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

Usmaan Omer; Martin Veysey; Paul E S 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 E S Crampton, Gabrielle Finn

Medical Education (L5)

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

Abstract

ObjectivesExplore 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.
MethodsA qualitative research design was utilised and 16 programme directors from UK NMP programmes were interviewed through the online Zoom app.
ResultsThese 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.
ConclusionsConsideration should be given to adapting the teaching and assessment approaches highlighted by programme leads, particularly towards more interactive, simulated and blended learning approaches.
Key Words: Non-medical prescribing • educational approaches • curriculum design • assessment • pedagogy

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

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

abstract = "ObjectivesExplore 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.MethodsA qualitative research design was utilised and 16 programme directors from UK NMP programmes were interviewed through the online Zoom app.ResultsThese 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.ConclusionsConsideration should be given to adapting the teaching and assessment approaches highlighted by programme leads, particularly towards more interactive, simulated and blended learning approaches.Key Words: Non-medical prescribing • educational approaches • curriculum design • assessment • pedagogy",

author = "Usmaan Omer and Martin Veysey and Crampton, {Paul E S} and Gabrielle Finn",

year = "2022",

doi = "10.12968/jprp.2022.4.6.256",

language = "English",

volume = "4",

pages = "256--264",

journal = "Journal of Prescribing Practice",

issn = "2631-8385",

publisher = "MA Healthcare Ltd",

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

AU - Omer, Usmaan

AU - Veysey, Martin

AU - Crampton, Paul E S

AU - Finn, Gabrielle

PY - 2022

Y1 - 2022

N2 - ObjectivesExplore 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.MethodsA qualitative research design was utilised and 16 programme directors from UK NMP programmes were interviewed through the online Zoom app.ResultsThese 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.ConclusionsConsideration should be given to adapting the teaching and assessment approaches highlighted by programme leads, particularly towards more interactive, simulated and blended learning approaches.Key Words: Non-medical prescribing • educational approaches • curriculum design • assessment • pedagogy

AB - ObjectivesExplore 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.MethodsA qualitative research design was utilised and 16 programme directors from UK NMP programmes were interviewed through the online Zoom app.ResultsThese 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.ConclusionsConsideration should be given to adapting the teaching and assessment approaches highlighted by programme leads, particularly towards more interactive, simulated and blended learning approaches.Key Words: Non-medical prescribing • educational approaches • curriculum design • assessment • pedagogy

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DO - 10.12968/jprp.2022.4.6.256

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SN - 2631-8385

VL - 4

SP - 256

EP - 264

JO - Journal of Prescribing Practice

JF - Journal of Prescribing Practice

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

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