The service is confidential and is located in the Student Centre building. Opening times are: Term time Mon – Thurs: 0900 – 1900 Fri: 0900 – 1700 Out of term time Mon – Fri: 0900 – 1700 Financial support whilst studying The staff in the Student Funding Office will help you explore all the different sources of funding available. For further information and guidance regarding the student support arrangements contact the Student Funding Office in the Student Centre building, or on 02476 152041 Funding office is open weekdays from 0900 – 1700 (except Wednesday 10.30 – 17.00) Referencing This is an area that causes concern for

many students but there is plenty of support to help you get it right. During your studies you will be expected to reference all academic writing. The Faculty has adopted the Harvard method of referencing and the Centre for Academic Writing offers training on using this method. Who do I ask when I need help? If you are experiencing problems or can‟t continue with your programme, your first point of contact should be your a module leader or the Course Director. They may be able to assist or refer you to the appropriate source of advice. Interruptions/break in studies from the course There are several reasons as to why this may occur and this course is designed to accommodate such circumstances. The course rules allow you to study for the award of Degree over a five year period. You should approach the Course Director who can advise you if required. However, the course programme must be completed within 1 year to comply with NMC standards of proficiency for nurse and midwifery prescribers (2006)Problems with CU-Online If you experience problems logging on to CU-Online you can contact the administrators on: [email protected] Important information about the Coventry University Student Email Account. From September 2009, your University email account will be delivered through Microsoft‟s Windows Live Service (Live@EDU). This will give you far more features and services than you have at



present with our Coventry University Email Service. These additional features and services include: 10G Mailbox Size 20mb attachments. The URL to access the new email service is https://www.outlook.com All student email addresses will follow the new format of: <username>@uni.coventry.ac.uk New students will automatically go to the new email service and will be able t to use the new service as soon as they enrol. Students can elect to forward email on to other accounts such as Hotmail, Yahoo and Gmail. For more details please refer to the Coventry University website: www.coventry.ac.uk Click on Cu Portal at the bottom of the page, go to the section ITS News and click on „Setting Up Forwarders‟ Enjoy your studies The university campus is a lively and bustling environment with many activities available for students. Being located in the City Centre, this adds to the convenience for busy professional people. Information on activities can be found in the Student Union building. We hope that you will enjoy your time here at the university and leave the course satisfied with the environment in which you have studied and the new learning which you will have achieved.

https://www.outlook.com/

http://www.coventry.ac.uk/

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386CPD/387CPD September 2012

AIMS AND SUMMARY OF THE PROGRAMME 386CPD Non-Medical Prescribing (Degree) 1 This module aims to prepare independent non-medical prescribers for their roles and responsibilities within the practice setting. This is the first of two modules which focuses upon the theoretical elements which underpins the practice of prescribing. The second module builds on the theoretical concepts to consider the clinical context of prescribing. These degree level modules adhere to professional body requirements for prescribing courses (NMC, 2006 and HPC, 2004). Module Size and Credits

Module Size Single

CATS points 20

ECTS credits 10

OPEN/Restricted Restricted

Availability On/Off campus On campus only

Total Study Hours 200 hrs

Number of weeks 10

School responsible Faculty of Health and Life Sciences

Academic Year 1-Aug-2011

Entry Requirements:

Applicants to the programme must provide evidence that they have met the following criteria for eligibility to undertake an independent/supplementary prescribing programme. The eligibility criteria are:

A registered first level nurse, midwife or specialist community public health nurse or registered eligibly AHP.

Have at least 3 years experience as a practising nurse, midwife or specialist community public health nurse or registered eligible AHP.

Be deemed competent by the employer to undertake the programme. Of the 3 years experience the preceding year to application must be spent in the

clinical field in which they wish to prescribe.

Provide evidence via the APEL process of ability to study at a minimum academic level 3

Provide evidence of their ability to undertake and holistic health assessment and determine diagnosis prior to accessing the programme. (the University provides modules of study on holistic health assessment to facilitate this)

An appraisal of the student‟s suitability to prescribe prior to commencement of the programme must be confirmed by the employer.

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Excluded Combinations

360CPD

361CPD

Composition of module mark

PASS/FAIL Coursework 1, PASS/FAIL Course work 2, and 100% Coursework 3

Pass requirements: CW1 must be 100% CW2 must be 80%, CW3 must be 40%

Special features: None Course stages for which this module is mandatory

HLSH0004 Certificate stage 1 Non-medical prescribing Course stages for which this module is a core option

HLSU 029 BSc stage 3 Professional Practice (Mental Health)

HLSU 088 BSc stage 3 Professional practice (Cancer care and Palliative Care)

HLSU 026 BSc stage 3 Professional practice (Acute and Critical Care)

HLSU 028 BSc stage 3 Professional practice (Emergency Care)

HLSU 025 BSc stage 3 Professional practice (Public Health)

HLSU 005 BSc stage 3 Professional practice (Long-Term Conditions)

HLSU 027 BSc stage 3 Professional practice (Women, Children and Young People)

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Teaching, Learning and Assessment Intended Learning Outcomes: 386CPD Non-Medical Prescribing (Degree)1

On completion of this programme the student must be able to demonstrate competence in the following areas:

1. Undertake an holistic assessment and consultation with patient/clients, clients,

parents and carers

2. Conduct and evaluate a thorough medication history including current medication (including over-the-counter, alternative and complementary health therapies) to inform diagnosis

3. Undertake an appropriate clinical history, utililising clinical assessment skills and

make an appropriate decision based on that assessment to either diagnose or refer, having considered the legal, cognitive, emotional and physical differences between children and adults.

4. Examine and analyze relevant research and legislation to the practice of

nurse/midwife/AHP prescribing, appraise and use sources of information/advice and decision support systems in prescribing practice

5. Identifies and appraise the influences that can affect prescribing practice, and

demonstrate an understanding of managing prescribing practices in an ethical way

6. Evaluate and apply knowledge of drug actions in prescribing practice

7. Describe and differentiate the roles and relationships of others involved in

prescribing, supplying and administering medicines, safely, appropriately and cost effectively

8. Practise within a framework of professional accountability and responsibility

9. Develop a clinical management plan within legislative requirements

(supplementary prescribing only)

Indicative content for the programme:

In order to meet the learning outcomes the following areas of study are incorporated into the curriculum. Students must demonstrate knowledge and competence as prescribers in these areas appropriate to their level of responsibility.

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Consultation, Decision making and therapy, including referral

Models of consultation

Accurate assessment, history taking, communication and consultation with

patients/clients and their parents/carers

Concepts of working diagnosis or best formulation

Development of a management plan and/or clinical management plan

Confirmation of diagnosis/differential diagnosis – further examination,

investigation, referral for diagnosis

Prescribe, not to prescribe, non-drug treatment or referral for treatment

Numeracy and drug calculations

Stopping medication prescribed by others

Medicines review

Influences on, and psychology of, prescribing

Patient/client demand, and preference vs patient/client need – knowing

when to say „no‟

External influences, for example companies or colleagues

Patient/client partnership in medicine-taking, including awareness of

cultural and ethnic needs

Concordance as opposed to compliance

Achieving shared understanding and negotiating a plan of action

Prescribing in a team context

Rationale, adherence to and deviation from national and local guidelines,

local formularies, protocols, policies, decision support systems and

formulae

Understanding the role and functions of other team members

Documentation with particular reference to communication between team

members, including electronic prescribing

Auditing, monitoring and evaluating prescribing practice

Interface between multiple prescribers and management of potential

conflict

Budgets and cost effectiveness

Dispensing practice issues

Clinical pharmacology, including the effects of co-morbidity

Pharmacology, including pharmaco-dynamics, pharmaco-kinetics,

pharmaco-therapeutics

Anatomy and physiology as applied to prescribing practice

Basic principles of drugs to be prescribed, for example absorption,

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distribution, metabolism and excretion including adverse drug reactions

(ADR)

Patient/client compliance, concordance and drug response

Impact of physiological state on drug responses and safety, for example, in

elderly people, neonates, children and young people, pregnant or

breastfeeding women

Pharmaco-therapeutics related to controlled drugs

Evidence-based practice and clinical governance in relation to nurse prescribing


protocols, policies, decision support systems and formulae

Continuing professional development – role of self and role of the

organisation

Management of change

Risk assessment and management, including safe storage, handling and

disposal

Clinical supervision

Reflective practice/peer review

Critical appraisal skills

Auditing practice and scrutinising data, systems monitoring

Identify and report adverse drug reactions and near misses

Prescribing controlled drugs

Prescribing and administering

Prescribing and dispensing

Legal, policy and ethical aspects

Sound understanding of legislation that impacts on prescribing practice

Legal basis for practice, liability and indemnity

Legal implications of advice to self-medicate including the use of alternative

therapies, complementary therapy and over-the-counter (OTC) medicines

Safe-keeping of prescription pads, action if lost, writing prescriptions and

record keeping

Awareness and reporting of fraud (recommendations from the Shipman

Inquiry, Fourth Report)

Drug licensing

Yellow Card reporting to the Committee of Safety on Medicines (CSM) and

reporting patient/client safety incidents to the National Patient Safety

Agency (NPSA)

Prescribing in the policy context

Manufacturer‟s guidance relating to literature, licensing and off-label

ethical basis of intervention

informed consent, with particular reference to client groups in learning

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disability, mental health, children, critically ill people and emergency

situations

legal implications and their application to supplementary prescribing

Professional accountability and responsibility

The NMC code of professional conduct: standards for conduct,

performance and ethics

NMC Standards for prescribing practice

Ethical recommendations from the Shipman Inquiry, Fourth Report

Accountability and responsibility for assessment, diagnosis and prescribing

Maintaining professional knowledge and competence in relation to

prescribing

Accountability and responsibility to the employer

Prescribing in the public health context

Duty to patient/clients and society

Policies regarding he use of antibiotics and vaccines

Inappropriate use of medication, including misuse, under-use and over-use

Inappropriate prescribing, including over-prescribing and under-prescribing

Access to health care provisions and medicines

Prescribing in its broadest sense, for example exercise

Teaching and Learning

For the 386CPD module students will be taught and learn about the theoretical concepts associated with prescribing practices. This will be delivered via: lectures, tutorials, workshops, seminars (12 days) and facilitated online learning and guided study which will be used to achieve the course aims (10 days).

Method of Assessment

The methods of assessment are in line with the requirements of the NMC Standards of proficiency document (2006).

Module: 386CPD Non-Medical prescribing (Degree) 1 CW1 Numeracy Phased test, 1 hour (required pass mark 100%) CW2 Short answer and multiple choice phased test, 2 hours (required pass mark 80%) (LO 4 ,6, 7, 8)

CW1 and CW2 the phased test for numeracy, short answer and multiple choice assess the student‟s knowledge of legislation, pharmacology and numeracy skills and will require students to write a prescription involving a drug calculation.

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CW3 Reflective Essay (2000 words) Reflective analysis related to an area of prescribing practice (required pass mark is 40%) (LO 1-8) CW3 the reflective essay will relate to the students area of practice and will demonstrate that they have learnt and can apply the principles of prescribing within their role. Students are expected to utilise a model of reflection as a framework for the structure of their essay. The essay can take a number of formats related to the student‟s area of practice for example:

A reflective analysis of an observed consultation with your supervisor this should

include an analysis of the consultation model used.

Evaluation of the development of a clinical management plan for use within your

area of practice

A visit to an alternative practice area where prescribing practice has been observed.

If you are unclear as to the area of prescribing practice you wish to consider please discuss this with the module team. The essay is required to demonstrate learning outcomes 1-8 and should particularly focus on the following areas:

Consultation and decision making and therapy, including referral

Prescribing decisions and medication choices including pharmacology

Influences on, and psychology of prescribing

Evidence –based practice and clinical governance in relation to non-medical

prescribing

Students are expected to use relevant evidence from guidelines, research and policies to reference their work. The Marking criteria for undergraduate essays is contained within Appendix 1 RATIONALE The purpose of the reflective essay is to allow the demonstration of the range of knowledge gained which underpin safe and effective prescribing implicit in the selected case you have chosen. A model of reflection should be chosen, eg. Gibbs model, and be used as the framework for writing up the case study. You are not expected to discuss reflection, the model selected or why you have chosen it, since the wordage allocated is very limited. See separate handout for guidance on the process of reflection. Suggested structure

1. THE INTRODUCTION Briefly state the purpose of the essay and what area will be explored.

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NB. THE CONTEXT OF PRESCRIBING SHOULD BE HOLISTIC IN NATURE, TAKING ACCOUNT OF THE SOCIAL AND WIDER CONTEXT OF THE PATIENT AS APPROPRIATE. IT SHOULD DEMONSTRATE A RECOGNISED SYSTEMATIC APPROACH TO CONSULTATION AND DIAGNOSIS OF THE PATIENT AND ANY REQUIREMENT FOR ONWARD REFERRAL.

2. THE BODY OF THE ASSIGNMENT

Using an identified reflective model analyse the prescribing assessment carried out in practice.

The following questions may help. For example, what went well and why? How has your decision making developed? How did your knowledge base influence the process, has this knowledge base developed over the life of the course? What was the scope of your role in this assessment and how has that role developed?

3. THE CONCLUSION

A clear conclusion should summarise your main points, and indicate how the module has developed your practice. No new material should be introduced in this part of the essay.

Please refer to the marking grid at the end of the student handbook as each section will be used to grade the essay Submission date for the Reflective Essay is 2012 All elements of the assessment must be passed in order to pass the module. Students are only required to re-sit the failed element of the assessment or phased test i.e. numeracy.

Re-assessment

Re-sit coursework: Students failing CW 1-2 will only be required to re-sit the failed component. Re-sit of CW 3 normally a completely new piece of work, at the module leader’s discretion. Resubmission dates to be confirmed:

Module evaluation The standard university module evaluation form will be used. Evaluation will be carried out during the last taught session. However, please feel free to provide feedback to the module team at any time during the module. Your opinions are valued and we utilise suggestions to develop the module further

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Module Resources:

Essential Reading

Beckwith S and Franklin P (2011) Oxford Handbook of Prescribing for Nurses and Allied Health Professionals. Oxford. Oxford University Press. ONE of the following Pharmacology books are recommended for purchase- McFadden R (2009) Introducing Pharmacology: For nursing and healthcare. Essex. Pearson Education Ltd. Barber P and Robertson D (2009) Essentials of Pharmacology for Nurses. Berkshire. Open University Press. Scott WN and McGrath D (2009) Nursing Pharmacology: made incredibly Easy. London. Lippincott Williams & Wilkins. Recommended reading

Barber P and Robertson D (2011) Essentials of Pharmacology for Nurses. Basingstoke. McGraw-Hill. Courtney M and Griffiths M (2005) Independent and Supplementary Prescribing: An Essential Guide, Cambridge. Cambridge University Press. Dimond B (2011) Legal aspects of Medicines (2nd Ed) Huntingdon. Quay Books.

Ewles L, Simmnett I (2003) Promoting Health: A practical Guide (5th ed). London, Bailliere Tindall.

McGavock, H (2011) How Drugs Work: Basic Pharmacology for Healthcare Professionals. Oxford. Radcliffe publishing.

Nutall D and Rutt-Howard J (eds) (2011) The textbook of Non-medical Prescribing. Wiley Blackwell. Shihab P (2009) Numeracy in Nursing and Healthcare: Calculations and Practice. London. Pearson Education. Internet sources http://anp.org.uk/ http://www.pjonline.com/ http://www.nmc-uk.org/ http://www.hcc.uce.ac.uk/physiology/pharmacy.htm

http://anp.org.uk/

http://www.pjonline.com/

http://www.nmc-uk.org/

http://www.hcc.uce.ac.uk/physiology/pharmacy.htm

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http://www.pharmweb.co.uk/ http://www.nes.scot.nhs.uk/prescribing/topics/topic130frame.htm http://rms.nelh.nhs.uk/guidelinesfinder/ http://www.audit-commission.gov.uk/ http://www.bnf.org/Index.htm http://www.dh.gov.uk/Home/fs/en http://www.ncchta.org/ProjectData/3_publication_listings_ALL.asp http://www.healthcentre.org.uk/hc/pages/immediate.htm http://www.npc.co.uk/ http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/W/Welcome.html http://www.medicalprotection.org/medical/united_kingdom/default.aspx http://www.nhsdirect.nhs.uk Module Organisation

Module Organisation: Course Director Name: Mrs Alison Bardsley Tel: 024 7679 5880 E-mail [email protected]

Module Leader Name: Wendy Preston Tel: 024 76795931 E-mail [email protected]

Length and month of examination Approx week 9 Numeracy, MCQ, SAP phased test

Common exam

http://www.pharmweb.co.uk/

http://www.nes.scot.nhs.uk/prescribing/topics/topic130frame.htm

http://rms.nelh.nhs.uk/guidelinesfinder/

http://www.audit-commission.gov.uk/

http://www.bnf.org/Index.htm

http://www.dh.gov.uk/Home/fs/en

http://www.ncchta.org/ProjectData/3_publication_listings_ALL.asp

http://www.healthcentre.org.uk/hc/pages/immediate.htm

http://www.npc.co.uk/

http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/W/Welcome.html

http://www.medicalprotection.org/medical/united_kingdom/default.aspx

http://www.nhsdirect.nhs.uk/


21


None Exam equipment required British National Formulary Expected teaching timetable slots Insert standard statement on Universe please Subject quality and approval information Board of Study CPD Subject Assessment Board CPD Shortened Title Date of Approval by Board of Study 4th Nov- 2011

22


Draft 386CPD Timetable Session Timings (unless indicated otherwise) : Morning sessions 9.30 -12.30 Afternoon sessions 13.30 – 16.30

Date & Time Room

INDICATIVE CONTENT TAUGHT SESSIONS

Directed study/preparation for next session

Week 1 Morning session : Afternoon session:

Launch of module and Introduction to Non-medical Prescribing Numeracy self assessment Launch of assignment guidelines for 386 and M41 CPD Study skills: - Reflective Writing - CU Harvard referencing

Activity Practice Numeracy Test Using BNF practice- do the quiz prior to next session Focused Reading BCU pharmacology hand out Chapter 1 of Nursing Pharmacology made incredibly easy (Scott et al, 2009)


Legislation and prescribing Professional accountability and responsibility Basic introduction to the principles of pharmacology Using the BNF/ NPF Numeracy test Prescribing in a team context Prescribing in the public health context

Activity Focused Reading Consultation models- see moodle Read information regarding medicine legislation acts and Professional accountability (eg. In Oxford Handbook)

Week 3 Morning session :

Legislation and prescribing Professional accountability and responsibility

Activity Prepare a prescription writing example Bring copies of local examples of prescribing sheets/ kardexes

23


Afternoon session:

Principles of drug absorption, distribution and metabolism

Consultation models and decision making Case Studies and Scenarios

Focused Reading Chapter 6 Oxford Handbook How to write a prescription for controlled drugs (Moodle) BNF section on controlled drugs April 2012 Controlled Drug legislation change from DH website Obtain a copy of your local non-medical prescribing policy


Prescription writing (practical session including consultation skills practice - Documentation and record keeping - Electronic prescribing - Remote prescribing - Safety of prescription pads

Medicine errors and prescribing safely Pharmacology Principles of prescribing drugs, absorption, distribution and excretion Treating Individuals

Activity Focused Reading Read Harold Shipman inquiry recommendations and BMJ on negligence (both on moodle) Review NMC Standards of proficiency for nurse and midwife prescribers


Legal, policy and ethical aspects of prescribing Concordance and informed consent Rationale Prescribing and using formularies (feedback from directed study) NICE Guidelines in Hypertension

Activity Find a clinical management plan from your clinic area to bring to class next week. If none available then bring a national guideline that you utilise in your clinical practice Focused Reading Read chapter 4 of Oxford Handbook Read the Birmingham City University Pharmacology work book (Moodle)

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Identifying and reporting Adverse Drug Reactions (ADRs) Drug interactions and reactions Controlled Drugs Supplementary Prescribing and CMP development Research Group Work

Activity In your group critique an article or research paper (good or bad) and feedback next week Focused Reading BNF section on drug interactions and reactions


Evidence based medicine policies and guidelines to support practice Evaluating prescribing budgets and cost effectiveness Working with the pharmaceutical Industry

Research group work and feedback Influences on Prescribing

Activity Obtain a copy of your local antibiotic prescribing policy Review BNF chapters on Infection and respiratory system Focused Reading NSF for Children, Young people and maternity service- Medicines For Children (2004) Assessing and decision making, capacity in under 16 year olds (Griffith 2006) Gillick competencies and Children (Hunter and Pierscionek)

Reading week

WednesdayWeek 8A Morning session : Afternoon session:

Antibiotic Prescribing Prescribing for Respiratory conditions Principles of prescribing for children Developmental context of anatomy and physiology relevant to prescribing

Activity Revision for exams next week Focused Reading Prescribing for older adult article (Moodle) Read chapter 11 & 12 of Oxford Handbook

25



Mock exam for Numeracy, SAP and MCQ Pharmacology applied to Prescribing for children Prescribing for older adults

Activity Review BNF sections on Analgesics, NSAIDs and laxatives Focused Reading Read chapter 6 of Nurse prescribing in mental health (Jones, 2009)

WednesdayWeek 9A Morning session : Afternoon session:

Analgesia and anti-inflammatory prescribing Case Studies/ Prescriptions Writing Prescribing in Mental Health

Activity Revision for exams next week Focused Reading


MCQ, Numeracy and SAP exam

Tutorial support and library time


Launch of practice module/ portfolio Module evaluation Tutorial support and library time

Clinical Application: Plan and prepare for clinical practice sessions Focused Reading Clinical Examination (Macleod’s, 2010)

Hand in date for assignment CW 3 (Reflective Critique) 7

th January 2013

Exam Board week beginning February 2013

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387CPD Non-medical prescribing (Degree) 2

AIMS AND SUMMARY OF THE PROGRAMME

This module aims to prepare independent non-medical prescribers for their roles and responsibilities within the practice setting. This is the second of two modules which focuses upon the clinical elements which underpins the practice of prescribing. This second module builds on the theoretical concepts taught in 387CPD and considers the clinical context of prescribing. This degree level modules adheres to professional body requirements for prescribing courses (NMC, 2006 and HPC, 2004). Module Size and Credits Module Size Single CATS points 20 ECTS credits 10 OPEN/Restricted Restricted Availability On/Off campus On campus only Total Study Hours 200 hrs Number of weeks 10 School responsible Faculty of Health and Life Sciences Academic Year 1-Aug-2011 Entry Requirements: Applicants to the programme must provide evidence that they have met the following criteria for eligibility to undertake an independent/supplementary prescribing programme. The eligibility criteria are:

A registered first level nurse, midwife or specialist community public health nurse or registered eligibly AHP.

Have at least 3 years experience as a practising nurse, midwife or specialist community public health nurse or registered eligible AHP.

Be deemed competent by the employer to undertake the programme. Of the 3 years experience the preceding year to application must be spent in the clinical field in

which they wish to prescribe.

Provide evidence via the APEL process of ability to study at a minimum academic level 3 Provide evidence of their ability to undertake and holistic health assessment and determine

diagnosis prior to accessing the programme. (the University provides modules of study on holistic health assessment to facilitate this)

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Excluded Combinations

360CPD 361CPD Composition of module mark PASS/FAIL CW1, PASS/FAILCW 2, PASS/FAIL CW 3 and 100% CW4 Pass requirements: CW1 must be “P”, CW2 must be “P” , CW 3 must be “P” and CW4 must be 40% Special features: None Course stages for which this module is mandatory HLSH0004 Certificate stage 1 Non-medical prescribing Course stages for which this module is a core option HLSU 029 BSc stage 3 Professional Practice (Mental Health) HLSU 088 BSc stage 3 Professional practice (Cancer care and Palliative Care) HLSU 026 BSc stage 3 Professional practice (Acute and Critical Care) HLSU 028 BSc stage 3 Professional practice (Emergency Care) HLSU 025 BSc stage 3 Professional practice (Public Health) HLSU 005 BSc stage 3 Professional practice (Long-Term Conditions) HLSU 027 BSc stage 3 Professional practice (Women, Children and Young People)

Teaching, learning and Assessment Intended Learning Outcomes: On completion of this programme the student must be able to demonstrate competence in the following areas:

1. Undertake an holistic assessment and consultation with patient/clients, clients, parents and carers

2. Conduct and evaluate a thorough medication history including current medication (including

over-the-counter, alternative and complementary health therapies) to inform diagnosis

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3. Undertake an appropriate clinical history, utililising clinical assessment skills and make an appropriate decision based on that assessment to either diagnose or refer, having considered the legal, cognitive, emotional and physical differences between children and adults.

4. Examine and analyze relevant research and legislation to the practice of nurse/midwife/AHP

prescribing, appraise and use sources of information/advice and decision support systems in prescribing practice

5. Identifies and appraise the influences that can affect prescribing practice, and demonstrate an

understanding of managing prescribing practices in an ethical way

6. Evaluate and apply knowledge of drug actions in prescribing practice

7. Describe and differentiate the roles and relationships of others involved in prescribing, supplying and administering medicines, safely, appropriately and cost effectively

8. Practise within a framework of professional accountability and responsibility

9. Develop a clinical management plan within legislative requirements (supplementary

prescribing only) Indicative content for the programme: In order to meet the learning outcomes the following areas of study are incorporated into the curriculum. Students must demonstrate knowledge and competence as prescribers in these areas appropriate to their level of responsibility. Consultation, Decision making and therapy, including referral

Models of consultation

Accurate assessment, history taking, communication and consultation with

patients/clients and their parents/carers

Concepts of working diagnosis or best formulation

Development of a management plan and/or clinical management plan

Confirmation of diagnosis/differential diagnosis – further examination,

investigation, referral for diagnosis

Prescribe, not to prescribe, non-drug treatment or referral for treatment

Numeracy and drug calculations

Stopping medication prescribed by others

Medicines review

Influences on, and psychology of, prescribing

Patient/client demand, and preference vs patient/client need – knowing

when to say „no‟

External influences, for example companies or colleagues

Patient/client partnership in medicine-taking, including awareness of

29


cultural and ethnic needs

Concordance as opposed to compliance

Achieving shared understanding and negotiating a plan of action

Prescribing in a team context


local formularies, protocols, policies, decision support systems and

formulae

Understanding the role and functions of other team members

Documentation with particular reference to communication between team

members, including electronic prescribing

Auditing, monitoring and evaluating prescribing practice

Interface between multiple prescribers and management of potential

conflict

Budgets and cost effectiveness

Dispensing practice issues

Clinical pharmacology, including the effects of co-morbidity

Pharmacology, including pharmaco-dynamics, pharmaco-kinetics,

pharmaco-therapeutics

Anatomy and physiology as applied to prescribing practice and community

supervisor formulary

Basic principles of drugs to be prescribed, for example absorption,

distribution, metabolism and excretion including adverse drug reactions

(ADR)

Patient/client compliance, concordance and drug response

Impact of physiological state on drug responses and safety, for example, in

elderly people, neonates, children and young people, pregnant or

breastfeeding women

Pharmaco-therapeutics related to controlled drugs

Evidence-based practice and clinical governance in relation to nurse prescribing


protocols, policies, decision support systems and formulae

Continuing professional development – role of self and role of the

organisation

Management of change

Risk assessment and management, including safe storage, handling and

disposal

Clinical supervision

Reflective practice/peer review

Critical appraisal skills

Auditing practice and scrutinising data, systems monitoring

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Identify and report adverse drug reactions and near misses

Prescribing controlled drugs

Prescribing and administering

Prescribing and dispensing

Legal, policy and ethical aspects

Sound understanding of legislation that impacts on prescribing practice

Legal basis for practice, liability and indemnity

Legal implications of advice to self-medicate including the use of alternative

therapies, complementary therapy and over-the-counter (OTC) medicines

Safe-keeping of prescription pads, action if lost, writing prescriptions and

record keeping

Awareness and reporting of fraud (recommendations from the Shipman

Inquiry, Fourth Report)

Drug licensing

Yellow Card reporting to the Committee of Safety on Medicines (CSM) and

reporting patient/client safety incidents to the National Patient Safety

Agency (NPSA)

Prescribing in the policy context

Manufacturer‟s guidance relating to literature, licensing and off-label

ethical basis of intervention

informed consent, with particular reference to client groups in learning

disability, mental health, children, critically ill people and emergency

situations

legal implications and their application to supplementary prescribing

Professional accountability and responsibility

The NMC code of professional conduct: standards for conduct,

performance and ethics

NMC Standards for prescribing practice

Ethical recommendations from the Shipman Inquiry, Fourth Report

Accountability and responsibility for assessment, diagnosis and prescribing

Maintaining professional knowledge and competence in relation to

prescribing

Accountability and responsibility to the employer

Prescribing in the public health context

Duty to patient/clients and society

Policies regarding he use of antibiotics and vaccines

Inappropriate use of medication, including misuse, under-use and over-use

Inappropriate prescribing, including over-prescribing and under-prescribing

Access to health care provisions and medicines

Prescribing in its broadest sense, for example exercise

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Teaching and Learning

For the 387CPD module students will be taught and learn about the practical application associated with prescribing practices. This will be delivered via supervised learning in the clinical setting (minimum of 12 days) and 4 taught study days with further guided self directed study which will be used to achieve the course aims (110 hours).

Method of Assessment Module: 387CPD Non-medical prescribing (Degree) 2 CW1 Clinical Prescribing Competency Grid (PASS/FAIL) (LO 1-9) CW2 Portfolio of Evidence to Demonstrate Achievement of Prescribing Standards (PASS/FAIL) (LO 1-9) CW 3 Observed structured clinical exam 45 mins (OSCE) & VIVA (PASS/FAIL) (LO 1,2,3,4,5,6,7,8) CW4 Reflective Essay (LO 1-8) (40%)

CW1 Clinical Prescribing Competency Grid must include a log of the completed 12 days supervised practice period and must include sign off by the DMP that the student is competent to prescribe medicines in their area of practice. CW 2 The portfolio of evidence allows students some flexibility of content. Students are required to produce evidence that they meet the required learning outcomes throughout the programme. The evidence can be a reflective diary/log, critique of evidence, transcript of a practice session spent with a non-medical prescriber or pharmacist. Students are encouraged to identify their own specific learning needs through the course and utilise reflective and analytical techniques to demonstrate that they have met these learning needs and can demonstrate competence. The marking criteria for the portfolio are contained in Appendix 2 CW3 the OSCE/VIVA will test the student‟s knowledge and skills in consultation and decision making. The OSCE/VIVA will require students to make a prescribing decision and to write a prescription for the client/patient, which involves a drug calculation. The marking criteria for the OSCE/VIVA is contained within Appendix 3 CW4 the reflective essay will relate to the students area of practice and will demonstrate that they have learnt and can apply the principles of prescribing within their role. This can take a number of formats for example: a critical reflection on an observed consultation and prescribing decision or the development of a clinical management plan within their area of practice. The essay will also contribute to the overall portfolio of evidence completed for CW 2 (For marking criteria see undergraduate marking criteria contained within appendix 1)

Students are expected to utilise a model of reflection as a framework for the structure of their essay. The essay will be related to an area of prescribing practice for example: o A reflective analysis of an observed consultation with your supervisor this should include an

analysis of the consultation model used.

o Evaluation of the development of a clinical management plan for use within your area of

practice

o A visit to an alternative practice area where prescribing practice has been observed.

32


CW 4 for 387CPD must be significantly different to CW 3 submitted for 386CPD and

students are advised to pick an alternative format in order to meet this requirement.

If you are unclear as to the area of prescribing practice you wish to consider please discuss this with the module team. The essay is required to demonstrate learning outcomes 1-8 and should particularly focus on the following areas:

Consultation and decision making and therapy, including referral

Influences on, and psychology of prescribing

Evidence –based practice and clinical governance in relation to non-medical prescribing

Students are expected to use relevant evidence from guidelines, research and policies to reference their work.

4. RATIONALE The purpose of the reflective essay is to allow the demonstration of the range of knowledge gained which underpin safe and effective prescribing implicit in the selected case you have chosen. A model of reflection should be chosen, eg. Gibbs model, and be used as the framework for writing up the case study. You are not expected to discuss reflection, the model selected or why you have chosen it, since the wordage allocated is very limited. See separate handout for guidance on the process of reflection. Suggested structure Front sheet Please include this, guidance for this found in your student handbook THE INTRODUCTION

Briefly state the purpose of the essay and what area will be explored. NB. THE CONTEXT OF PRESCRIBING SHOULD BE HOLISTIC IN NATURE, TAKING ACCOUNT OF THE SOCIAL AND WIDER CONTEXT OF THE PATIENT AS APPROPRIATE. IT SHOULD DEMONSTRATE A RECOGNISED SYSTEMATIC APPROACH TO CONSULTATION AND DIAGNOSIS OF THE PATIENT AND ANY REQUIREMENT FOR ONWARD REFERRAL. THE BODY OF THE ASSIGNMENT

Using an identified reflective model critically analyse the prescribing assessment carried out in practice. The following questions may help. For example, what went well and why? How has your decision

making developed? How did your knowledge base influence the process, has this knowledge base developed over the life of the course? What was the scope of your role in this assessment and how has that role developed?

The conclusion

A clear conclusion should summarise your main points, and indicate how the module has developed your practice. No new material should be introduced in this part of the study.

Please refer to the marking grid at the end of the student handbook as each section will be used to grade the essay Course written course work should be submitted to the Assignment Handling Office in the Richard Crossman Building by 4pm. Please note, it is your responsibility to check current opening times of the Assignment Handling Office.

33


You are strongly advised to retain a complete second copy of your assignment.

Please fully complete and hand in a submission sheet with your work. An annonymised front page should include student number, module name and code. Reassessment: Re-sit coursework: Students will only be required to re-sit the failed component, for example CW 1 Re-sit of CW 4 normally a completely new piece of work, at the module leader‟s discretion. Resubmission dates to be confirmed:

Module Resources:

Essential Reading

Douglas G, Nicol F and Robertson C. (Eds) (2009) Macleod‟s Clinical Examination, (12th Ed). Edingburgh. Churchill Livingstone. Recommended Reading Bickley S. (2005) Bates Guide to physical Examination and History Taking (9th Ed) Philadelphia. Lippincott, Williams and Wilkins. Muscari M (2001) Advanced Paediatric Clinical Assessment. Philadelphia. Lippincott, Williams and Wilkins.

Internet sources http://anp.org.uk/ http://www.pjonline.com/ http://www.nmc-uk.org/ http://www.hcc.uce.ac.uk/physiology/pharmacy.htm http://www.pharmweb.co.uk/ http://www.nes.scot.nhs.uk/prescribing/topics/topic130frame.htm http://rms.nelh.nhs.uk/guidelinesfinder/ http://www.audit-commission.gov.uk/ http://www.bnf.org/Index.htm http://www.dh.gov.uk/Home/fs/en http://www.ncchta.org/ProjectData/3_publication_listings_ALL.asp

http://anp.org.uk/

http://www.pjonline.com/

http://www.nmc-uk.org/

http://www.hcc.uce.ac.uk/physiology/pharmacy.htm

http://www.pharmweb.co.uk/

http://www.nes.scot.nhs.uk/prescribing/topics/topic130frame.htm

http://rms.nelh.nhs.uk/guidelinesfinder/

http://www.audit-commission.gov.uk/

http://www.bnf.org/Index.htm

http://www.dh.gov.uk/Home/fs/en

http://www.ncchta.org/ProjectData/3_publication_listings_ALL.asp

34


http://www.healthcentre.org.uk/hc/pages/immediate.htm http://www.npc.co.uk/ http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/W/Welcome.html http://www.medicalprotection.org/medical/united_kingdom/default.aspx http://www.nhsdirect.nhs.uk

Module Organisation: Course Director Name: Mrs Alison Bardsley Tel: 024 7679 5880 E-mail [email protected]

Module Leader Name: Wendy Preston Tel: 024 76795931 E-mail [email protected]

Length and month of examination None Common exam None Exam equipment required None Expected teaching timetable slots Insert standard statement on Universe please Subject quality and approval information Board of Study CPD Subject Assessment Board

http://www.healthcentre.org.uk/hc/pages/immediate.htm

http://www.npc.co.uk/

http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/W/Welcome.html

http://www.medicalprotection.org/medical/united_kingdom/default.aspx

http://www.nhsdirect.nhs.uk/


35


CPD Shortened Title

Date of Approval by Board of Study 1-Sept 2011 IDENTIFICATION OF DESIGNATED MEDICAL SUPERVISOR SUPERVISORS The outline curriculum for preparing independent and supplementary non-medical prescribers requires that students undertake a period of learning and assessment in practice. This practice component must be directed and assessed by a named medical supervisor (hereafter referred to as the designated medical supervisor [DMP]) who ideally works within the same area of practice as the student. The broad aim of this practice component is to ensure that students are exposed to a range of learning opportunities that will meet the expected learning outcomes and help them to achieve the competencies needed to prescribe safely and effectively. The course director/module team will prepare supervisors for their role. This will be reinforced through the DMP handbook, course documentation and online. The course director or module leader may visit the medical supervisor and student during the course to discuss progress, where appropriate. Before applying for the course you should identify an appropriately qualified Designated Medical Supervisor for the practice component and discuss with your DMP how you will achieve the identify hours per working week, which could be spent directly with them in practice. This may be in direct patient contact or through simulated exercises, discussion and questioning. Eligibility Criteria for Designated Medical Supervisor The DMP must be a registered medical supervisor who:

Has normally had at least three years recent clinical experience for a group of patients / clients in the relevant field of practice

Is within a GP practice and is either vocationally trained or is in possession of a certificate of

equivalent experience from the Joint Committee for Post-graduate Training in General Practice Certificate or is a specialist registrar, clinical assistant or a consultant within a NHS Trust or other NHS employer

Has the support of the employing organisation or GP practice to act as the DMP who will provide supervision, support and opportunities to develop competence in prescribing practice

Has some experience or training in teaching and / or supervising in practice

Normally works with the trainee prescriber. If this is not possible (such as in nurse-led services or community pharmacy), arrangements can be agreed for another doctor to take on the role of the DMP, provided the above criteria are met and the learning in practice relates to the clinical area in which the trainee prescriber will ultimately be carrying out their prescribing role

Together with your DMP discuss the clinical competencies and the potential evidence that you both agree would be appropriate to demonstrate the achievement of the competencies During the course:

36


Together with the your DMP review progress on: the production of evidence/reflective diary and achievement of clinical competencies the log of activities undertaken during practice achievement towards satisfactory completion of practice experience

At the end of the course Verify with your DMP that you have completed the required hours for practice and also that you

have/have not satisfactorily completed your practice experience. Your DMP will sign to state that you have completed your practice and met the required competencies.

The portfolio will then be marked by the course director or module leader and be awarded a pass/fail

mark following internal moderation. Please note: The marker/internal moderator may seek further clarification or with the agreement of the medical supervisor reverse a decision on achievement if they feel insufficient evidence has been produced to demonstrate achievement of the competency

Students are required to register with the NMC prior to prescribing in practice. The University will complete a “Fitness to Practice” certificate which is sent to the NMC on completion of the course. The NMC will then contact the registrant. Once NMC registration is completed, the student must register with their employer as a prescriber prior to prescribing in practice.

The course programme must be completed within 1 year to comply with NMC standards of proficiency for nurse and midwifery prescribers (2006) PATIENT SAFETY Patient safety is of paramount importance. Therefore the course director and/or designated medical supervisor will have the authority to override coursework results and award a fail if errors in material or action occur in theory or practice which clearly demonstrates high risk or lack of safety If this situation occurs during the practice experience, the medical supervisor should contact the course director immediately to discuss an appropriate course of action. FITNESS TO PRACTICE This course prepares students to prescribe medication and appliances for patients/clients. Any concerns regarding Fitness to Practice, including inappropriate prescribing practice will invoke the Universities Professional Suitability and Fitness to Practice Policy and Procedure (this can be found on the University Faculty website). The University will also inform the students clinical Line manager and supervisor. All training makes high academic and personal demands on students. Students are required to demonstrate not only academic ability but also personal suitability and fitness to practice at the point of admission to and throughout their training/academic programme. The responsibilities in relation to suitability and fitness to practice are not confined to the process and content of the academic programme but have a broader scope and application. They also apply to behaviour outside the academic or placement setting which may reflect negatively on the profession or the University. Suitability and fitness for professional work includes qualities such as patience, honesty, integrity, and the ability to help people face difficult situations. Evidence of clear thinking, sound judgement, sensitivity and

37


tolerance is required, together with the ability to establish and maintain appropriate personal and professional boundaries. This demands sound inter-personal and communication skills as well as both physical and mental ability to carryout the role appropriately. However, on occasions, students will be the subject of concerns about their suitability and fitness to practice in one or more of these fields (ie. judgement, physical or mental ability). It must be clear to all parties what kinds of concerns or information will trigger formal action on behalf of the University or Sponsoring Trust and what the formal action will consist of and what are the possible outcomes. There is a clear professional obligation laid down by the regulating bodies to have robust processes that encourage the disclosure of matters that may affect suitability and fitness to practice. Professional Suitability and Fitness to Practice procedures are distinct from University disciplinary procedures, Examinations Investigatory Panel procedures, and any other University procedures within General Regulations that impose a disciplinary sanction. In cases where University policy and procedures have been invoked and the alleged misconduct is deemed by the Chair of the Programme Assessment Board, in consultation with the Course Director, to have satisfactorily resolved the matter in question, these procedures will not be invoked. There may be situations, however, where both University procedures and these procedures are utilised to consider the University‟s position and professional implications of a student's behaviour or fitness. Confidentiality We take in confidence issues that you may raise or write about in assessed work but if you divulge issues that, in our opinion are concerned with professional malpractice or contravene the Code of Professional Conduct (NMC 2008), we do reserve the right to investigate these and may need to divulge them to third parties. Referencing, Bibliography, Plagiarism and how to avoid it

The University requirements for referencing and bibliography are given in the student handbook as is guidance on plagiarism and how to avoid it. Academic honesty is judged according to Coventry University Academic Regulations. The Harvard Reference Style (or alphabetical style) is Coventry University‟s recommended format for documenting the sources you use in your academic writing. For full guidance on using the Coventry University Harvard Reference Style, visit the Centre for Academic Writing website: www.coventry.ac.uk/caw. Click on „CU Harvard Reference Style‟, then follow the link to the Coventry University Harvard Reference Style website. Click on the downloads section to obtain your own copy of the Coventry University Harvard Reference Style Guide. This gives instructions on writing in-text citations and an entry in the List of References for all the different kinds of sources you use. For more information please contact the Centre for Academic Writing ([email protected]) Please note that self-plagiarism occurs when you use the same sentences or paragraphs in more than one assignment. Particular care should be taken to avoid this between assignments for Non-medical prescribing.

Submission of course work

Written course work should be submitted to the Assignment Handling Office in the Richard Crossman Building by 4pm. Please note, it is your responsibility to check current opening times of the Assignment

http://www.coventry.ac.uk/caw


38


Handling Office. A front sheet must accompany each piece of coursework, this should be downloaded from the following link:

New University Coursework Submission Process

Student Information

In September 2011 the University will be launching a new coursework assignment handling system, designed to ensure accurate submission records are maintained. From September students will be required to access a new assessment area in SOLAR/NOVA, to obtain details of submissions for the entire year. Instead of completing an Assignment Submission & Declaration Form, students will print off a pre-filled coversheet, containing programme and submission details. For group submissions, a group leader and group member coversheet will be available; online submissions will be submitted through the normal process, detailed in your module guide. How do I print off a bar-coded cover sheet? In order to print off a barcoded cover sheet you need to go into the NOVA system: https://webapp.coventry.ac.uk/nova/Students/CourseworkSubmission/MyAssessments.aspx You will be asked to login using your normal login codes. Once in the system you will see ‘My Assessments’ screen, see below, and from this you can view a complete list of all the submission dates for all assessments (excluding formal examinations) for the academic year.

When you know which assessment you have due click on the download cover sheet and print this off. What will my coversheet look like? Your coversheet will be pre-printed with all of the details required filled in for you. Once you print it off (see next page for an example) all you need to do is take it to your Assignment Handling Point and submit with your piece of work Example coversheet

39


40


When do I print off my sheet? Your sheets will be available two weeks in advance of submitting your coursework for you to print. If any changes are made to the assessment, after this date, you will receive an email informing you of this and you must re-print your coversheet. Where and how do I submit my work? There is no change in the way you submit your coursework. If you have a piece of work which has to be submitted manually you do this by going to the appropriate Assignment Handling Point and submitting your work with this bar-coded form. There is no need for you to fill out any other form when you submit your work. If you have a presentation or are displaying a poster or a piece of art work etc. then you may still need to print off your bar-coded sheet. You will know this by checking the ‘My Assessment’ screen and if there is a cover sheet to be printed off it will be listed and you must print it. If a coversheet is not required there will be a note informing you of this. Where you are not required to print off a coversheet the tutor will make a note of all participants in the session and this will be entered manually into our systems by administrative staff so you are not being recorded as AB for example if you are in a performance, phase test or carrying out an OSCE. If your work has to be submitted electronically to either moodle or turnitin then follow the procedures detailed to you in your module guide. If you are unsure of anything then please ask as staff will be more than happy to assist you.

Return of course work

Unratified results will normally be released 3 weeks after submission. Marked work will be returned to the Assignment Handling Office for collection.

Ratified results will be released following the CPD Subject Board. The results will be found subsequently on Solar via the student section of the University web site.

You are strongly advised to retain a complete second copy of your assignment. Please fully complete and hand in a submission sheet with your work. An annonymised front page should include student number, module name and code.

Late submission

There is no longer provision for late submission of course work with a penalty

However requests for Deferrals are permitted subject to University regulations, you are urged to discuss such requests with the module leader in the first instance. Deferral forms available from the CPD Office, module leader, or from:

https://cuportal.coventry.ac.uk/C4/Registry/Document%20Library/deferral%20form%20updated%202010.docx

Late submission

There is no longer provision for late submission of course work with a penalty

However requests for Deferrals are permitted subject to University regulations, you are urged to discuss such requests with the module leader in the first instance. Deferral forms available from the CPD Office, module leader, or from: https://cuportal.coventry.ac.uk/C4/Registry/Document%20Library/deferral%20form%20updated%202010.docx




41


Faculty Policy in relation to the submission of assignments (to AHO and online) 2012-13

Practice currently varies in relation to the requirement for students to submit work via Turnitin (in order to check for plagiarism) and/or via the Assignment Handling Office (AHO), as follows:

- Students are asked to submit via AHO as well as Turnitin, at different times but on the same date,

in recognition of potential technical problems with online submission - Students, especially those on online courses, are required to submit only via Turnitin (tutors will

then check for plagiarism and will also mark online).

- Students are required to submit assignments only via the AHO, though where plagiarism is suspected students may be required to subsequently submit the same piece of work through Turnitin so it can be specifically checked for plagiarism

What is outlined below deals with each of these different submission requirements and should be published in Module Guides. Best practice for most courses would by Type 2 (i.e. online only):

Type of submission required for assessment

Submission required before:

Penalty for late submission

Both AHO and online

Before 4 pm on the due date to AHO, as well as before 23.55 online on the due date

Zero if either the AHO or online submission is late

Online only Before 23.55 on due date

Zero

AHO only Before 4 pm on due date

Zero

„AHO only‟ may apply to some coursework which for technical reasons cannot be submitted via Turnitin (usually involving file formats it cannot accept). If students do not submit online via Turnitin within the required timeframe then only exceptional circumstances operating over the longer term would be considered (e.g. long term illness, hospitalisation) as mitigation. Short term illness and technical issues are unacceptable as reasons for not applying a zero mark because students will be considered to have had adequate time to overcome these and to make a submission or to have applied for a deferral. The exception to this would be where there has been a University-wide technical problem Dr Julie Harrower May 2012 CONTACT DETAILS Course Director/Programme leader: Alison Bardsley Telephone Number: 024 7679 5880

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E-Mail: [email protected]

Module Leader Wendy Preston Telephone number 024 76795931 E-mail [email protected]


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Hand in date for assignment CW 2 (Portfolio) & CW 3 (Reflective Critique) 7th May 2013

Exam Board week beginning June 2013

Overview of weekly content for 387CPD

You are required to complete 78 hours in clinical practice with your Designated Medical Supervisor (DMP). Of the 78hours - 50% of these hours MUST be in direct contact with your DMP. Please log your hours on the Supervised practice log (appendix 6)

Teaching day Wednesday Room

Morning session :

9.00– 12.30

Tutor/s

Afternoon session: 13.30 – 16.30

Tutor/s

Weeks 1-4 PRACTICE HOURS

PRACTICE HOURS

Week 5 University

Assessment and consultation skills Introduction to OSCE’s

Practice OSCE exams

Week 6-8

PRACTICE HOURS

PRACTICE HOURS

Week 9 University

Tutorial and Portfolio support

Tutorial and Portfolio support

Week 10

PRACTICE HOURS

PRACTICE HOURS

Week11 University

OSCE exams

OSCE exams

Week 11 University

OSCE exams

OSCE exams

Week 12-14

PRACTICE HOURS

PRACTICE HOURS

Week 15 University

Assignment hand in date What happens next?

- Continuing practice development

Heather Randle, Mary Ward & AB

Module Evaluation

44


Appendix 1

Coursework Assessment Feedback Form

CRITERIA FOR THE ASSESSMENT OF COURSEWORK

Agreed Mark =

Student number/name

Module Title

Module Code Level: Year:

Cohort/Group

Name of Marker

Name of Moderator First attempt Second attempt Retake 1. Retake 2. Intended Learning Outcomes (Insert learning outcomes that are assessed in this coursework)

1.

2.

3. Brief Comments and Advice (Please read your script for more detailed feedback) Seek advice from Academic Writing Centre See Module Leader for resit advice

Areas of strength: Areas for improvement: General comments (word limits/confidentiality/anonymity issues):

45


HLS Faculty Undergraduate Assessment Marking Criteria (all marks are banded into ONE of 2/3 possible scores per level)

%

ANSWER COHERENCE ARGUMENT EVIDENCE

FIRST (Excellent) 72,75,78 80,85, 90,95

The student answers the question fully, particularly in the areas requiring greater analysis, synthesis and evaluation

The work is clearly linked and structured, and is also succinct.

A clear and convincing line of argument is presented.

Provides thorough evidential support and critical knowledge of theoretical positions.

UPPER SECOND (Good) 62,65,68

A substantial attempt to answer the question with adequate emphasis on the more analytical components.

Relationships between statements and sections are generally easy to follow, and there is a sound structure.

There is a reasonably clear line of argument.

The need for evidence is clearly recognised, and most claims are supported by relevant evidence.

LOWER SECOND (Good) 52,55,58

Uses some relevant material but not always as effectively as they could be used.

Relationships between statements and sections are sometimes hard to follow or not fully articulated.

The line of argument is not always convincing.

Provision of supporting evidence is spasmodic.

THIRD(Pass) 42,45,48

Does not always answer the question fully.

Relationships between statements and sections are sometimes unclear.

The line of argument is weak in places.

Use of evidence is occasionally weak.

FAIL Compensatory fail: 35,38 Clear fail: 0,10,20,30

Substantially fails to answer the question or to address the topic.

There are few clear links between statements or sections.

Little convincing argument is presented, and is mostly descriptive.

Minimal reference is made to supportive evidence.

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Appendix 2

CERTIFICATE IN NON-MEDICAL PRESCRIBING OBJECTIVE STRUCTURED CLINICAL EXAMINATION

Candidates Number…………………………….…

Markers Name……………………..………..………..… Internal moderator……………………..…..……..…

The OSCE is a pass or fail. However, if a registrant fails to answer correctly any question that may result in direct harm to a patient/client they must be referred. [NMC, 2006]. The criteria highlighted in grey are essential requirements to pass the OSCE. Students have the opportunity to recover any areas they feel they have not fully explored within the VIVA –VOCE.

PASS FAIL

Decision Making and Rationale

Consultation skills and history taking

Prescription Writing

47


OBJECTIVE STRUCTURED CLINICAL EXAMINATION

Student Name: ........................................ Student NUMBER: ..........................................

CONSULTATION SKILLS AND HISTORY TAKING

CRITERIA OBSERVED COMMENTS

GREETS PATIENT

INTRODUCES SELF AND ROLE

IDENTIFIES PATIENT’S REASON FOR ATTENDANCE

GAINS THE PATIENT/CLIENT’S CONSENT

IDENTIFIES PATIENT’S CONCERNS AND EXPECTATIONS

USES APPROPRIATE VERBAL AND NON-VERBAL COMMUNICATION SKILLS TO ELICIT INFORMATION

SEEKS CLARIFICATION APPROPRIATELY AND CHECKS PATIENTS UNDERSTANDING

DEMONSTRATES RESPECT FOR PATIENT/CLIENT VIEWS

DEMONSTRATES EFFICIENT AND LOGICAL APPROACH TO INFORMATION GATHERING

USES SKILLS OF NEGOTIATION IN ORDER TO ACHIEVE CONCORDANCE

DEMONSTRATES AN AWARENESS OF THE PATIENT’S ABILITY TO CONCORD WITH TREATMENT PLAN

CLOSES CONSULTATION APPROPRIATELY

MARKER’S SIGNATURE ……………………………….MODERATOR’S SIGNATURE ……………………………..

48


OBJECTIVE STRUCTURED CLINICAL EXAMINATION

Student Name: ........................................ Student’s NUMBER: ........................................

CRITERIA

PASS

FAIL

COMMENTS

HAS REACHED A DECISION INCLUDING CONSIDERATION OF ANY POTENTIAL DIFFERENTIAL DIAGNOSIS.

RECOGNISES THE NEED FOR FURTHER EXAMINATION OR INVESTIGATION

HAS CONSIDERED THE PRACTICAL ASPECTS OF THE TREATMENT PLAN WHETHER THIS IS SUITABLE FOR THE PATIENT

IDENTIFIES FURTHER INFORMATION REQUIRED FOR HOLISTIC CARE

HAS IDENTIFIED THE POSSIBLE CAUSE/CAUSES

MAKES A TREATMENT CHOICE BASED ON PATIENT PREFERENCE OR IN AGREEMENT WITH THE PATIENT

RECOGNISES THE LIMITS OF PERSONAL COMPETENCE AND MAKES RECOMMENDATIONS FOR REFERRAL WHERE APPROPRIATE

HAS CONSIDERED THE RELEVANCE OF ALL OTHER TREATMENTS / MEDICATION THE PATIENT HAS ALREADY TAKEN OR IS TAKING

HAS CONSIDERED THE RELEVANCE OF THE PATIENTS MEDICAL HISTORY

HAS CONSIDERED POSSIBLE CAUTIONS / CONTRA-INDICATIONS OR PREVIOUS ADR’S

MAKES A TREATMENT CHOICE BASED ON COST EFFECTIVENESS

MAKES A TREATMENT CHOICE BASED ON CLINICAL EFFECTIVENESS

USES SOURCES OF INFORMATION AVAILABLE APPROPRIATELY (NPF / BNF)

IDENTIFIES THAT THE PATIENT HAS A CENTRAL ROLE IN DECISION-MAKING

HAS RECOGNISED THE NEED TO ENSURE THE PATIENT UNDERSTANDS THE INFORMATION GIVEN.

49


OBJECTIVE STRUCTURED CLINICAL EXAMINATION Student Name: ........................................ Student Number: ............................................. Now that you have made a prescribing decision please write a legal prescription for your

patient/client for the following medication:

CRITERIA OBSERVED COMMENTS

NAME

ADDRESS

AGE (IF UNDER 12 YEARS OF AGE)

DATE OF BIRTH

NAME OF PRODUCT

CONTACT DETAILS

QUANTITY

DOSE

FREQUENCY

DURATION OF TREATMENT (OR AS REQUIRED)

DIRECTIONS FOR USE

SIGNATURE

DATE

BLANK SPACE UNDERSCORED

MARKER’S SIGNATURE ……………………………….MODERATOR’S SIGNATURE ……………………………..

50


Appendix 3

Marking Criteria for Portfolio Markers Name ……………………………………………. Moderators Name ………………………………………….

Student Number

Cohort Course code

Course Name

Attempt: First Second Content indexed & well organised Yes No Evidence of reflection Yes No Portfolio achieves criteria for registration Yes No

Signature of Marker Date Signature of Internal Moderator Date

Comments:

51


Portfolio Mapping Exercise

1. THE CONSULTATION

EVIDENCE

1.1 CLINICAL AND PHARMACEUTICAL KNOWLEDGE

1.1.1 Understands the medical conditions being treated, their natural progress and

how to assess the severity of disease

1.1.2 Understands different non-pharmacological and pharmacological approaches to

modifying disease and promoting health, desirable and undesirable outcomes

and how to identify and assess them

1.1.3 Understands the mode of action and pharmacokinetics of medicines, how these

mechanisms may be altered (e.g. by age, renal impairment) and how this

affects dosage

1.1.4 Understands the potential for unwanted effects (ADRs), drug interactions,

special precautions and contraindications, and how to avoid/minimise them

1.1.5 Maintains an up-to date knowledge of products in the NPF Limited Formulary

1.1.6 Understands how medicines are licensed, monitored (e.g. ADR reporting) and

supplied

1.1.7 Applies the principles of evidence-based medicine, and clinical and cost

effectiveness

1.1.8 Understands the public health issues related to medicines use

1.1.9 Appreciates the misuse potential of drugs

1.2 ESTABLISHING OPTIONS

1.2.1 Takes a comprehensive history and undertakes an appropriate physical

examination

1.2.2 Makes a working diagnosis by considering and systematically deciding between

the various possibilities (differential diagnosis)

1.2.3 Requests and, interprets, relevant diagnostic tests

1.2.4 Views and assesses the patient‟s needs holistically (psychosocial, physical)

1.2.5 Considers non-drug and drug treatment options (including referral and

preventative measures)

1.2.6 Assesses the effect of multiple pathologies, existing medication and

contraindications on treatment options

1.2.7 Assesses the risk and benefits to the patient of taking/not taking a medicine (or

using/not using a treatment)

1.2.8 Selects the most appropriate treatment for the individual patient

1.2.9 Monitors effectiveness of treatment and potential side effects

1.2.10 Establishes, and maintains, a plan for reviewing the therapeutic objective/end

point of treatment

52


1.3 COMMUNICATING WITH PATIENTS

1.3.1 Listens to and understands patients beliefs and expectations

1.3.2 Understands the cultural, language and religious implications of prescribing

1.3.3 Deals sensitively with patients emotions and concerns

1.3.4 Helps patients to make informed choices about their treatment

1.3.5 Explains the nature of the patients condition and the rationale behind, and

potential risks and benefits of, treatment options

1.3.7 Negotiates an outcome to the consultation that both the patient and prescriber

are satisfied with

1.3.8 Adapts consultation style to meet the needs of different patients (e.g. for age

and ability)

1.3.9 Gives clear instructions to the patient about their Treatment Plan Checks the

patients understanding of, and commitment to their treatment

2. PRESCRIBING EFFECTIVELY

2.1 PRESCRIBING SAFELY

2.1.1 Knows the limits of own knowledge and skill, works within them

2.1.2 Knows when to refer to, or seek guidance from, another member of the team or

a specialist

2.1.3 Prescribes a medicine only with adequate, up-to-date knowledge of its actions,

indications, contraindications, cautions, dose and side effects

2.1.4 Checks doses and calculations to ensure accuracy and safety

2.1.5 Knows about common types of medication errors and how to prevent them

2.1.6 Prescribes often enough to maintain confidence and competence

2.1.7 Understands the need for, and makes, accurate, clear and timely records and

clinical notes

2.1.8 Writes legible, clear and complete prescriptions which meet legal requirements

2.2 PRESCRIBING PROFESSIONALLY

2.2.1 Accepts personal responsibility for own prescribing and understands the legal

implications of doing so

2.2.2 Makes prescribing decisions based on the needs of patients and not personal

considerations

2.2.3 Understands how current legislation affects prescribing practice (e.g. medicines

and mental health acts)

2.2.4 Prescribes within current professional codes of practice

2.2.5 Keeps up-to-date with advances in practice and emerging safety concerns

related to prescribing

2.2.6 Keeps prescription pads safely and knows what to do if they are stolen/lost

53


2.3 IMPROVING PRESCRIBING PRACTICE

2.3.1 Reflects on own performance, can learn and change prescribing practice

2.3.2 Willing to share and debate own, and others prescribing practice

2.3.3 Participates in clinical supervision and develops own support networks

2.3.4 Understands the use of tools to improve prescribing (e.g. review of PACT data)

2.3.5 Reviews and reports prescribing errors and near misses within a clinical

governance context

2.3.6 Establishes professional links with practitioners working in the same professional

area

3. PRESCRIBING IN CONTEXT

EVIDENCE

3.1 INFORMATION IN CONTEXT

3:1:1 Understands the advantages and limitations of different information

sources

3:1:2 Uses relevant, up-to-date information, both written (paper/electronic) and verbal

3:1:3 Critically appraises the validity of information (e.g. promotional literature, research reports) when necessary

3:1:4 Applies information to the clinical context (linking theory to practice)

3:1:5 Uses relevant patient record systems, prescribing and information systems, and decision support tools (e.g. PRODIGY. BNF)

3.2 THE NHS INCONTEXT

3.2.1 Works within local frameworks for medicines, use as appropriate (e.g. PGDs, formularies, protocols and guidelines)

3.2.2 Works within the NHS organisational code of conduct when dealing with the

pharmaceutical industry

3.2.3 Understands drug budgetary constraints at local and national levels; can discuss

them with colleagues and patients

3.2.4 Understands national NHS frameworks for medicines use (e.g. NICE, NSFs,

medicines management, clinical governance, IT strategy)

3.3 THE TEAM AND INDIVIDUAL CONTEXT

3.3.1 Works with colleagues to ensure that continuity of care is not compromised

3.3.2 Establishes relationships with colleagues based on understanding of, and respect

for, each others roles

3.3.3 Recognises and deals with pressures that result in appropriate prescribing

3.3.4 Negotiates the appropriate level of support for role as a nurse prescriber

3.3.5 Provides support and advice to other prescribers where appropriate

54


Appendix 5 Non- Medical prescribing Competency Assessment: THE CONSULTATION

A: CLINCAL AND PHARMACEUTICAL KNOWLEDGE

The student has relevant and up-to-date clinical and pharmaceutical knowledge relevant to their area of practice

Understands the medical conditions being treated, their natural progression and how to assess the severity of the condition Understands the potential differential diagnosis for the condition

Understands the alternative pharmacological and non-pharmacological approaches to modifying disease and promoting health, potential desirable and

undesirable outcomes and how to identify and assess them Understands the mode of action and pharmacokinetics of medicines and how these mechanisms can be altered (e.g. by age, renal impairment, pregnancy)

and how this affects prescribing decisions including dose modification

Recognises the unique implications and developmental context of the anatomical and physiological differences between neonates, children and young people

and the implications this has on prescribing Understands the potential for unwanted side effects e.g. adverse drug reactions (ADR‟s), drug interactions, special precautions and contraindications and

how to avoid/minimise them

Maintains an up-to-date knowledge of products in the BNF (e.g. doses, formulations, pack sizes)

Understands how medicines are licensed, monitored (e.g. ADR reporting) and supplied

Applies the principles of evidence based medicine, clinical and cost effectiveness

Understands the public health implications related to medicines usage

Appreciates the misuse of potential drugs

Mid point assessment

Designated Medical supervisor Signature ......................................................................... Student signature............................................ Date ................................................................

Final assessment


Evidence from portfolio (students can cross reference to their portfolio evidence of meeting the competence)

Competencies adapted from those developed by the National Prescribing Centre: 2001.

55


Non- Medical prescribing Competency Assessment: THE CONSULTATION

B: ESTABLISHING OPTIONS

Reviews diagnosis and generates treatment options for the patient within the clinical management plan. Arranges follows-up

Takes a comprehensive medical history and undertakes an appropriate physical examination

Reviews the working or final diagnosis by considering and systematically deciding between the various possibilities (differential diagnosis) When working with children takes an appropriate history, undertakes a clinical assessment and makes appropriate decisions based on that

assessment to either diagnose or refer, having considered the legal, cognitive, emotional and physical differences between children and adults. Requests and interprets relevant diagnostic tests

Views and assesses the patient‟s needs holistically (psychosocial, physical) Considers non-drug and drug treatment options (including referral and preventative measures) Assesses the risk and benefits to the patient of taking/not taking a medicine (or using/not using a treatment) Selects the most appropriate drug, dose and formulation for the individual patient Makes changes within the clinical management plan in light of ongoing monitoring and patient‟s condition Establishes and maintains a plan for reviewing the therapeutic objective/end point of treatment Considers repeat prescribing options. Makes changes within the clinical management plan in the light of on-going monitoring of the patient‟s condition



Final assessment




56


Non- Medical prescribing Competency Assessment: THE CONSULTATION

C: COMMUNICATING WITH PATIENTS

Establishes a relationship based on trust and mutual respect. Sees patients as partners in the consultation. Applies the principles of concordance

Approaches the consultation in a structured way

Listens to and understands patients beliefs and expectations Understands the cultural, language and religious implications of prescribing Deals sensitively with patients‟ emotions and concerns Creates a relationship which does not encourage the expectation that a prescription will be written Helps patients to make informed choices about their treatment Explains the nature of the patient‟s condition and the rationale behind and potential risks and beliefs of, treatment options. Negotiates an outcome of the consultation that both patient and prescribers are satisfied with Encourages patients (and carers) to take responsibility for their own health and self manage their conditions Adapts consultation style to meet the needs of different patients (e.g. for age and ability) Gives clear instructions to the patient about their medication (e.g. how to take it, where to get it from, possible side effects)

Check patients‟ understanding of, and commitment to, their treatment. Demonstrates an awareness of, and is sensitive to, patient choice in the context of supplementary prescribing (where applicable)



Final assessment




57


Non-Medical Prescribing Competency Assessment: PRESCRIBING EFFECTIVELY

D: PRESCRIBING SAFELY

Is aware of own limitations. Does not compromise patient safety, justifies prescribing decisions.

Knows the limits of own knowledge and skill, and works within them

Knows when to refer to, or seek guidance from, another member of the team or a specialist Prescribes a medicine only with adequate, up-to-date knowledge of its actions, indications, contraindications, cautions, dose and side-effects Checks doses and calculations to ensure accuracy and safety Knows about common types of medication errors and how to prevent them Prescribes often enough to maintain confidence and competence Understands the need for, and makes, accurate, clear and timely records and clinical notes Writes legible, clear and complete prescriptions, which meet legal requirements.



Final assessment




58



E: PRESCRIBING PROFESSIONALLY

Works within professional and organisational standards. Takes personal responsibility for prescribing decisions.

Understands the scope of own prescribing responsibility in the context of a shared clinical management plan

Accepts personal responsibility for own prescribing and understands the legal implications of doing so. Ensures that the patient has consented to be managed by a prescribing partnership Prioritises and manages case loads effectively Uses professional judgement to make prescribing decisions, based on the needs of patients and not personal considerations Maintains patient confidentiality Interacts with the patient in an appropriate setting Understands how current legislation affects prescribing practice (e.g. Medicines and Mental Health Acts) Prescribes within current professional codes of practice Keeps up-to-date with advances in practice and emerging safety concerns related to prescribing Keeps prescription pads safely and knows what to do if they are stolen/lost.

Demonstrates an understanding of the supplementary prescribing concept, systems and local arrangements (where applicable)



Final assessment




59



F: IMPROVING PRESCRIBING PRACTICE

Actively participates in the review and development of prescribing practice to improve patient care.

Takes responsibility for own CPD Reflects on own performance, learns (e.g. from critical incident monitoring) and changes prescribing practice Willing to share and debate own, and others‟, prescribing practice Challenges inappropriate practice constructively Participates in clinical supervision and develops own support networks Understands and uses tools to improve prescribing (e.g. review of PACT data) Reviews and reports prescribing errors and near misses within a clinical governance context. Establishes professional links with supervisors working in the same specialist area.



Final assessment




60


Non-Medical Prescribing Competency Assessment: PRESCRIBING IN CONTEXT

G: INFORMATION IN CONTEXT

Knows how to access relevant information. Can critically appraise and apply information in practice.

Understands the advantages and limitations of different information sources

Accesses and uses relevant, up-to-date information both written (paper/electronic) and verbal Critically appraise the validity of information (e.g. promotional literature, research reports) when necessary Applies information to the clinical context (linking theory to practice) Uses relevant patient records system, prescribing and information systems, and decision support tools (e.g. PRODIGY) Regularly reviews evidence behind therapeutic strategies



Final assessment




61



H: THE NHS IN CONTEXT

Understands, and works with, local and national policies and services that impact on prescribing practice. Sees how own practice impacts on the wider NHS.

Understands the principles behind supplementary prescribing and how they are applied in practice

Understands the purpose, contents and limits of individual patient clinical management plans Knows how local health service organisations work and interact Works within local frameworks for medicines use as appropriate (e.g. PGDs, formularies, protocols and guidelines) Works within the NHS organisational code of conduct when dealing with the pharmaceutical industry Understands drug budgetary constraints at local and national levels; can discuss them with colleagues and patients. Understands national NHS frameworks for medicines use, e.g. National Institute for Clinical Excellence (NICE), National Service Frameworks

(NSFs), medicines management, clinical governance, IT strategy).

Demonstrates an understanding of the supplementary prescribing concept, systems and local arrangements (where applicable)



Final assessment




62



I: THE TEAM AND INDIVIDUAL CONTEXT

Works in partnership with colleagues to benefit patients. Is self-aware and confident in own ability as a prescriber

Proactively negotiates with the independent prescriber to develop clinical management plans

Relates to the independent prescriber as an equal partner Maintains the integrity of the prescribing partnership Establishes working relationships with colleagues to ensure that continuity of care is not compromised Thinks and acts as part of a multidisciplinary team Establishes relationships with colleagues based on understanding of, and respect for, each other‟s roles. Recognises and deals with pressures that result in inappropriate prescribing (e.g. pharmaceutical industry, patients and colleagues) Recognises and responds to poor practice in the supplementary prescribing partnership (where applicable) Is adaptable, flexible and responsive to change Negotiates the appropriate level of support for role as a supplementary prescriber. Provides support and advice to other prescribers where appropriate



Final assessment




63


Appendix 6

RECORD OF SUPERVISED PRACTICE

DIRECT CONTACT

Date No of

hours

Description of activity Signature

64


Appendix 7

LEARNING CONTRACT Name of Mentor: Name of student: Learning objectives: 1. 2. 3. 4. 5. 6. Agreed teaching/learning strategies: Date of formative review: Further learning objectives identified: 1. 2. 3. Agreed teaching/learning strategies: Date of summative review:

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Essential information for all taught postgraduate students The content of this section is updated each September and will be inserted when available.

Documents

FACULTY OF HEALTH AND LIFE SCIENCES Department of …placementconnect.coventry.ac.uk/images/.../general_information/stu… · Student Handbook for: Certificate in Non-Medical Prescribing