1. V150 Prescribing for Community Practitioners Practice Learning and Assessment

2. Practice learning and assessment for V150 programme Review: 1.learning outcomes and assessment strategies 2.practice learning and assessment documentation and verification of competence to practise as a V150 prescriber Confirm: 3.role and responsibilities of mentor 4.role and responsibilities of student

3. Points to consider… Generic course Theoretical knowledge base NOT therapeutics course Principles to be applied to student’s area of practice Students require to fulfil all elements of attendance including theoretical and practice learning

4. The programme Standards of proficiency for nurse and midwife prescribers (NMC, 2006) Learning outcomes same as V100 and V300 relevant to level of competence and scope of practice Strict regulations for attendance, all attendance at university and in practice has been agreed by the line manager on application form (20 days in total)

5. Learning Outcomes 1.In relation to the patient 2.In relation to medicines 3.In relation to legal and ethical frameworks 4.In relation to the context 5.In relation to public health 6.In relation to children and young people

6. Assessment strategy 1.Pharmacology exam (same exam as V100 students) 1.5 hours Pass mark pharmacology 80% Pass mark numeracy 100% 2.Portfolio of evidence 2,750 words 3.Competency profile

7. Practice learning and assessment documentation – in webfolio 1.Competency Profile - template & exemplar 2.Practice log - template & exemplar 3.Personal Formulary template 4.Learning Contract template & exemplar 5.Prescription template

8. Competency Profile Based on NMC (2006) practice standards for prescribing Students… All competencies to be met (cannot put ‘not applicable’ - e.g. for computerised prescriptions) Discuss this with your mentor when back in practice

9. Confirming practice experience and log Students must log 65 hours in practice related to prescribing, to be confirmed by Mentor Can include: Working with patients under direct and indirect supervision of mentor Discussing prescribing decisions following patient consultations ½ day with another V150 prescriber ½ day with a community pharmacist Time with a Dr or Nurse Practitioner to focus on consultation structure Time with NMP Lead ½ day with HV or other to inform LO6

10. Learning with others Students… Look at practice competencies and identify where they can best be met Identify specific learning outcomes to help the person they are spending time with to prepare Identify how achievement of learning outcomes will be recognised / measured Discussion of visit between Mentor and student when next meet

11. Personal (P) formulary Negotiate and identify priorities for student’s prescribing practice Develop competence and confidence in prescribing these medicines and products Add to this list by continuing negotiation Registrant’s own boundaries to practice Cognisant of legal parameters for prescribing Submitted as part of Competency Profile

12. Learning contracts Students… Identify What you already know What you need to know (use self-assessment, Mentor assessment) How you will acquire the knowledge How will you measure that you have acquired the knowledge/skills you needed ? Recommend one learning contract for each of the Learning Outcomes Learning contracts (plans) to be in place by mid-point of programme Submitted as part of Competency Profile

13. Mentor’s role Practising as a prescriber Must have sign-off mentor status which is current Facilitating student’s practical experience Ensuring protected time (as a Mentor) Supporting appropriate levels of confidence Raising any concerns in practice with the tutors in a timely manner Identifying if they can no longer continue to mentor the student

14. Assessing competency in practice Mentor responsibility and accountability for signing (or not) Competency Profile Formative assessment - throughout Summative assessment Is this record needed for future reference?

15. What if the Mentor has concerns? Discussion with student Contact the student’s Personal Tutor Formation of action plan in conjunction with PT and student Review of action plan at specified intervals Discussion with student’s manager and / or NMP Lead Failing to fail??

16. Student’s role Development of own practice...... that is specific to Community Practitioner Nurse Prescribing (supporting competency profile and also portfolio presentation) Additional private study to develop theoretical understanding of practice Working with mentor to achieve application of knowledge and understanding to practice If a change of mentor is required, identifying new sign- off mentor in practice, and notifying the Programme Lead

17. Academic presentation Portfolio of student’s work: evidence and critical discussion Evidence - “what happened” in clinical practice - plus prescriptions x 2 Critical discussion - written in academic style, discusses theoretical concepts underpinning practice presented in evidence (2,750 words)

18. Developing academic work For some, developing academic writing at Level 6 Recommend academic advice sought from tutors Student responsibility to request tutorial support which can be face-to-face (at University campus), by email or telephone Formative LO1 to be submitted for feedback Programme team can discuss a plan of the student’s work or a short extract Viewing other students’ work? - issues arising

19. NMP Leads Recommend students confirm to the NMP Leads:  their start of the programme  ask whether there are prescriber forums which they can access during the course  their results – whether pass or for re-submission  other issues of concern as appropriate

20. V150 programme team Claire Callaghan, NMP Programme Lead Sue Harness, CSP Programme Lead Anna Billing, Senior Lecturer Mark Magas, Pharmacist, Senior Lecturer Sam Whittle, Health Visitor Programme Lead NMP Leads

21. Queries? Now… or … as the student progresses….  claire.callaghan@cumbria.ac.uk claire.callaghan@cumbria.ac.uk  anna.billing@cumbria.ac.uk anna.billing@cumbria.ac.uk  susan.harness@cumbria.ac.uk susan.harness@cumbria.ac.uk  mark.magas@cumbria.ac.uk mark.magas@cumbria.ac.uk  samantha.whittle@cumbria.ac.uk samantha.whittle@cumbria.ac.uk