Students’ perceptions of learning in practice for NMPs

Abstract

Non medical prescribing (NMP) is integral to the modernisation of the NHS. Strong educational preparation of students in theory and practice is required to ensure patient and practitioner safety. This study takes an interpretive phenomenological approach to explore students’ perceptions of learning in practice and the effect of mentorship by their designated medical practitioner. A purposive sample of ten students from diverse clinical backgrounds, who had completed the NMP course from one HEI took part. The interviews explored specific themes including the time that students had with their mentors and the approach they took to learning and teaching. Students were asked if they perceived their mentor able and willing to give them the support they required to meet the prescribing competencies, as defined by the Nursing and Midwifery Council. Content analysis of the data was undertaken and presented using excerpts of transcriptions. The findings suggested that mentors and students had difficulties in getting quality time together, and mentors were not fully prepared in the course learning outcomes. Learning and teaching was largely directed by written course work, and mentors had limited knowledge of the prescribing competencies by which to assess the students. The study identified the need for further research into the difficulties of learning and teaching in practice for NMP students and their mentors. There is a need for greater collaboration between education, health care managers and medical practitioners to improve the standards of learning and teaching in practice for students in the future. It suggests that mentorship within the NMP course should be given greater recognition and that prescribing competencies should be generic to all prescribers.