Educating non-medical prescribers in the UK – perspectives of programme leads

Usmaan Omer; Martin Veysey; Paul Crampton; Gabrielle Finn

doi:10.12968/jprp.2022.4.6.256

Educating non-medical prescribers in the UK – perspectives of programme leads

Usmaan Omer, Martin Veysey, Paul Crampton, Gabrielle Finn

Research output: Contribution to journal › Article › peer-review

Abstract

Objectives
Explore the design, delivery and assessment of UK non-medical prescriber (NMP) programmes, and how they prepare prescribers for practice. This was to fill the current gap in knowledge around the specific educational approaches used to train NMPs.

Methods
A qualitative research design was utilised and 16 programme directors from UK NMP programmes were interviewed through the online Zoom app.

Results
These were organised into five major themes: taught content (pertaining to prescribing knowledge, safety, communication and continuing professional development); assessment methods of the programme; aims, objectives and goals of the programme; critical appraisals of programme leads on educational approaches and; improving the programme for future cohorts.

Conclusions
Consideration should be given to adapting the teaching and assessment approaches highlighted by programme leads, particularly towards more interactive, simulated and blended learning approaches.

Original language	English
Pages (from-to)	256 - 264
Number of pages	9
Journal	Journal of Prescribing Practice
Volume	4
Issue number	6
DOIs	https://doi.org/10.12968/jprp.2022.4.6.256
Publication status	Published - Jun 2022
Externally published	Yes

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10.12968/jprp.2022.4.6.256

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title = "Educating non-medical prescribers in the UK – perspectives of programme leads",

abstract = "Objectives Explore the design, delivery and assessment of UK non-medical prescriber (NMP) programmes, and how they prepare prescribers for practice. This was to fill the current gap in knowledge around the specific educational approaches used to train NMPs. Methods A qualitative research design was utilised and 16 programme directors from UK NMP programmes were interviewed through the online Zoom app. Results These were organised into five major themes: taught content (pertaining to prescribing knowledge, safety, communication and continuing professional development); assessment methods of the programme; aims, objectives and goals of the programme; critical appraisals of programme leads on educational approaches and; improving the programme for future cohorts. Conclusions Consideration should be given to adapting the teaching and assessment approaches highlighted by programme leads, particularly towards more interactive, simulated and blended learning approaches.",

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T1 - Educating non-medical prescribers in the UK – perspectives of programme leads

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AU - Veysey, Martin

AU - Crampton, Paul

AU - Finn, Gabrielle

PY - 2022/6

Y1 - 2022/6

N2 - Objectives Explore the design, delivery and assessment of UK non-medical prescriber (NMP) programmes, and how they prepare prescribers for practice. This was to fill the current gap in knowledge around the specific educational approaches used to train NMPs. Methods A qualitative research design was utilised and 16 programme directors from UK NMP programmes were interviewed through the online Zoom app. Results These were organised into five major themes: taught content (pertaining to prescribing knowledge, safety, communication and continuing professional development); assessment methods of the programme; aims, objectives and goals of the programme; critical appraisals of programme leads on educational approaches and; improving the programme for future cohorts. Conclusions Consideration should be given to adapting the teaching and assessment approaches highlighted by programme leads, particularly towards more interactive, simulated and blended learning approaches.

AB - Objectives Explore the design, delivery and assessment of UK non-medical prescriber (NMP) programmes, and how they prepare prescribers for practice. This was to fill the current gap in knowledge around the specific educational approaches used to train NMPs. Methods A qualitative research design was utilised and 16 programme directors from UK NMP programmes were interviewed through the online Zoom app. Results These were organised into five major themes: taught content (pertaining to prescribing knowledge, safety, communication and continuing professional development); assessment methods of the programme; aims, objectives and goals of the programme; critical appraisals of programme leads on educational approaches and; improving the programme for future cohorts. Conclusions Consideration should be given to adapting the teaching and assessment approaches highlighted by programme leads, particularly towards more interactive, simulated and blended learning approaches.

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SP - 256

EP - 264

JO - Journal of Prescribing Practice

JF - Journal of Prescribing Practice

IS - 6

ER -

Educating non-medical prescribers in the UK – perspectives of programme leads

Abstract

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