Abstract
BackgroundThe United Kingdom (UK) is one of the least restrictive countries in terms of scope of prescribing practice for non-medical prescribers and is a rapidly expanding group of professionals. In the United Kingdom nurse prescribers are assessed in practice by Designated Medical Practitioners (DMP) (doctors) which is a unique approach. In light of proposals to permit nurses to assess each other the benefits and challenges associated with current approach to interprofessional assessment warranted further exploration. ObjectiveThe aim was to explore interprofessional competency assessment with nurse non-medical prescribing students and their DMPs. DesignA descriptive qualitative research design was undertaken using semi-structured interviews and focus groups. SettingThe study was completed in a Scottish University that provides non-medical prescribing education to nurses, midwives and allied health professionals. Participants and methodsStudents (n=6) participated in two focus groups at the start and end of their supervised learning and assessment in practice. DMPs (n=6) participated in semi structured telephone interviews on completion of supervision. Utilising Clark's theory of interprofessional education, a thematic analysis was conducted. FindingsProfessional identity influenced interpretation of prescribing competence with regards assessment and scope of practice. Students and DMPs learned with, from and about each other, and provided a platform for two-way learning and mutual professional respect. The interprofessional learning experience developed relationships and provided ratification for the prescribing role post qualification. ConclusionsFurther exploration with key stakeholders and service users is recommended, prior to any changes to the designated professional group assigned to assessing non-medical prescribing competence.
Highlights
Changes in patient and workforce demographics have resulted in changes to healthcare delivery policy. This is evident in the field of non-medical prescribing practice where, since 1986, United Kingdom (UK) legislation has evolved expanding the scope of practice
Interprofessional education in healthcare is where students from different professional background learn together with the aim of improving teamwork and outcomes for patients (Olson & Bialocerkowski 2014). This collaboration and learning approach is reflected in professional prescribing standards (Nursing and Midwifery Council 2006; General Medical Council 2013; Health Care Professionals Council 2013)
One Designated Medical Practitioners (DMP) was unclear about the relationship between the competencies and other assessments and safety in prescriber
Summary
Changes in patient and workforce demographics have resulted in changes to healthcare delivery policy. This is evident in the field of non-medical prescribing practice where, since 1986, UK legislation has evolved expanding the scope of practice This started with nurses being only permitted to prescribe from a limited formulary of medications (Royal College of Nursing 2012), to suitably qualified nurses, pharmacists and other allied health professionals permitted to independently prescribe medications, including controlled drugs and unlicensed medication within their professional competence(Medicines and Healthcare products Regulatory Agency 2012). Interprofessional education in healthcare is where students from different professional background learn together with the aim of improving teamwork and outcomes for patients (Olson & Bialocerkowski 2014) This collaboration and learning approach is reflected in professional prescribing standards (Nursing and Midwifery Council 2006; General Medical Council 2013; Health Care Professionals Council 2013). Mutual interprofessional appreciation and identifies when the skills of another professional may be required
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