independent and supplementary prescribing (v300) document... · a swot analysis is a tool that can...

Independent and Supplementary Prescribing (V300)

Folder of Evidence Template

Level 7

Module Code HS70005W

Version No 6 © UWL 2017-01-01

College of Nursing, Midwifery and

Healthcare

RATIONALE FOR THE FOLDER OF EVIDENCE

It is recognised that practitioners completing the course will be working in a variety of different health and social care settings with varying roles. This assessment strategy has been developed taking this into account and offers a degree of flexibility so that evidence submitted is relevant to your practice setting, reflecting work-based and theoretical learning. More details of the requirements can be found in your study guide Good luck and please do not hesitate to ask if you are unsure about anything. Reuben Pearce Programme Leader

CONTENTS

Personal Details

Completed Mapping Grid (to link evidence to learning outcomes)

Learning Contract

Record of Practice hours

Clinical Logs

Five reflective accounts with references of 500 words each based on experiences from the clinical log

Completed SCEPs including service user feedback/consent

Prescribing for Children Statement

Additional Prescribing Competencies

Copy of 3000 word reflective case study and clinical management plan

Prescription (example of correctly written prescription)

Further Evidence (linked to mapping grid)

Drug Calculation Exam Results from Safe Medicate

Written Exam result

Completed Placement Audit

DMP Verification and Statement of Completion

Programme Leader Verification

Personal Details Student Name

Job Role

Contact Details – email/tel

DMP Name

DMP Contact Details – email/tel

DMP Job Role

Supporting employer

Line Manager

Line Manager Contact Details – email/tel

Expected area of clinical practice on completion

Mapping Grid A mapping grid is a tool by which the student checks that they have provided sufficient evidence to demonstrate that they have achieved the entire course learning outcomes. When submitted as part of a Folder of Evidence, it also becomes a tool through which the marker can make certain judgements:

Whether or not evidence has actually been presented to demonstrate achievement of the learning outcomes

Whether there is an appropriate breadth and range of evidence to corroborate achievement of learning outcomes

For this reason, we propose that the student complete the following mapping grid and submit it as part of the Folder of Evidence. You may add to the 8 provided evidence columns as required. Please make sure that the evidence is appropriate, as the folders can easily get over full i.e. No need to put in handouts of sessions you have attended on the course!

NB. Please ensure you refer to the marking grid when developing your folder, as this will assist you in addressing those areas, which will be considered by the markers.

Mapping Grid

Course Learning Outcomes

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1. Critically examine, analyse and evaluate consultation and assessment processes synthesising relevant models and evidence-base in order to assess and consult with patient/clients, clients, parents and carers

2. Critically assess and analyse the indications and rationales for appropriate decision making based on systematic assessment to either diagnose or refer, having considered the legal, cognitive, emotional, and physical difference between children and adults.

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

4. Critical understanding and application of relevant legislation to the practice of nurse/midwife prescribing

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

6. Demonstrate the ability to critically evaluate the influences that can affect prescribing practice, and

demonstrate understanding by managing prescribing practice in an ethical way

7. Critical understanding of theory in application of knowledge of drug actions in prescribing practice

8. Demonstrate an understanding of the roles and relationships of others involved in prescribing, supplying and administering medicines

9. Prescribe safely, appropriately and cost effectively

10. Practice within a framework of professional accountability and responsibility

11. Develop a clinical management plan within legislative requirements

12. If prescribing for children and young people achieve additional prescribing competencies to be signed by DMP

Guidelines for completing the mapping grid:

A maximum of two pieces of evidence are required per learning outcome

The student then indicates in the grid which pieces of evidence reflect the achievement of which learning outcome by putting an X in the grid.

When marking a folder of evidence, the marker will look at the range and breadth of primary and corroborating evidence to make judgements about the organisation and coherence section of the marking grid

SWOT ANALYSIS/LEARNING CONTRACT What is SWOT analysis? A SWOT analysis is a tool that can provide prompts to the managers, clinical leads,

nurse tutors, nurse mentors and staff involved in the analysis of what is effective and

less effective in clinical systems and procedures, in preparation for a plan of some form

(that could be an audit (CQC), assessments, quality checks etc.). In fact a SWOT can be

used for any planning or analysis activity which could impact future finance, planning

and management decisions. It can enable you (the management& clinical staff) to carry

out a more comprehensive analysis.

Definitions of SWOT

• Strengths – Factors that are likely to have a positive effect on (or be an enabler

to) achieving the learning objectives

• Weaknesses – Factors that are likely to have a negative effect on (or be a barrier

to) achieving the learning objectives

• Opportunities – External Factors that are likely to have a positive effect on

achieving or exceeding the clinic’s objectives, or goals not previously considered

• Threats – External Factors and conditions that are likely to have a negative effect

on achieving the clinic’s objectives, or making the objective redundant or un-

achievable.

What is a Learning Contract?

A learning contract is a written record of agreement between a learner and their

supervisor on how they are to achieve a stated learning outcome.

Learning contracts can have a significant benefit on learning. Learning contracts are

a useful way of structuring learning experiences to meet individual needs. Learning

contracts allow individuals the freedom to make choices about what they wish to

learn and how best to achieve this learning. Setting learning contracts actively

encourages individuals to set their own learning outcomes and identify their own

learning resources.

It is considered that learning contracts can be beneficial in reducing the theory-

practice gap, enhancing student confidence in their ability to shape their own

learning and facilitating resourcefulness.

Developing a Learning Contract

Learning contracts should be developed for those learning activities that you feel

would be particularly beneficial for your learning, practice and development.

Learning contracts are most beneficial when they are developed to focus upon a

certain and a clearly defined learning need. For example, you might set a contract to

develop your knowledge of key drugs you will be prescribing within your area of

practice, or improve your decision making ability, or patient consultation and clinical

examination skills. Dependant upon the nature of learning, learning contracts

should be developed with the support of academic/clinical staff. Through this

process you will then be able to discuss your progress and receive appropriate

support.

PARTS OF A LEARNING CONTRACT

Learning Aim

This should indicate in broad terms your overall learning aim. The success of the

learning contract will be determined by how well defined the learning need and

objectives are stated.

Learning Outcomes

These should be specific, clearly stated and measurable and reflect the learning that

you seek to achieve, as indicated in your overall learning aim. See appendix 1 for

Module Learning outcomes and Mapping against the NMC , GPhC and HCPC

Indications for Learning

You should indicate why you have chosen a particular area for learning. This will be

helpful, as it will confirm the relevance of the learning to your overall learning

requirements. It will also set the boundaries for your learning which will help you to

focus your learning endeavors.

Actions to be taken

In this section you should indicate the actions that you will take to meet your

learning outcomes. These actions will relate to the resources that you will need to

obtain the people you might need to meet in order to achieve your learning need.

Target dates should be set for each action. This is part of the contract of learning.

Setting time-limited actions will help maintain your momentum, which is essential to

ensure that you meet your learning contract.

Evaluation of Learning

At frequent points you should review your learning contract to consider how far you

have met your stated outcomes. This review is also useful as it provides an

opportunity for you to adjust any learning outcomes in the light of any emerging

information, which you feel, impacts upon achievement of your learning outcomes.

When completing your evaluation you should indicate how well you feel you have

achieved your stated learning aim. From your evaluation you might indicate other

areas of learning that you would like to pursue from undertaking this specific

learning contract. It is through this process that a continuous process of learning

relevant to your needs is promoted.

All completed learning contracts should be kept in your Portfolio of Learning.

SWOT ANALYSIS Strengths

Weaknesses

Opportunities

Threats

Outline your practice role/experience here

Identify your learning needs

Resources available

Learning Contract Student I agree to

Designated Medical Practitioner (DMP)

I agree to facilitate …………

Signature and date DMP

Signature and date student

Record of Practice Hours

Please complete and sign each week please note a signature is required for each

entry. You must complete a minimum of at 90 hours of supervised placement with your

DMP.

Week Hours completed Signature of DMP

(please date)

Signature of student

(please date)

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CLINICAL SUPPORT/SUPERVISION LOG This is where you can record your learning experiences in practice

Student name: DMP: DATE:

Description of Subjects Discussed i.e. main learning objectives/competencies to be met…

Actions Needed (Either by Student or DMP )

General Comments on Session and/or Learning Objectives achieved….

Key Elements Discussed (Highlight or circle where appropriate) Individual Cases Recent Event or Significant Incident A Positive Scenario A Negative Scenario Technical/Clinical Practice Other Management or Service Development Leadership or Directing Others Personal Development Plan or Learning Objectives Issues about Continuing Professional Development Career Development

What is Reflective Practice?

Levels of reflection

Much has been written about levels and types of reflection. However, for the purposes

of these marking grids for the Folders of Evidence, some Courses require the student to

include reflective commentaries/critiques within their Folders of Evidence. Where this is

the case, the marking of these Folders of Evidence must include a judgment of the level

or type of reflection presented by the student.

Reflection is defined as the deliberate process of thinking about and interpreting

experience in order to learn from it. It is a process that requires analytical and

evaluative skills in order to interpret meanings, which are useful to the individual. This

type of activity is beneficial as it enables the individual to explore, challenge and review

areas of critical importance. Through exploration the individual is challenged to identify

learning from experience reviewed and to use such situations to guide future learning

needs.

Practical reflection, according to Taylor (2000), is based on interpretative knowledge

and aims to make sense of human interaction, helping you to understand the

interpersonal basis of human experience. Practical reflection is meant to create

knowledge that interprets the meaning of lived experience, context and subjectivity,

offering the opportunity for change.

Emancipatory reflection goes beyond both technical and practical reflection and

involves human interaction focusing on how people interpret themselves in terms of

their roles and social obligations. This type of reflection is based upon critical

knowledge. Emancipatory reflection challenges and, in some cases, removes old

assumptions and other factors that can limit nursing practice. Emancipatory reflection

also analyses power relationships in the workplace, increases self-awareness and

facilitates praxis (The coming together of theory and practice)

Descriptive Writing

provides introductory and background/contextual information;

lists, catalogues, outlines the way things are; and

does not establish relationships.

Analytical Writing

explores relationships of ideas or parts of something;

provides possible situations and alternative responses; and

compares and contrasts.

Critical/Evaluative

involves making a judgement on the quality of something

outlines implications and solutions, draws conclusions and makes recommendations; and

views something from many different angles, or questions something in order to ascribe value.

Reflective Writing

uses a reflection or review model to document experience, learning or realisation that took place, and future steps/actions.

Think and write in the appropriate style

Use the following questions to help you think and then write in the appropriate style, or move your writing from one style to another. For example, if your writing is mainly descriptive yet you have been asked to evaluate, consider questions such as: Why is this significant? and What does mean ?

Descriptive, Analytical, Critical/Evaluative, Reflective Writing Compared

Descriptive writing

Analytical Writing Critical/Evaluative Writing Reflective writing

WHAT What is this about? What is the context/situation? What is the main point? What is the topic?

HOW How did this occur? How does it work in theory? In practice/context How does one factor affect another? How do the parts fit together into the whole?

SO WHAT What does this mean? Why is this significant? Is this confining, why/why not? What are the implications? Is it successful? Why/Why not? How does it meet the criteria ? What can I deduce from the information I have gathered?

WHAT What happened? What did I notice or realise? What was the most important for me? What have I learnt? What would I do differently or the same next time?

WHERE Where does it take place?

WHY Why does this occur? Why was that done? Why this? argument/theory/suggestion/solution? Why not something else?

WHAT NEXT? Is this transferrable? How and where else can it be applied? What can be learnt from it? What needs doing now?

WHO Who is involved? Who is affected?

WHAT IF What if this were wrong? What are the alternatives? What if there were a problem? What if another factor were added or removed?

WHEN When did this occur?

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Useful words and phrases for each writing style

These phrases may be helpful:

Descriptive Language

Analytical Language Critical/Evaluative Language

Reflective Language

The context is ...

Comparison ...and ...reveals ...

In order to identify ... it would be necessary to ...

In order to identify ... it would be necessary to ...

Components of the model are ...

Application of this model to ... indicates

Given ... it can be concluded ...

For me, the most significant aspect was ...

This occurred at ...

The strengths are ... The point ... is valuable ...

I felt/noticed/discovered/realised that ...

Key characteristics are ...

This occurred as ... If this were applied to ... The questions this raises for me are ...

The methodology chosen was ...

This was completed because ...

The significance/implications of ...

In future practice, I ...

In contrast to ... If ... could be applied to ... then ...

I found this relevant as ...

Likewise/Similarly ... The argument is convincing as ...

However/In contrast ... This could be transferable/applicable to ...

The alternative to this is ...

If ... were altered/removed/added then ...

Writing style Characteristics: http://www2.eit.ac.nz/library/ls_guides_descriptivewriting.html

Descriptive Characteristics

Analytical Characteristics Critical/Evaluative Characteristics

Reflective Characteristics

Set the scene. Identify limitations/strengths of the

Evaluate the importance of the context.

Outline your new awareness/learning

http://www2.eit.ac.nz/library/ls_guides_descriptivewriting.html

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context. from this situation, what you would do differently next time and why.

Provide context. Identify the importance of the timing of something and/or relevance of the context.

With justification, show what would occur if timing of something, and/or context were altered.

Explain what you have learnt about the significance of timing and context in your particular situation and show what you might change if in a similar situation in the future.

Give definitions. Show how context influenced outcomes.

Give information.

Explain how this information is/was used

Explore other possible outcomes.

Show learning or realisation given the information, how you would use/apply this information, how it will impact your practice.

List details. Show how something can be applied to a situation.

Outline the meaning/significance/value of the information and how it could be used.

Structure information in order of importance.

Outline the impact of the information and relevant outcomes.

Outline the method used

Draw comparisons between two or more items/methods.

Explain the significance and value of the method/options.

State how you would use the method/options in a situation, why or why not.

List the options selected

Explain why something occurred/was done/was used.

Make a judgement about the usefulness of the method/options in the current or other situations.

Explain what you now realise, stating what you would change next time and why.

Identify strengths and weaknesses of the method/options.

Evaluate success of method/options.

Illustrate how options/method impacted the event/outcome.

Describe what occurred, state what/when/how/where something happened.

Discuss outcomes and show how and why these outcomes occurred.

Evaluate strengths and weaknesses.

Explain significance, relevance and value of the event for you, what you learnt and what you might do differently next time or in future practice.

Identify strengths and weaknesses

Explain significance and value of the event/argument/conclusions.

Outline what was most important to you, and why

Draw logical conclusions Explore impact of outcomes,

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justify and evaluate these impacts.

Logically construct a case/argument using evidence.

With justification, state if an argument is convincing.

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Recording your Critical Reflections

A critical incident is a narrative (or story) which is a reflective account, which helps

you to understand more about your practice. The focus can be upon a number of

options, such as:-

An intervention which made a difference to practice outcome

An intervention which went unusually well

An intervention which, captured the essence of

independent/supplementary prescribing practice e.g. making an

accurate clinical diagnosis.

An intervention which was particularly demanding.

An intervention, which did not go as planned and what have you

learnt from it.

Examples of Prescribing Critical Reflection may include issues around:-

- Medicines management and concordance

- Clinical examination and use of diagnostic equipment

- Clinical decision-making, diagnosis and treatment.

- Communication with patient; team members etc.

- Record-keeping

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5 x Reflective accounts

These are the five x 500 word accounts of your clinical experience and serve to

indicate the breadth of that experience. They should verify that it is focused broadly

around the learning outcomes of the module. It also serves as evidence to support

the recorded practice hours. These accounts should each be referenced using the

UWL Harvard system. You may use a reflective model such as Gibbs to guide your

structure if you want.

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Folder of Evidence Marking Grid

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UNIVERSITY OF WEST LONDON

COLLEGE OF NURSING, MIDWIFERY AND HEALTHCARE

MARKING GRID – FOLDERS OF EVIDENCE LEVEL 7

STANDARD TO BE ACHIEVED ORGANISATION AND COHERENCE

15 15-12 11-8 7-4 3-0

The folder of evidence must be clearly structured and presented

There is an introduction (which is EXTRA to the agreed word limit) that states the purpose of the folder of evidence and includes a mapping grid to show how the evidence presented demonstrates achievement of the learning outcomes

There is a highly logical and cohesive presentation of the evidence

Links are established between individual pieces of evidence submitted

Sophisticated structure which is coherent

Introduction succinct, with clearly defined mapping grid linking all pieces of evidence together

All pieces of evidence well organized complete with referencing

Good structure, organisation and/or coherence, but lacks some critical analysis

Clear introduction with a well stated purpose and a mapping grid, although the evidence may be more succinct, and / or supporting with referencing

Clear links made between individual pieces of evidence

Some attention paid to structure and/or coherence.

Introduction is included although weak, mapping grid has been completed, although contains some inaccuracies

Links between each piece of work has been attempted, although not always coherent.

Poor structure/ organisation/ coherence

No introduction offered that includes a statement of the purpose of the folder of evidence or a mapping grid

Absence of links between individual pieces of evidence

CONTENT 25 25-20 19-14 13-7 6-0

The content of the pieces of evidence submitted address all the learning outcomes and demonstrate originality, variety and creativity

Content is highly sophisticated, and focused.

Knowledge and understanding must be critically analysed and applied to practice/the workplace

There is evidence presented in the folder of evidence for clinical skills achievement (NB: For modules with a practice assessment this is COMPULSORY. For those modules with no practice assessment, this can be omitted from the folder of evidence)

The content shows originality, variety and creativity. All the content is highly relevant and is well linked to each other

There is a plethora of material included in the folder, which shows critical analysis skills linking theory to practice

Each learning outcome has been achieved with more than one piece of evidence, linking each piece, to establish a coherent whole folder.

Content is clearly relevant to the purpose of the folder of evidence with some originality, variety and creativity

Good evidence of analysis of the material with application to practice /the workplace (where appropriate)

All learning outcomes clearly identified to at least one primary piece of evidence, corroborated by other pieces of evidence, although more linking between pieces of evidence could improve the work

Content is relevant to the purpose of the folder. The content remains focused, although there are some areas within the content which loses the focus.

The material has been used wisely (overall), and where appropriate, there is application to practice / workplace.

All learning outcomes have been achieved, although some of the evidence is superficial (in parts)

The linking of each piece of evidence could be strengthened to ensure coherence of the content and reflecting the learning outcomes

Content presented has limited relevance to the purpose of the folder of evidence and/or is not applied to practice or the workplace

Doe not show achievement of all of the learning outcomes, practical and theoretical as appropriate

(NB: failure to demonstrate achievement of all learning outcomes will result in a referral for the module assessment)

CLARITY OF EXPRESSION 10 10-8 7-5 4-3 2-0

Pieces of evidence must be written in a clear, articulate and fluent manner

The evidence presented is well written, fluently and

The majority of the evidence is expressed clearly, fluently

There are some areas that clarity could be improved to

Presentation of evidence is vague and over-simplistic;

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Accurate spelling and grammar articulately

Exceptionally good use of English, including spelling and grammar with distinct personal style.

and articulately

There are a few minor errors and/or grammar.

At times the evidence lacks supporting referencing

enhance the overall quality of the folder of evidence.

Some attention needed to spelling and/o grammar

does not get to the point

Poor spelling and/or grammar

LEVEL OF CRITICAL ANALYSIS, SYNTHESIS + EVALUATION

35 35-28 27-20 19-11 10-0

There should be clear critical analysis, synthesis and evaluation demonstrated

Evidence of reflection as appropriate

The folder shows a sophistication in critical analysis, synthesis and evaluation, with a high level of clarity

Evidence of critical analytical reflection (if reflective evidence is required to be presented). Uses a recognized model of reflection and demonstrates outstanding ability to explore and interpret individual situations perceptively

Exceptional level of creative independent thinking

Generates new ways of viewing issues

Evidence presented clearly shows analysis, with some synthesis and/or evaluation

Evidence of analytic reflection demonstrated (if reflective evidence is required to be presented). Uses a recognized model of reflection for the most part, and shows a questioning integrating a desire for understanding and generation of new knowledge

There is analysis and some developments of synthesis in some areas of the folders of evidence.

Evidence of reflection demonstrated, although this isn’t well developed (if reflective evidence is required to be presented).

Uses a recognized model of reflection, although there are some areas superficially addressed

There are some areas contained within the folder of evidence, which demonstrates the student’s ability to question.

There is analysis in the folder, although there is little evidence of synthesis or evaluation

Reflection is evident, although lacks depth and analysis (if folder of evidence requires reflective evidence to be presented)

USE OF LITERATURE SHOWING CRITICAL ANALYSIS AND ABILITY TO INTEGRATE THEORY TO EVIDENCE

15 15-11 10-7 6-3 2-0

The Folder of Evidence must demonstrate a wide and indepth use of academic literature, research and other types of evidence to demonstrate knowledge and understanding

All sources must be cited, consistent and must maintain accurate use of the Harvard referencing system

The range of sources used must show a depth and breadth of material used.

Vast range, breadth and depth of literature, research and other types of evidence appropriate to this level of study

Succinctly demonstrates an ability link evidence to research methodologies and uses this material wisely.

Excellent academic structure and presentation. No referencing errors.

Harvard System used throughout

Quotations used appropriately, accurately and

Good range of literature, research and other types of evidence at the appropriate depth and breadth for this level of study

Demonstrates the ability to link research based material to the pieces of evidence

Harvard referencing system used, with occasional errors

The range of literature is moderate – but still showing some depth and breadth of material selected

There is some attempt to use research based material within the pieces of evidence

Main sources cited

Harvard referencing system used accurately

There is a range of literature, research and other types of evidence presented, although does not reflect the depth and breadth that is required.

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well referenced.

STANDARD TO BE ACHIEVED ORGANISATION AND COHERENCE

10

10-9 8-6 5-3 2-0

The folder of evidence must be clearly structured and presented.

There is an introduction (which is EXTRA to the agreed word limit) that states the purpose of the folder of evidence and includes a mapping grid to show how the evidence presented demonstrates achievement of the learning outcomes.

There is a logical and cohesive presentation of the evidence.

Links are made between individual pieces of evidence submitted.

Good structure, organisation and coherence.

Clear introduction with a well stated purpose and a mapping grid.

Clear links made between individual pieces of evidence.

Some attention paid to structure, organisation and coherence.

Introduction is included with a statement of purpose and a mapping grid.

Some links made between individual pieces of evidence.

An attempt has been made to structure, organize and develop a coherent folder of evidence.

The introduction is vague / weak, and the statement of purpose is included, although not well written. Some links are made between individual pieces, but superficial.

Poor structure/ organisation/ coherence.

No introduction offered that includes a statement of the purpose of the folder of evidence or a mapping grid.

Absence of links between individual pieces of evidence.

CONTENT 30 30-21 20-11 10-6 5-0

The content of the pieces of evidence submitted address the learning outcomes and demonstrate originality, variety and creativity

Knowledge and understanding must be applied to practice/the workplace

There is evidence presented in the folder of evidence for clinical skills achievement (NB: For s with a practice assessment this is COMPULSOY. For those s with no practice assessment, this can be omitted from the folder of evidence)

Content is clearly relevant to the purpose of the folder of evidence with a good deal of originality, variety and creativity

Good evidence of application of knowledge and understanding to practice /the workplace All learning outcomes achieved through a primary piece of evidence, corroborated by other pieces of evidence

Content has addressed the purpose of the folder of evidence with some originality and creativity

Some evidence of application of knowledge and understanding to practice/the workplace

A degree of evidence presented shows achievement of the learning outcomes, practical and theoretical

Content has addressed the purpose of the folder, although there are significant and substantial areas where the content lacks focus.

Some evidence of application and knowledge and understanding to practice / work place, although this is superficially addressed.

Learning outcomes have been achieved minimally.

Content presented has limited relevance to the purpose of the folder of evidence and/or is not applied to practice or the workplace

Doe not show achievement of all of the learning outcomes, practical and theoretical as appropriate

(NB: failure to demonstrate achievement of all learning outcomes will result in a referral for the assessment)

CLARITY OF EXPRESSION 10 10-9 8-6 5-3 2-0

Pieces of evidence must be written in a clear, articulate and fluent manner

Accurate spelling and grammar

The majority of the evidence presented is written clearly, fluently and articulately.

Good spelling and grammar.

Some evidence is expressed clearly, fluently and articulately.

Some attention needed to spelling

Some of the evidence is difficult to understand, although some of it is expressed clearly.

There are significant

Presentation of evidence is vague and over-simplistic; does not get to the point.

Poor spelling and/or grammar.

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and/o grammar. number of spelling errors and / or grammar errors.

LEVEL OF ANALYSIS AND SYNTHESIS 35 25-25 24-16 15-10 9-0

There should be clear critical analysis, synthesis and evaluation demonstrated

Evidence of reflection as appropriate

Well integrated folder of evidence with clear evidence of critical analysis, synthesis and evaluation.

Clear evidence of analytic reflection (if reflective evidence is required to be presented).

Evidence presented shows some analysis, synthesis and/or evaluation.

Some evidence of analytic reflection demonstrated (if reflective evidence is required to be presented).

There is analysis and some synthesis within the folder of evidence.

The reflection is demonstrated although it is weak (where reflective evidence is required to be presented).

Mainly descriptive evidence presented; little or no evidence of analysis, synthesis or evaluation.

Little or no evidence of reflection, (if folder of evidence requires reflective evidence to be presented).

USE OF LITERATURE SHOWING KNOWLEDGE AND UNDERSTANDING

15 15-11 10-7 6-4 3-0

The Folder of Evidence must demonstrate an appropriate use of academic literature, research and other types of evidence to demonstrate knowledge and understanding

Literature presented reflects an appropriate breadth, depth and range for this level of study

All key sources must be cited, consistent and must maintain accurate use of the Harvard referencing system

Good range, breadth and depth of literature, research and other types of evidence appropriate to this level of study.

All sources cited appropriately with consistent and appropriate use of the Harvard referencing system.

Moderate range of literature, research and other types of evidence at the appropriate depth and breadth for this level of study.

Most sources cited accurately using the Harvard referencing system.

Adequate range of literature, research and other types of evidence at the appropriate depth and breadth for this level of study.

Some sources cited accurately although there are significant number of errors with the referencing system.

Limited range of literature, research and other types of evidence presented, which does not reach the level required for this study.

Limited or no use of the Harvard referencing system.

Structured Clinical Examination’s of Practice (SCEP)

Facilitating Structured Clinical Examination’s of Practice (SCEP) What is a SCEP?

Structured Clinical Examination of Practice (SCEP) is a systematic and detailed examination of

practice within an appropriate learning environment such as a skills laboratory or a practice

setting.

Structured Clinical Examinations and Learning Outcomes

Structured Clinical Examination’s of Practice (SCEP) form part of the assessment for the non-

medical prescribing course.

The assessment will take place in clinical practice, during consultation with patients. The

assessment comprises a total of five phases that would normally occur during the course of a

single patient consultation. The assessment of the five phases may be completed in sequence

during a consultation with a single patient, or alternatively, the phases can be assessed

independently using different patients or on different occasions. You need to negotiate and

agree on the arrangement with your DMP.

It is also possible that one of the course co-coordinators may attend one of these assessments

to ensure that there is consistency between DMPs, this will be negotiated between , a course

co-coordinator, DMP and yourself and consent from the patient.

The SCEP is to be used to formatively and summatively assess each student. The five phases

described above must be undertaken at least once formatively and once summatively.

Please note: during the SCEP, the assessment must be stopped and a student awarded a

‘refer’ grade if patient/client safety/well-being is compromised in any way. For example -

failure to identify a serious problem such as to cause harm to the patient.

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Instructions for the Designated Medical Practitioner (DMP) and the Prescriber Course Student

1. Agree a date(s) for assessment(s).

2. Notify other staff e.g. receptionist, that assessment will be undertaken on that

day(s).

3. Ensure adequate time and privacy for the assessment duration.

4. Allow at least 5 minutes for each phase in the assessment process.

5. Ensure patient consent has been received and that it is documented.

6. Student undertakes consultation with the patient as usual.

7. DMP uses marking criteria to objectively assess student performance in each phase

during consultation.

8. Time should be allowed after the consultation to continue and complete the

assessment.

9. When all the phases have been summatively assessed the student will ensure that,

the summary sheet and the SCEP sheets are completed and included within the

practice portfolio for submission to the university.

33

SCEP Summary Sheet

Date of first formative assessment

Date of further formative assessment (if required)

Date of summative assessment Indicate Pass (P) Refer (R)

DMP’s signature when summative assessment has completed

Student’s signature:

Phase One: Initial Consultation and History-taking

Phase Two: Clinical Assessment and working diagnosis

Phase Three: Development of a treatment management plan

Phase Four: Reaching a shared decision

Phase Five: Prescription

Prescribing for Children (if appropriate )

RCP competencies 6 – 10 discussed

34

Phase One: Consultation and History Taking Formative RPS (2016) Competency 1: Assess the patient Expected outcomes : Demonstrate the ability to take a through history of patient and presenting symptoms

Assessment criteria Pass Refer Comments

Greets patient in an appropriate and friendly manner and introduces self

Clarifies reason for the client’s/patient’s visit and his/her expectations

Is skillful at acquiring information about the patient , allowing patient to express own ideas and concerns

Uses good listening techniques – eye contact, open attentive posture

Is sensitive to patient’s needs and feelings, e.g. privacy

Ascertains history of present problem/illness

Ascertains general medical history

Ascertains any relevant allergies

Ascertains family and social history and lifestyle information

Questioning indicates that student is approaching the situation systematically covering the body systems (as appropriate) Cardio- vascular Respiratory Gastrointestinal Endocrine Neurological Musculoskeletal Genitourinary Mental Health Other( please specific)

Questioning indicates that student is beginning to formulate the possible causes of the problem/illness

Discusses and agrees the need for a further examination with the patient

Appropriately documents findings

Instructions to examiner: Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred PASS REFER Please circle the appropriate criteria above. Signature of Designed Medical Practitioner: …………………………… Date of Assessment………

35

Phase One: Consultation and History Taking Summative RPS (2016) Competency 1: Assess the patient Expected outcomes : Demonstrate the ability to take a through history of patient and presenting symptoms


Greets patient in an appropriate and friendly manner and introduces self

Clarifies reason for the client’s/patient’s visit and his/her expectations

Is skillful at acquiring information about the patient , allowing patient to express own ideas and concerns

Uses good listening techniques – eye contact, open attentive posture

Is sensitive to patient’s needs and feelings, e.g. privacy

Ascertains history of present problem/illness

Ascertains general medical history

Ascertains any relevant allergies

Ascertains family and social history and lifestyle information

Questioning indicates that student is approaching the situation systematically covering the body systems (as appropriate) Cardio- vascular Respiratory Gastrointestinal Endocrine Neurological Musculoskeletal Genitourinary Mental Health Other( please specific)

Questioning indicates that student is beginning to formulate the possible causes of the problem/illness

Discusses and agrees the need for a further examination with the patient


Instructions to examiner: Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred PASS REFER Please circle the appropriate criteria above. Signature of Designed Medical Practitioner: …………………………… Date of Assessment……

36

Phase Two: Clinical Assessment & Working/Differential Diagnosis Formative

RPS (2016) Competency 1 Assess the Patient Expected Skills: Demonstrate competence in relevant clinical assessment skills & methodology to inform a working diagnosis


Undertakes an appropriate clinical examination applying a systematic approach and observes patient for signs of discomfort throughout

Conducts the examination selectively and thoroughly reflecting the history established

Identify presenting problems and related pathophysiology

Applies a systematic approach to gathering further information

Requests and interprets relevant diagnostic tests

Assesses the relationship between multiple pathologies

Correctly identifies key information

Makes, confirms or understands, the working or final diagnosis by systematically considering the various possibilities

Refers to or seeks guidance from another member of the team, a specialist or a prescribing information source when necessary.

Reviews adherence to and effectiveness of current medicines.


Appropriate closure of the examination process

Instructions to examiner: Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred PASS REFER Please circle the appropriate criteria above. Signature of Designed Medical Practitioner: ………………………… Date of Assessment……………

37

Phase Two: Clinical Assessment & Working/Differential Diagnosis Summative RPS (2016) Competency 1 Assess the Patient Expected Skills: Demonstrate competence in relevant clinical assessment skills & methodology to inform a working diagnosis


Undertakes an appropriate clinical examination applying a systematic approach and observes patient for signs of discomfort throughout

Conducts the examination selectively and thoroughly reflecting the history established

Identify presenting problems and related pathophysiology

Applies a systematic approach to gathering further information

Requests and interprets relevant diagnostic tests

Assesses the relationship between multiple pathologies

Correctly identifies key information

Makes, confirms or understands, the working or final diagnosis by systematically considering the various possibilities

Refers to or seeks guidance from another member of the team, a specialist or a prescribing information source when necessary.

Reviews adherence to and effectiveness of current medicines.


Appropriate closure of the examination process

Instructions to examiner: Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred PASS REFER Please circle the appropriate criteria above. Signature of Designed Medical Practitioner: ………………………… Date of Assessment……………

38

Phase Three: Development of a treatment management plan Formative

RPS (2016 ) Competency 2 : Consider the options Expected outcomes: the student should be able to correctly diagnose and develop a treatment plan in partnership using underlying principles of safe effective prescribing.


Considers both non-pharmacological (including no treatment) and pharmacological approaches to modifying disease and promoting health.

Considers all pharmacological treatment options including optimising doses as well as stopping treatment (appropriate polypharmacy, de-prescribing).

Assesses how co-morbidities, existing medication, allergies, contraindications and quality of life impact on management options.

Takes into account any relevant patient factors (e.g. ability to swallow, religion) and the potential impact on route of administration and formulation of medicines.

Appropriately explains the treatment plan to the patient and negotiates an agreed course of action including risks and benefits of taking or not taking a medicine or treatment. Advises patient on management of common side effects

Stays up-to-date in own area of practice and applies the principles of evidence-based practice, including clinical and cost-effectiveness. .Prescribes according to local formulary, national guidelines etc and considers public health issues relating to medicines

Identifies, accesses, and uses reliable and validated sources of information and critically evaluates other information.

Understands antimicrobial resistance and the roles of infection prevention, control and antimicrobial stewardship measures.

Outlines appropriate plans to monitor the effects of medications using appropriate investigations

Indicates appropriate plans to observe and respond to drug interactions, adverse reactions and use appropriate reporting mechanisms

Identifies any legal or ethical issues relevant to the treatment planned. Document all actions appropriately

After consultation: Was the diagnosis correct

Yes/No

After consultation: Prescriber is fully able to justify actions

Instructions to examiner: Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred

39

PASS REFER Please circle the appropriate criteria above Signature of Designed Medical Practitioner: …………………………… Date ……………………………………

40

Phase Three: Development of a treatment management plan RPS (2016 ) Competency 2 : Consider the options Summative

Expected outcomes: the student should be able to correctly diagnose and develop a treatment plan in partnership using underlying principles of safe effective prescribing.


Considers both non-pharmacological (including no treatment) and pharmacological approaches to modifying disease and promoting health.

Considers all pharmacological treatment options including optimising doses as well as stopping treatment (appropriate polypharmacy, de-prescribing).

Assesses how co-morbidities, existing medication, allergies, contraindications and quality of life impact on management options.

Takes into account any relevant patient factors (e.g. ability to swallow, religion) and the potential impact on route of administration and formulation of medicines.

Appropriately explains the treatment plan to the patient and negotiates an agreed course of action including risks and benefits of taking or not taking a medicine or treatment. Advises patient on management of common side effects

Stays up-to-date in own area of practice and applies the principles of evidence-based practice, including clinical and cost-effectiveness. .Prescribes according to local formulary, national guidelines etc and considers public health issues relating to medicines

Identifies, accesses, and uses reliable and validated sources of information and critically evaluates other information.

Understands antimicrobial resistance and the roles of infection prevention, control and antimicrobial stewardship measures.

Outlines appropriate plans to monitor the effects of medications using appropriate investigations

Indicates appropriate plans to observe and respond to drug interactions, adverse reactions and use appropriate reporting mechanisms

Identifies any legal or ethical issues relevant to the treatment planned. Document all actions appropriately

After consultation: Was the diagnosis correct

Yes/No

After consultation: Prescriber is fully able to justify actions

Instructions to examiner: Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred

41

PASS REFER Please circle the appropriate criteria above Signature of Designed Medical Practitioner: …………………………… Date ……………………………………

42

Phase Four: Reaching a shared decision Formative RPS (2016) Competency 3 Reach a shared decision : Competency 5: Provide information Expected outcome: The Student demonstrates an ability to work in partnership with the patient providing them with an informed choice


Gives the patient/carer clear, understandable and accessible information about their medicines (e.g. what it is for, how to use it, possible unwanted effects and how to report them, expected duration of treatment).

Works with the patient/carer in partnership to make informed choices, agreeing a plan that respects patient preferences including their right to refuse or limit treatment.

Builds a relationship which encourages appropriate prescribing and not the expectation that a prescription will be supplied.

Explains how to take medicines/use device e.g. after food etc Explains dose and frequency

Explains what to do if misses dose or takes too many

Informs the patient when the medication is likely to start working

Informs the patient the likely side effects and advises on what to do about side effects.

Explains the rationale behind and the potential risks and benefits of management options in a way the patient/carer understands.

Explains about the monitoring that is required for medication e.g. LFTs, FBC BP etc

Advises the patient on how to obtain further supplies

Answers question clearly, avoiding jargon

Guides patients/carers on how to identify reliable sources of information about their medicines and treatments. Provides written information if available

Explores the patient/carers understanding of a consultation and aims for a satisfactory outcome for the patient/carer and prescriber.

Routinely assesses adherence in a non-judgemental way and understands the different reasons non-adherence can occur (intentional or non-intentional) and how best to support patients/carers

Ensures the patient knows when to have their next appointment

Ensures that the patient/carer knows what to do if there are any concerns about the management of their condition, if the condition deteriorates or if there is no improvement in a specific time frame. Informs the patient the duration of treatment

Documents appropriately

Instructions to examiner Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred

43

PASS REFER Please circle the appropriate criteria above Signature of Designed Medical Practitioner: …………………………… Date of Assessment…………

44

Phase Four: Reaching a shared decision Summative RPS (2016) Competency 3 Reach a shared decision : Competency 5: Provide information Expected outcome: The Student demonstrates an ability to work in partnership with the patient providing them with an informed choice


Gives the patient/carer clear, understandable and accessible information about their medicines (e.g. what it is for, how to use it, possible unwanted effects and how to report them, expected duration of treatment).

Works with the patient/carer in partnership to make informed choices, agreeing a plan that respects patient preferences including their right to refuse or limit treatment.

Builds a relationship which encourages appropriate prescribing and not the expectation that a prescription will be supplied.

Explains how to take medicines/use device e.g. after food etc Explains dose and frequency

Explains what to do if misses dose or takes too many

Informs the patient when the medication is likely to start working

Informs the patient the likely side effects and advises on what to do about side effects.

Explains the rationale behind and the potential risks and benefits of management options in a way the patient/carer understands.

Explains about the monitoring that is required for medication e.g. LFTs, FBC BP etc

Advises the patient on how to obtain further supplies

Answers question clearly, avoiding jargon

Guides patients/carers on how to identify reliable sources of information about their medicines and treatments. Provides written information if available

Explores the patient/carers understanding of a consultation and aims for a satisfactory outcome for the patient/carer and prescriber.

Routinely assesses adherence in a non-judgemental way and understands the different reasons non-adherence can occur (intentional or non-intentional) and how best to support patients/carers

Ensures the patient knows when to have their next appointment

Ensures that the patient/carer knows what to do if there are any concerns about the management of their condition, if the condition deteriorates or if there is no improvement in a specific time frame. Informs the patient the duration of treatment

45

Documents appropriately

Instructions to examiner Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred PASS REFER Please circle the appropriate criteria above Signature of Designed Medical Practitioner: …………………………… Date of Assessment…………

46

Phase Five: Prescription Formative RPS (2016) Competency 4 Prescribe : Competency 8 Prescribe professionally Scenario Write the prescription for the initial/new medication. Demonstrate use of electronically generated or legibly written unambiguous and complete prescriptions which meet legal requirements


Accepts personal responsibility for prescribing and understands the legal and ethical implications.

Knows and works within legal and regulatory frameworks affecting prescribing practice (e.g. controlled drugs, prescribing of unlicensed/off label medicines, regulators guidance, supplementary prescribing).

Is able to complete and provide an anonymised copy of a prescription completed by the student which needs to demonstrate the legal requirements

This needs to be submitted with the SCEP as evidence of achievement within the portfolio

Makes prescribing decisions based on the needs of patients and not the prescriber’s personal considerations.

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

Recognises and deals with factors that might unduly influence prescribing (e.g. pharmaceutical industry, media, patient, colleagues

Understands the potential for adverse effects and takes steps to avoid/minimise, recognise and manage them.

Prescribes within relevant frameworks for medicines use as appropriate (e.g. local formularies, care pathways, protocols and guidelines).

Prescribes generic medicines where practical and safe for the patient and knows when medicines should be prescribed by branded product.

Understands and applies relevant national frameworks for medicines use (e.g. NICE, SMC, AWMSG and medicines management/optimisation) to own prescribing practice.

Uses up-to-date information about prescribed medicines (e.g. availability, pack sizes, storage conditions, excipients, costs).

Accurately completes and routinely checks calculations relevant to prescribing and practical dosing.

13 Communicates information about medicines and what they are being used for when sharing or transferring prescribing responsibilities/ information

If CDs, appropriate legal requirements (see BNF/MEP) and considers the potential for misuse of medicines.

47

Makes accurate legible and contemporaneous records and clinical notes of prescribing decisions.

To successfully pass Phase Five, the prescription must be able to be dispensed by the pharmacist i.e. all appropriate sections must be completed. Instructions to examiner: Tick the appropriate box during interaction or just afterwards.. Please state whether the student has passed or been referred PASS REFER Please circle the appropriate criteria above Signature of Designed Medical Practitioner: ……………………………

Date of Assessment…………… Please note that you must submit an anonymised prescription that you have completed with this SCEP to support it . It can be electronic or hand written in-line with what you are going to use in your practice area .

48

Phase Five: Prescription Summative RPS (2016) Competency 4 Prescribe : Competency 8 Prescribe professionally Scenario Write the prescription for the initial/new medication. Demonstrate use of electronically generated or legibly written unambiguous and complete prescriptions which meet legal requirements


Accepts personal responsibility for prescribing and understands the legal and ethical implications.

Knows and works within legal and regulatory frameworks affecting prescribing practice (e.g. controlled drugs, prescribing of unlicensed/off label medicines, regulators guidance, supplementary prescribing).

Is able to complete and provide an anonymised copy of a prescription completed by the student which needs to demonstrate the legal requirements

This needs to be submitted with the SCEP as evidence of achievement within the portfolio

Makes prescribing decisions based on the needs of patients and not the prescriber’s personal considerations.

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

Recognises and deals with factors that might unduly influence prescribing (e.g. pharmaceutical industry, media, patient, colleagues

Understands the potential for adverse effects and takes steps to avoid/minimise, recognise and manage them.

Prescribes within relevant frameworks for medicines use as appropriate (e.g. local formularies, care pathways, protocols and guidelines).

Prescribes generic medicines where practical and safe for the patient and knows when medicines should be prescribed by branded product.

Understands and applies relevant national frameworks for medicines use (e.g. NICE, SMC, AWMSG and medicines management/optimisation) to own prescribing practice.

Uses up-to-date information about prescribed medicines (e.g. availability, pack sizes, storage conditions, excipients, costs).

Accurately completes and routinely checks calculations relevant to prescribing and practical dosing.

13 Communicates information about medicines and what they are being used for when sharing or transferring prescribing responsibilities/ information

If CDs, appropriate legal requirements (see BNF/MEP) and considers the potential for misuse of medicines.

49

Makes accurate legible and contemporaneous records and clinical notes of prescribing decisions.

To successfully pass Phase Five, the prescription must be able to be dispensed by the pharmacist i.e. all appropriate sections must be completed. Instructions to examiner: Tick the appropriate box during interaction or just afterwards.. Please state whether the student has passed or been referred PASS REFER Please circle the appropriate criteria above Signature of Designed Medical Practitioner: ……………………………

Date of Assessment…………… Please note that you must submit an anonymised prescription that you have completed with this SCEP to support it . It can be electronic or hand written in-line with what you are going to use in your practice area .

50

PRESCRIBING FOR CHLDREN AND YOUNG PEOPLE Additional competencies to be achieved by those who will be prescribing for this group. (Those prescribing only for adults may leave this competency area out).

INFORMATION IN CONTEXT Is aware of the differences of prescribing for children and young people, especially considering; clinical assessment, appropriate diagnosis, legal issues, cognitive and emotional

Pass Refer Comments

Takes a comprehensive medical history and undertakes an appropriate physical examination in relation to the child’s developmental stage

Understands the medical conditions being treated, their natural progress and how to assess the severity of disease

Approaches the consultation in a structured way

Requests, and interprets, relevant diagnostic tests. Views and assesses the patient’s needs holistically (e.g. psychosocial, physical).

Adapts the consultation to meet the needs of different patients (e.g. for age, level of understanding).

Deals sensitively with patients’ and carers’ emotions and concerns.

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

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) relevant to children

Understands how current legislation affects prescribing practice for children

Date of Assessment…………… DMP Signature ………………………………………….

PRESCRIBING FOR CHILDREN (TO BE COMPLETED BY THOSE WHO HAVE COMPLETED THE ADDITIONAL COMPENTENCIES FOR

PRESCRIBING TO CHILDREN)

To be completed by your Designated Medical Practitioner: In my opinion ___________________________________has satisfactorily demonstrated the competency of prescribing for children and young people. Yes / No Name: Signed: Date: Designated Medical Practitioner

To be completed by the Student I have seen this completed form and discussed its contents and recommendations with my Designated Medical Practitioner. Name: Signed: Date: Non-Medical Prescriber Student

PRESCRIBING FOR CHILDREN (TO BE COMPLETED BY THOSE WHO HAVE NOT COMPLETED THE ADDITIONAL COMPENTENCIES

FOR PRESCRIBING TO CHILDREN) My area of clinical practice is working with adult’s between the ages of 18 -70. I have not completed the additional learning outcome in relation to prescribing for children and young people as required by the NMC. I therefore will not prescribe for anyone under the age of 18 years old under any circumstance.

Name: Signed: Date: Non-Medical Prescriber Student

Name: Signed: Date: Designated Medical Practitioner

Name: Signed: Date: Employer/Trust Representative

PRESCRIBING ADDITIONAL COMPETENCIES The following competencies for prescribing have not been covered within the formal SCEPS but they need to be considered and discussed with your DMP, you can make notes and ask your DMP to sign alongside them following your discussions Competency 6: MONITOR AND REVIEW

Indicator Notes Signature

6.1 Establishes and maintains a plan for reviewing the patient’s treatment.

6.2 Ensures that the effectiveness of treatment and potential unwanted effects are monitored.

6.3 Detects and reports suspected adverse drug reactions using appropriate reporting systems.

6.4 Adapts the management plan in response to on-going monitoring and review of the patient’s condition and preferences.

PRESCRIBING GOVERNANCE Competency 7: PRESCRIBE SAFELY


7.1 Prescribes within own scope of practice and recognises the limits of own knowledge and skill.

7.2 Knows about common types and causes of medication errors and how to prevent, avoid and detect them.

7.3 Identifies the potential risks associated with prescribing via remote media (telephone, email or through a third party) and takes steps to minimise them.

7.4 Minimises risks to patients by using or developing processes that support safe prescribing particularly in areas of high risk (e.g. transfer of information about medicines, prescribing of repeat medicines).

7.5 Keeps up to date with emerging safety concerns related to prescribing.

7.6 Reports prescribing errors, near misses and critical incidents, and reviews practice to prevent recurrence.

Competency 8: PRESCRIBE PROFESSIONALLY


8.1 Ensures confidence and competence to prescribe are maintained.

8.6 Works within the NHS/organisational/regulatory and other codes of conduct when interacting with the pharmaceutical industry.

Competency 9: IMPROVE PRESCRIBING PRACTICE


9.1 Reflects on own and others prescribing practice, and acts upon feedback and discussion.

9.2 Acts upon colleagues’ inappropriate or unsafe prescribing practice using appropriate mechanisms.

9.3 Understands and uses available tools to improve prescribing (e.g. patient and peer review feedback, prescribing data analysis and audit).

Competency 10: PRESCRIBE AS PART OF A TEAM


10.1 Acts as part of a multidisciplinary team to ensure that continuity of care across care settings is developed and not compromised.

10.2 Establishes relationships with other professionals based on understanding, trust and respect for each other’s roles in relation to prescribing.

10.3 Negotiates the appropriate level of support and supervision for role as a prescriber.

10.4 Provides support and advice to other prescribers or those involved in administration of medicines where appropriate.

College of Nursing, Midwifery and Healthcare Service user feedback

The NMC has recommended that Nurses should gain feedback from patients on their prescribing practice. The following feedback sheet has been devised by a service user focus group. Please use the feedback sheet following consultations in order to enhance your practice. Please ensure only service users who are deemed to have capacity complete this form They are under no pressure/obligation to complete the form

University of West London, College of Nursing, Midwifery and Healthcare Dear service user,

Thank you for agreeing to complete this feedback sheet. Your health professional gratefully value

your opinion on the following;

1.

Did you have long enough to discuss what you wanted to cover?

Yes very much Yes partly Not really Not at all

2

Did your health professional answer your questions?

All of them

Some of them

None of them Not at all

3

Do you feel that you now have a better understanding of your medicines?


4

If any changes were made did you agree with these?

Yes very much

Yes partly Not really Not at all

5

Were your opinions taken into consideration during this consultation?


6

Do you feel that if your health professional could have written a prescription for you it would have improved the service?


7

Are there any additional comments that you

would like to make?

COPY OF 3000 CASE STUDY AND CLINICAL MANAGEMENT PLAN

EXAMPLE OF CORRECTLY WRITTEN PRESCRIPTION (Use prescription template from blackboard or your own

anonymised prescription form from practice)

FURTHER EVIDENCE TO DEMONSTRATE ACHIEVEMENT OF LEARNING OUTCOMES

(LINKED TO MAPPING GRID)

Drug Calculation Exam Results from Safe Medicate

Written MCQ/Short Answer Exam Result Medicate

INDEPENDENT AND SUPPLEMENTARY PRESCRIBING PRACTICE PLACEMENT AUDIT

Please note this audit is only to be used in conjunction with School of Nursing, Midwifery and Healthcare standard practice placement audit document. Address of Practice area:

Team Manager Name Email Tel

NMP Names

Independent Supplementary Role Email Tel

DMP Name

Active in past 12 months?

Currently able to take?

Role Email Tel

Nature of Clinical Area

Management Structure of Clinical Area

Address of Practice Area

THE PROFESSIONAL LEARNING ENVIRONMENT OF THE TRAINEE

Statement

Please indicate Examples of

Evidence Action

If required Review

Yes No

1.

The practice setting is a suitable learning environment for Independent and Supplementary Nurse Prescribing students

2 The team supports and facilitates student learning

3 The team is able to provide opportunities to supervise the student and monitor their progress

SUPERVISOR FACILITATION OF STUDENT TEACHING

Statement

Please indicate Examples of

Evidence Action

If required Review

Yes No

1.

There is time allocated for teaching and learning (e.g. recorded time set aside for structured student led activities)

2 Learning opportunities and experiences are available, specific to Supervisor’s area of practice

3 There are learning / teaching opportunities with other students.

4 There are opportunities for multidisciplinary teaching.

5 The DMP(s) meet the eligibility criteria required by NMC?

Practice Placement is Suitable to Support Independent and Supplementary Nurse Prescribing Students.

YES

NO

Signed (Course Leader) Signed (DMP/Manager as appropriate) Date

DMP Signed Verification of Folder of Evidence Components

Component Met/Unmet DMP Name DMP Signature

SCEPs and additional prescribing competencies

12 Days (90 hours) Practice Hours Complete

Learning Contract

STATEMENT OF COMPLETION

Please complete one of the statements below:

We have no reservations in regard to …………………………………………………………………………………and he /she has completed his/her competencies in non-medical prescribing _______________________________ __________________________ designated medical practitioner name and date (please print) signature

Or ……………………………………………………having completed the competencies and the learning contract we have reservations with regard to the following areas:- _______________________________ __________________________ designated medical practitioner name and date (please print) signature

PROGRAMME LEADER VERIFICATION Please record student’s achievement of progress at the end of practice experience. This review should include comments on the student’s: 1. Achievement of the learning outcomes; 2. Progress in completing core skills; 3. Reflective skills 4. Numeracy skills Comment upon: presentation, academic writing style, referencing, understanding of the subject, theory-practice link, reference to research, analytical skills and reflection upon own learning and numeracy skill.

All learning Outcomes Achieved Yes/No

All Reflective Accounts/Logs Achieved Yes/No

Compentencies met and document signed off by DMP Yes/No

Completion of Required Days Yes/No (12 Days Practice/26 Study Days)

If NO, discuss and identify an ACTION PLAN for completing non achievement of outcomes or outstanding placement days: ACTION PLAN :

Signature of Programme Leader Date

_________________ _________________