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STUDENT HANDBOOK The University of Sheffield School of Nursing and Midwifery

Nurse / Midwife Independent / Supplementary Prescribing Programme


STUDENT HANDBOOK

September 2012

The School Of Nursing AndMidwifery.



CONTENTSSECTION 1 – THE PROGRAMME

1.1 Introduction and Welcome ........................................................................41.2 The University of Sheffield.........................................................................51.3 The School of Nursing and Midwifery ........................................................51.4 Programme Administration........................................................................51.5 Pre Course Preparation .............................................................................51.6 The Programme Team...............................................................................61.7 The Programme Aims................................................................................71.8 Structure....................................................................................................71.9 Learning Outcomes....................................................................................81.9.1 Learning Outcomes – Level 6 (Degree)......................................................81.9.2 Learning Outcomes – Level 7 (Masters) ....................................................81.10 Indicative Content.....................................................................................91.11 Practice Experience ................................................................................11

SECTION 2 – TEACHING AND LEARNING

2.1 Teaching and Learning Strategies...........................................................122.2 Quality Assurance / Programme Evaluation ............................................13

SECTION 3 – PROGRAMME ASSESSMENT

3.1 Background to Assessment ....................................................................143.2 Assessments............................................................................................143.2.1 OSCE .......................................................................................................143.2.2 Unseen Examination................................................................................153.2.3 Portfolio ..................................................................................................153.2.4 Case Studies............................................................................................163.2.5 Assignments............................................................................................163.2.6 Assessment of Practice Record................................................................163.2.7 Portfolio Verification................................................................................173.3 Assessment Calendar..............................................................................173.4 Confidentiality.........................................................................................173.5 Tutorial Support ......................................................................................183.6 Mitigating Circumstances........................................................................183.7 Plagiarism ...............................................................................................183.8 Word Allowance ......................................................................................193.9 Presentation of Assignments...................................................................193.10 Portfolio Submissions ..............................................................................193.11 Attendance at Examinations....................................................................193.12 University Marking Strategy ...................................................................193.13 Notification of Results..............................................................................203.14 Hot to access results...............................................................................203.15 Feedback.................................................................................................203.16.1 Failure at 1st attempt...............................................................................203.16.2 Failure at 2nd attempt...............................................................................213.16.3 Failure to attend / Failure to submit........................................................213.17 Right of Appeal........................................................................................21

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3.18 Appeals procedure ..................................................................................213.19 Withdrawal from a unit / programme ......................................................21

SECTION 4 – STUDENT SUPPORT

4.1 Ucards ....................................................................................................234.2 Email........................................................................................................234.3 MUSE ......................................................................................................234.4 MOLE 2 ...................................................................................................244.5 Library Services ......................................................................................244.6 Special Learning Needs...........................................................................244.7 Information Commons.............................................................................254.8 Computing Services.................................................................................254.9 Student Representation...........................................................................264.10.1 Key Websites...........................................................................................264.10.2 Booklist ...................................................................................................26

APPENDICES……………………………………………………………………………………………….……………… 27

Appendix 1 Information PackAppendix 2 Fees and Funding FormAppendix 3 Protocol and AuditAppendix 4 Designated Medical Practitioner HandbookAppendix 6 OSCE Marking CriteriaAppendix 7 Marking CriteriaAppendix 8 Assessment of Practice RecordAppendix 9 Portfolio VerificationAppendix 10 Assignment GuidelinesAppendix 11 Feedback SheetAppendix 12 Formative FeedbackAppendix 13 Plagiarism Action GuidanceAppendix 14 Sample Title PageAppendix 15 E1 FormsAppendix 16 Evaluation Forms

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1.1 INTRODUCTION AND WELCOME

I would like to extend a very warm welcome to you from the University of Sheffield and the nurse prescribing teaching team. This handbook introduces the course and provides important information that is intended to be useful to you as you pursue your study.

This education programme aims to prepare nurses and midwives to prescribe safely, appropriately and cost-effectively as an independent/supplementary nurse prescriber in a rapidly changing practice environment. In addition it aims to enable you to meet the Nursing and Midwifery Council’s standards in order to be recorded as an independent/supplementary prescriber on the professional register.

Information contained in this handbook is up to date at the time of publication but National, professional and University standards, processes and policies regarding non-medical prescribing are constantly changing. It is your responsibility to keep abreast of the changes by reviewing the Department of Health website and ensuring that you always have access to and use the up to date British National Formulary.

The course and the Programme Co-ordinator Debbie Turner (0114 222 2065, [email protected]) are based at; Barber House Annexe3a Clarkehouse RoadSheffieldS10 2HQ

Our postal address is;Barber House387 Glossop RoadSheffieldS10 2HQ

The teaching team look forward to getting to know you and hope that you find the course informative, stimulating and enjoyable.

Derek DarlingNurse Prescribing Programme Leader

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1.2 THE UNIVERSITY OF SHEFFIELD

The School of Nursing and Midwifery is part of the University of Sheffield’s Faculty of Medicine, Dentistry and Health, and takes an active part in all Faculty and University activities and developments. Founded in 1905, the University of Sheffield is rightly regarded as one of the country’s leading research and teaching universities, and is consistently one of the most popular universities in terms of applications per place. The University is also well known for its community spirit; the Union of Students, to which all students automatically belong, enjoys a national reputation for providing some of the best services and activities in any university. The University’s Students’ Charter is an expression of the close working partnership between the University and the Union of Students and of a shared commitment to maintaining and enhancing excellence in the educational experience of students at the University.

1.3 THE SCHOOL OF NURSING AND MIDWIFERY

The reconfigured School of Nursing and Midwifery was launched in 2007. It aims to combine research activities with the delivery of postgraduate and continuing professional development programmes. Our research and research-led education is shaped by local, national and international health and social care policy. We work closely with our partners in health and social care, and design our programmes to meet the needs of the workforce. The School offers high-quality graduate and postgraduate education, which is flexible and responsive to the needs of competing demands within a rapidly changing environment.The School has strong education and research links with cognate University departments, including the School for Health and Related Research (ScHARR), the Department of Sociological Studies, the School of Medicine and Biomedical Sciences, Sheffield Institute for Studies on Ageing (SISA) and the Centre for the Study of Childhood and Youth. International collaborations include universities in Hong Kong and Taiwan and the Worldwide Universities Network. The school attained a top rating of 5 in the last national Research Assessment Exercise, putting us in the top four of UK Nursing and Midwifery schools. It was also awarded an overall ‘Commendable’ rating in 2006 QAA Major Review of Teaching and Learning. Innovation, collaboration and scholarship is encouraged and supported.

1.4 PROGRAMME ADMINISTRATION

This 26 week integrated theoretical and practical course is validated by the University of Sheffield and approved by the Nursing and Midwifery Council (NMC) and meets the standards outlined in the Standards of proficiency for nurse and midwife prescribers. (NMC 2006) and The University of Sheffield Calendar. In addition, it takes account of the Department of Health guidance, Supplementary prescribing by nurse/pharmacist/ chiropodist/ physiotherapist and radiographers within the NHS in England (2005) and the National Prescribing Centre (NPC) “Maintaining Competency in the Prescribing Framework (2003)..

1.5 PRE-COURSE PREPARATION

The course application criteria are set down by the University of Sheffield, the Department of Health (2005) and the NMC (2006)

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The NMC requires employers to undertake an appraisal of a registrant’s suitability to prescribe before they apply for a training place. Employers must also have the necessary clinical governance infrastructure in place to enable the registrant to prescribe once they are qualified to do so.

Where the registrant is not undertaking a module to prepare them in diagnosis and physical assessment alongside the nurse/midwife independent/supplementary prescribing programme, then the employer is responsible for confirming that:

A Criminal Bureau Check has been completed within 3 years prior to commencement of the programme (NMC, 2007).

The applicant has been assessed as competent to take a history, undertake a clinical assessment, and diagnose, before being put forward.

There is clinical need within the registrant’s role to justify prescribing. The applicant has sufficient knowledge to apply prescribing principles taught

on the Programme to their own area and field of practice.

The applicant must be able to demonstrate appropriate numeracy skills (these will be further developed within the context of prescribing and assessed on the course).

(See appendix 1 for the pre course information pack and appendix 2 for the Fees and Funding form.)In order for the assessment of practice to progress, an academic mentor / nurse lecturer will undertake a placement audit to determine the suitability of the learning environment and prepare the DMP for the supervision process, prior to the course commencing. If the DMP has supported a student before but the practice environment has not been audited within the previous 2 years, an audit will be undertaken. (See appendix 3 for details of the audit and the relevant protocols.) The DMP will also be sent an information handbook prior to the commencement of the programme (See appendix 4) and be invited to a DMP supervision update.

1.6 THE PROGRAMME TEAM

It is anticipated that this programme of study will provide you with an interesting and challenging experience that will lay the foundation of your professional development as an independent / supplementary prescriber. The taught component of the programme will be delivered by clinicians with extensive expertise in the field of prescribing both within the primary and secondary care settings. A range of motivated and informed academic staff will support you in maximising the educational opportunities available and successfully completing the assessment process. Derek [email protected]

Programme Leader University of Sheffield

0114 2222041

Tracey [email protected]

Head of Taught Studies

University of Sheffield

0114 2222056

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mailto:[email protected]



Debbie [email protected]

Programme Co-ordinator


0114 2222065

Angela [email protected]

Programme Facilitator Clinic Nurse Coordinator


0114 2222070

Dr. Pankaj Chaturvedi Consultant Physician / Associate Lecturer

Doncaster & Bassetlaw NHS Trust

Jacqui Holcombe Course Tutor BTEC Pharmacy Services / Associate Lecturer

Sheffield College

Melanie Stevens Nurse Practitioner /Associate Lecturer

A& E, Sheffield Teaching Hospitals NHS Trust

1.7 PROGRAMME AIMS

The education programme aims to prepare nurses and midwives to prescribe safely, appropriately and cost-effectively as an independent/supplementary nurse prescriber in a rapidly changing practice environment. In addition, it aims to enable participants to fulfil the Nursing and Midwifery Council’s criteria in order to be recorded on the Professional Register as an independent/supplementary prescriber.

In addition, on successful completion of the programme, the University of Sheffield will award 40 academic credits at degree level 6, (formally level three) or 30 credits at master’s level, depending on the level of study determined when registering with the University.

The programme structure, content and assessment is the same for degree and maters level students, except for the assignments which will be marked at the pertinent levels.

1.8 STRUCTURE

The attendance pattern is part time over a period of six months and is comprised of a total of 38 days study. These days are made up as follows

14 days attendance at the University 12 days independent study 12 days (90 hours) supervised assessed practice

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The 12 days (90 hours) in supervised clinical practice are completed in between the study days to fit in with the student’s normal working practice.

The School of Nursing and Midwifery is obliged to provide information about attendance to the course purchasing Strategic Health Authority. Maximum attendance is the expected norm and absences in excess of 20% of the taught course are not permitted. If this is the case your manager will be notified. You are required to attend a minimum of 80% of the overall attendance (i.e. not having more than 5 days absence). If your attendance falls below 80% you will be invited to a meeting with the programme leader to review your progress. If attendance remains above 70% you will be given the opportunity to demonstrate the achievement of learning outcomes of the missed sessions in the portfolio.

However, where a student fails to participate effectively in the learning process, the University may award a grade of zero or withhold the award of academic credit.

1.9 LEARNING OUTCOMES

The learning outcomes, set out below, reflect the nationally prescribed learning outcomes as defined by The Department of Health in ‘Supplementary Prescribing by Nurses and Pharmacists within the NHS in England’ (DH 2005) and The Nursing and Midwifery Council ‘Standards of Proficiency for Nurse and Midwife Prescribers’ (2006)

1.9.1 LEARNING OUTCOMES – LEVEL 6 (DEGREE)

By the end of the programme the student will be able to:1. Understand and critically apply knowledge of drug actions in prescribing

practice 2. Understand and critically apply the relevant legislation to the practice of

nurse/midwife prescribing 3. Appraise and use sources of information / advice and decision support

systems in prescribing practice 4. Understand the influences that can affect prescribing practice, and

demonstrate a critical understanding by managing prescribing practice in an ethical way

5. Demonstrate a critical understanding of the roles and relationships of others involved in prescribing, supplying and administering medicines

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

7. Assess and consult with patient, clients, parents and carers 8. Prescribe safely, appropriately and cost effectively 9. Practise within a framework of professional accountability and responsibility 10.Develop a clinical management plan within legislative requirements

(supplementary prescribing only)11.If prescribing for children, demonstrate appropriate history taking, undertake

a clinical assessment and make an appropriate diagnosis, having considered the legal, cognitive, emotional and physical differences between children and adults.

1.9.1 LEARNING OUTCOMES – LEVEL 7 (MASTERS)8



By the end of the programme, a student will be able to:1. Critically evaluate the impact of pharmacokinetics and pharmacodynamics on

the individual and the implications for prescribing practice. 2. Critically evaluate the relevant legislation and it’s application to the practice of nurse/midwife prescribing 3. Critically appraise sources of information/advice and decision support systems in prescribing practice 4. Critically evaluate the influences that can affect prescribing practice, and demonstrate understanding by managing prescribing practice in an ethical way 5. Critically evaluate the roles and relationships of others involved in prescribing, supplying and administering medicines 6. Undertake a thorough history including medication history and current medication (including over-the-counter, alternative and complementary health therapies) to inform diagnosis 7. Assess and consult with patient/clients, parents and carers 8. Prescribe safely, appropriately and cost effectively. 9. Practise within a framework of professional accountability and responsibility 10. Develop a clinical management plan within legislative requirements.11. If prescribing for children, demonstrate appropriate history taking, undertake a clinical assessment and make an appropriate diagnosis, having considered the legal, cognitive, emotional and physical differences between children and adults.

1.10 INDICATIVE CONTENT

The following list is the indicative content suggested by the NMC (2006). Some of the content will be provided in the taught component of the programme. Some you will be able to access through the DVD produced by the North West Strategic Health Authority. Other aspects you will be expected to access through your own study. The taught component is generic, applicable to all prescribing settings, however it is up to you to apply the theory to your own area of practice. (See appendix 5 for a sample timetable). 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

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• Stopping medication prescribed by others • Medicines review

Influences on, and psychology of, prescribing

• Patient / client demand, and preference versus patient / client need – knowing when to

say ‘no’ • External influences, eg. Pharmaceutical 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 and community practitioner formulary

• Basic principles of drugs to be prescribed, eg. absorption, distribution, metabolism and excretion, including adverse drug reactions (ADR)

• Interactions and reactions • Patient / client compliance, concordance and drug response • Impact of physiological state on drug responses and safety, for example, in

elderly people, newborn babies, children and young people, pregnant or breast feeding women

• Pharmaco-therapeutics related to controlled drugs

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

•Rationale, adherence to and deviation from national and local guidelines, protocols, policies, decision support systems and formulae

• Continuing professional development - role of self and role of the organisation • Management of change in prescribing practice• Risk assessment and management, including safe storage, handling and

disposal • Clinical supervision

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• 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 • 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, 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 the 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, eg. exercise

1.11 PRACTICE EXPERIENCE

Students will be required to undertake a minimum of 90 hours of supervised clinical practice within their working environment. The aim is to observe the practice of a range of experienced prescribers, take advantage of learning opportunities available and undertake practice assessment. They will maintain a

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diary/log of the required minimum 90 supervised practice hours, with some detail of the activities undertaken during each practice session. Supervision and assessment of clinical practice will be undertaken by a designated medical practitioner (DMP) who meets the criteria set out by the NMC (2006) and the National Prescribing Centre (2005). It is recommended that co-mentorship and support is provided by a nurse independent prescriber from your own area, wherever possible.

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2.0 TEACHING AND LEARNING

2.1 TEACHING AND LEARNING STRATEGIES

The teaching and learning methods used reflect the programme philosophy, which recognises previous learning, expertise and experience of the individual student and group as a whole, and values independent learning based on critical reflection. The teacher is seen as a facilitator of learning and partner in the learning experience.

Peer group learning is actively exploited in order to promote the presentation of differing and challenging viewpoints of the diverse aspects of prescribing and develop professional support networks.

In order to accommodate the various learning styles of the participants, a wide variety of teaching and learning methods are used to help students gain knowledge and develop independent critical thinking skills and competence.

The teaching and learning methods used include the following: Problem solving approaches using case studies, group work and project

work will enable the student to demonstrate an ability to assess and manage prescribing scenarios in conjunction with peers. This will foster a notion of individual and collective thought, enquiry and the ability to demonstrate innovative ideas, thus encouraging and enhancing a team approach.

Guided study will provide a structured opportunity for learning in specific prescribing areas.

Lectures will provide a medium through which you access the main knowledge base areas.

Experiential learning, such as role play situations, will be utilised as appropriate to develop and explore interpersonal skills, as well as a safe environment within which to develop therapeutic skills and to express and reflect upon personal feelings.

Seminars will facilitate the broadening of theoretical knowledge and the ability to locate, correlate and reflect upon the relationship of theory to practice. In addition it will allow you to develop presentation skills.

Random case analysis taken from your own practice will allow in-depth analysis and reflection of treatment scenarios, patient care and prescribing behaviour. The case analysis will be documented in your portfolio.

A portfolio of learning will be used as a means of facilitating and recording critical thinking and reflection and be used as evidence to support your claim for competence and thus the professional and academic awards.You will be encouraged to explore and develop your particular clinical interests. The portfolio approach recognises your autonomy and personal experience and provides opportunities for the development of independent, student centred lifelong learning skills.

Supervised assessed clinical practice facilitates the integration of prescribing theory and practice and enables you to gain clinical competencies in a safe, supported environment. Progress and achievement will be recorded in the “The Assessment of Practice Record”

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2.2 QUALITY ASSURANCE / PROGRAMME EVALUATION

Whilst you are a student, you will have opportunities to evaluate the quality of your programme of study and its individual units. Student evaluation is an essential part of assuring the quality of departments’ provision and provides us with essential feedback on your experiences of your programmes of study.

All programme evaluation is subject to university policy. Course evaluation is conducted formally at the end of each unit. Evaluations are collected to form part of a report that is submitted to the Board of Studies which meets annually who make recommendations based on the findings. The following issues are usually addressed:

The overall coherence and content of your programme; Tutorial support; Assessment deadlines and feedback; Appropriateness of the teaching methods; Availability and suitability of learning resources.

We will endeavour to provide you with feedback on the issues that students have raised through the evaluation process and how we are addressing these. It is important that we receive a good response rate to student evaluations, as your feedback is an essential part of helping us to maintain the quality of teaching and learning provision, and may benefit you and future students. Quality reviews of departments’ teaching and learning consistently demonstrate ways in which student feedback often does lead to changes being made to units and programmes.If you have cause to make a formal complaint please follow the University procedure at http://www.shef.ac.uk/ssid/procedures/(See appendix 17 for evaluation pack. The electronic evaluation sheet will be available in the paper copy of the handbook)

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http://www.shef.ac.uk/ssid/procedures/



3.0 PROGRAMME ASSESSMENT

3.1 BACKGROUND TO ASSESSMENT

The standards for assessment of the programme are prescribed by the Nursing and Midwifery Council and The University of Sheffield. A range of assessment strategies will be employed to test knowledge, decision-making, competence, and the application of theory to practice. All assignments are summative.

3.2 ASSESSMENTS

3.2.1 OSCE

Within a month of the programme commencement the student will submit a patient case scenario guided by the 7 principles of prescribing. This will be based on a condition/ symptom and drug that the student wishes to be assessed on in the OSCE.There will be 3 stations in the OSCE

Station 1: Knowledge of the drug to be prescribed (Time allowed 10 minutes).The student will describe the drug identifying the following:The drug name;Indications for use;Contra indications;Cautions;Side effects; Pharmacokinetics;Pharmacodynamics;Dosages;Implications for history taking and monitoring of the patient.

Station 2: Safe prescribing and conveying information (achieving concordance) (Time allowed 15 minutes).The student will give information to the ‘patient’ which will include:An explanation of patient’s condition / symptom;A rational for the use of the drug;An enquiry about the cautions and contraindications for the drug (eg pregnancy, breast feeding, liver diseases, other drugs being taken);Information on any drug allergy;An explanation of how to take the drug;An explanation of the side effects of the drug;Information on impact on lifestyle (If applicable);How the patient will be monitored / reviewed;

Station 3: Writing a prescription (Time allowed 5 minutes)The student will write a prescription for the patient. An FP 10 will be provided, otherwise the student will submit the prescription format they wish to utilise a month before the OSCE

The students will be allowed to bring with them a clean BNF.15



The student will be given all guidelines and criteria as indicated above. All marking criteria must be passed.(Students will be prepared through presentations in the classroom setting)

At stations 1 and 2 there will be a marker and a moderator.At station 2 the role of the patient will be undertaken by volunteers from Patient as Educators, Clinical skills Centre, University of Sheffield.Station 3 will be manned by an observer.

At stations 1 and 2 the students will be ‘digitally recorded’. The external examiner will be given the option to attend the OSCE, otherwise they will be sent the recordings.

(See appendix 6 for the marking criteria)As there is only a pass or fail awarded for this assessment, it will not be included in the final classification for the programme.

3.2.2 UNSEEN EXAMINATION

This examination aims to test your numerical skills and knowledge of pharmacology and its application to prescribing practice.

A mock examination is provided for you to practice this examination prior to the event, which takes place in a classroom under strict examination conditions.

A clean copy of the Nurse Prescribing Formulary, British National Formulary may be taken into the examination.

An electronic calculator may also be used during the examination, as long as the calculator is a simple standard model, which has been approved by the University of Sheffield’s, Computer and Information Services (CICS). The School of Nursing and Midwifery can provide approvedcalculators if required.

The examination is in two parts.

Part one – Pharmacology

Consists of twenty short answer or multiple choice style, pharmacology or pharmacology related questions. You must achieve a minimum 80% pass in order to be successful. These are generic questions in order to ensure that all candidates, whatever their field of practice, will have an equal opportunity to be successful.

One hour is allocated to complete this part.

Part two - Drug calculation

Consists of five drug calculation questions and a 100% pass mark is required in order to be successful.

Fifteen minutes is allocated for this part.The mark from the unseen exam will not count towards the final classification.

3.2.3 PORTFOLIO16



A portfolio of learning and evidence of achievement of the stated learning outcomes will be developed throughout the programme. This should contain a range and combination of evidence of application of theory to practice, through critical analysis and reflection on personal prescribing practice. Therefore, each student’s portfolio will be different, as they will be individual and personal. However, it will contain a number of essential elements, which should be cross referenced to the NMC learning outcomes and include the following.

A contents page and an organisational grid cross matching the contents to the NMC learning outcomes.

A brief introduction to professional role and justification for becoming an Independent / Supplementary Nurse Prescriber.

A diary/log sheet showing how the 90 hours in supervised practice was spent. If prescribing for children, this should be indicated.

Four case studies (see 3.2.4 below). Two 3000 word assignment that reflect wider issues concerning

professional ethical or legal aspects of prescribing (see 3.2.5 below). Evidence of numeracy skills, writing prescriptions and prescribing in a

range of scenarios. Reflective accounts. A Clinical Management Plan (Supplementary Prescribers only) Assessment of Practice Record (see 3.2.6 below).

3.2.4 CASE STUDIES

Four case studies arising from clinical practice will be produced, each of which will comprise a brief outline of the prescribing scenario using the Seven Principles of Prescribing.. These can be in the form of short / briefing notes. These are not assessed.

3.2.5 ASSIGNMENTS

Two 3000 word assignments will be written, arising from the four case studies. Each assignment will take one issue arising from the reflection section in one of the case studies and develop an academic discussion based on a critical evaluation of the literature and its application to clinical practice. (N.B. if you are intending to work with children then at least one case study should focus on prescribing for a child).The Harvard referencing system will be utilised (See http://library support.shef.ac.uk/hsl-dvcl.pdf)The assignments will be assessed using the University of Sheffield marking criteria (pertinent to the level undertaken i.e. degree or masters) (See Appendix 7)

3.2.6 ASSESSMENT OF PRACTICE RECORD

The competencies for assessment of practice are based upon the National Prescribing Centre “Maintaining Competency in the Prescribing Framework” (National Prescribing Centre, 2003). “A Single Competency Framework for All Prescribers” (National Prescribing Centre, 2012) has been published recently. The assessment of practice competencies will be reviewed in light of this document. This was not possible for the production of this revalidation handbook.

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http://library/



You will be supervised and assessed in practice by a Medical Practitioner and the outcomes recorded in the “Assessment of Practice Record” (See appendix 8)

At the beginning of the programme an initial interview with the Designated Medical Practitioner will be undertaken. You will identify activities (ways of learning) and evidence (concrete proof that the learning has taken place) that will count towards the assessment. Assessment of competence will utilise any one of the following methods:

Direct observation by the assessor or other designated medical practitioner

Question and answer to assess underpinning knowledge Reflective discussions between the assessor and the student Simulation (only if an opportunity to demonstrate a performance outcome

has not been available)When the assessor is satisfied that you have achieved each performance outcome safely, effectively and consistently to the required standard it will be signed off as competent. It is anticipated that the majority of the competencies will not be signed off until the latter part of the programme.

About half way through the programme please arrange an intermediate interview which will involve a formal review of your learning and revision of the action plan to achieve the outstanding competencies. Your academic mentor will contact your DMP to monitor your progress.

Your academic mentor will participate in the final interview alongside the DMP. The final report will comment on your conduct, attitude and motivation as a potential nurse/midwife prescriber. A report will also be completed by your employer / clinical manager.

N.B. Where you are in a professional position to prescribe for children this should be identified and assessed by a medical supervisor, who is competent to prescribe for children.

If for any reason there is a lack of opportunity to demonstrate performance then the course leader should be informed and strategies agreed to address this. In some circumstances it may be necessary to seek an extension.

You are advised to identify an experienced independent / supplementary prescriber who can assist you in the application of the programme principles and content to the role of independent / supplementary prescriber.

3.2.7 PORTFOLIO VERIFICATION

The portfolio will be assessed using the university verification of portfolio (Appendix 9). Only the mark awarded for the assignments will be count towards the classification for the programme.

3.3 ASSESSMENT CALENDAR

Assessment Date Publication of results

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Seen OSCE Examination Seen OSCE Examination Re-sitUnseen Examination Unseen Examination Re-sitSubmission of PortfolioRe-submission of Portfolio

3.4 CONFIDENTIALITY

Individuals and institutions should not be named in assignments.

Information that is not in the public domain, that identifies individuals or institutions or that is subject to copyright should not be included in appendices. Should this occur the work will be returned to the student and will require resubmitting with the identified information removed within seven days.

Please familiarise yourself with the NMC advice concerning the use of social networking sites.

3.5 TUTORIAL SUPPORT

You will be allocated an academic mentor from within the programme teaching team, who will support you in the production of the written assignments and with your progress generally. In order to enable the tutor to give you effective guidance, it is expected that you will contact them to arrange a tutorial by phone, email or in person. If you require the tutor to read through work to give you formative feedback then the work should be with the tutor no less than 3 working days prior to the arranged tutorial. You will receive verbal and written feedback at this stage that you are expected to use to develop your coursework prior to submission.

If they are not available for periods of 5 days or more e.g. due to annual leave, then they will provide you with the name of a designated tutor.

3.6 MITIGATING CIRCUMSTANCES

If, at any time during the preparation for the portfolio, you experience difficulty in meeting the hand in date due to personal circumstances or illness, you must inform your academic mentor as soon as the situation arises. In most genuine circumstances adjustments can be made to hand in dates. The granting of extensions is at the discretion of the Programme Leader.

The School of Nursing and Midwifery has a written policy on the circumstances under which an extension may be granted, which is strictly adhered to, as part of the process to ensure a fair and consistent approach to assessment for all students.

You have a right to submit a letter of mitigation to the Chair of the Board of Examiners with your assignment or prior to taking an examination if you think you have experienced circumstances beyond your control that have affected your ability to study. The programme leader will be able to advise you as to

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when this is appropriate (Appendix 4).

3.7 PLAGIARISM

When preparing work to be submitted as part of a summative assessment it is expected that the work will be the candidate’s own. Plagiarism and collusion are not allowed. Plagiarism is passing off others’ work as your own, whether intentionally or unintentionally, to your benefit. Collusion is a form of plagiarism where two or more people work together to produce a piece of work all or part of which is then submitted by each of them as their own individual work. Any attempt to submit work that is not your own will result in disciplinary action. When you submit your assignment you will be required to complete a ‘Receipt of Course Work’. In signing this document you will be declaring that the work submitted is your own original work. Submission of plagiarised work may lead to a referral to the Discipline/ fitness to Practice Committee. The schools approach to the management of plagiarism can be found in appendix 13 The School of Nursing and Midwifery uses an electronic system to detect similarity of work submitted against the internet, journals and work submitted to other institutions. A random selection of 20% of all work or any work where the marker has concerns is submitted to this system. The school keeps you informed by:

Providing sessions on avoiding plagiarismProviding a work package for you to completeGiving you the opportunity to submit formative workProviding space on MOLE 2 for updates etc

3.8 WORD ALLOWANCE

Each assignment has an allocated word allowance. All words (including names and dates for references) from the first word of the introduction to the last word of the conclusion constitute the word count.

1. Each candidate will be required to state the number of words they have used. This information must be given on the title page.

2. Candidates whose work is of a pass standard but falls outside the +/- 10% allowance will be penalised and a mark of 0 will be recorded on the assessment profile.

3. Measures will be introduced to check the accuracy of candidate statements. These will include checks during marking and moderating.

Any queries concerning any aspect of the above should be raised with the Programme Leader in the first instance.

3.9 PRESENTATION OF ASSIGNMENTS

(Refer Appendix 10)

3.10 ASSIGNMENT / PORTFOLIO SUBMISSION

You are required to submit one paper AND one electronic copy of your assignments. The portfolio should be submitted to Barber House Annexe no later than 1500hrs on the date identified on the assessment calendar. Late

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submissions will not be accepted. Failure to submit assignments on the date indicated will result in the assessment being recorded as a Fail. Assignments will be accepted via post (as long as the postmark is not dated after the date of submission) but not via email.

3.11 ATTENDANCE AT EXAMINATIONS

The OSCE and the unseen exam will be held at a venue identified at the commencement of the programme.You are required to inform you’re the programme leader should any circumstance prevent you from attending an OSCE/ examination. If you are unable to attend due to illness you are required to submit a doctor’s certificate.

You are advised to read the General Regulations as to Examinations, of the University of Sheffield, which can be found at www.sheff.ac.uk/examinations

3.12 UNIVERSITY MARKING STRATEGY

Assignments are initially marked by a member of the module teaching team using the marking criteria (Appendix 7) and feedback sheet (See appendix11). All assignments are then moderated. Verification of the portfolio is undertaken by an experienced prescriber. All fails, borderline assignments and 20% of the remaining work is then sent to an external examiner whose role it is to comment on the quality of both the work and the marking. All ratified results are then published approximately 6-8 weeks after the submission date.

Further clarification on this issue is contained within the University of Sheffield Ordinances and Regulations relating to programmes of study in all Faculties.

3.13 NOTIFICATION OF RESULTS

Assignment results will be published once per month by the Assessments Office located at the School of Nursing and Midwifery. The dates of publication will be in your unit handbook. To ensure anonymity, registration numbers instead of names are used to identify students on results lists.

Results are displayed on the notice board in the ‘Social Space’ in Barber House after 1100 on Mondays. Results will also be published on the School website on Mondays after 1100. On bank holidays results will be published on the following working day. It is also possible to obtain your results from the University of Sheffield website.

3.14 HOW TO ACCESS RESULTS

3.14 How to access results Go to the ‘myResults’ website at http://www.shef.ac.uk/ssid/exam/results Click on ‘myResults’ on the right hand side of that page Log in to the page with your university username and password to access

results.

3.15 FEEDBACK

Formative and summative feedback is offered to students. (Please see 21

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appendix 12 for information about formative feedback).

Summative FeedbackYou would expect to receive written feedback on all non-invigilated course work any time after the date of publication as stated on the assessment calendar. If you would like additional feedback from the marker it is your responsibility to organise a meeting for this with the marker. Feedback should explain why you have received a particular grade, the strengths and weaknesses of the work and on how the work could be improved. You should use this information to improve your performance in subsequent assessments.

If your assessment was an invigilated examination you can request to see your paper with your personal teacher present who will give you verbal feedback on performance; this should be followed up by written feedback. You should utilise this feedback to improve your performance at subsequent examinations.

3.16 FAILURE TO MEET THE REQUIRED STANDARD

3.16.1 FAILURE AT 1ST ATTEMPT

Students will receive correspondence from the School outlining their progress to date, and implications on their programme, if they are unsuccessful at a 1st attempt. A report of the student’s progress will also be sent to the Faculty, and the student will receive correspondence from Faculty in relation to receiving this report.

Students are advised to seek further tutorial support and may be offered a learning contract to facilitate their further development and achievement, and a new submission/examination date will be set by the Board of Examiners.

3.16.2 FAILURE AT 2ND ATTEMPT

Students will receive correspondence from the School advising them that they have exhausted all opportunities at that assignment/examination, and are therefore ineligible to receive an academic award for the programme of study they are currently registered for. The students will be given two weeks to respond and state if they wish to be given the opportunity to have their progress to date formally reviewed by the Faculty Student Review Committee (FRSC). Failure to respond will result in the student being deemed to have failed their programme of study.

Students failing the final unit of their programme of studies at a 2nd attempt, will not be referred to FSRC – they will have been deemed to have failed their programme.

3.16.3 FAILURE TO ATTEND / FAILURE TO SUBMIT

If you cannot attend a unit (see attendance requirements) for which you have been registered, you should withdraw from the unit and confirm this in writing. If you do not do this, your two attempts at the assessment will be published as “Fail to Submit” and you will then be deemed to have failed your programme of study.

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This means that you will be unable to attend any other modules that form part of that programme, and therefore cannot gain the award for which you are registered

If you have any mitigating circumstances that prevent attendance or submission of work, this must be confirmed in writing prior to submission dates. For units with an examination, a failure to attend without good reason, will be deemed to have failed. Failure to attend or submit work will be notified to NHS South Yorkshire and Humber/East Midlands, if appropriate, and they may wish to take further action.

3.17 RIGHT OF APPEAL

Following notification of the decision of the Committee, you have 14 days in which to appeal against this, if you so wish. This will involve a complete re-hearing of the case by the Appeals Committee of the Senate.

3.18 APPEALS PROCEDURE

Details for appeals are available at Student Services or via their web page at http://www.sheffield.ac.uk/ssid

3.19 WITHDRAWAL FROM A UNIT / PROGRAMME

If you wish to withdraw from a unit or programme you are advised to:

Seek a meeting with the programme leader to discuss alternatives to withdrawal.

Discuss your decision with the Lead Nurse Prescriber for the Trust who should then email the programme leader supporting your decision to withdraw.

Write to the Programme Coordinator stating that you are withdrawing and where possible state the unit/programme codes and/or titles.

You are advised that failure to submit an assignment or writing to say that the assignment will not be submitted is NOT acceptable as a substitute for notification of withdrawal.

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4.0 STUDENT SUPPORT

4.1 UCARDS

As part of your registration with the University you will receive a UCard from the University which will enable you to access the University's libraries, computing facilities and also to benefit from student discounts. These are not normally posted to you but are collected from the relevant programme secretary. There is a replacement charge if you lose your UCard, which currently stands at £5.00.Also you will receive a welcome pack from Corporate Information and Communication Service (CICS). This will provide you with an id and password to access the University computer system. (The password is notoriously unmemorable, but you can change it!).

Once you log on, your first step should be to explore MUSE. To get there go to the University Home Page (www.shef.ac.uk) and click on ‘MUSE. After entering your user id and password you will have all the benefits of being within the University network wherever you log on from.

4.2 EMAIL

All individual University staff; administrative, clinical and academic, have Email addresses which can be found in the University telephone directory, at any campus General Office or Reception and on the University website under “Contact—Finding People”. All students have Email addresses. All new students are allocated an address automatically at the start of their programme.

You can ‘access’ the ‘mailbox’ at your ‘address’ through any computer connected to the Internet anywhere in the world. In the same way you can send messages to any other ‘address’ in the world and they can send messages to you.

As a student of this University you have free access to this system; and to the www, through desktop computers and terminals located in all University facilities such as libraries and Nursing and Midwifery Education Centres. In some instances large numbers of computers are located in ‘open access’ computer centres; in various University buildings, one of these - the information commons on the main campus, is open 24 hours a day almost all year including holidays.

This form of communication is fast, efficient and easy to use. You will be given information on how to use it and an individual password (KEEP IT SAFE) to enable you to gain full access. Academic and administrative staff will communicate through this system and you can use it to contact other students. It is essential that you check your email regularly as important changes to the programme will only be communicated to you via this system and not your personal email account.

4.3 MUSE

It is not essential that you have your own computer at home but you will find it 24

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much easier if you have access to a computer in a place that you can study. It is likely that you will want to access information held in the secure areas of the University website and therefore will benefit from internet access.The University provides a secure system that acts as an internet gateway to all types of information you might want to use. This is accessible from any computer inside or outside the University and is known as MUSE. This provides you with a method of getting at relevant programmes, your own file store and to items specific to your Programme. It has ‘groups’ facility to aid on line collaboration.

Benefits for students: Backup laptop or on campus computer files to U drive so you can access

them from anywhere Access library account and online resources such as e-journals Access ‘e’ mail from anywhere in the world Get timetables and exam results Locate free computers on campus that you can use

4.4 MOLE 2

MOLE is ‘My Online Learning Environment’ – the virtual learning environment used by the University of Sheffield. You may well have encountered something similar on your previous course as MOLE is based on Blackboard/WebCT, so if either of these (or other systems like Moodle) are familiar to you, you will understand how it works.

Some distance learning courses are taught in an entirely online fashion using MOLE but for your course we use it to support other elements of your learning. It is used as a repository of teaching materials, a way of bringing important information to your attention, a communications centre for both synchronous discussion groups and synchronous chat rooms and a gateway to additional learning resources.

At the beginning of your course you will be introduced to the way that MOLE works and what it contains.

4.5 LIBRARY SERVICES

As a student on this course you will have full access to the University of Sheffield Library. During your period of study at the University you will need to use the libraries extensively particularly the Health Sciences Library. There are three branch libraries that serve the School of Nursing and Midwifery; the Main Library, the Royal Hallamshire Hospital and the Northern General Hospital. The University Library offers a full range of services including borrowing, study places, interlibrary loans, photocopying, an enquiry service, user guidance and access to the campus network from within the Library. Stand-alone multi-media machines and audio-visual facilities are also available. To borrow from the library you need to have a valid University Card (UCard). If you require help with literature searching or accessing library services then you can contact Frances Ludlow for assistance on 0114 2812704 or email [email protected]. She is also available for drop in sessions at the Northern General Hospital Library. For further information please see the Library notice board.

4.6 SPECIAL LEARNING NEEDS

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If you have any special learning needs you should inform your Academic mentor as soon as possible, who will explain more about the University Policy on special student needs and the University Counselling Service. It is important that you give attention to this at the start of the programme or as soon as possible if such needs arise after starting. Advice can be sought from the School’s disability officer David Reid (Tele: 0114 2222060; Email: [email protected]).

4.7 INFORMATION COMMONS

An exciting addition to the range of services available to our students are those found in the Information Commons Facility. It offers the ultimate workspace for students, has over 500 computers, holds 100,000 books and has everything you may need to help with your studies. Key features include: open 24 hours a day, 7 days a week, group study rooms, silent study areas, a 72 seat internet café, self service book issue and return machines.Further information can be found on www.sheffield.ac.uk/infocommons

4.8 COMPUTING SERVICES

Any difficulties accessing your email or getting access to the secure areas of the School website from within or outside the University should be brought to the attention of the technicians in the University, accessible during office hours on 0114 222 1111 or internally on 21111. Their ‘e’ mail address is [email protected]. However, your lecturers should be able to help you with most day to day problems.

Further important information about the rules, regulations, policies and procedures of this University course can be found in the “General Student Handbook” which should be read in conjunction with this Independent/Supplementary Nurse/Midwife Prescribing Programme Handbook. This can be found at www.shef.ac.uk/snm/currentstudents

The programme will reflect the University of Sheffield rules and regulations. A copy of these can be found at: http://www.shef.ac.uk/ssid/atoz.html#R

4.9 STUDENT REPRESENTATION

The University places great value on the opinions of its students; and there are numerous opportunities for you to get involved at both departmental and faculty level on a variety of committees. This gives you the opportunity to have your voice heard and also to represent the views of other students.

The Nurse Prescribing Development GroupThis group consists of the programme teaching team, nurse prescribing leads and student representatives. This group meets biannually and considers student evaluations of the prescribing programme and advises on ongoing course developments, This information then contributes to the Board of Studies and Teaching and learning Committee. If you wish to be a student representative please see the programme leader.

These opportunities are supplemented by a range of surveys and evaluations which you will be invited to participate in.

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http://www.shef.ac.uk/ssid/atoz.html#R

http://www.shef.ac.uk/snm/currentstudents


http://www.sheffield.ac.uk/infocommons



The School recognises the challenge for CPD students in contributing to programme / school governance. If you would like to comment on your experience or make a contribution to programme/school governance then you are encouraged to visit the following website where you can comment on issues that will contribute to discussion at the Staff Student Committee, Board of Studies and Teaching and Learning Committee. http://uspace.shef.ac.uk/clearspace/community/mdh/snm/students/part-time_students

4.10.1 KEY WEBSITES

British Medical Association http://.bma.org.uk

British National Formulary http://www.bnf.org

Clinical Governance Research http://www.le.ac.uk/cgrdu/& Development Unit

Department of Health http://www.doh.uk./nurseprescribing

Guild of Healthcare Pharmacists http://www.ghp.org.uk

National PharmaceuticalAssociation http://www.npa.co.uk/

National Prescribing Centre http://npc.co.uk

Nursing and Midwifery Council http://nmc-uk.org

Patient Group Directions http://www.groupprotocols.org.uk

Pharmaceutical Services NegotiatingCommittee http://www.psnc.org.uk

Prescription Pricing Authority http://www.ppa.org.uk

Royal College of Nursing http://www.rcn.org.uk

Royal Pharmaceutical SocietyOf Great Britain http://www.rpsgb.org.uk

4.10.2 BOOKLIST

Beckwith S and Franklin P (2007) Oxford Handbook of Nurse Prescribing Open 27

http://www.rpsgb.org.uk/

http://www.rcn.org.uk/

http://www.ppa.org.uk/

http://www.psnc.org.uk/

http://www.groupprotocols.org.uk/

http://nmc-uk.org/

http://npc.co.uk/

http://www.npa.co.uk/

http://www.ghp.org.uk/

http://www.doh.uk./nurseprescribing

http://www.le.ac.uk/cgrdu/

http://www.bnf.org/

http://uspace.shef.ac.uk/clearspace/community/mdh/snm/students/part-time_students

http://uspace.shef.ac.uk/clearspace/community/mdh/snm/students/part-time_students



University Oxford

Courtenay M and Butler M (2002) Nurse Prescribing Principles and Practice. Greenwich Medical Media London

Courtenay M (2001) Current Issues in Nurse Prescribing Greenwich Medical Media London

Courtenay M and Butler M (2002) Essential Nurse Prescribing. Greenwich Medical Media London

Courtenay M and Griffiths M (2004) Independent and Supplementary Prescribing. An Essential Guide Greenwich Medical Media London

Downie G (ed) (2008) Pharmacology and Medicines Management for Nurses 4th Edition Churchill Livingstone Edinburgh

Humphries J and Crown J (2002) Nurse Prescribing Palgrave Basingstoke

Greenstein B (ed) (2009) Trounces Clinical Pharmacology for Nurses 18th Edition Churchill Livingstone Edinburgh

Lymn J et al (eds) (2010) The New Prescriber Wiley Blackwell Chichester

Nuttall D and Rutt-Howard J (eds) (2011) The Textbook of Non Medical Prescribing. Wiley Blackwell Chichester

Otway C (2004) The Practical Guide to Extended Nurse Prescribing Quay Books

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Nurse / Midwife Independent / Supplementary Prescribing ProgrammeAPPENDIX 1

SNM 3223 / 624 Nurse / Midwifery Independent / Supplementary Prescribing CourseInformation Pack

(Based on guidelines published by Yorkshire and Humberside Strategic Health Authority (2007))

Included in this pack is information on:• Background, key principles and history of non-medical prescribing• Definitions• When to choose independent or supplementary prescribing• Preparation and training• Eligibility criteria for training• Supervision of learning in practice• Identifying potential candidates for training• Selection criteria for training• Application for funding of training

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BACKGROUNDNon-medical prescribing is the term used to describe any prescribing done by a healthcare professional other than a doctor or dentist. It can also be termed ‘non-doctor’ prescribing.

Extending prescribing responsibilities to health care professionals other than doctors and dentists is already playing a key role in achieving the aims of the NHS plan by:

• Increasing their contribution to meeting the needs of local health economies

• Enabling teams of health care professionals to deliver more flexible services and complete episodes of care for hard to reach and vulnerable groups

The introduction of non-medical prescribing is an integral part of the larger agenda to modernise the NHS. The government clearly views the extension of prescribing responsibilities as fundamental to this process. This was confirmed within several Department of Health (DH) documents as expansion of non-medical prescribing began:

• Making a difference: strengthening the nursing, midwifery and health visitor contribution to health and healthcare (January 1999), which re-affirmed the Government’s intention to:‘… extend the role of nurses, midwives and health visitors to make better use of their knowledge and skills – including making it easier for them to prescribe’

• The report of the Review of prescribing, supply and administration of medicines (March 1999), which recommended that:

Prescribing responsibilities can be extended to include professional groups other than doctors, dentists, district nurses and health visitors

Following diagnosis, responsibility for the clinical management of some patients, including prescribing, could be passed to another health professional, now referred to as the supplementary prescriber

• The NHS plan: a plan for investment, a plan for reform (July 2000), which emphasized:

That services should be organised and delivered around the needs of patients

The importance of breaking down traditional demarcations between clinical roles

The need for clinical professionals to work more flexibly for the benefit ofpatients

• Pharmacy in the future – implementing the NHS plan (September 2000), which set out:

The vital role of pharmacy in delivering the NHS plan The vision for pharmacy An outline programme for the development of pharmacy services in the

UK

KEY PRINCIPLESThe key principles of the extension of prescribing responsibilities are:

Patient safety is paramount

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Patients should benefit from faster access to care, making it easier to get the medicines they need. They should also benefit from having their care actively managed by ‘experts’ in their condition. This should result in patients receiving more detailed advice on their treatment and achieving a high level of concordance

The organisation / service should benefit by making better use of available resources.

Maximising the potential use of existing skills that a range of health care professionals possess will increase their contribution to the work of the whole health care team. This means that doctors should have more time to concentrate on those patients who need the level of care that only a doctor can provide.

HISTORY OF NON-MEDICAL PRESCRIBING

The introduction of community practitioner nurse prescribers

The Cumberledge report (1986) was the first document to advocate nurse prescribing. This was followed by the Crown report (1992), which recommended that District Nurses and Health Visitors should be allowed to prescribe from a limited formulary. These were the first prescribers, and prescribed from the ‘Nurse Prescribers’ Formulary for District Nurses and Health Visitors’. This is now called the ‘Nurse Prescribers’ Formulary for Community Practitioners’ and enables Community Practitioner Nurse Prescribers, including District Nurses and Health Visitors, to prescribe from a formulary of appliances, dressings and a limited number of medicines relevant to community nursing and specialist community public health nursing practice.

The introduction of extended formulary nurse prescribers

In May 2001, the Government announced that ‘independent’ prescribing responsibilities would be extended to enable more groups of nurses to prescribe a wider range of medicines. The Nurse Prescribers’ Extended Formulary (NPEF) allowed treatment of a defined list of conditions from a defined formulary of drugs. Training of Extended Formulary Nurse Prescribers (EFNPs) began in early 2002.

Work to expand the NPEF took place from 2003 to 2005. By May 2005 the NPEF included around 240 Prescription Only Medicines (POMs), together with all Pharmacy and General Sales List medicines prescribable by GPs for defined medical conditions. The NPEF was discontinued from 30 April 2006. Nurses previously trained as EFNPs were now called Nurse Independent Prescribers and subsequently able to prescribe from the British National Formulary any licensed medicine for any medical condition within their competence.

The introduction of nurse and pharmacist independent prescribers

Consultation on the options for future independent prescribing by nurses took place in early 2005. At the same time a similar consultation examined options for the introduction of independent prescribing by pharmacists. This led to recommendations in November 2005 and the subsequent introduction of nurse independent prescribers and pharmacist independent prescribers from May 2006. This enabled suitably trained and qualified nurses

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and pharmacists to prescribe any licensed medicine for any medical condition within their competence. In addition nurses were able to prescribe a limited range of Controlled Drugs for specific medical conditions.

The introduction of supplementary prescribing for nurses, pharmacists, allied health professionals and optometrists

The decision to grant nurses and pharmacists supplementary prescribing responsibilities was announced in November 2002. This meant that pharmacists would be able to prescribe for the first time and nurses would be able to prescribe within a clinical management plan for long-term conditions. In Summer 2004, the Medicines and Healthcare products Regulatory Agency (MHRA) and DH conducted a formal consultation on proposals for supplementary prescribing by chiropodists / podiatrists, physiotherapists, radiographers and optometrists. Changes to regulations to enable supplementary prescribing by these groups were announced in Spring 2005.Nurses, pharmacists, physiotherapists, radiographers, chiropodists / podiatrists and optometrists can now all act as supplementary prescribers in partnership with a doctor (or dentist) to prescribe both licensed and unlicensed medicines. For nurses and pharmacists this also includes controlled drugs agreed with the doctor and detailed within the Clinical Management Plan. From July 2006, the inclusion of controlled drugs within the ClinicalManagement Plan with the doctor’s agreement where a patient need was identified, was expanded to AHPs (listed above) and optometrists.

The introduction of optometrist independent prescribers

The outcome of the consultation proposing optometrists should be able to act as Independent Prescribers granted them independent prescribing rights in August 2007. Legislative changes are expected in Spring 2008 after which training can begin.

DEFINITIONS

Independent prescribingPrescribing by a practitioner (e.g. doctor, dentist, nurse, pharmacist) responsible and accountable for the assessment of patients with undiagnosed or diagnosed conditions and for decisions about the clinical management required, including prescribing. Within medicines legislation the term used is ‘appropriate practitioner’.

Nurse Independent PrescribersPreviously called Extended Formulary Nurse Prescribers. Nurses and midwives who are on the relevant parts of the Nursing and Midwifery Council(NMC) register may train as Nurse Independent Prescribers to prescribe any licensed medicine for any medical condition, including some Controlled Drugs. Nurse Independent Prescribers must only ever prescribe within their own level of experience and competence.

Pharmacist Independent PrescribersRegistered pharmacists who are named on the membership register of the Royal Pharmaceutical Society of Great Britain (RPSGB) may train as pharmacist

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independent prescribers to prescribe any licensed medicine for any medical condition, excluding all Controlled Drugs at present. Pharmacist Independent Prescribers must only ever prescribe within their own level of experience and competence.

Community Practitioner Nurse PrescribersPreviously known as District Nurse / Health Visitor prescribers. Following training, eligible nurses can prescribe from the Nurse Prescribers’ Formulary forCommunity Practitioners (formerly known as the Nurse Prescribers’ Formulary for District Nurses and Health Visitors). Details of this formulary, which consists of appliances, dressings and some medicines are found in the BNF and Part XVIIB(I) of the Drug Tariff.

Supplementary prescribingSupplementary prescribing is defined as a voluntary partnership between an independent prescriber (doctor or dentist) and a supplementary prescriber to implement an agreed patient-specific clinical management plan (CMP) with the patient’s agreement.

Clinical management plan (CMP)The CMP is the foundation stone of supplementary prescribing. Before supplementary prescribing can take place, it is obligatory for an agreed CMP to be in place (written or electronic) relating to a named patient and to that patient’s specific condition(s) to be managed by the supplementary prescriber. This can include Controlled Drugs and unlicensed medicines for any medical condition, provided these are prescribed within the terms of the CMP.

WHEN TO CHOOSE INDEPENDENT OR SUPPLEMENTARY PRESCRIBING

Decisions to adopt one process or a mix of these arrangements will be influenced by different clinical situations, and different staff groups.For guidance:Nurse independent prescribing is appropriate in the following circumstances:Conditions commonly presenting are those within the nurses and pharmacists level of experience and prescribing competency and• The nurse works remotely from a doctor, seeing patients independently• The nurse is competent to assess, diagnose and make treatment decisions for the patient• The nurse is competent to treat independentlyIt is not suitable for prescribing of complex medical conditions or for patients with several comorbidities.

Supplementary prescribing is most useful in the following circumstances:• Patients with long-term conditions, who can be managed by a supplementary prescriber between reviews by the doctor• The supplementary prescriber is competent to manage the patient’s condition• There is a close working partnership between the independent prescriber (doctor) and the supplementary prescriber, and the supplementary prescriber has access to the same common patient recordIt can also be helpful

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• Where a non-medical prescriber lacks confidence when a CMP can assist to instil this• For new prescribers to develop expertise and confidence• For long-term conditions including mental health problems• Where a team approach to prescribing is appropriate and a CMP can provide a clear framework for prescribing by all those involved

Supplementary prescribing is not suited to emergency, urgent or acute prescribing situations because an agreed CMP is required before prescribing can begin.Supplementary prescribing may well be the most appropriate mechanism for prescribing where a nurse is newly qualified as a prescriber or where a team approach to prescribing is clearly appropriate or where a patient’s CMP includes certain controlled drugs.

PREPARATION AND TRAININGPreparation for nurses as independent and supplementary prescribers At least 26 taught days of which a substantial proportion will be face-to-face contact, for distance learning a minimum of 8 days face-to-face plus 10 days protected learning time. An additional 12 days learning in practice. An element of self directed study.

ELIGIBILITY CRITERIA FOR TRAININGEligibility criteria for training as a nurse independent and supplementary prescriber

Nurses must:• Be a 1st level registered nurse or registered midwife• Have valid registration on the Nursing and Midwifery Council’s (NMC) professional register• Be capable of study at Level 3 (1st degree level)• Have at least 3 years’ post-registration clinical nursing experience, of which at least one year immediately preceding their application to the training programme should be in the clinical area in which they intend to prescribe• Have a medical prescriber willing and able to contribute to and supervise the 12 days learning in practice element of training. The medical prescriber will also be required to participate in the assessment process• Have the agreement of his / her employing organisation to allow attendance and completion of all elements of the prescribing course, the necessary period of supervised prescribing following qualification as a prescriber, and continuing professional development• Have commitment from their employer to enable access to a prescribing budget and make other necessary arrangements for prescribing practice, upon successful completion of the course• Occupy a post in the employment of an NHS organisation or GP practice in which they will need to prescribe• Provide confirmation that CRB status has been checked within the 3 years prior to commencing the programme and that no changes with regard to the applicant’s health and character have been reported.

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SUPERVISION OF LEARNING IN PRACTICE

The period of learning in practice is directed by a designated medical practitioner who is responsible for assessing whether the learning outcomes have been met and whether the trainee has acquired certain competencies.

The DMP must be a registered medical practitioner 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 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

What is the DMP expected to do?The DMP has a crucial role in educating and assessing non-medical prescribers.This involves:• Establishing a learning contract with the trainee• Planning a learning programme which will provide the opportunity for the trainee to meet their learning objectives and gain competency in prescribing• Facilitating learning by encouraging critical thinking and reflection• Providing dedicated time and opportunities for the trainee to observe how the DMP conducts a consultation / interview with patients and / or carers and the development of a management plan• Allowing opportunities for the trainee to carry out consultations and suggest clinical management and prescribing options, which are then discussed with the DMP• Helping ensure that the trainees integrate theory with practice• Taking opportunities to allow in-depth discussion and analysis of clinical management using a random case analysis approach, when patient care and prescribing behaviour can be examined further• Assessing and verifying that, by the end of the course, the trainee is competent to assume the prescribing role.

‘Training non-medical prescribers in practice – A guide to help doctors prepare for and carry out the role of designated medical practitioner’ is available on the National Prescribing Centre website at www.npc.co.uk

PRACTICE LEARNING ENVIRONMENT

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Prior to the commencement of the course the programme leader or one of the programme team will visit your place of work to undertake an audit to determine the suitability of the learning environment and to prepare the DMP for the supervision process. If the DMP has supported a student before but the practice environment has not been audited within the previous 2 years, an audit will be undertaken prior to the programme commencement. Commencement on the programme is dependent on a successful audit.

IDENTIFYING POTENTIAL CANDIDATES FOR TRAINING

When identifying potential candidates for training, NHS and GP employers need to ensure that:

• Nominees meet the eligibility criteria for entry onto the preparation programme

• The individuals are willing and able to undertake the course. No-one should be nominated to train as a prescriber if they do not wish to prescribe or will not have the opportunity to prescribe once qualified• Their subsequent prescribing practice will provide maximum benefit to patients• Best value is gained from training resources. This means that new prescribers should have the opportunity to prescribe often enough to maintain competence and confidence in prescribing, thus protecting patient safety and maximising the number of patients who may benefit from their prescribing expertise.

The following checklist is provided for the use of individuals, managers and non-medical prescribing leads within organisations to assist the selection of suitable individuals for training.

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SELECTION CRITERIA FOR NON-MEDICAL PRESCRIBING TRAININGCHECKLIST TEMPLATE FOR ORGANISATION GUIDANCE

Meeting Service or Patient NeedA service or patient need has been identified which will benefit from non-medical

prescribing The service or patient need requires non-medical prescribing rather than PGD use for supply and/or administration

What benefits to patient care and the organisation are anticipated from utilising non-medical prescribing? ..............................................................................................Is it a new service or an extension of service provision within the current role? ……………………………………………………………………………………………………………Which group(s) of patients will the service be provided for or what speciality? …………………………………………………………………………………………………………….What setting? (E.g. outpatients, GP practice) ..............................................................................................................................................................................................What disease state(s)? ..............................................................................................................................................................................................Number of prescription items each year estimated ..............................................................................................................................................................................................

Applicant SuitabilityIs this profession eligible for training as a supplementary and/or independent

prescriber? Is this individual registered with the professional body?

Has a non-medical prescribing course been started previously and not

completed? If so when? Check training eligibility with non-medical prescribing

lead........................................................The individual has the appropriate post-registration experience in the relevant

speciality The individual has sufficient therapeutic knowledge and skills in their chosen area to enable them to prescribe safely (note NMC standards for prescribing in children and young people) The individual has demonstrated an ability to diagnose in their area of specialty

The individual is able to study at the required level to fulfil course requirements

The individual is able to demonstrate the required level of numeracy to fulfil course requirements

Organisation Support-Pre CourseThe individual is in a role which will enable them to commit to a long-term

prescribing role

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A prescribing budget is agreed and available to initiate a prescribing role on qualification

Any cross boundary prescribing and budget issues resolved

Service continuity issues utilising non-medical prescribers addressedSupport of line manager agreed

Relevant clinical lead(s) have agreed to support non-medical prescribing in the defined area(s) Support of the organisation non-medical prescribing lead has been agreed

Support of a doctor to act as a designated medical practitioner agreed

Doctor meets criteria to act as Designated Medical Practitioner (note NMC stds

for c&yp) Arrangements have been made for release of the individual for training and these are agreed with the employing organisation

The individual is able to attend the chosen course

Funding for backfill and travel can be identified within the organisation, if necessary

The individual has agreed to undertake training and can attend all the university study days

University and SHA funding application forms (where relevant) have been fully completed

A Criminal Records Bureau check has been completed as required

Individual can access support from experienced non-medical prescribers as required

Organisation Support-Post CourseIndividual can access peer support as required

The organisation can assist the individual to maintain their CPD

Mechanisms to monitor the benefits to patient care that the organisation anticipates from utilising non-medical prescribing are in place

Audit and evaluation processes for non-medical prescribing are in place

Prescribing practice can be built into the individual’s appraisal and PDPJob descriptions and contracts can be updated

Mechanisms to assess continued competence are in place (note NMC stds for

c&yp)

Signature of Lead Nurse Prescriber…………………………………………………………….

Date ……………………………..

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APPLICATION FOR FUNDING OF TRAININGPrescribing courses for NHS staff are currently centrally funded through the Strategic Health Authorities (SHA).

Each applicant working within NHS Yorkshire and the Humber who is entitled to a funded place will need to complete application form.

To ensure that funding is available and that you are eligible please contact your manager and/or organisation non-medical prescribing lead. They will be able to give you details of the process used locally to submit an application.

Prior to submission the non-medical prescribing lead in your organisation will consider your application and once agreed, sign the application form, to ensure your place can be funded. Otherwise, funding remains your responsibility and that of your employing organisation.

The university will notify applicants of their decision and whether a course place has been allocated. University places cannot be accepted without funding and the SHA will be working closely with the course providers to ensure funding is assigned appropriately.

Before completing application forms you must ensure that:• There is a defined patient or service need which requires you to prescribe• Your employer / organisation supports you to obtain the qualification• You are able to use the qualification when you achieve it• You have a medical mentor to support your training• A prescribing budget has been identified for you to use• You can get the time out to attend the course

Further details can be found within the Selection Criteria Checklist on the previous page.

If you require further information please contact Derek Darling: Tel: 0114 222 2041; Email: [email protected] or Debbie Turner: Tele0114 2222041; Email: [email protected]

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FUNDING OF NON-MEDICAL PRESCRIBING TRAINING

If you are entitled to obtain NHS funding all parts must be completed if you would like funding for your training. If you are self-funding or privately sponsored please complete all sections applicable to you. When completed please return to: CPD Admissions, The University of Sheffield, School of Nursing & Midwifery, Barber House 387 Glossop Road, Sheffield, S10 2HQ

SECTION 1 (to be completed by the applicant)

Name: PIN/Registration Number:(As it appears on your professional register – NMC, RPSGB, HPC)

Year of Qualification

Date of Birth:

Organisation/Employer:

Work Address:

Telephone Number:

Home Address (for university purposes):

Home Telephone Number:

E-mail Address – essential for further communication:

Course Title: Nurse/ Midwifery Independent/ Supplementary Prescribing

Unit Code e.g. SNM3223 (Degree)/ SNM 624 (Masters)

Start Date:

Applicant Number (see automated email sent to you):

Registration Number (if known):

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What is your job title and how long have you been in post?

Describing the service to be provided (to be completed by the applicant)

Is this an extension of service provision within your current role?(Tick most appropriate) or, to provide a new service?

Organisation where you anticipate using your prescribing training (if different from above)

Which patients are you planning to prescribe for (e.g. respiratory, older people?)Or what disease state(s) e.g. hypertension and which BNF category of drugs are likely to be prescribed?

Approximate number of patients who may have access to your prescribing services in one year?

Estimated total number of prescriptions likely to be written in one year?

How will improvements in patient care be demonstrated?

Is this the first time you have applied for this training? Yes No

SECTION 2 (to be completed by the Designated Medical Practitioner Mentor)

Designated Medical Practitioner/Mentor

Name:

Job Title

Organisation:

Address:

Telephone:

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What is your professional status & qualification(s) (please include dates):

What teaching/mentor qualification do you hold (please include dates):

What recent professional development have you undertaken (e.g. conferences/study days/units):

Do you have 3 years prescribing experience in a relevant field of practice?*Yes No If you are a General Practitioner do you hold a Vocational Training Certificate or an equivalent that is recognised by the Joint Committee for Postgraduate Training in General Practice or an equivalent exemption certificate?Yes No ...........................................................................................

Are you a Specialist Registrar, Clinical Assistant or Consultant within the NHS Trust or another NHS employer?Yes No

Do you have the support of your employing organisation to act as a DMP Mentor for the above named applicant who will be required to supervise, support and provide opportunities for development in prescribing practice?*Yes No

Do you have experience of training, teaching or supervising in practice?* Yes No

How many years................................................................................................................

Have you been a designated medical supervisor/mentor for a non-medical prescriber on this course before?Yes No

If yes please give details...................................................................................................

Will you have regular contact with the trainee prescriber sufficient to undertake the responsibilities of a Designated Medical Prescriber?*Yes No

Is there an experience Nurse Prescriber who can support you in the assessment of practice?Yes No

*you must answer these questions42



Signature:

Date:

SECTION 4 (to be completed by Line Manager, NMP Lead & LBR Lead; for a full list of these please go to www.shef.ac.uk/hsccpd/courses/n/snm3223

Line Manager

I can confirm that the applicant has had a CRB check as a condition of employment. I am not aware of any changes to the applicant’s health and character that would exclude them from undertaking this course.

Name of Line Manager

Signature:

Date:

Organisation Non-medical Prescribing Lead

I have checked and completed the criteria for non-medical prescribing training attached (page 5) and enclose a copy to you.

Name of Non-Medical Prescribing Lead

Signature:Date:


Learning Beyond Registration (LBR) Lead

Name of LBR Lead

Signature:Date:

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SECTION 5 (to be completed by the applicant)

If you are unable to attend the course after a place has been allocated it is your responsibility to inform both the university and organisation non-medical prescribing lead as soon as possible. This will allow the place to be freed for someone else. Failure to do this may incur an organisation charge.It is your professional responsibility and an expectation that you will inform the non-medical prescribing lead of your course results on completion.

Applicant Signature: Date:

If you have any queries about the information requested in the form or how to complete it please contact CPD Admissions, School of Nursing and Midwifery on 0114 222 2030.

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SELECTION CRITERIA FOR NON-MEDICAL PRESCRIBING TRAININGCHECKLIST TEMPLATE FOR ORGANISATION GUIDANCE

Meeting Service or Patient NeedA service or patient need has been identified which will benefit from non-medical

prescribing The service or patient need requires non-medical prescribing rather than PGD use for supply and/or administration What benefits to patient care and the organisation are anticipated from utilising non-medical prescribing? ...............................................................................................Is it a new service or an extension of service provision within the current role? …………………………………………………………………………………………………………….Which group(s) of patients will the service be provided for or what speciality? …………………………………………………………………………………………………………….What setting? (E.g. outpatients, GP practice) ..............................................................................................................................................................................................What disease state(s)? ..............................................................................................................................................................................................Number of prescription items each year estimated ..............................................................................................................................................................................................

Applicant SuitabilityIs this profession eligible for training as a supplementary and/or independent

prescriber? Is this individual registered with the professional body?

Has a non-medical prescribing course been started previously and not

completed? If so when? Check training eligibility with non-medical prescribing

lead........................................................The individual has the appropriate post-registration experience in the relevant

speciality The individual has sufficient therapeutic knowledge and skills in their chosen area to enable them to prescribe safely (note NMC standards for prescribing in children and young people) The individual has demonstrated an ability to diagnose in their area of specialty

The individual is able to study at the required level to fulfil course requirements

The individual is able to demonstrate the required level of numeracy to fulfil course requirements

Organisation Support-Pre CourseThe individual is in a role which will enable them to commit to a long-term

prescribing role

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A prescribing budget is agreed and available to initiate a prescribing role on qualification

Any cross boundary prescribing and budget issues resolved

Service continuity issues utilising non-medical prescribers addressedSupport of line manager agreed

Relevant clinical lead(s) have agreed to support non-medical prescribing in the defined area(s)

Support of the organisation non-medical prescribing lead has been agreed

Support of a doctor to act as a designated medical practitioner agreed

Doctor meets criteria to act as Designated Medical Practitioner (note NMC stds

for c&yp) Arrangements have been made for release of the individual for training and these are agreed with the employing organisation

The individual is able to attend the chosen course

Funding for backfill and travel can be identified within the organisation, if necessary

The individual has agreed to undertake training and can attend all the university study days

University and SHA funding application forms (where relevant) have been fully completed

A Criminal Records Bureau check has been completed as required

Individual can access support from experienced non-medical prescribers as required

Organisation Support-Post CourseIndividual can access peer support as required

The organisation can assist the individual to maintain their CPD

Mechanisms to monitor the benefits to patient care that the organisation anticipates from utilising non-medical prescribing are in place

Audit and evaluation processes for non-medical prescribing are in place

Prescribing practice can be built into the individual’s appraisal and PDPJob descriptions and contracts can be updated

Mechanisms to assess continued competence are in place (note NMC stds for

c&yp)

Signature of Lead Nurse Prescriber…………………………………………………………….

Date ……………………………..

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Protocol and Audit


School of Nursing and MidwiferyIndependent and Supplementary Prescribing (V300)

Protocol for the Monitoring of Student Placement Audits

ContextAudit of student placement areas to confirm their suitability as a learning environment and the level of preparedness of the DMP is of upmost importance. It is essential that in all but exceptional circumstances these audits are completed and practice learning environments approved prior to the student commencing the course. In exceptional circumstances where it has not been possible to complete an audit prior to the student commencing the course, the audit must have been completed within two weeks of the commencement date. This protocol supports the monitoring of placement audits and serves to ensure that all audits are completed within the required timescales.

ProtocolThe protocol adopts a R.A.G (traffic light) monitoring and alerting system.

Category definitionsGREEN Applies from the point of a students approved application and admission to the course and denotes a placement available

for audit.AMBER Applies to all audits within three weeks of the course commencement date that require completion. RED Applies to all audits not completed on commencement of the course that require urgent action and completion within two

weeks of the course commencement date.

Responsibilities The Programme Coordinator will be responsible for monitoring the progress and completion of placement audits. On receipt of a confirmed student cohort list from the Contract Assistants the Programme Coordinator will notify the Programme

Leader of the availability of placements for audit. The Programme Leader will inform the Programme Coordinator of completed audits and approved placements and will issue the

audit documentation to the Programme Coordinator for filing.

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The Programme Coordinator will monitor progress towards completion of all required audits and will inform the Programme Leader of changes in the categorisation of outstanding audits from Green to Amber to Red.

The Programme Leader is responsible for ensuring all audits are completed within the timescales stated in this protocol. The Programme Coordinator is responsible for retaining a record of completed audits.

GREENUP TO 3WEEKS PRIOR TO START DATE

AMBERWITHIN 3 WEEKS OF

START DATE

RED2 WEEKS FROM

START DATE

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Nurse / Midwife Independent / Supplementary Prescribing ProgrammePre Course Audit of Practice Environment

Practice Learning Environment: ……………………………………………………………………….…………………………Address: ………………………………………………………………………………………………… …………………………………………………………………………………………………

Criteria CommentsThe Designated Medical Practitioner

The Designated Medical Practitioner (DMP) has completed the DMP Profile form and affirmed eligibility criteria for becoming a DMP

Name:

The DMP normally works with the trainee prescriber, or has arranged for another doctor meeting the NPC criteria to take on the role in the trainee prescriber’s clinical area of practice in his/her absence

Name:

There is opportunity for the trainee prescriber to observe and discuss the practice of the DMP

The DMP understands the assessment requirements

The Learning EnvironmentThe trainee prescriber will not normally be a named mentor to a student during the Non Medical Prescribing courseThere are opportunities to undertake visits / learning opportunities appropriate to the development of the independent / supplementary prescribing roleThe trainee prescriber will be able to fulfil the minimum required 90 hours of supervised practice.The working environment is supportive of the student learning

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experience The trainee prescriber has access to appropriate learning resources in the work environment

Other SupportThere is a named, experienced nurse / midwife prescriber to co-mentor and provide the nursing / midwifery perspective to the role:

Name:Work place:

There are opportunities for the trainee prescriber to observe the practice of nurse / midwife prescribers

Description of the Learning Environment

Learning Resources and Opportunities Available:

Number of students (all disciplines) being mentored in the clinical area:

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Other students being concurrently mentored by the DMP:

OutcomeThe placement learning Environment is: Approved Not Approved

Action Plan if not approved:

Date for review:

Signed: …………………………………………………….. Print Name: ……………………………………………………… Date:………………………….

The University of SheffieldSigned: …………………………………………………….. Print Name: ……………………………………………………… Date:

………………………….Practice Placement Area

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Designated Medical Practitioner Handbook

Faculty of Medicine, Dentistry and HealthSchool of Nursing and Midwifery

Independent/Supplementary Nurse/MidwifePrescribing programme

Guidelines for designated Medical Practitioners

March 2012

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CONTENTS Page no.

Introduction3

Aims of Non Medical Prescribing 3

Support for the Designated Medical Practitioner 3

Programme structure 3

The University of Sheffield programme 3

Your role 4

Getting your colleagues involved 5

The student’s responsibility 6

What is in it for you? 6

The mentor assessment process 6

Mentoring your student 7

Monitoring learning and progress 7

Maximising learning and developing your student’s potential 8

Assessing consultation skills 8

The final interview 9

References and useful reading 9

Appendix 1 Models of mentor assessment 10

Appendix 2: Nursing and Midwifery Council learning outcomes 11

Appendix 3:Competencies to be achieved 12

Appendix 4:Pre Course Audit of the Practice Environment 14

Contact details for the University course team 16

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IntroductionWelcome to the programme and thank you for agreeing to be a mentor assessor. This handbook is intended to be a helpful guide to the process and should be used alongside the National Prescribing Centre’s Training Non Medical Prescribers in Practice: Guidelines for Designated Medical Practitioners found at

http://www.npc.nhs.uk/resources/designated_medical_practitioners_guide.pdf

We ask that you work closely with your student and meet regularly for review of progress. Also, that relevant staff in the whole practice area, (GP surgery, A&E Department, Clinic, etc.) know about the programme, so that as much help as possible is available to you as supervisor and to the student. Your student has their own handbook, but please check out each other’s understanding, to avoid any misunderstandings.

Aims of Non Medical Prescribing To make more effective use of the skills and expertise of groups of

professions To improve patients’ access to treatment and advice To improve patient choice and convenience To contribute to more flexible team working across the NHS

(National Prescribing Centre 2011)

Support for the Designated Medical PractitionerYou will be invited to attend the first study day of the programme when the practice assessment will be discussed with students. If you are supporting a student for the first time the programme facilitator will meet with you and your student prior to the commencement of the programme for discussion of the programme, mentor assessment process and audit of the learning environment (see Appendix 4). We are then required by NMC regulations to re-audit the learning environment every two years if you support further students in undertaking this programme. Your student will be asked to liaise and arrange a mutually convenient meeting. Subsequently, we will meet on a tripartite basis for the student’s intermediate progress review mid way through the course, again at a mutually convenient time, organised by your student. You will also receive an email inviting you to join the University of Sheffield Independent/ Supplementary Prescribing Course Mentors website, where programme information, an FAQ section and a contacts list will be available.

Programme StructureThis is an intensive 6 month programme. Your student will require 26 study days over a period of 26 weeks. 12 days will be taught and 14 will be directed study. They will also be expected to undertake 12 days equivalent (90 hours) of structured learning in practice, which is an integral part of the programme, and which you will oversee.

On successful completion of the programme the nurse / midwife will have the Independent / Supplementary Prescriber qualification recorded on the Nursing and Midwifery Council Professional Register, and as soon as confirmation of that registration is received from the NMC and the nurse or midwife is registered as an independent prescriber with the employing NHS Trust / PCT, he / she will be able to prescribe from the formulary as an Independent / Supplementary

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Prescriber. As you know, it doesn’t end there and it would be most helpful if you would continue in an advisory supportive role.

The University of Sheffield programmeWe aim to enable students to develop their ability to undertake a consultation and make rational decisions about the treatment of their patient, based on the National Prescribing Centre Seven Principles of Safe Prescribing. In order to achieve this, we will provide sessions on pharmacology, consultation and decision making skills, legislation and policy and evidence-based practice, to name but a few. There is a blended learning approach in the learning and teaching strategy, consisting of lectures, discussion, group work, seminar presentations and case study formats. This is designed to assist students to learn in an active way and apply learning to and from practice. Your student will be expected to bring anonymised experiences and interesting cases / issues from practice to aid their own and group learning. They will also discuss how they can implement theory and ideas generated into their own practice. Be prepared to answer questions and discuss ideas!

Case study and assignment use promotes the acquisition of critical thinking alongside the development of conceptual and problem solving skills. (See, for example: Dailey, 1992; Sedlack, 1994; Pond, Bradshaw and Turner, 1991) and enables the student to relate theory to practice and vica versa. The students own case studies are utilised to ensure that student learning is grounded in the reality of personal practice.

Student led seminars enable students who are the ‘authority’ on a subject to share their experience with others. (Oliver & Endersby 1999, Nicklin & Kenworthy 2000, Steinaker & Bell 1979, Quinn 1998). This method of learning has been valued highly by previous cohorts, as there is always a wealth of knowledge and experience within this group of often very experienced students. For those not used to undertaking presentations it is also a safe environment to practice and develop the skills required.

Lectures and other sessions will be provided by a variety of specialist speakers from both within and outside the university: doctors, pharmacist, experienced nurse prescribers, other clinicians and university academic staff.Guided study will provide a structured opportunity for learning in specific prescribing areas.Experiential learning, such as role play situations, will be utilised as appropriate to develop and explore interpersonal skills, as well as a safe environment within which to develop therapeutic skills and to express and reflect upon personal feelings;A portfolio of learning will be used as a means of facilitating and recording critical thinking and reflection and be used as evidence to support the student’s claim for competence and thus the professional and academic awards.

Your roleFirstly, you are not alone. We are available for support and advice (please refer to contact details at the end of this booklet). In addition, there are a number of other designated medical practitioners working alongside students. Your role is as a guide, someone to be there to answer questions and facilitate learning, show ‘how to’, let the student know when they do something well or how to do it

55



better. Be a role model, but make it real. We all know what the world should look like, but also know how it actually is.

At the beginning of the programme you should undertake the initial interview. Between you and the student identify activities (ways of learning) and evidence (concrete proof that the learning has taken place) that will court towards the assessment. About half way through the programme please arrange a formal review of the student’s learning (intermediate interview) and revision of the action plan to achieve the outstanding competencies. A university academic supervisor will contact you at this stage to monitor the students progress, In addition, we require that you assess them in practice at the end of the programme. The final assessment must use the acid test: Do I consider that this nurse/midwife is a safe and effective prescriber? At this time, you will have observed enough of their practice, discussed sufficient cases and reviewed enough case notes to know if your student is safe. We only ask that you decide if the student is safe or unsafe and has achieved the required competencies in practice. If at any time you have doubts or concerns please contact us. Our contact address can be found on the back page of this handbook. Please do not wait until the last week of the programme to voice your concerns. If we can deal with problems early, the chances of your student achieving safe and effective prescribing practice are much greater. A university academic mentor will be present at the final interview to participate in the assessment process.

The student will have to undertake other forms of assessment including an OSCE and an unseen written examination, which tests pharmacological knowledge and drug calculation skills. The OSCE is marked on a pass / fail basis and includes writing a correct prescription. Part 1 of the Unseen Examination is pharmacology based and the student must achieve 80% to pass. Part 2 is Drug Calculation and the student must achieve 100% to pass. The student will also have to submit their portfolio of evidence to support claim to competence, which has been developed throughout the programme. All the aspects of the assessment have to be passed, but the student will have a second chance to resit any failed aspect. Whilst guidance is given in developing the portfolio of evidence by the course leaders, your help will also be invaluable.

Getting colleagues involvedIt is important to get everyone in the practice area involved otherwise this will not work. It is part of the student’s learning to be assertive and seek support, but they cannot be expected to set this up single-handed. Your medical colleagues will need to be informed that the nurse or midwife is undertaking the programme, and their role in being involved in some teaching and learning activities. It is enormously helpful to have other people’s perspectives on the student’s ability and progress. Also, when colleagues see what the student is capable of, they can feel more confident in their competence and will accept referrals accordingly.

The student’s responsibilityIt is important that the student manages their own learning, although this does not mean that they are expected to do it all themselves. The student is expected to take responsibility for documenting their learning activities with reflective entries in their assessment of practice booklet. They may collect

56



testimonial entries from yourself and your colleagues involved in teaching and learning activities. They must also keep their paperwork available for review by you and any colleagues involved in the teaching/learning experience. They are also responsible for booking times and venues for the initial, intermediate and final interview dates with you.

What’s in it for you?At present, the student who works with you has a great deal of knowledge and expertise; otherwise they would not be on this course. But as yet, you cannot utilise their skills to their full potential, neither can the nurse or midwife achieve their full potential within their sphere of competence and practice. How many times in a day do they have to interrupt you in order to sign a prescription or review investigations with them? It is very frustrating for both you and the nurse or midwife that the inability to issue the prescription has caused inconvenience for the patient and wasted valuable time. Once the student has the prescribing qualification, and feels competent, further role development will occur. They will still need to consult with you over certain things or ask you to review a particular patient, but it will probably be because there is a situation outside of their sphere of practice and competence they cannot deal with rather than something simple, which they are currently not experienced to deal with. In the long term you should find that your role changes and you should have more time with your patients and the practice area is running more efficiently and effectively.

The Mentor Assessment ProcessThis starts before the programme commences. The better planned the process is, the more likely it is to be successful. For the student to be considered for the programme they will have to have the agreement of the NHS Trust Non Medical Prescribing Lead or GP Practice Principal that they will have access to the prescribing budget and will prescribe once qualified, support from their manager and a named mentor assessor for the duration of the programme (you). We also strongly advise the student to seek the support of an experienced non medical prescriber in their clinical area, to act as a co-mentor. Once the student is accepted, review their workload and working practices will help by adding a slot to each session so that particular patients could be discussed or consultations shared, there will be almost no slippage in appointment times and it becomes part of the culture.

Once the student has commenced the programme, interview dates should be set. Ensure enough time is set aside in order to do this successfully with adequate privacy and no interruptions. The initial interview should review the current situation and set an initial learning contract. It is important to do this as assumptions are easily made. The student may perceive that they need additional learning in areas that you believe they already have competence and conversely, you may not be fully aware of some aspects of competence.

The first interview is also a form of negotiation regarding how the mentor will meet need; when it will happen; where this will take place; who will be involved and what is to be supervised and assessed. This programme depends to a great extent on the practice area as well as the student’s needs.

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Mentoring your studentWe don’t ask that you spend most of the time shadowing them or for them to shadow you. At the start of the programme they will want to observe you, and perhaps your experienced colleagues, undertaking consultations, examinations etc. If the student can gain a fairly broad perspective of consultation styles and consultation cases they will be more likely to find a method that is comfortable (and works) for them. This can be in short bursts, not necessarily for a full session. The student will log their time to make sure they meet the requirements of the programme. During the programme the student will not be expected, or allowed to prescribe in their own right. For models of mentoring and assessment please see Appendix 1.

Once the programme is under way you can spend time observing the student’s consultation practice. Again, full sessions are not expected. It is important that they know just where they are doing well and how to progress. As you both become more confident in the student’s improvement, they will consult you, or a colleague, for advice and opinion on specific cases. Also, allow for opportunistic learning and involve the student when you have a patient with a relevant presenting problem or an interesting prescribing scenario. It can also be useful to demonstrate cases outside the student’s future remit, so that they can see the difference and define the limits of their competence.

It is useful to review the notes after each supervised practice session and make comments accordingly. Again, compare thoughts with any colleagues who have been involved. When you consider that the student has achieved competence in any aspect of prescribing practice and has sufficient evidence to support competence in that element, it can be signed off. There is no need to wait until the final interview. It sounds a lot of work, and it does take commitment, but the benefits should soon outweigh the work it takes over the next 6 months.

Monitoring Learning and ProgressIt is important to regularly review the student’s learning progress. This is done informally through your discussions about patients, review of the notes, direct observation and questioning. We do ask that there is also a formal process for assessing learning, through the intermediate interview, for which sufficient time is available. It is at this point that we ask you to review the student’s learning and progress to date to see that they will have enough time and resources to complete and achieve the competencies successfully. The university academic mentor will contact you to monitor the student’s progress.

Maximising learning and developing your student’s potentialWe all want your student to do as well as possible. Although the practice assessment is pass/fail, future prescribing practice depends on how good the learning experience has been. Aim to involve them in and be responsible for their learning as much as possible. Between you, you may have new ideas for mentoring and learning experiences. If they work, or even if they do not, others can learn from the experience. Again, involve as many colleagues as is appropriate and obtain feedback from them and your student. Your student will write up anonymised case studies, critically analyse aspects of prescribing practice arising from the case studies, and discuss critical incidents and reflections on learning. In addition (and with the patient’s permission) they may wish to record consultations for review and analysis. Although often daunting,

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these can be effective tools for learning. They are also less demanding on time at peak periods.

The student will need appropriate feedback in order to monitor their own progress. Encourage the team to be involved. Also expect comments by your student on your supervision! Be candid with each other. We can only emphasise that effective mentorship enables you to be confident in your student’s ability as a prescriber.

Assessing Consultation SkillsWe teach students to be systematic in their approach to patient consultations. Look for a good history, assessment (including examination if warranted), working in partnership with the patient and shared decision-making. There should be evidence of consideration of differentials and alternative courses of action. Look for how the student could have improved their work as well as assessing what the student has achieved. Do question and test out any assumptions. This should be no different from the way you work with junior doctors. We expect similar standards; just expect a slightly different approach as your student will bring a strong nursing background and perspective to this area of practice.

The bottom line is: ‘Is this practitioner a safe prescriber?’

The final interviewThis final formal meeting is to review learning and practice in order to make a decision and verify competence in each aspect of each competency. The student must bring you the relevant evidence. If you are happy with all aspects of their practice and consider the student to be safe and effective, and can perform consistently and in line with the identified standards, then they should pass. If you have any concerns over a particular aspect then you should raise this before the final meeting, so that you and the student can work together on this area of practice. The university academic mentor will be present at the final interview, It is the students responsibility to coordinate this event.

If your student has failed to meet the standard required in any aspect, discuss your concerns at this interview and make plans to remedy the situation. A student has only two attempts at the assessment and we will agree a resubmission date. If they fail at the second attempt then they are deemed to have failed the programme.

There may be circumstances when the student has not been able to access the experience required and may need additional time for this purpose, although this will be unusual if you have been meeting regularly and addressing experience needs. In this case, the student should seek an extension to the first submission date, in order to complete the experience and be assessed.

Please ensure that you initial each element of each competency when you have assessed and sign for the whole competency at the bottom of the page. If the required signatures are missing the Assessment of Practice booklet will be returned to the student for completion and return to the University within seven days. It is the student’s responsibility to ensure the document is complete before

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submission.

Thank you once again for agreeing to be a mentor assessor and for the support you are offering your student

References / Useful reading

National Prescribing Centre (2011) Training Non-Medical Prescribers in Practice. Guidelines for Designated Medical Practitioners: http://www.npc.nhs.uk/resources/designated_medical_practitioners_guide.pdf

Nursing and Midwifery Council (2006) Standards of Proficiency for Nurse and Midwife Prescribers: http://www.nmcuk.org/Documents/Standards/nmcStandardsofProficiencyForNurseAndMidwifePrescribers.pdf

Appendix 1Models of Mentor Assessment

a) Firstly, a ‘frontloading’ model, whereby the mentoring is more of a direct approach at the beginning, gradually reducing to a less direct approach and availability. It would contain time to discuss and review notes throughout. The advantage of this model is that the student quickly learns what is required of them. There would be time to observe and be observed at the beginning with perhaps mid and final point observations of a consultation for assessment purposes. The disadvantage is the time required at the outset.

b) An hour at the beginning or end of a session in order to plan or review work. This would lead to a reduced length of sessions on the protected practice days. The advantage is that clear time would be set aside for discussion. The disadvantages would be that as the working day progresses, patients tend to become a blur. Unless there is time for the student to make notes for themselves, they may miss valuable learning points. The mentor would still have to be ‘available’ to the student as needed.

c) Time throughout the identified session for review and support. The advantage is that questions can be answered quickly and some notes can be reviewed as needed. In addition, rather than the doctor’s involvement just being the prescription, there is time for quick discussion regarding the choice of medication, proposed benefit etc. The disadvantage is that the student (and to a lesser extent, the mentor) would need longer between patients during the sessions. This would involve briefing receptionists or

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http://www.nmcuk.org/Documents/Standards/nmcStandardsofProficiencyForNurseAndMidwifePrescribers.pdf





other staff and may increase the workload on other members of staff for the duration of the programme.

d) Some form of workload compensation on educationally led practice days. This may mean consultations of, say, 15 minutes instead of 10 minutes or perhaps a reduced number of patients to be seen in the session. As above, some shortening of the session to allow for access to evidence and literature to support decision-making. This model has many advantages as with c) above and carries the same organisational issues. Some employers may initially be reluctant to support this, but this potentially brings the greatest benefits and has most educational merit, especially if combining with the ‘frontloading’ model.

e) The contract between you at first interview will identify the mechanism adopted to ensure these days are different from the usual day’s work.

f) Time during some sessions away from patients to ensure that the learning log is completed and skills are being reviewed.

g) Any combination of the above suggested models may be used or a suitable design of your own that meets the needs of both the student and mentor.

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Appendix 2

Nursing and Midwifery Council Learning outcomes

Aim The education programme aims to prepare nurses, midwives to prescribe safely, appropriately and cost-effectively as an independent/supplementary nurse prescriber.

Learning outcomes The learning outcomes of the programme are set at degree level and enable the practitioner to:

• assess and consult with patient/clients, clients, parents and carers • undertake a thorough history, including medication history and current

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

• understand and apply the relevant legislation to the practice of nurse/midwife prescribing

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

• understand the influences that can affect prescribing practice, and demonstrate your understanding by managing your prescribing practice in an ethical way

• understand and apply knowledge of drug actions in prescribing practice • demonstrate an understanding of the roles and relationships of others

involved in prescribing, supplying and administering medicines • prescribe safely, appropriately and cost effectively • practise within a framework of professional accountability and responsibility • develop a clinical management plan within legislative requirements

(supplementary prescribing only)

ReferenceThe Nursing and Midwifery Council (2006) ‘Standards of Proficiency for Nurse and Midwife Prescribers. London, NMC. Available at http://www.nmcuk.org/Documents/Standards/nmcStandardsofProficiencyForNurseAndMidwifePrescribers.pdf

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Appendix 3

COMPETENCIES TO BE ACHIEVED

1. Clinical and pharmaceutical knowledge Has up to date clinical and pharmaceutical knowledge of own area of practice.

2. Establishing optionsMakes a diagnosis and generates treatment options for the patient. Always follows up treatment.

3. Communicating with patients and carersEstablishes a relationship based on trust and mutual respect. Sees patients and carers as partners in the consultation, applies principles of concordance.

4. Prescribing safelyIs aware of own limitations. Does not compromise patient safety

5. Prescribing professionallyWorks within professionally and organisational standards. Takes personal responsibility for prescribing decisions.

6. Improving prescribing practice.Actively participates in the review and development of prescribing practice.

7. Information in contextKnows how to access the relevant information. Can critically appraise and apply information in practice.

8. The NHS in contextUnderstands and works with local and national policies that impact on prescribing practice.

9. The team and individual contextWorks in partnership with colleagues to benefit practice.

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Nurse / Midwife Independent / Supplementary Prescribing ProgrammePre Course Audit of Practice Environment

Practice Learning Environment………………………………………………..………………………………………………………………………………………….

Address…………………………………………………………………………………………………………………………………………………………………………

Criteria CommentsThe Designated Medical PractitionerThe Designated Medical Practitioner (DMP) has completed the DMP Profile form and affirmed eligibility criteria for becoming a DMP Name:The DMP normally works with the trainee prescriber, or has arranged for another doctor meeting the NPC criteria to take on the role in the trainee prescriber’s clinical area of practice in his/her absence Name:There is opportunity for the trainee prescriber to observe and discuss the practice of the DMP The DMP understands the assessment requirements

The Learning EnvironmentThe trainee prescriber will not normally be a named mentor to a student during the Non Medical Prescribing courseThere are opportunities to undertake visits / learning opportunities appropriate to the development of the independent / supplementary prescribing role

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The trainee prescriber will be able to fulfil the minimum required 90 hours of supervised practice.The working environment is supportive of the student learning experience The trainee prescriber has access to appropriate learning resources in the work environment

Other SupportThere is a named, experienced nurse / midwife prescriber to co-mentor and provide the nursing / midwifery perspective to the role:

Name:Work place:

There are opportunities for the trainee prescriber to observe the practice of nurse / midwife prescribers

Description of the Learning Environment

Learning Resources and Opportunities Available:

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Number of students (all disciplines) being mentored in the clinical area:

Other students being concurrently mentored by the DMP:

OutcomeThe practice learning environment is: Approved Not Approved Action Plan if not approved:

Date for review:

Signed: ………………………………….………… Print Name: ……………………………………

Date: ………………………….

For The University of Sheffield

Signed: ……………………………………………… Print Name: ……………………………

Date: ………………………..…………………….

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For Practice Placement Area

CONTACT DETAILS

Programme Leader

Derek DarlingTelephone: 0114 2222077E-mail: [email protected]

Programme Facilitator / Lecturer

Angela WalkerTelephone: 0114 2222070 (24 hour voicemail)E-mail: [email protected]

Programme Co-ordinator

Debbie TurnerTelephone: 0114 2222065Email: [email protected]

All the above people are based at:

The University of SheffieldSchool of Nursing and MidwiferyBarber House Annexe3a Clarkehouse RoadSHEFFIELDS10 2HQ

Postal AddressThe University of SheffieldSchool of Nursing and MidwiferyBarber House387 Glossop RoadS10 2HQ

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Sample TimetableSNM 3223 / 624 Independent/ Supplementary Prescribing

Timetable

Date Time Topic LecturerDay 1 9.45 –

12.45

13.30 –15.30

First Day Business. Course Overview.

Overview of Assessment including Plagiarism.

D. Darling / A. Walker

D. Darling / A. Walker

Day 2 9.45 – 12.00

12.45 –15.30

Study Skills.Information Commons Rm IC-EO2

Pharmacology 1: Pharmokinetics.

V. Grant

J. Holcombe

Day 3 Independent study

Day 4 9.45 – 12.45

13.30 –15.30

Pharmacology 2: Adverse Drug Reactions.Information Commons Rm IC-EO2Principles of Prescribing

J. Holcombe

M. Stevens


Day 6 9.45 – 12.45

13.15 –16.30

Pharmacology 3: Pharmacodynamics.

Using a CMP and PGDs. (Guided Study)

J. Holcombe


Day 8 9.45 – 12.45

13.30 –15.30

Pharmacology 4: Drug Interactions

Writing a prescription, Drug Calculations and the BNF

J. Holcombe

A. Walker


Day 10 9.45 – 12.45

13.30 –15.30

Feedback from Directed Study. Portfolio Preparation . Consultation skills.

A. Walker / D Darling

P.Chaturvedi


Day 12 9.45 – 12.45

13.30 –15.30

Pharmacology 5: Variations in Patient GroupsCommunication Skills Within the Consultation.

.J. Holcombe

P Chaturvedi


Day 14 9.45 – OSCE Presentations A. Walker / D. 68



15.30 DarlingDay 15 9.45 –

10.45

11.00-1245

13.30 –15.30

Public Health Issues.

Ethics and Prescribing

Diagnostics.

A. Walker / D. Darling

P Chaturvedi


Day 17 9.45 – 15.30

OSCE A. Walker / D. Darling


Day 19 9.45 – 12.00

12.45 –15.30

Prescribing in the Acute Setting.

Prescribing Response & Monitoring Medicines.

M. Stevens

A. Walker

Day 20 9.45 – 12.45

13.30 –15.30

Pharmacology 6: Revision.

Prescribing Controlled Drugs.

J. Holcombe

M. Stevens


Day 22 9.45 – 12.15

13.00 –15.30

Mock Exam

Clinical Governance and Audit.

A. Walker / D. Darling

M Stevens


Day 24 09.30-12.30

13.15 –15.00

Independent Study

Unseen Exam University Invigilator


Day 26 9.45 – 12.45

13.30 –15.30

Influences on Prescribing Workshop

Placement Feedback and Course Evaluation.

(Derbyshire CHS Pharmacist)A. Walker / D Darling

Students to seek tutorial support on an individual basis.

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OSCE MARKING CRITERIA

Student Registration Number………………………………………………………………….

Marking Criteria: Station 1: Knowledge of the drug to be prescribedCriteria Pass Fail

The drug name

Indications for use

Contra indications

Cautions

Side effects

Pharmacokinetics;

Pharmacodynamics

Dosages

Implications for history taking

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Marking Criteria: Station 2: Safe prescribing and conveying information

Criteria Pass Fail

Gives an appropriate introduction (their full name and clinical role)

Explains the patient’s condition

Explains the drug being prescribed and the rationale

Enquires about any contraindications eg is the patient pregnant etc

Asks about other medications being taken; other drugs, over the counter medication, alternative medicines.

Asks if there any other medical ailments the patient knows of.

Asks if the patient has any allergies

Explains how the drug will be taken

Discusses any cautions

Discusses the more common side effects

Advises on symptoms to be reported

Conducts the interview in a structured manner

Uses clear, jargon free language;

Checks the patient understands the advice;

Checks whether the patient has any questions

Student was empathetic and easy to talk with.

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Marking Criteria: Station 3: Prescription writing

Criteria Pass

Fail

Legible writing

Patient / client name

Address of client or ward / department address

Patient / client date of birth (for children age and date of birth)Name of product including form and strength when appropriateFrequency / timing of medication to be taken / administeredSupply amount (FP10 or non drug card only)

Route of administration identifiedAdministration information details to patient / client (FP10 or non drug card)Signature of prescriber

Prescribers name/ address / workplace (FP10 or non drug card)

Pass…………………… Fail………………………..

Examiner:Name…..…………………………………… Signature…….……………………………..

Moderator:Name………….…………………………… Signature…….………………………………

Date………………………………….

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THE UNIVERSITY OF SHEFFIELD, SCHOOL OF NURSING & MIDWIFERY, FACULTY OF MEDICINE

MARKING CRITERIA FOR UNDERGRADUATE PROGRAMMES

Level 1

Level 2

Level 3

Excellent knowledge and understanding of the subject area demonstrated, supported by an extensive review of appropriate literature.

A sound theoretical framework is apparent including critical analysis and original interpretation of the key issues

Critical reflection on safe clinical practice is demonstrated with evidence of an analytical approach to application of appropriate literature.

Ideas are fluently expressed with a logical and focused structure.

Spelling, grammar and punctuation are accurate. Excellent use of literature and use of

acknowledged referencing systems.

80 – 100

Very good knowledge and understanding of the subject area demonstrated. Key issues are identified and analysed clearly.

Evidence of wide reading and good use of appropriate literature to support the discussion.

Critical reflection on clinical practice with application of appropriate literature.

A well planned and organised piece of work. Spelling, grammar and punctuation are accurate. Very good use of acknowledged referencing

system

80 - 100

60 – 79

Good knowledge and understanding of subject area demonstrated.

Most key issues are clearly identified with some evidence of analysis and supported by appropriate literature.

Clear evidence of reflection on clinical practice.

Work is organised and logical with good use of acknowledged referencing systems.

Spelling, grammar and punctuation are mostly accurate.

80 - 100

60 - 79 50 – 59

Demonstrates knowledge of subject area showing evidence of reading and understanding.

Most key issues are identified but limited attempts at analysis within the discussion.

Evidence of reflection on clinical practice which is supported by appropriate literature.

Planning and organisation is evident with clear lines of discussion.

60 – 79 50 - 59 41 – 49

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Spelling, grammar and punctuation are mostly accurate.

Adequate knowledge of subject area demonstrated with evidence of reading and some understanding.

Key issues identified but discussion descriptive in parts.

There is evidence of reflection on clinical practice, supported by literature with rationale.

Planning and organisation is apparent but there is some repetition.

A number of inaccuracies in spelling, grammar and punctuation.

50 – 59 41 - 49 40

Some knowledge and understanding demonstrated but discussion not well developed.

Some key issues are identified but discussion mainly descriptive.

Some evidence of reflection on clinical practice.

Evidence of reading but limited application of the literature to support the work

Some evidence of planning and organisation. A number of inaccuracies in spelling, grammar

and punctuation.Approved referencing system is not used appropriately.

41 – 49 40 26 - 39

Some knowledge and understanding of subject area demonstrated showing some evidence of reading.

Key issues are not clearly identified. Very limited reflection on clinical practice with

little attempt to apply supporting literature. Planning and organisation is limited. Spelling, grammar and punctuation require

attention.

40 26 - 39 11 - 25

The knowledge demonstrated is superficial with limited evidence of understanding of subject area.

Limited evidence of reading appropriate literature to support the discussion.

Some reflection on clinical practice but at a superficial level.

Insufficient attention is paid to issues surrounding safe practice.

Limited evidence of planning and organisation. Spelling, grammar and punctuation require

attention. Some attempts at referencing.

26 – 39 11 - 25 1 - 10

Knowledge unclear/inaccurate with limited evidence of understanding subject area.

Limited evidence of reading appropriate literature to support the discussion. 11 - 25 1 - 10 0

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Little evidence of reflection on clinical practice with insufficient attention paid to issues surrounding safe practice.

Poor presentation and/or structure. Spelling, grammar and punctuation are poor. Does not answer question set. No evidence of knowledge and understanding of

subject area. Limited evidence of appropriate reading. No evidence of reflection on clinical practice. Virtually illegible and poorly presented.

1 - 10 0 0

Work not submitted. Incomplete submission (some part of the work is

missing). The word limit falls outside the parameters

as stated in the unit/general handbook

0 0 0

N.B. (i) Shaded areas indicate the minimum ‘pass’ mark (ii) Referencing:- Level 1 Inaccurate referencing should be identified in the student feedback sheet.

Level 2 Inaccurate referencing should be identified in the student feedback sheet and the mark should be reduced by one marking band.Level 3 Inaccurate or incomplete referencing should be identified in the student feedback sheet, and the work should be graded as a 40.

(iii) It is expected that confidentiality of patients, staff and organisations will be maintained. If confidentiality is breached then work will be returned to the student for this to be rectified. This may mean that there is a delay in the publication of results. (See Undergraduate Programme minutes, Faculty wide consultation)

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The University of Sheffield School of Nursing and MidwiferyPostgraduate Marking Criteria

WRITTEN ASSIGNMENTS

Marking standards Precise descriptors Distinction 70-100 Critical insight Excellent originality and creativity exhibited Literature Excellent critical engagement with an extensive

range of appropriate literature. Referencing follows the guidelines.

Theory/practice Critically evaluates current research and outstandingly; utilises relevant scholarly material in the discipline.

Demonstrates the ability to apply these in order to enhance practice.

Communication of ideas Articulate, coherent, logical progression of argument/thesis illustrating creativity and depth

Pass 60-69 Critical insight Very good evidence of originality and/or creativity Literature Critical engagement with a range of appropriate

literature. Referencing follows the guidelines.

Theory/practice Critically evaluates current research: utilising relevant scholarly material in the discipline.

Demonstrates the ability to apply this in order to enhance practice

Communication of ideas Well structured argument/thesis that demonstrates creativity and depth.

Pass 50 – 59Critical insight Shows evidence of original and creative thoughtLiterature Evidence of engagement with appropriate

literature Referencing follows the guidelines

Theory/practice Critical analysis evident with evidence of developing skills of critical evaluation; utilises relevant sources of evidence.

Demonstrates the ability to critically reflect on practice

Communication of ideas Argument has appropriate structure and develops logically

Clear Fail 26-49 Critical insight Inconsistent originality or creativity Literature Lacks familiarity with key literature.

Referencing does not always follow the guidelines. Theory/practice Considers current research and scholarship in the

discipline. Demonstrates limited awareness of their

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application in the enhancement of practice. Communication of ideas Arguments demonstrate understanding of the

topic. There is a lack of clarity in their articulation.

Failed in all aspects 0-25 Critical insight No originality or creativity Literature Little or no familiarity with key literature.

Referencing inadequate. Theory/practice Little or no awareness of current research and

scholarship in the discipline. Demonstrates little or no awareness of their

application in the enhancement of practice. Communication of ideas Arguments demonstrate little or no understanding

of the topic. There is little or no clarity in their articulation.

A grade of 0 is awarded if the assignment is greater than +/- 10% of the word limit

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NURSE PRESCRIBING INDEPENDENT/SUPPLEMENTARY

ASSESSMENT OF PRACTICE RECORD

Student Details

NAME: _____________________________________

REGISTRATION NUMBER: _____________________________________

PRACTICE BASE: _____________________________________

COHORT: _____________________________________

NURSING SPECIALITY: _____________________________________

NAME OF DESIGNATED MEDICALPRACTITIONER ___________________________________________

SIGNATURE OF DESIGNATED MEDICAL PRACTITIONER: ___________________________________________

CONTACT DETAILS: ___________________________________________

___________________________________________

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Record of Assessment

The aim of this programme is to prepare nurse and midwives to prescribe as a nurse/midwife independent/supplementary prescriber.

The Assessor is a designated medical practitioner who is required to assess and sign the record of assessment for each performance outcome and to indicate on the assessment form the result i.e. Progressing/Not Progressing, Pass/Fail for each.

Learning outcomes

The learning outcomes of the programme are governed by the Nursing and Midwifery Council (NMC, 2006) and the competencies for assessment of practice are based on The National Prescribing Centre ‘Maintaining Competency in Prescribing framework (National Prescribing Centre, 2003). The learning outcomes enable the practitioner to:

• assess and consult with patient/clients, clients, parents and carers • undertake a thorough history, including medication history and current

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

• understand and apply the relevant legislation to the practice of nurse/midwife prescribing

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

• understand the influences that can affect prescribing practice, and demonstrate your understanding by managing your prescribing practice in an ethical way

• understand and apply knowledge of drug actions in prescribing practice • demonstrate an understanding of the roles and relationships of others involved

in prescribing, supplying and administering medicines • prescribe safely, appropriately and cost effectively • practise within a framework of professional accountability and responsibility • develop a clinical management plan within legislative requirements

(supplementary prescribing only)(Nursing and Midwifery Council, 2006)

The nine competencies that are assessed in this the Assessment of Practice Booklet can be found on the National Prescribing Centre website at: http://www.npc.co.uk/pdf/nurse_update_framework.pdf

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GUIDANCE FOR ASSESSORS AND STUDENTS

This booklet contains the competence-based outcomes by which the student’s practice is assessed.There are two pages for each competency; the first page is for the students’ individual action plan to achieve the competency. The second documents the achievement of the competency through the assessment of the associated performance outcomes. Both records must be verified by the medical supervisor.

When the Assessor is satisfied that a student has achieved each performance outcome safely, effectively and consistently to the required standard, that statement should be accredited with a “PASS”. If the student has not achieved the performance outcome to the Assessor’s

satisfaction, a “FAIL” grade should be made against it. It is important that the Assessor comments on the reason for the fail in this circumstance.

Assessment of the student’s competence will utilise the following three evidence methods for each performance outcome:

Direct observation by the Assessor or other designated medical practitioner.

Question and answer to assess underpinning knowledge. Reflective discussions between student and Assessor based on

activities from the workbook or utilising written evidence from the Portfolio of Learning.

A final report on the student’s conduct, attitude and motivation as a potential nurse midwife prescriber will also be completed.

Assessors and/or students should contact the Programme Leader for any advice.

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PLACEMENT SUPPORT PROCESS:INITIAL INTERVIEW:

The student and the Assessor identify and discuss the student’s personal learning objectives and placement learning opportunities. These are documented as action plans to enable the student to achieve the performance outcomes.

SUBSEQUENT WEEKS:

The student works with the Assessor (and/or other designated medical practitioner) to develop the requisite knowledge, skills and attitudes necessary to demonstrate the achievement of the performance outcomes.

INTERMEDIATE FORMATIVE ASSESSMENT:The student and assessor, in conjunction with the university programme leader, should arrange a progress review at the midpoint of the placement, in a tripartite arrangement. The results of the review must be entered as ‘progressing/not progressing’ by initialling each performance outcome, under the ‘intermediate’ column by the Assessor.If the student is not progressing, following discussion between the Assessor, the student and the Programme Leader, a joint plan of action is identified offering specific guidance and support to the student whilst they attempt to meet the required competency.

FINAL SUMMATIVE ASSESSMENT:The student and Assessor should arrange an assessment interview in the final week of the placement. The results of the assessment must be entered as ‘Pass/Fail’ by initialling each performance outcome, under the ‘Final’ column by the Assessor. All documentation must be completed by the submission date for the Assessment of Practice Record.

FINAL INTERVIEW WITH EMPLOYER

The student should arrange an interview in the final week of placement. The employer will review the records and comment on the student’s conduct, attitude and motivation as a potential future nurse prescriber.

REFLECTIVE PROGRESS REVIEWS:Meetings should be arranged between the student and the Assessor to develop and review the action plans as necessary

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INITIAL INTERVIEW AND ACTION PLANPlease record your initial meeting with the student, identifying the action plan and learning opportunities to achieve the performance outcomes and any personal objectives.

Signature of DMP DateSignature of Student: Date

82



Date REFLECTIVE PROGRESS REVIEWSPlease record your reflective progress reviews clearly identifying your personal learning and document action plans for further development.

Signatures of Assessor and

Student

83



INTERMEDIATE INTERVIEW & REVIEW OF ACTION PLANPlease record your Intermediate meeting with the student, identifying the student’s strengths and limitations. The initial action plan should be carefully reviewed and a new action plan developed and documented.

Signature of DMP DateSignature of Student: Date

84



Date REFLECTIVE PROGRESS REVIEWSPlease record your reflective progress reviews clearly identifying your personal learning and document action plans for further development.

Signatures of Assessor and

Student

85



Date TESTIMONIESThis allows the opportunity for any designated medical practitioner who has worked with a student to comment

on the student’s progress towards achieving the performance outcomes and competencies

Signature and current

post

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CompetencyCompetencies are to be achieved under the guidance of a designated medical practitionerTHE CONSULTATIONDOMAIN: Clinical and Pharmaceutical Knowledge 1. Has up-to-date clinical and pharmaceutical knowledge relevant to own area of practice Performance outcomesa) Understands the medical conditions being treated, their natural progress

and how to assess the severity of diseaseb) Understands different on-pharmacological and pharmacological approaches

to modifying disease and promoting health, desirable and undesirable outcomes and how to identify and assess them

c) 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

d) Understands the potential for unwanted effects, (e.g. adverse drug reactions [ADRs], drug interactions, special precautions and contraindications), and how to avoid/minimise and manage them

e) Maintains an up-to-date knowledge of products in the British National Formulary (BNF) and drug tariff (e.g. doses, formulations, pack sizes)

f) Appreciates the misuse potential of drugsg) Applies the principles of evidence-based medicine, and clinical and cost-

effectivenessh) Understands how medicines are licensed, monitored (e.g. how ADRs are

reported) and suppliedi) Understands the public health issues related to medicines use

ACTION PLAN TO ACHIEVE THE ABOVE

Signature: Date:

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Competency Outcome of assessmentCompetencies are to be achieved under the guidance of a designated medical practitioner

Initial these columns following verification using the three evidence methods

THE CONSULTATIONDOMAIN: Clinical and Pharmaceutical Knowledge

Intermed-iate Final1. Has up-to-date clinical and pharmaceutical knowledge relevant to own area of practice

Prog-ressing

Not prog-ressing

Pass

Fail

Performance outcomesa) Understands the medical conditions being

treated, their natural progress and how to assess the severity of disease

b) Understands different on-pharmacological and pharmacological approaches to modifying disease and promoting health, desirable and undesirable outcomes and how to identify and assess them

c) 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

d) Understands the potential for unwanted effects, (e.g. adverse drug reactions [ADRs], drug interactions, special precautions and contraindications), and how to avoid/minimise and manage them

e) Maintains an up-to-date knowledge of products in the British National Formulary (BNF) and drug tariff (e.g. doses, formulations, pack sizes)

f) Appreciates the misuse potential of drugsg) Applies the principles of evidence-based

medicine, and clinical and cost-effectivenessh) Understands how medicines are licensed,

monitored (e.g. how ADRs are reported) and supplied

i) Understands the public health issues related to medicines use

Comments : essential if the students fails to achieve any of the above

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Signature: Date:CompetencyCompetencies are to be achieved under the guidance of a designated medical practitionerTHE CONSULTATIONDOMAIN: Establishing options

2. Reviews diagnosis and generates treatment options for the patient within the clinical management plan. Always follows up treatmentPerformance outcomesa) Takes a comprehensive medical history and undertakes an appropriate

physical examinationb) Builds a complete medication history including complementary medicines,

herbal remedies, OTC medicinesc) Reviews the working or final diagnosis by systematically deciding between

the various possibilities (differential diagnosis)d) Requests, and interprets, relevant diagnostic findingse) Views and assesses the patient’s needs holistically (e.g. psychosocial,

physical)f) Considers no treatment, non-drug and drug treatment options (including

referral and preventive measures)g) Assesses the relationship between multiple pathologies, existing

medication and contraindications of treatment optionsh) Assesses the risks and benefits to the patient of taking/not taking a

medicine (or using/not using a treatment)i) Selects the most appropriate drug, dose and formulation for the individual

patientj) Makes changes within the clinical management plan in light of ongoing

monitoring and the patient’s condition k) Establishes and maintains a plan for reviewing the therapeutic objective,

discharge or end of treatmentl) Considers repeat prescribing options


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Signature: Date:



THE CONSULTATIONDOMAIN: Establishing options

Intermed-iate Final2. Reviews diagnosis and generates treatment options for the patient within the clinical management plan. Always follows up treatment

Prog-ressing

Not prog-ressing

Pass

Fail

Performance outcomesa) Takes a comprehensive medical history and

undertakes an appropriate physical examination

b) Builds a complete medication history including complementary medicines, herbal remedies, OTC medicines

c) Reviews the working or final diagnosis by systematically deciding between the various possibilities (differential diagnosis)

d) Requests, and interprets, relevant diagnostic findings

e) Views and assesses the patient’s needs holistically (e.g. psychosocial, physical)

f) Considers no treatment, non-drug and drug treatment options (including referral and preventive measures)

g) Assesses the relationship between multiple pathologies, existing medication and contraindications of treatment options

h) Assesses the risks and benefits to the patient of taking/not taking a medicine (or using/not using a treatment)

i) Selects the most appropriate drug, dose and formulation for the individual patient

j) Makes changes within the clinical management plan in light of ongoing monitoring and the patient’s condition

k) Establishes and maintains a plan for reviewing the therapeutic objective, discharge or end of treatment

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l) Considers repeat prescribing optionsComments : essential if the students fails to achieve any of the above

Signature: Date:CompetencyCompetencies are to be achieved under the guidance of a designated medical practitionerTHE CONSULTATIONDOMAIN: Communicating with patients

3. Establishes a relationship based on trust and mutual respect. Sees patients as partners in the consultation. Applies the principles of concordancePerformance outcomesa) Approaches the consultation in a structured wayb) Listens to and understands patients’ beliefs and expectationsc) Understands the cultural and religious implications of the diagnosis /

prescribingd) Adapts the consultation to meet the needs of different patients (e.g. for

age, level of understanding)e) Deals sensitively with patients’ emotions and concernsf) Creates a relationship which does not encourage the expectation that a

prescription will be writteng) Explains the nature of the patient’s condition and the rationale behind, and

potential risks and benefits of treatment optionsh) Helps patients to make informed choices about their treatmenti) Negotiates an outcome of the consultation that both patient and prescriber

are satisfied withj) Encourages patients to take responsibility for their own health and self

manage their conditions; involves carers and advocates where appropriatek) Gives clear instructions about the medication (e.g. what it is for, how to

take it, where to get it from, possible side effects)l) Checks the patients’ understanding of, and commitment to, their treatment


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Signature: Date:



THE CONSULTATIONDOMAIN: Communicating with patients

Intermed-iate

Final

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

Prog-ressing

Not prog-ressing

Pass

Fail

Performance outcomesa) Approaches the consultation in a structured

wayb) Listens to and understands patients’ beliefs and

expectationsc) Understands the cultural and religious

implications of the diagnosis / prescribingd) Adapts the consultation to meet the needs of

different patients (e.g. for age, level of understanding)

e) Deals sensitively with patients’ emotions and concerns

f) Creates a relationship which does not encourage the expectation that a prescription will be written

g) Explains the nature of the patient’s condition and the rationale behind, and potential risks and benefits of treatment options

h) Helps patients to make informed choices about their treatment

i) Negotiates an outcome of the consultation that both patient and prescriber are satisfied with

j) Encourages patients to take responsibility for their own health and self manage their conditions; involves carers and advocates where appropriate

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k) Gives clear instructions about the medication (e.g. what it is for, how to take it, where to get it from, possible side effects)

l) Checks the patients’ understanding of, and commitment to, their treatment


Signature: Date:

CompetencyCompetencies are to be achieved under the guidance of a designated medical practitionerPRESCRIBING EFFECTIVELYDOMAIN: Prescribing safely

4. Is aware of own limitations. Does not compromise patient safety, Justifies prescribing decisionsPerformance outcomes

a) Assesses and interprets all relevant patient records to ensure full knowledge of the patient’s management

b) Knows the limits of own knowledge and skill, and works within themc) Knows when and how to refer back to, or seek guidance from another

member of the team or a specialistd) Prescribes a medicine only with adequate, up-to-date knowledge of its

actions, indications, contraindications, interactions, cautions, dose and side-effects

e) Checks doses and calculations to ensure accuracy and safetyf) Knows about common types of medication errors and how to prevent

themg) Understands the need for and makes accurate, clear and timely records

in shared patient notesh) Writes legible, clear and complete prescriptions, which meet legal

requirements


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Signature: Date:

Competency Outcome of assessment

Competencies are to be achieved under the guidance of a designated medical practitioner Initial these columns

following verification using the three evidence methods

PRESCRIBING EFFECTIVELYDOMAIN: Prescribing safely

Intermed-iate

Final

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

Prog-ressing

Not prog-ressing

Pass Fail

Performance outcomesa) Assesses and interprets all relevant patient records

to ensure full knowledge of the patient’s management

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

c) Knows when and how to refer back to, or seek guidance from another member of the team or a specialist

d) Prescribes a medicine only with adequate, up-to-date knowledge of its actions, indications, contraindications, interactions, cautions, dose and side-effects

e) Checks doses and calculations to ensure accuracy and safety

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

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g) Understands the need for and makes accurate, clear and timely records in shared patient notes

h) Writes legible, clear and complete prescriptions, which meet legal requirements


Signature: Date:CompetencyCompetencies are to be achieved under the guidance of a designated medical practitionerPRESCRIBING EFFECTIVELYDOMAIN: Prescribing professionally

5. Works within professional and organisational standardsPerformance outcomesa) Understands the scope of own prescribing responsibility in the context of a

shared clinical management planb) Accepts personal responsibility for own prescribing and understands the legal

implications of doing soc) Ensures that the patient has consented to be managed by a prescribing

partnershipd) Prioritises and manages case loads effectively

e) Uses professional judgement to make prescribing decisions, based on the needs of patients and not personal considerations

f) Understands how current legislation affects prescribing practiceg) Prescribes within current professional codes of practiceh) Keeps-up-to-date with advances in practice and emerging safety concerns

relating to prescribingi) Keeps prescriptions pads safely and knows what to do if they are stolen/lostj) Maintains patient confidentialityk) Interacts with patients in an appropriate setting


95



Signature: Date:

96






PRESCRIBING EFFECTIVELYDOMAIN: Prescribing professionally

Intermed-iate

Final

5. Works within professional and organisational standards

Prog-ressing

Not prog-ressing

Pass Fail

Performance outcomesa) Understands the scope of own prescribing

responsibility in the context of a shared clinical management plan

b) Accepts personal responsibility for own prescribing and understands the legal implications of doing so

c) Ensures that the patient has consented to be managed by a prescribing partnership

d) Prioritises and manages case loads effectivelye) Uses professional judgement to make prescribing

decisions, based on the needs of patients and not personal considerations

f) Understands how current legislation affects prescribing practice

g) Prescribes within current professional codes of practice

h) Keeps-up-to-date with advances in practice and emerging safety concerns relating to prescribing

i) Keeps prescriptions pads safely and knows what to do if they are stolen/lost

j) Maintains patient confidentialityk) Interacts with patients in an appropriate setting


Signature: 97



Date

CompetencyCompetencies are to be achieved under the guidance of a designated medical practitionerPRESCRIBING EFFECTIVELYDOMAIN: Improving prescribing practice

6. Actively participates in the review and development of prescribing practice to improve patient carePerformance outcomesa) Takes responsibility for own CPDb) Reflects on own performance, learns (e.g. from critical incident monitoring)

and changes prescribing practicec) Willing to share and debate own and others prescribing practiced) Challenges inappropriate practice constructivelye) Develops own networks for support, reflection and learningf) Understands and uses tools to improve prescribing practice (e.g. audit,

review of PACT data)g) Reports prescribing errors and near missesh) Establishes professional links with practitioners working in the same

specialist area


Signature: 98



Date:Competency Outcome of

assessmentCompetencies are to be achieved under the guidance of a designated medical practitioner Initial these columns


PRESCRIBING EFFECTIVELYDOMAIN: Improving prescribing practice

Intermed-iate

Final

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

Prog-ressing

Not prog-ressing

Pass

Fail

Performance outcomesa) Takes responsibility for own CPDb) Reflects on own performance, learns (e.g. from

critical incident monitoring) and changes prescribing practice

c) Willing to share and debate own and others prescribing practice

d) Challenges inappropriate practice constructivelye) Develops own networks for support, reflection

and learningf) Understands and uses tools to improve

prescribing practice (e.g. audit, review of PACT data)

g) Reports prescribing errors and near missesh) Establishes professional links with practitioners

working in the same specialist area


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Signature: Date:CompetencyCompetencies are to be achieved under the guidance of a designated medical practitionerPRESCRIBING IN CONTEXTDOMAIN: Information in context

7. Knows how to access relevant information. Can critically appraise and apply information in practicePerformance outcomesa) Understands the advantages and limitations of different information

sourcesb) Accesses and uses relevant, up-to-date information both written

(paper/electronic) and verbalc) Critically appraises the validity of information (e.g. promotional literature,

clinical trials)d) Applies information to the clinical context (linking theory to practice)e) Uses relevant patient record systems, prescribing and information systems,

and decision-support tools (e.g. PRODIGY)f) Regularly reviews evidence behind therapeutic strategies


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Signature: Date:




PRESCRIBING IN CONTEXTDOMAIN: Information in context

Intermed-iate

Final

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

Prog-ressing

Not prog-ressing

Pass

Fail

Performance outcomesa) Understands the advantages and limitations of

different information sourcesb) Accesses and uses relevant, up-to-date

information both written (paper/electronic) and verbal

c) Critically appraises the validity of information (e.g. promotional literature, clinical trials)

d) Applies information to the clinical context (linking theory to practice)

e) Uses relevant patient record systems, prescribing and information systems, and decision-support tools (e.g. PRODIGY)

f) Regularly reviews evidence behind therapeutic strategies


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Signature: Date:

CompetencyCompetencies are to be achieved under the guidance of a designated medical practitionerPRESCRIBING IN CONTEXT DOMAIN: The NHS in context

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

Performance outcomesa) Understands the principles behind independent /supplementary prescribing

and how they are applied in practiceb) Understands the purpose, contents and limits of individual patient clinical

management plans where utilisedc) Knows how local health service and organisations work and interactd) Works within local frameworks for medicines use, as appropriate (e.g.

formularies, and guidelines, local delivery planse) Works within the NHS / organisational code of conduct when dealing with

the pharmaceutical industryf) Understands drug budgetary constraints at local and national levelsg) 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)


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Signature: Date:



PRESCRIBING IN CONTEXT DOMAIN: The NHS in context

Intermed-iate Final8. Understands, and works within, local and national policies and services that impact on prescribing practice. Sees how own practice impacts on wider NHS.

Prog-ressing

Not prog-ressing

Pass

Fail

Performance outcomesa) Understands the principles behind

supplementary prescribing and how they are applied in practice

b) Understands the purpose, contents and limits of individual patient clinical management plans where utilised

c) Knows how local health service and organisations work and interact

d) Works within local frameworks for medicines use, as appropriate (e.g. formularies, and guidelines, local delivery plans

e) Works within the NHS / organisational code of conduct when dealing with the pharmaceutical industry

f) Understands drug budgetary constraints at local and national levels

g) 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)


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Signature: Date : CompetencyCompetencies are to be achieved under the guidance of a designated medical practitionerPRESCRIBING IN CONTEXTDOMAIN: The team and individual context

9. Works in partnership with colleagues for the benefit of patients. Is self-aware and confident in own ability as a prescriberPerformance outcomesa) Proactively negotiates with the independent prescriber to develop clinical

management (Supplementary prescriber only)b) Relates to the independent prescriber as an equal partner (Supplementary

prescriber only)c) Maintains the integrity of the prescribing partnershipd) Thinks and acts as part of the multidisciplinary teame) Establishes working relationships with colleagues to ensure that continuity

of care is not compromisedf) Listens to and respects the views of colleaguesg) Establishes credibility with colleaguesh) Recognises and deals with pressures that might result in inappropriate

prescribing (e.g. pharmaceutical industry, patients and colleagues)i) Is adaptable, flexible and responsive to changej) Negotiates the appropriate level of support for role as a nurse

independent / supplementary prescriberk) Provides support and advice to other team members, where appropriate


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Signature: Date:




PRESCRIBING IN CONTEXTDOMAIN: The team and individual context

Intermed-iate

Final

9. Works in partnership with colleagues for the benefit of patients. Is self-aware and confident in own ability as a prescriber

Prog-ressing

Not prog-ressing

Pass Fail

Performance outcomesa) Proactively negotiates with the independent

prescriber to develop clinical management plansb) Relates to the independent prescriber as an

equal partnerc) Maintains the integrity of the prescribing

partnershipd) Thinks and acts as part of the multidisciplinary

teame) Establishes working relationships with

colleagues to ensure that continuity of care is not compromised

f) Listens to and respects the views of colleaguesg) Establishes credibility with colleaguesh) Recognises and deals with pressures that might

result in inappropriate prescribing (e.g. pharmaceutical industry, patients and colleagues)

i) Is adaptable, flexible and responsive to changej) Negotiates the appropriate level of support for

role as a nurse independent / supplementary prescriber

k) Provides support and advice to other team members, where appropriate

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Signature: Date:

FINAL INTERVIEW WITH PLACEMENT ASSESSOR

All outcomes/competencies achieved

YES (PASS)

NO (FAIL)

If the student has failed please complete the ‘Record of performance outcomes/competencies failed below’

PLEASE NOTE: In the event of an Assessor being unable to sign off a performance outcome due to lack of opportunity, contact must be made with the Programme Leader to discuss an extension to practice

Please report on the student’s conduct, attitude and motivation as a potential future nurse prescriber

106



Signature of DMP:Date:

Signature of Academic Mentor DateSignature of Student: Date: RECORD OF PERFORMANCE OUTCOMES/COMPETENCIES FAILED

Performance outcomes/ competencies failed and Reasons

Action Plan to address failed competencies

107



Signature of DMPDate

Signature of Student: Date

108



FINAL INTERVIEW WITH EMPLOYER

All outcomes/competencies achieved

YES (PASS)

NO (FAIL)

Please report on the student’s conduct, attitude and motivation as a potential future nurse prescriber

Signature of Employer: Date

:

Signature of Student: Date

:

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UNIVERSITY OF SHEFFIELDSCHOOL OF NURSING & MIDWIFERY

INDEPENDENT/SUPPLEMENTARY NURSE PRESCRIBING

Feedback of Student Portfolio

1. BIOGRAPHICAL DETAILS:

Student’s Name: ……………………………………………… Registration No. ………………….

Verifier’s Name: …………………………………………………………….

2. PLEASE COMMENT ON:

Originality - is this the product of the student’s own work?Authenticity - can it be authenticated by a third party?Currency- is evidence current and up to date?Relevance - does evidence meet assessment criteria?Sufficiency - are the range and combination of assessment activity appropriate?Confidentiality - has client/patient confidentiality been maintained?

OVERALL COMMENT:

…………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………….. ………………………

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…………………………………………………………………………………………………………………………………

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ASSIGNMENT GUIDELINESPRESENTATION OF ASSIGNMENTS

1. Typed or word processed work will be submitted. You are required to submit a disc (floppy or CD) with each of your assignment submissions.

Please ensure the following:-

The disc must contain a copy of your assignment and no other work. Your Registration number must be evident on the disc. The disc must be securely physically attached to your assignment. Format requirement - Microsoft Word versions 2002 or 2003.

NB: NOT MICROSOFT WORKS

2. Typing should be double spaced on one side of A4 paper, with an adequate left hand margin which allows for binding.

3. On the front page cover of the work you submit, give the title of your assignment, your Registration number, your intake e.g. September 2005, the number and title of the module to which the assessment relates and the word count, see specimen copy Appendix 13 (ii). Please note: it is very important that you do not include your name or that of your personal tutor on the front cover sheet as assignments are marked anonymously. A discreet style should be used avoiding elaborate fonts, graphics and colour.

4. The assignment should include the title page (as above) and the text, in which an introduction and conclusion are clearly evident. Each page of text should be sequentially numbered in the centre at the bottom.

5. References should be made using the Harvard reference system as described in this handbook and the instructions on Electronic referencing (copies of both are in Appendix 7) to ensure consistency. The list of references used should be placed at the end of the piece of work.

6. When using quotations, they should be acknowledged by quotation marks “…” within the text. Quotations of more than two lines should be single spaced and indented at both margins.

7. The assignment may also include a table of contents, illustrations and diagrams, and appendices.

8. Word limits will be set for each summative written assignment and stated in the information published for each assignment. These limits will include a margin of 10%.

9. You must hand in your work securely fastened together in an approved binder. Copies are available from all School site offices, Student Union shop and many High Street stationery stores. Ask to see a specimen copy from your General Office.

112



10.You should make a duplicate of your submission and retain it in a secure place.

11.At an agreed time you will be issued with a personal copy of written instruction relating directly to the assessment in hand and containing details of any special conditions that may apply. As these may be sent by post it is vital that you keep the School informed of your current postal address.

12.You will be issued with a receipt for your submission when you hand in.

113



THE UNIVERSITY OF SHEFFIELDSCHOOL OF NURSING & MIDWIFERY

ASSIGNMENT FEEDBACK SHEET

Student Number :

Assignment :

Attempt : Unit Code :

Programme Code :

Submission Date :

Level :

Cohort Group :

Campus

MARKER : PRINT NAMEComments The reason you have been given the above grade is:

Turnitin Similarity :

Action :

Signature : Date:

MODERATOR : PRINT NAMEThe marker has: Agree DisagreeAppropriately interpreted the assessment criteriaAppropriately applied the marking criteria Comments :

Signature : Date :

EXTERNAL EXAMINER: PRINT NAME

Signature Date:114

Agreed MarkAssignment

Dist Pass

Fail



The School OfNursingAnd Midwifery.

STANDARDS FOR THE PROVISION OF FORMATIVE FEEDBACK ON ALL UNDERGRADUATE AND POSTGRADUATE TAUGHT

PROGRAMMES

These standards apply to 1st attempts and resubmissions.

Formative feedback represents a crucial element of the teaching and learning process. It is the student’s individual responsibility to seek formative feedback from their tutors. When unsure of who their academic tutor is students are required to contact the course secretary/administrator.

Students are strongly encouraged to seek formative feedback early on in the assessment process. In the case of written assignments, this would normally be in the form of an essay plan or outline.

General feedback on written drafts will usually address four key areas: i) structure/flow of assignment, ii) critical analysis, iii) application to assignment guidelines/context, iv) referencing.

Tutors will not normally provide detailed feedback on full drafts of written work. Feedback on the content of a draft essay or other written work will only usually be provided when part of a plan/outline.

Detailed corrections to grammar and syntax will not be made in the provision of formative feedback. Attention will only be drawn to the need to address deficiencies in this area, when required.

Students will normally receive acknowledgment of receipt of their work submitted for feedback within 48hrs (2 working days); in event of non-receipt of acknowledgement, students are required to contact the course secretary.

Students will normally receive formative feedback on their work within 5 working days. In the event of a tutor being absent/sick for longer than 5 working days, an email “vacation” message will be used to inform students of the absence and what cover has been arranged for the provision of formative feedback.

Work submitted for feedback within 5 working days of assessment submission date will not normally be considered.

115



Students should not expect to receive formative feedback on more than two occasions for each assignment. In the case of longer pieces of work, such as dissertations, this may not be the case. Students who are experiencing particular difficulties with their assignments should seek to negotiate additional support from their academic/personal tutor, who will also be able to direct students to University support resources (TASH, library etc.).

Formative feedback may be written (e.g. email) or verbal (e.g. face-to-face meeting or telephone) as agreed in advance between student and relevant tutor.

A record of feedback provided will be kept in the student record.

Students will not be given an indication as to whether or not the work has achieved the necessary standard for a pass prior to submission for summative assessment.

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Plagiarism Action Guidance

The following table has been developed to assist markers in instigating the appropriate course of action when they detect a high level of similarity in a student’s work that has been submitted to “Turnitin”.

On full time programmes it is recommended that all students submit their own work via “Turnitin”.

On part time programmes unit leaders must submit at least 20% of work to “Turnitin”.

The table is not definitive, there will still be occasions when professional judgement will need to be exercised.

Sources of plagiarism are identified as below:-

Published material Database sources Another student’s work This student’s previous work, which may be:

o a previous attempt at this assignment oro a previous assignment for another unit/module

Plagiarism may also be identified as poor or inappropriate referencing that may be as a result of inexperience. If, in the markers professional judgement, this is deemed to be the case the action guide below does contain appropriate action to be taken.

If the marker requires any clarification regarding their concerns then they should consult with the Head of Learning and Teaching/Teaching and Learning Advocate.

It is important that programme/unit leaders ensure that information on avoiding plagiarism is included at the beginning and end of all taught units on part time programmes. On full time programmes sessions should be timetabled at the beginning of each semester. For units delivered on-line or by distance learning the unit/programme leaders should ensure that students are given the opportunity to complete the distance learning package.

117



Inappropriate Referencing v PlagiarismEvidence of inappropriate referencing.

Sections of work matched; sources individually acknowledged, but fails to paraphrase and/or identify secondary sources.

Plagiarism Sections of work matched but no attempt made to acknowledge this as the work of others

Percentage of work plagiarised

Evidence of inappropriate referencing

Definite Plagiarism

Up to 24% Action as identified on the marking criteria should be followed.Tutorial support is offered as part of feedback.Letter to Student

A 0 grade will be awardedThe student will be seen by the Programme Leader and personal teacher/unit leaders.A record will be entered in the student’s personal file.Letter to Student

25-49% Action as identified on the marking criteria should be followed.Tutorial support is offered as part of feedback.Letter to Student

A 0 grade will be awardedThe student will be seen by the Programme Leader and personal teacher/unit leaders.A record will be entered in the student’s personal file.Letter to Student

50-74% A 0 grade will be awardedThe student will be seen by the Programme Leader, personal teacher/unit leader and Director of Learning and Teaching.A record will be entered in the student’s personal file.Tutorial support is offered.The student may be referred to faculty/NMCLetter to Student

75-100% A 0 grade will be awardedThe student will be seen by the Programme Leader, personal teacher/unit leader and Director of Learning and Teaching.A record will be entered in the student’s personal file.Tutorial support is offered.The student may be referred to faculty/NMC

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Letter to Student

If any action is taken with reference to the above this should be notified to the Director of teaching and Learning/Teaching and Learning advocate as this needs recording on the unfair means monitoring form to be returned to faculty in July of each year

119



SAMPLE PORTFOLIO TITLE PAGE (POST BASIC STUDENT)

[Title] Portfolio Title:

[Student Registration Reg No.: ……………..Number]

[Programme Code] NURU213 (*select appropriate code)

(Programme Title) Independent Supplementary Nurse Prescribing

[Unit Code and Title] UNIT: SNM3223/624

(Name of Unit Leader) Derek Darling Unit Leader:

[Wordage] (8,000 words)

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THE UNIVERSITY OF SHEFFIELD

FORM E/1

Guidance on Proposals for the Introduction of a New Unit The relevant Faculty or the Board of Collaborative Studies must approve all

new units before they are offered to students.

Please complete the form using a word processor. To assist you the form may be downloaded in MS Word format from the following URL:

http://www.tlsu.dept.shef.ac.uk/forms/formE1.doc

Form E/1 provides information about proposed new units and is utilised by the relevant Faculty body for approval purposes. The User and Data Support Office in Corporate Information & Computing Services (CICS) will also use some of the information when loading data onto the Corporate Information System (CIS) system.

All relevant sections should be completed. Completed Faculty forms should be sent to Anne Cutler in CICS, who will forward copies to the relevant Faculty contact. Completed forms for Collaborative Studies units should be sent direct to Rebecca Corker in Learning and Teaching Services.

If no code is proposed, one will be assigned by CICS. A code should not be

proposed if it has been used previously; even if the unit in question no longer runs, as its code will need to remain on CIS). CICS reserves the right to alter codes if required, and a Department will be advised if CICS needs to assign a different code.

Queries relating to the CIS record, such as assigning programme codes, should be directed to Anne Cutler or Susan Grice-Jackson. Queries relating to the completion of a form E/1 and the process of Faculty approval should be directed to the appropriate Faculty/Collaborative Studies representative.

Contact Email Extension

CICS Anne CutlerSusan Grice-Jackson

[email protected]@shef.ac.uk

2111721142

121

mailto:a.cutler@shef





RTP (Graduate Research Office)

Fozia Yasmin [email protected] 21403

Faculties (Learning and Teaching Services)

Jane SpoonerLynn Beevers


2120321356

Board of Collaborative Studies

Rebecca Corker [email protected] +44 [0]114 222 1363

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Nurse / Midwife Independent / Supplementary Prescribing Programme APPENDIX 16

FORM E/1 - PROPOSAL FOR A NEW UNIT

Please complete the form using a word processor. To assist you the form may be downloaded in MS Word format from http://www.tlsu.dept.shef.ac.uk/forms/formE1.doc.

APPROVING BODY Please specify Faculty/Faculties/Board of Collaborative Studies

Faculty of Medicine

PROPOSER’S NAME Derek DarlingPROPOSER’S TELEPHONE EXTENSION and E-MAIL ADDRESS

0114 [email protected]

1. UNIT CODE SNM 624

2. UNIT TITLE (This is limited by the constraints of the CIS database. Please restrict the unit title to 50 characters.)

Nurse / Midwife Independent / Supplementary Prescribing

3. SEMESTER TAUGHT AND SEMESTER OF ASSESSMENTUnits that continue throughout the summer (such as dissertations) should be shown as the Spring Semester. If the unit is taught to the same cohort in both sessions, please use either the Academic Year or Graduate Year

3.1 SEMESTER TAUGHT Twice a year (March and September)

3.2 SEMESTER OF ASSESSMENT(For RTP units only)

4. LOCATION OF UNIT DELIVERYPlease indicate the location of unit delivery, if not the Sheffield campus.

5. PROPOSED DATE OF INTRODUCTION

Spetember 2012

6. CREDIT VALUE (The number of credits awarded upon successful completion of the unit)

30 Should this unit be available as unrestricted credit and therefore included in the “Guide to Unit Choice?

No

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7. QAA FRAMEWORK (FOR HE) CREDIT LEVEL (Previously used level equivalences are indicated in parentheses)

M (PG level M)

Please delete as necessary. For further guidance on Level selection please see .http://www.shef.ac.uk/tlsu/handbook/guidance_HE_framework.pdf

8. VOCATIONAL/PROFESSIONAL NOTEShould the unit be taken by a student with a view to seeking exemptions from professional examinations or satisfying other requirements of professional bodies relating to the programme of study?

No

9. UNIT DESCRIPTION (100 WORDS MAXIMUM)This entry contains the information provided to students in the following annual publications: Guide to Unit Choice for Level 1 Students, the Directory of Modules (http://www.shef.ac.uk/calendar/) and, where applicable, the RTP Handbook. The information should aim to assist students in selecting modules and should describe the aims and content of the module in general terms. Particular features of the delivery (eg, field work, group work) may also be mentioned. Please provide only a single paragraph of normally formatted text. Foreign language descriptions may be used, but an English language translation should be provided for purposes of Faculty approval.This Postgraduate unit will enable participants to fulfil the Nursing and Midwifery Council (NMC) criteria to be recorded in the nursing professional register as an independent / supplementary prescriber. The content of the course will include patient assessment; pharmacocology, pharmacokinetics, pharmacodynamics and pharmacotherapeutics of a range of medications; frameworks underpinning nurse prescribing practices; ethical, legal and professional contexts. Students are required to undertake supervised clinical practice under the mentorship of a recognised medical practictioner.

10. TEACHING AND ASSESSMENT METHODSThe total teaching and assessment methods should be based on 10 notional learning hours per credit as agreed by the Learning and Teaching Committee; i.e. a total of 200 learning hours (teaching and assessment) for a 20-credit unit. The projected hours of independent study are intended as guidelines only, but are important to ensure a balanced workload between units. Further details are contained in the Policy Guidance on Student Effort Hours in the Learning and Teaching Committee's Teaching Quality Handbook, which can be found at http://www.shef.ac.uk/tlsu/handbook/11.html.

(a) TEACHING AND LEARNING METHODS

Learning Hours

Lectures 64Seminars 8

124

http://www.shef.ac.uk/tlsu/handbook/11.html

http://www.shef.ac.uk/tlsu/handbook/guidance_HE_framework.pdf





Learning Hours

Tutorials 20Problem Solving/Example ClassesLaboratory SessionsField Work 60Work PlacementSupervised Clinical Activity 90Independent Study (including preparation for assessments) 56

Other Formal Contact (please give details below)

(b) ASSESSMENT METHODS Proportion of Unit Mark

Scheduled Duration (Hours)

Assessment methods should be linked to learning outcomes, as described in 15.4 below. Therefore the assessment must be capable of testing one or more of the stated learning outcomes. Careful consideration should be given to the number of assessments which are used. It should also be ensured that assessment is proportionate to the credit weighting attached to it.Formal Examination Formal

examination1.0

Essay(s)/CourseworkProposers are reminded of the recommended guidelines agreed by the Programmes Committee: around 6,000 words for a 30-credit taught unit for which the main or only assessment is an essay.

8000 word Portfolio of Learning

Laboratory WorkField Work=Project/Dissertation If this method is used, please indicate the recommended word length of the dissertation. Proposers are reminded of the recommended guidelines agreed by the Programmes Committee: 10-20,000 words for a 60-credit dissertation.Other Assessment (please give details, e.g. project or coursework presentation.)

OSCE 1 hour

(c) SUMMARY OF LEARNING HOURS

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Total for Teaching and Learning Methods (including preparation for assessments)

300

Total for Assessment Methods Included in aboveTOTAL LEARNING HOURS 300

11. SPECIAL RESTRICTIONS ON AVAILABILITYAre there any special restrictions on availability not covered by the information provided in other sections of the form (for example, if the unit is restricted to students in a particular department or school)? If yes, please also give further details.

No

12. CONTACT MEMBER OF STAFF (including for all queries on the proposal)Name Derek DarlingDepartment School of Nursing and MidwiferyInstitution (if not Sheffield)Please indicate if you do not want the Staff Contact’s email address to be supplied via the Web as a hyperlink from the Directory of Modules.

13. RESEARCH TRAINING PROGRAMME (For doctoral programmes only)Do you wish this unit to be offered within the RTP in 2006-07?

NoIf yes, please complete sections 13.1-13.4 below.

13.1

ORIGIN OF PROPOSED UNIT

Is this unit from an existing taught Masters programme of study?

Yes/No

Is this unit part of an existing short-course activity? Yes/NoIs this unit a stand-alone activity designed for the RTP only? Yes/No

13.2

RTP OBJECTIVES MET BY THIS UNIT

Refer to the RTP Handbook for a description of RTP objectives. Please indicate which RTP objectives the Unit will meet and the credit value associated with each objective:

Objective Credit Value

ABC

126



13.2


Total Credit value

13.3

AVAILABILITY

Is the unit open to students from outside the providing department?

No

If Yes, please indicate if the unit is available:

13.4

LEVEL OF STUDY

Please indicate the year of PhD study for which the unit is intended:

14. ADVISABLE QUALIFICATIONS/SKILLSAre there any specific A Level requirements, or skills e.g. computer literacy?

Students must have been qualified for 3 years as a registered nurse or midwife..This unit requires the student to undertake supervised clinical activity. Therefore it is necessary for them to be engaged in clinical practice. The year preceding the commencement of the programme students must have been practicing in the clinical field in which they intend to prescribe.It is expected that participants have 120 credits at level 6 (degree) or demonstrate the ability to study at this level.

15. UNIT AIMS AND LEARNING OUTCOMESThis section assists the process of evaluation and approval of the proposed unit. It is particularly important that the depth of detail provided is sufficient to enable this to take place. Where possible, answers should relate to any relevant QAA Subject Benchmark Statements (undergraduate units only), These are available at http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp If the aims and learning outcomes are numbered, this ensures ease of reference.

127

http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp



15.1

AIMS are the areas of knowledge or skill which will be covered in the unit. A single aim may generate more than one learning outcome.Please describe the broad academic aims and principles of the unit.The aim of this unit is to enable qualified nurses and midwives to critically evaluate the principles underpinning nurse prescribing and to prescribe safely, appropriately, and cost effectively as an independent / supplementary prescriber.

15.2

LEARNING OUTCOMES can include the knowledge, skills, capabilities or aptitudes which students can expect to learn on the unit. Learning outcomes should be measurable and are linked to the aims. Where appropriate, describe how the outcomes relate to any level-specific criteria and/or to QAA Subject Benchmarks. The outcomes of core units should be consonant with those for the programme(s) to which the unit will contribute.

“By the end of the unit, a candidate will be able to:1. Critically evaluate the impact of pharmacokinetics and pharmacodynamics on the individual and the implications for prescribing practice. 2. Critically evaluate the relevant legislation and it’s application to the practice of nurse/midwife prescribing 3. Critically appraise sources of information/advice and decision support systems in prescribing practice 4. Critically evaluate the influences that can affect prescribing practice, and demonstrate understanding by managing prescribing practice in an ethical way 5. Critically evaluate the roles and relationships of others involved in prescribing, supplying and administering medicines 6. Undertake a thorough history including medication history and current medication (including over-the-counter, alternative and complementary health therapies) to inform diagnosis 7. Assess and consult with patient/clients, parents and carers 8. Prescribe safely, appropriately and cost effectively. 9. Practise within a framework of professional accountability and responsibility 10. Develop a clinical management plan within legislative requirements These learning outcomes are based on those required by the NMC (2006).

128



15.3

TEACHING METHODS are the means by which the unit is delivered in order to achieve the outcomes in 15.2. Links between teaching methods, and outcomes should be outlined. Teaching methods can include student-led or independent learning with some kind of guidance provided to students in the form of introductory lecture or handout etc.Please describe how each of the teaching methods listed in section 10 above relate to unit content and enable the achievement of the aims and learning outcomes described above.Lectures will be used to deliver key sessions concerning the knowledge base in the field (Learning outcomes 1, 2, 3, 4, 5). Nurses and midwives accessing this unit will have a range of knowledge and expertise and come from different clinical backgrounds. They will be given the opportunity to share their expertise and experience to discuss how principles can be applied to practice and to enhance learning. To enable this, a range of learning methods will be offered including seminars, group work, presentations, case studies and problem solving scenarios (Learning outcomes 6, 7, 8, 9, 10). Students will undertake shadowing opportunities and supervised clinical practice to enhance their knowledge and expertise (Learning outcomes 1 - 10). Individual and group tutorials will be used to support students through the assessment process. The unit will be delivered by experienced lecturers from the university and clinical experts (Pharmacists, Doctors and Nurse Prescribers) to facilitate the application of theory to practice.

15.4

ASSESSMENT METHODS. It must be clear exactly what is being assessed: eg, specific knowledge, an ability to undertake independent work, a skill. Assessment methods outlined in Section 10b should be outlined in more detail here. One method can test several outcomes.Please describe how each of the assessment methods listed in section 10 above relate to unit content and enable the achievement of the aims and learning outcomes described above.A range of assessment methods will be used to demonstrate the achievement of learning outcomes and national standards set by the Nursing and Midwifery Council.An Objective Structured Clinical Examination (OSCE) will examine students’ abilities to write a legal prescription and how knowledge concerning the pharmacology, pharmacokinetics, pharmacodynamics and pharmacotherapeutics of a drug is conveyed to the client. (Learning outcomes 1, 2 , 4, 6, 8, 9).An unseen exam consisting of short answer and multiple choice questions will assess knowledge of pharmacology, pharmacokinetics, pharmacodynamics, phamacotherapeutics and drug calculations (Learning outcome 1)Students will be required to submit a portfolio of learning including two 3000 assignments arising from case studies which will demonstrate a critical evaluation of clinical practice in light of the body of evidence and government/professional guidelines (Learning outcomes 1 - 10). Students will undertake assessment of competency during a minimum of 90 hours clinical supervision (Learning outcomes 1-10).

15.5

STUDENT EVALUATION OF UNIT

129



Please describe: How the unit will be evaluated by students; how the Department will consider and address the results of the evaluation process; how the outcome of the evaluation process will be communicated to all students so that students are informed of the Department’s response to any issues arising through the evaluation process The recognised evaluation process used within the School of Nursing and Midwifery for undergraduate studies will be adopted for this unit. Unit evaluation will be forwarded to the Board of Studies, the School Learning and Teaching Committee and Independent / supplementary Prescribing Development Group for discussion. Feedback for the students will be available in the form of Board of Studies minutes and via the student notice-board as appropriate. Student representation will be requested for attendance at the Board of Studies and the Independent/ Supplementary Prescribing Group Development and this will provide a conduit for communication

16. PRE-REQUISITES, CO-REQUISITES, EXCLUDED UNITSPlease do not list those units which are pre- or co-requisites by virtue of being core units for students on particular programmes. If the unit is to be offered as part of the RTP, please indicate whether pre-and co-requisite conditions can be waived for RTP candidates.

16.1

Pre-requisite unitsUnits that must be studied before the unit being proposed, including any Autumn Semester units that must be studied before Spring Semester units in the same academic year.

No

16.2

Co-requisite unitsUnits that must be studied during the same academic year as the proposed unit.

No

16.3

Excluded unitsUnits that must not be studied at the same time as the unit being described.

No

17. ASSOCIATED PROGRAMMESPlease indicate the award-bearing programme(s), including CIS (not JACS) programme codes and titles, to which the unit contributes (e.g. CHMU04). Please also state whether the unit is core or approved. N.B. Further consultation is expected if the unit contributes to programmes run by another department.

130



18. OTHER CONTRIBUTING DEPARTMENTS

No

If other Departments contribute towards the unit please provide details:

Contributing Department

Proportional Input

%%

Total 100 %

19. APPROVAL

19.1

For completion by the proposer of the new unit (not applicable for Collaborative Studies units).

I confirm that this unit proposal has been approved by the Teaching Committee/Head of Department and that the Department can meet the resource implications of the unit.NameAcademic DepartmentDate

19.2

For completion by the moderator (Collaborative Studies only).

Please outline the consultation with the relevant University Department/s:Please confirm that the unit is of a level and content appropriate to the programme.SignatureDate

19.3

For completion when Faculty Board/Board of Collaborative Studies approval granted.

Signature of Faculty Officer/Chair of BoardFaculty ofDate

19.4

(RTP units only) For completion when the unit is approved for use in the RTP.

Signature of Sub-DeanFaculty ofDate

For Office Use Only131



Date Received by CICSDate Received by FLATSDate Received by GRO (for solely RTP unit proposals)

132



THE UNIVERSITY OF SHEFFIELD

FORM E/1

Guidance on Proposals for the Introduction of a New Unit The relevant Faculty or the Board of Collaborative Studies must approve all

new units before they are offered to students.

Please complete the form using a word processor. To assist you the form may be downloaded in MS Word format from the following URL:


Form E/1 provides information about proposed new units and is utilised by the relevant Faculty body for approval purposes. The User and Data Support Office in Corporate Information & Computing Services (CICS) will also use some of the information when loading data onto the Corporate Information System (CIS) system.

All relevant sections should be completed. Completed Faculty forms should be sent to Anne Cutler in CICS, who will forward copies to the relevant Faculty contact. Completed forms for Collaborative Studies units should be sent direct to Rebecca Corker in Learning and Teaching Services.

If no code is proposed, one will be assigned by CICS. A code should not be

proposed if it has been used previously; even if the unit in question no longer runs, as its code will need to remain on CIS). CICS reserves the right to alter codes if required, and a Department will be advised if CICS needs to assign a different code.

Queries relating to the CIS record, such as assigning programme codes, should be directed to Anne Cutler or Susan Grice-Jackson. Queries relating to the completion of a form E/1 and the process of Faculty approval should be directed to the appropriate Faculty/Collaborative Studies representative.


CICS Anne CutlerSusan Grice-Jackson


2111721142

RTP (Graduate Research Office)

Fozia Yasmin [email protected] 21403

133

mailto:a.cutler@shef





Faculties (Learning and Teaching Services)

Jane SpoonerLynn Beevers


2120321356

Board of Collaborative Studies

Rebecca Corker [email protected] +44 [0]114 222 1363

134



FORM E/1 - PROPOSAL FOR A NEW UNIT

Please complete the form using a word processor. To assist you the form may be downloaded in MS Word format from http://www.tlsu.dept.shef.ac.uk/forms/formE1.doc.

APPROVING BODY Please specify Faculty/Faculties/Board of Collaborative Studies

Faculty of Medicine

PROPOSER’S NAME Derek DarlingPROPOSER’S TELEPHONE EXTENSION and E-MAIL ADDRESS

0114 [email protected]

1. UNIT CODE SNM 3223

2. UNIT TITLE (This is limited by the constraints of the CIS database. Please restrict the unit title to 50 characters.)

Nurse / Midwife Independent / Supplementary Prescribing

3. SEMESTER TAUGHT AND SEMESTER OF ASSESSMENTUnits that continue throughout the summer (such as dissertations) should be shown as the Spring Semester. If the unit is taught to the same cohort in both sessions, please use either the Academic Year or Graduate Year

3.1 SEMESTER TAUGHT Twice a year (March and September)

3.2 SEMESTER OF ASSESSMENT(For RTP units only)

4. LOCATION OF UNIT DELIVERYPlease indicate the location of unit delivery, if not the Sheffield campus.

5. PROPOSED DATE OF INTRODUCTION

September 2012

6. CREDIT VALUE (The number of credits awarded upon successful completion of the unit)

30 Should this unit be available as unrestricted credit and therefore included in the “Guide to Unit Choice?

No

135




7. QAA FRAMEWORK (FOR HE) CREDIT LEVEL (Previously used level equivalences are indicated in parentheses)

H (UG Level 3)

Please delete as necessary. For further guidance on Level selection please see .http://www.shef.ac.uk/tlsu/handbook/guidance_HE_framework.pdf

8. VOCATIONAL/PROFESSIONAL NOTEShould the unit be taken by a student with a view to seeking exemptions from professional examinations or satisfying other requirements of professional bodies relating to the programme of study?

No

9. UNIT DESCRIPTION (100 WORDS MAXIMUM)This entry contains the information provided to students in the following annual publications: Guide to Unit Choice for Level 1 Students, the Directory of Modules (http://www.shef.ac.uk/calendar/) and, where applicable, the RTP Handbook. The information should aim to assist students in selecting modules and should describe the aims and content of the module in general terms. Particular features of the delivery (eg, field work, group work) may also be mentioned. Please provide only a single paragraph of normally formatted text. Foreign language descriptions may be used, but an English language translation should be provided for purposes of Faculty approval.This unit will enable participants to fulfil the Nursing and Midwifery Council (NMC) criteria to be recorded in the nursing professional register as an independent / supplementary prescriber. The content of the course will include patient assessment; pharmacocology, pharmacokinetics, pharmacodynamics and pharmacotherapeutics of a range of medications; frameworks underpinning nurse prescribing practices; ethical, legal and professional contexts. Students are required to undertake supervised clinical practice under the mentorship of a recognised medical practictioner.

10. TEACHING AND ASSESSMENT METHODSThe total teaching and assessment methods should be based on 10 notional learning hours per credit as agreed by the Learning and Teaching Committee; i.e. a total of 200 learning hours (teaching and assessment) for a 20-credit unit. The projected hours of independent study are intended as guidelines only, but are important to ensure a balanced workload between units. Further details are contained in the Policy Guidance on Student Effort Hours in the Learning and Teaching Committee's Teaching Quality Handbook, which can be found at http://www.shef.ac.uk/tlsu/handbook/11.html.


Learning Hours

Lectures 64Seminars 8

136

http://www.shef.ac.uk/tlsu/handbook/11.html






Learning Hours

Tutorials 20Problem Solving/Example ClassesLaboratory SessionsField Work 60Work PlacementSupervised Clinical Activity 90Independent Study (including preparation for assessments) 156

Other Formal Contact (please give details below)

(b) ASSESSMENT METHODS Proportion of Unit Mark

Scheduled Duration (Hours)

Assessment methods should be linked to learning outcomes, as described in 15.4 below. Therefore the assessment must be capable of testing one or more of the stated learning outcomes. Careful consideration should be given to the number of assessments which are used. It should also be ensured that assessment is proportionate to the credit weighting attached to it.Formal Examination Formal

examination1.0

Essay(s)/CourseworkProposers are reminded of the recommended guidelines agreed by the Programmes Committee: around 6,000 words for a 30-credit taught unit for which the main or only assessment is an essay.

8000 word Portfolio of Learning

Laboratory WorkField Work=Project/Dissertation If this method is used, please indicate the recommended word length of the dissertation. Proposers are reminded of the recommended guidelines agreed by the Programmes Committee: 10-20,000 words for a 60-credit dissertation.Other Assessment (please give details, e.g. project or coursework presentation.)

OSCE 1 hour

(c) SUMMARY OF LEARNING HOURS

137



Total for Teaching and Learning Methods (including preparation for assessments)

400

Total for Assessment Methods Included in aboveTOTAL LEARNING HOURS 400

11. SPECIAL RESTRICTIONS ON AVAILABILITYAre there any special restrictions on availability not covered by the information provided in other sections of the form (for example, if the unit is restricted to students in a particular department or school)? If yes, please also give further details.

No

12. CONTACT MEMBER OF STAFF (including for all queries on the proposal)Name Derek DarlingDepartment School of Nursing and MidwiferyInstitution (if not Sheffield)Please indicate if you do not want the Staff Contact’s email address to be supplied via the Web as a hyperlink from the Directory of Modules.

13. RESEARCH TRAINING PROGRAMME (For doctoral programmes only)Do you wish this unit to be offered within the RTP in 2006-07?

NoIf yes, please complete sections 13.1-13.4 below.

13.1

ORIGIN OF PROPOSED UNIT

Is this unit from an existing taught Masters programme of study?

Yes/No

Is this unit part of an existing short-course activity? Yes/NoIs this unit a stand-alone activity designed for the RTP only? Yes/No

13.2


Refer to the RTP Handbook for a description of RTP objectives. Please indicate which RTP objectives the Unit will meet and the credit value associated with each objective:

Objective Credit Value

ABC

138



13.2


Total Credit value

13.3

AVAILABILITY

Is the unit open to students from outside the providing department?

No

If Yes, please indicate if the unit is available:

13.4

LEVEL OF STUDY

Please indicate the year of PhD study for which the unit is intended:

14. ADVISABLE QUALIFICATIONS/SKILLSAre there any specific A Level requirements, or skills e.g. computer literacy?

Students must have been qualified for 3 years as a registered nurse or midwife..This unit requires the student to undertake supervised clinical activity. Therefore it is necessary for them to be engaged in clinical practice. The year preceding the commencement of the programme students must have been practicing in the clinical field in which they intend to prescribe.It is expected that participants have 120 credits at level 5 (diploma) or demonstrate the ability to study at this level.

15. UNIT AIMS AND LEARNING OUTCOMESThis section assists the process of evaluation and approval of the proposed unit. It is particularly important that the depth of detail provided is sufficient to enable this to take place. Where possible, answers should relate to any relevant QAA Subject Benchmark Statements (undergraduate units only), These are available at http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp If the aims and learning outcomes are numbered, this ensures ease of reference.

139

http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp



15.1

AIMS are the areas of knowledge or skill which will be covered in the unit. A single aim may generate more than one learning outcome.Please describe the broad academic aims and principles of the unit.The aim of this unit is to enable qualified nurses and midwives to critically analyse the principles underpinning nurse prescribing and to apply to prescribe safely, appropriately and cost effectively as an independent / supplementary prescriber.

15.2

LEARNING OUTCOMES can include the knowledge, skills, capabilities or aptitudes which students can expect to learn on the unit. Learning outcomes should be measurable and are linked to the aims. Where appropriate, describe how the outcomes relate to any level-specific criteria and/or to QAA Subject Benchmarks. The outcomes of core units should be consonant with those for the programme(s) to which the unit will contribute.

“By the end of the unit, a candidate will be able to:12.Understand and critically apply knowledge of drug actions in

prescribing practice 13.Understand and critically apply the relevant legislation to the

practice of nurse/midwife prescribing 14.Appraise and use sources of information / advice and decision

support systems in prescribing practice 15.Understand the influences that can affect prescribing practice,

and demonstrate a critical understanding by managing prescribing practice in an ethical way

16.Demonstrate a critical understanding of the roles and relationships of others involved in prescribing, supplying and administering medicines

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

18.Assess and consult with patient, clients, parents and carers 19.Prescribe safely, appropriately and cost effectively 20.Practise within a framework of professional accountability and

responsibility 21.Develop a clinical management plan within legislative

requirements (supplementary prescribing only)

These learning outcomes are based on those required by the NMC (2006).

140



15.3

TEACHING METHODS are the means by which the unit is delivered in order to achieve the outcomes in 15.2. Links between teaching methods, and outcomes should be outlined. Teaching methods can include student-led or independent learning with some kind of guidance provided to students in the form of introductory lecture or handout etc.Please describe how each of the teaching methods listed in section 10 above relate to unit content and enable the achievement of the aims and learning outcomes described above.Lectures will be used to deliver key sessions concerning the knowledge base in the field (Learning outcomes 1, 2, 3, 4, 5). Nurses and midwives accessing this unit will have a range of knowledge and expertise and come from different clinical backgrounds. They will be given the opportunity to share their expertise and experience to discuss how principles can be applied to practice and to enhance learning. To enable this, a range of learning methods will be offered including seminars, group work, presentations, case studies and problem solving scenarios (Learning outcomes 6, 7, 8, 9, 10). Students will undertake shadowing opportunities and supervised clinical practice to enhance their knowledge and expertise (Learning outcomes 1 - 10). Individual and group tutorials will be used to support students through the assessment process. The unit will be delivered by experienced lecturers from the university and clinical experts (Pharmacists, Doctors and Nurse Prescribers) to facilitate the application of theory to practice.

15.4

ASSESSMENT METHODS. It must be clear exactly what is being assessed: eg, specific knowledge, an ability to undertake independent work, a skill. Assessment methods outlined in Section 10b should be outlined in more detail here. One method can test several outcomes.Please describe how each of the assessment methods listed in section 10 above relate to unit content and enable the achievement of the aims and learning outcomes described above.A range of assessment methods will be used to demonstrate the achievement of learning outcomes and national standards set by the Nursing and Midwifery Council.An Objective Structured Clinical Examination (OSCE) will examine students’ abilities to write a legal prescription and how knowledge concerning the pharmacology, pharmacokinetics, pharmacodynamics and pharmacotherapeutics of a drug is conveyed to the client. (Learning outcomes 1, 2 , 4, 6, 8, 9).An unseen exam consisting of short answer and multiple choice questions will assess knowledge of pharmacology, pharmacokinetics, pharmacodynamics, phamacotherapeutics and drug calculations (Learning outcome 1)Students will be required to submit a portfolio of learning including two 3000 assignments arising from case studies which will demonstrate a critical analysis of clinical practice in light of the body of evidence and government/professional guidelines (Learning outcomes 1 - 10). Students will undertake assessment of competency during a minimum of 90 hours clinical supervision (Learning outcomes 1-10).

15.5

STUDENT EVALUATION OF UNIT

141



Please describe: How the unit will be evaluated by students; how the Department will consider and address the results of the evaluation process; how the outcome of the evaluation process will be communicated to all students so that students are informed of the Department’s response to any issues arising through the evaluation process The recognised evaluation process used within the School of Nursing and Midwifery for undergraduate studies will be adopted for this unit. Unit evaluation will be forwarded to the Board of Studies, the School Learning and Teaching Committee and the Independent / Supplementary Prescribing Development Group for discussion. Feedback for the students will be available in the form of Board of Studies minutes and via the student notice-board as appropriate. Student representation will be requested for attendance at the Board of Studies and the Independent / Supplementary Development Group and this will provide a conduit for communication

16. PRE-REQUISITES, CO-REQUISITES, EXCLUDED UNITSPlease do not list those units which are pre- or co-requisites by virtue of being core units for students on particular programmes. If the unit is to be offered as part of the RTP, please indicate whether pre-and co-requisite conditions can be waived for RTP candidates.

16.1

Pre-requisite unitsUnits that must be studied before the unit being proposed, including any Autumn Semester units that must be studied before Spring Semester units in the same academic year.

No

16.2

Co-requisite unitsUnits that must be studied during the same academic year as the proposed unit.

No

16.3

Excluded unitsUnits that must not be studied at the same time as the unit being described.

No

17. ASSOCIATED PROGRAMMESPlease indicate the award-bearing programme(s), including CIS (not JACS) programme codes and titles, to which the unit contributes (e.g. CHMU04). Please also state whether the unit is core or approved. N.B. Further consultation is expected if the unit contributes to programmes run by another department.

142



18. OTHER CONTRIBUTING DEPARTMENTS

No

If other Departments contribute towards the unit please provide details:

Contributing Department

Proportional Input

%%

Total 100 %

19. APPROVAL

19.1

For completion by the proposer of the new unit (not applicable for Collaborative Studies units).

I confirm that this unit proposal has been approved by the Teaching Committee/Head of Department and that the Department can meet the resource implications of the unit.NameAcademic DepartmentDate

19.2

For completion by the moderator (Collaborative Studies only).

Please outline the consultation with the relevant University Department/s:Please confirm that the unit is of a level and content appropriate to the programme.SignatureDate

19.3

For completion when Faculty Board/Board of Collaborative Studies approval granted.

Signature of Faculty Officer/Chair of BoardFaculty ofDate

19.4

(RTP units only) For completion when the unit is approved for use in the RTP.

Signature of Sub-DeanFaculty ofDate

For Office Use Only

143



Date Received by CICSDate Received by FLATSDate Received by GRO (for solely RTP unit proposals)

144



Evaluation Forms

Dear Student

[SNMXXX – Title of unit]

Now you’ve finished the taught element of the above unit, we’d be grateful if you’d complete the evaluation form overleaf and attached questionnaire. Your feedback will ensure that future students benefit from courses that are relevant and well run.

You may be thinking about further study. We’d be happy to offer advice about your academic needs as soon as you’re ready. Please contact us at any time to book an appointment with one of our academic staff. (T: 0114 222 2030, E: [email protected]).

If you prefer to wait, why not let us put you on our mailing list and we’ll contact you with information about courses that are relevant to your own continuing professional development. If you’d prefer not to be on our mailing list please indicate on the evaluation form.

Good luck in your professional and academic career.

Best wishes

Gary AlbuttDirector of Teaching and LearningSchool of Nursing and Midwifery

145




The University of Sheffield School of Nursing and Midwifery COURSE EVALUATION

Name ……………………………………………………………………………………………

[SNMXXX – Title of unit]Date started

The best thing about this course was……..

This course enhanced my professional practice by………

How relevant was the course to your professional practice:

Highly Relevant Relevant Limited Relevance Not relevant at all

Please list below anything you think we could improve on:

We’ll use your feedback to improve our teaching and support services and to promote courses to potential students. If you do not want your name to be used in marketing materials, please tick this box o

If you would not like your contact details to be added to the School of Nursing and Midwifery CPD mailing list please tick this box o

Please return this form to:The University of Sheffield, School of Nursing and Midwifery, Barber House387 Glossop Road, Sheffield S10 2HQ

146



EVALUATION OF PRACTICE ENVIRONMENT

Practice area……………………………………………………………………………………………………………………

Please fill in the boxes and comment below:

I was prepared for the practice assessment by the programme team

STRONGLY AGREE AGREE DISAGREE STRONGLY DISAGREE

There was the opportunity to achieve the learning outcomes/competencies in practice


I was given the opportunity to observe the practice of others and access the learning opportunities available


I was supported by staff in the practice area


The DMP had time for my learning needs


I was informed of my progress


I had access to the programme team if needed


Overall comments:

147