1. Lecturer in MH Nursing, RGU
Examining nurse prescribing within mental health nursing - a systematic review of the evidence
Billy Ridler
Lecturer in MH Nursing, RGU
Staff Nurse, NHSG

2. Constructive Curiosity – improve patient care
Why weren’t there any nurse prescribers?
Why wasn’t (isn’t) there a recognised advanced practice model?
What makes up advanced practice – master’s level education, professional competence and confidence, autonomous practice, professional networks
Arrived at the ECCF wishing to explore these concepts within a MH context

3. MSc Project – aim, method and process
Aim; To identify studies that have examined the phenomena of mental health nurse prescribing in the UK. To synthesise any common findings among the evidence and to critically review the quality of the work that has been undertaken Method; Systematic review of the published literature, the literature search focussed on mental health nurse prescribing in the UK, including qualitative, quantitative and mixed approaches, were in empirical in nature meaning they have an identifiable sample which data was sough from and analysed (i.e. no case studies/personal reflections) Literature process; 31 records were identified for inclusion Samples included – MH nurses – both prescribers and non-prescribers, doctors (hospital based juniors and GPs), psychiatrists, service users, directors of nursing, pharmacists, social workers. Data was extracted and synthesised using a narrative method of synthesis Records were quality appraised

4. MSc – results, discussion and implications for practice
Four categories;
Exploration of MHN prescribing – samples without direct experience
Exploration of MHN prescribing – samples with experience
Demographic information and clinical effectiveness
Mental health nurse prescribing
What does the literature as a body tell us about MHN prescribing;
Aims
Relationships
Change of ‘role’
Safe
Policies, procedures, infrastructure and ‘by-in’

5. Professional, Personal & Academic Development – all three at many times
Confidence – professional, personally and academically
Knowledge and skills – advanced practice, research, approaches to wellbeing, ability to interpret information and apply this to support patient outcomes
Enthusiasm and commitment – wide discussions with many people, connections and networks
Leadership – mentorship, theory, networks
‘Broad’ thinker – rationale, critical thinking, ALS

6. Development of leadership potential
A frame of mind rather than a specific role – leaders at all levels
Open, flexible, receptive to change, welcoming of new ideas
Ability to critically consider options while remaining the manner above
I have gone from ‘show me how to do that…if that’s how I was shown that’s how I’ll do it...’ to ‘why do we do it like this? Is it safe, is it effective? If not lets try and change it…is someone else doing this ‘better’ than us?’
Healthcare is not black or white, people are not black or white so we need to avoid concrete leader and have imaginative responsive leaders