The competent prescriber: 12 core competencies for safe prescribing

Lum, Elaine; Mitchell, Charles; Coombes, Ian

doi:10.18773/austprescr.2013.007

Cited by 30 publications

(23 citation statements)

References 17 publications

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“…Lum, Mitchell and Coombes (2013) describe the twelve core competencies for safe prescribing as part of the four stages of prescribing (information gathering, clinical decision making, communication, and monitoring and review), and enunciate the underpinning elements. Presently, it is understood that development of many if not all of the competencies described by Lum and colleagues can be achieved effectively using simulations, and then observed and assessed in clinical placements.…”

Section: Non-medical Prescribing -Implications For Physiotherapy Educmentioning

confidence: 99%

Non-medical prescribing – Implications for physiotherapy education in Australia and New Zealand

Laakso¹

2017

NZJP

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Section: Non-medical Prescribing -Implications For Physiotherapy Educmentioning

confidence: 99%

Non-medical prescribing – Implications for physiotherapy education in Australia and New Zealand

Laakso¹

2017

NZJP

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“…The models provide a guide to choose, prescribe, and monitor suitable medicines for an individual patient. 45 , 46 Within the WHO model process, the recommendation of a core drug list is articulated, which is a store of drugs identified that will be commonly used in clinical practice with the associated prescribing information. The development of this core drug list does not have to be on an individual student basis, but can adopt existing therapeutic pathways and formularies.…”

Section: Resultsmentioning

confidence: 99%

“…Students should be encouraged to reflect on knowledge and skills to identify and address any deficits or discrepancies. 33 , 49 The specific model developed by Lum et al 46 share the six steps of the WHO process, but particularly highlight the underpinning requirement for self-reflection on prescribing, seeking, and acting upon constructive feedback and the importance of timely referral. In order for this therapeutic process to be transferrable upon graduation, students should be provided with ample clinical placement provision in which to repetitively put this into practice with real-life problems.…”

Section: Resultsmentioning

confidence: 99%

Teaching safe prescribing to medical students: perspectives in the UK

Nazar¹,

Nazar²,

Rothwell³

et al. 2015

AMEP

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Prescribing is a characteristic role of a medical practitioner. On graduating from medical school, students are presumed to have acquired the necessary pharmacology knowledge underpinning the therapeutics and developed their personal skills and behaviors in order to write a safe and effective prescription (The Four Ps). However, there are reports of errors in medical prescribing and dissatisfied feedback from recent graduates, which evidence potential flaws in the current training in the practice of prescribing. We examine the Four Ps from a systems approach and offer scope for educators and curriculum designers to review and reflect on their current undergraduate teaching, learning, and assessment strategies in a similar manner. We also adopt a national framework of common competencies required of all prescribers to remain effective and safe in their area of practice as a more objective layer to the broader learning outcomes of the General Medical Council Tomorrow’s Doctors 2009. This exercise demonstrates where standard, recognized competencies for safe prescribing can be accommodated pedagogically within existing medical curricula.

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“…The three-main utilized key published literature related to prescribing were "Competencies required to prescribe medicines" by National Prescribing Service at Australia and the Prescribing Competency Framework by Royal Pharmaceutical Society, in addition to the "Guide To Good Prescribing: A Practical Manual" by World Health Organization (WHO) [44][45][46]. Other pertinent studies around similar objectives were also used for developing the questionnaire [47][48][49][50][51][52][53][54].…”

Section: Survey Instrument Developmentmentioning

confidence: 99%

Perspectives of future pharmacists on the potential for development and implementation of pharmacist prescribing in Qatar

et al. 2020

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Background Pharmacists in many developed countries have been granted prescribing authorities under what is known as "non-medical prescribing" or "pharmacist prescribing". However, such prescribing privileges are not available in many developing countries. Objective The objective of this study was to determine the perspectives of future pharmacists (recent pharmacy graduates and pharmacy students) on pharmacist prescribing and its potential implementation in Qatar. Methods A convergent parallel mixed-methods design was used: (1) a cross-sectional survey using a pre-tested questionnaire and; (2) focus group discussions to allow for an in-depth understanding of the issue, with a focus on pharmacists prescribing competencies as well as barriers for its implementation. Main outcome measures Future pharmacists' perspectives and attitudes towards pharmacist prescribing in Qatar. Results The majority of the respondents (94.4%) indicated awareness of the prescribing competency related to selecting treatment options. Furthermore, the majority (92.4%) believed that pharmacists should undergo prescribing training and accreditation before been legally allowed to prescribe, a point that was reiterated in the focus group discussions. Participants generally expressed support for collaborative and supplementary prescribing models when developing prescribing frameworks for Qatar. Four categories emerged under the theme barriers to implementation of pharmacist prescribing: lack of prescribing competency, pharmacist mindset, lack of accessibility to patient records and counseling rooms, and diversity of education and training background. Conclusion The majority of recent pharmacy graduates and students were in favor of pharmacist prescribing been implemented in Qatar. However, a special training program was deemed necessary to qualify pharmacists to prescribe safely and effectively.

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The competent prescriber: 12 core competencies for safe prescribing

Cited by 30 publications

References 17 publications

Non-medical prescribing – Implications for physiotherapy education in Australia and New Zealand

Non-medical prescribing – Implications for physiotherapy education in Australia and New Zealand

Teaching safe prescribing to medical students: perspectives in the UK

Perspectives of future pharmacists on the potential for development and implementation of pharmacist prescribing in Qatar

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