Community Practitioner Prescribing V150 programme Guidance for Mentors

Transcription

1 Institute of Health and Society Community Practitioner Prescribing V150 programme Guidance for Mentors Semester

2 Contents Introduction... 1 Module Contact Details... 1 Course Details... 2 Intended Learning Outcomes... 2 Course Assessment... 3 Summary of Mentors Responsibilities... 4 Mentorship Flow Chart... 5 Supervision Guidance for students and mentors... 6 Forms of Evidence... 7 The Competency Document... 8 Author: JP

3 Author: JP

4 Introduction Dear Colleague, Thank you very much for agreeing to be a mentor. I hope the information provided here will inform you of the structure, content and assessment process of the Community Practitioner prescribing course. The supervisor has a very important role in the assessment of students. The assessment of prescribing practice competency is one of two assessments the prescribing student must complete. The student must achieve a pass for each part of the assessment to qualify as a prescriber and have their name entered on the professional register by the Nursing and Midwifery Council. The process of supervision can be of mutual benefit to all those involved and I hope therefore that student and mentor enjoy the course. There is a team of lecturers who are leading the prescribing courses and would be happy to discuss queries or comments with supervisors during the course. Module Contact Details Module Leader: Alison Rushworth - Room EE1058; a.rushworth@worc.ac.uk Telephone: University address: University of Worcester, Institute of Health and Society, Henwick Grove, Worcester. WR2 6AJ Module Administrator: Lisa Band - Room BB054; l.band@worc.ac.uk Telephone: Department Administrator: To be confirmed. Room EE2034; Telephone:

5 About the Course Course Details 10 days are delivered at University over 1 semester, with 65 hours related to clinical experience. The course is offered at undergraduate level (6). The programme of prescribing education will prepare practitioners to prescribe safely within current legal frameworks and in accordance with the NMC standards of education for prescribing from the Community Practitioner Formulary. The programme has been approved by the Nursing and Midwifery Council (NMC) and on successful completion of the course the nurse will be able to record the qualification on the professional register. Students are not allowed to write prescriptions for patients until they have completed the course, established their employers consent and had their qualification registered with the relevant professional body. The student will meet with you to establish a learning contract. A meeting will be held with the student, mentor and course leader at the half way point of the course to establish that the student is progressing through the programme and to identify any potential areas that require extra support or referral if necessary. Intended Learning Outcomes By the end of the course, the students should be able to: 1. Assess and consult with patient/clients, parents and carers. 2. Undertake a thorough history, including medication history and current medication (including over-the-counter, alternative and complementary therapies) to inform diagnosis. 3. Understand and apply the relevant legislation to the practice of nurse/midwife prescribing. 4. Critically appraise, use sources of information/advice and decision support systems in prescribing practice. 2

6 5. Understand the influences that can affect prescribing practice and demonstrate your understanding by managing your prescribing practice in an ethical way. 6. Understand and apply knowledge of drug actions in prescribing practice. 7. Demonstrate an understanding of the roles and relationships of others involved in prescribing, supplying and administering medicines. 8. Prescribe safely, appropriately and cost effectively. 9. Practice within a framework of professional accountability and responsibility. Course Assessment Drug Calculations Examination Pharmacology Examination Assessment of practice competencies Reflective Portfolio 3,000 word 1 hour Numeracy exam to assess knowledge of and ability to undertake drug calculations and administration 1 hour Multiple choice questions to assess knowledge of core pharmacology principles. Completion of competency book. The practical application of these competencies must be demonstrated and included in the portfolio. Practice competencies are drawn from the National Prescribing Centre competency statements for non medical prescribing. 2 reflective case studies and evidence for the NMC Students must demonstrate an understanding of ethical and legal issues, team working, record keeping, prescription writing and numeracy within a reflective case study and appendices. In addition the student is expected to show how their learning journey has evolved through out the period of supervision and whilst on the course. The competency document forms part of the reflective portfolio and is submitted signed by the mentors with the reflective portfolio as one assessment. Students must achieve a Pass in each assessment to successfully complete the course. If any evidence of unsafe practice is recognised in any of the assessments above, the student will automatically fail. Community Practitioner mentors are responsible for the Clinical Competency Document and therefore we respectfully ask that if a Mentor has concerns with regard to the student s ability to achieve the competencies at any point in the course the University is informed as soon as possible. The half way interview offers a formal opportunity to review the progress of the student; the course team will follow up any concerns raised at this interview and students will be supported but referred if necessary and the relevant Trust Lead informed. 3

7 Summary of Mentors Responsibilities Agree days / times for supervision to take place. This must be outside the taught or University days. There are 10 supervised practice days (6.5 hour days including breaks making a total of 65 hours) spread throughout the course. Discuss a learning contract and work with the student in planning how the supervision and preferred learning will take place. The student will be aiming to complete 5 days (32.5 hours) of supervision prior to the completion of the formative interview. The student must complete 10 days (65 hours) of supervision before the competencies are signed by the supervisor. It is not essential that the supervisor directly observes all competencies. It is however the students responsibility to provide the supervisor with appropriate evidence of all competencies achieved. The student does not have to stay with the supervisor for every hour of supervision. Students are encouraged to work with or observe other prescribing practitioners and pharmacists and where appropriate work alone. It is expected that the form of supervision will reflect the individual learning needs of the student and is likely to involve case discussion. We ask that if a supervisor has concerns with regard to the student s ability to achieve the competencies at any point of the course the University is informed as soon as possible. The half way interview offers a formal opportunity to review the progress of the student; the module team will follow up any concerns raised at this interview. 4

8 Mentorship Flow Chart Student begins course Mentor meets with student after first 2 days of the course. Student and mentor agree learning needs. Formative interview Mentor and Course Team meets student to complete formative interview Student achieving/working toward competencies Student not working effectively to competencies. A member of course team and the mentor develop action plan to support student Final Interview (65 hours of supervision) Pass Fail ---Refer Complete the documentation Meeting with a member of course team and supervisor. Action planning 2 nd attempt Contact the module leader at any time during the course with any questions or to discuss any concerns. For support with the role of mentor or if you feel your student needs additional support from us. We like to hear when students are doing well, not just when there are problems or concerns 5

9 Supervision Guidance for students and mentors Forms of Supervision. The form of supervision should be discussed and agreed between yourself and the student. The student is not expected to sit with the supervisor for every hour of supervision but should be gaining experience of prescribing consultation and associated activities in the prescribing practice area. Some examples might be: Observation This will essentially involve providing the learner with shadowing opportunities in which the nurse will observe how you, as a prescribing practitioner, conduct consultations with patients and / or their carers in clinical situations. Direct Supervision Roles may be reversed, the student will carry out the consultation discussing prescribing options. Indirect Supervision At times you might consider a colleague to have special expertise in a particular area of the nurse s practice. In such cases it would be quite appropriate for you to delegate supervision and teaching to the colleague in question. Developing prescribing practice This may involve the student electing to spend some supervision time with a variety of professionals to broaden the individual s perspective on prescribing practice. We advise all nursing prescribing students to spend some supervision time with a pharmacist. Independent Practice Here the student will conduct independent consultations with patients and critically reflect afterwards at a prearranged time on these episodes with the supervisor. The form of supervision is dependent upon the nature of clinical practice and the role of the practitioner. However, only the Community Practitioner mentor is able to sign off the competencies in the student s documentation. 6

10 Forms of Evidence The mentor is responsible for the assessment and signing off of practice competencies. It is the student s responsibility to provide the mentor with evidence that the competency has been achieved to the level required in a framework of nonmedical prescribing. The choice of acceptable evidence should be agreed between supervisor and student but here are some examples. o Direct observation observed by the Mentor o Observer report / statement Activity is observed by another professional, the witnessing professional could inform the mentor, verbally, by a short statement or by signing a statement completed by the student identifying the activity or competency achieved. o Discussion this is probably the most common form of evidence, the student will complete a period of unsupervised practice, this can be a normal day at work, at the end of the session supervisor and student will meet for a discussion or debriefing session about prescribing decisions. Diagnosis, consultation, choice of medication, patient monitoring, polypharmacy, case management or any other part of the prescribing role can be the focus of discussion. o Question and Answer the mentor may choose to ask the student questions. These may be general prescribing questions, related to individual patients, medications, conditions or on a previously agreed topic. o Reflections- The student can bring reflections on practice to the mentor. These should however include reference to the appropriate evidence or theoretical bases in the analysis section. o Portfolio Evidence inclusion of narratives or exemplars in appendix or main body if room These are just our ideas, be as innovative as you wish in order to meet the learning needs of the student! 7

11 The Competency Document The competency statements included in this assessment of practice competency document are taken from the following; Maintaining Competency in Prescribing: The Single Competency Framework National Prescribing Centre (2012). Each competency statement is a small part of a wider prescribing picture and are grouped into three areas of competence. The Consultation. Prescribing Effectively. Prescribing in Context. These competency statements have been developed to reflect the legal framework of non-medical prescribing. It is important that when the practitioner is assessed the competency statements are considered within the appropriate context of nonmedical prescribing. The practice assessment of the nurse should take place reflecting the context of prescribing. When considering the statements, be aware that some are more complex than others. And Finally. The Module team are here to help please don t hesitate to contact them if you have any enquiries. 8

12 9

13 10