Supporting practice learning time for non-medical prescribing students: managers’ views

Abstract

Managers in healthcare services have ever-increasing demands to consider in relation to front line care, including the continuing professional education needs of qualified practitioners who are advancing their roles. One advancement is non-medical prescribing, and this article reports part of the findings from a survey undertaken in Scotland which explored managers’ views of the clinical support of staff enrolled on a non-medical prescribing programme. The article discusses how managers have an important role to play in supporting these learners in practice, and suggests all stakeholders should be aware of the pressure this adds to managers, and seek creative solutions to support the process of learning.Read More:http://journals.rcni.com/doi/abs/10.7748/nm.23.3.25.s2

Paramedic independent prescribing in primary care: seven steps to success

“…Securing study leave to attend taught classroom sessions and/or participate in on-line learning, as well as protected time for the 12 days supervised period of learning in practice (PLP) is essential pre-training (Boreham et al, 2013). Studies indicate the latter can be the "pinch-point" for some GPs/practice managers, rather than the financial outlay for training (Kelly et al, 2010;Unwin et al, 2016). Deficiencies in protected time provision are widely reported and can markedly affect the overall learning experience for trainees (Latter et al, 2010;Carey et al, 2017;Fisher et al, 2018).…”

“…Caveats for this important role however, remain unchanged; this individual must have relevant experience in the trainee's area of practice and be actively prescribing. As an area of potential confusion, it is highly recommended that paramedics discuss the requirements/regulations with their local The practice educator is highly influential in moulding the overall learning experiences of trainees NMPs (McCormick and Downer, 2012;Unwin et al, 2016). Stressing the importance of careful selection, pre-existing good relationships, the amount of direct supervision time given and clarity in the role and responsibilities of practice educators have been pivotal influencing factors (Avery et al, 2004;Ahuja, 2009;Latter et al, 2010).…”