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Cert Non-Medical Prescribing Certificate

Academic Year 2019/20

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance processes. All degrees are awarded by Queen's University Belfast.

Programme Title Cert Non-Medical Prescribing Certificate Final Award
(exit route if applicable for Postgraduate Taught Programmes)		 Certificate
Programme Code NAM-UC-NP UCAS Code HECoS Code 100290
ATAS Clearance Required No
Mode of Study Part Time
Type of Programme Undergraduate Certif Length of Programme 1 Calendar Year(s) Total Credits for Programme 60
Exit Awards available

INSTITUTE INFORMATION

Teaching Institution

Queen's University Belfast

School/Department

Nursing & Midwifery

Framework for Higher Education Qualification Level 
www.qaa.ac.uk

Level 6

QAA Benchmark Group
www.qaa.ac.uk/quality-code/subject-benchmark-statements

Midwifery (2001)

Accreditations (PSRB)

Nursing and Midwifery Council

Date of most recent Accreditation Visit 25-01-12

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

Programme Specific Regulations

This programme leads to both the academic award of Undergraduate Certificate and a recorded professional award as a Nurse Prescriber (V300) with the NMC. The course is offered only as a part time option with students expected to devote a minimum of 12 practice days (or equivalent) to develop their prescribing skills. There is 26 days theoretical contact time with the university. The structure enables undergraduate students to exit with an Undergraduate Certificate in Non-Medical Prescribing.

The course consists of 2 modules of study (except for those students doing health assessment who will undertake 3 modules of study) taken over the academic year using a blended learning design which incorporates e-learning and face to face contact with lecturers. The course design is compatible with the Credit Accumulation and Transfer System so that students will earn 40 / 60 credits at level 3. It was anticipated when this course was conceived that students could elect to either exit with the award of Undergraduate Certificate in Non-Medical Prescribing or carry credits forward into further Graduate study should they wish to do so. Students entering this programme must have a Diploma HE or equivalent. Some students may wish to complete additional level 3 modules to make up the credits for the award of a Degree. Details of the modules and their corresponding credit level are listed below:

Awards, Credits and Progression of Learning Outcomes

To achieve the professional award the programme involves two compulsory taught modules, Prescribing in Practice and Pharmacotherapeutics in Prescribing, each worth 20 credits. The course has high internal coherence and within permissible academic regulations, allows for academic progression.

During Semester One students embark on both modules. The design of these modules and their delivery together is based on Standards of proficiency for nurse and midwifery prescribers (NMC 2006) and good academic practice that subscribes to the integration of education and practice. This requires attention to the empirical basis for all aspects of prescribing. The module ‘Prescribing in Practice’ will include coverage of the basic principles involved In dealing with clients, the fundamental importance of evidence – based practice, the relationship between nursing and cognate professions, and ethical relationships between nursing and allied health professionals to implement safe effective prescribing. The module ‘Pharmocotherapeutics in Prescribing’ builds upon students existing knowledge base of pharmacology and its application to prescribing within the context of safe patient care. Students will be permitted the opportunity to study in detail the actions interactions and side effects of drugs used within their scope of professional practice. The module Health Assessment (for those undertaking alongside NMP) is designed to facilitate a high level of skills in physical examination and reasoning and may be completed alongside the other two modules.

DURATION OF THE COURSE AND REQUIREMENTS FOR THE AWARD

The duration of this course is one academic year as a part time option only. There are 26 days theoretical contact days and 12 days of clinical practice (NMC 2006) + 3 days Health Assessment Skills if undertaking the Health Assessment Module at the same time. The course consists of 2 modules of study: Pharmacotherapeutics in Prescribing and Prescribing in Practice. Students exit from the programme with 40 credits of study, thereby gaining the professional V300 award.

Those students who have not previously undertaken Health Assessment, or are not deemed competent in health assessment by their employer must undertake the Health Assessment module concurrently with the rest of the programme. Otherwise this module is optional. Those students undertaking the Health Assessment module gain an additional 20 credits, allowing them to exit with the professional V300 award and an academic qualification of Undergraduate Certificate in Non-Medical Prescribing.

Students undertaking the three modules commence all modules in semester one. Health Assessment is completed at the end of semester one. To facilitate the integration of theory and practice and spread the workload, the remaining two modules are both long thin modules which are taken across semester one and two, completing in May.

STRUCTURE AND CONTENT OF PROGRAMME

It has been agreed by the curriculum planning team that, to provide adequate time for students to achieve the necessary level of knowledge and competence to ensure public safety, the course will normally last a period of one academic year part-time (including 26 days theoretical contact time and 12 days practice placement time as per NMC Standards of Proficiency for nurse and midwife prescribers. (NMC 2006)

All students entering this programme must be in current employment in a role where non-medical prescribing is a relevant aspect of their work. The portfolio provides clear evidence of work-based learning through the composition of learning contracts and sign off procedures designed to meet the competencies. Placement is organised by the student in negotiation with the employer and Designated Medical Practitioner (DMP), and in consultation with the Higher Education Institution. In most cases placement will be confined to the student’s place of employment. In cases where students cannot gain the skills required in their place of work the main objective will be to seek the experiences within another suitable environment. Placement is central to the development of the safe prescriber and the educational input and support of the DMP is crucial to the development of the necessary competencies.

Clinical placement of 12 days, which equates to 12/15 x7.5 hour (6.5 hours excluding breaks) days, is a compulsory part of this programme during which students develop their clinical skills under the supervision of a DMP, to be able to undertake their new role safely. Students undertaking the Health Assessment Module are required to complete 3 extra days practice to focus on Health Assessment Skills.

During their clinical experience, students are expected to:

Apply the theoretical knowledge acquired in assessment, diagnosis, treatment and care of patients
Demonstrate clinical skills of assessment, diagnosis, and appropriate referrals and the ability to document these in a clear, concise manner using the appropriate documentation
Develop efficacious and cost-effective pharmacotherapeutics regimes for patients across the life span relevant to their own area of practice
Use their professional skills in providing appropriate education and empowering patients to make appropriate choices about treatment
Monitor and evaluate the efficacy of prescribed regimes and amend as necessary
Recognise and deal appropriately with ethical and professional issues that arise
Collaborate with members of the multidisciplinary team involved in the management of prescribing, dispensing and monitoring care
Become comfortable and proficient in their new role as an Independent and/or Supplementary prescriber

Practice should include all aspects of medicines management. Time should be spent with a range of non-medical prescribers, dispensing pharmacists and pharmacy technicians, as well as medical prescribers where possible.

This experience runs for the duration of the programme. Initially students will observe and then practice, under the close supervision of the DMP, the complete process of consultation, establishing options and prescribing effectively within context. As the student becomes more experienced, the DMP will gradually withdraw from close observation but findings and decisions will continue to be discussed with the DMP who will monitor the student’s progress and prescribe appropriately. During this clinical experience, the DMP will assess progress in the different aspects of the competencies shown in the Competency Portfolio.

ATTENDANCE

Students are expected to attend all classes / workshops associated with the Course and engage with all online learning requirements.

If a student cannot attend one of the taught sessions, they should contact the module leader as soon as possible, so that a learning contract can be devised in order to ensure that the student can meet the learning outcomes for the session. In some circumstances, arrangements may be made for the student to attend the key session at a later date with another cohort of students.

Trusts will now be copied into all correspondence to students regarding their attendance. Please note that students who are who are off work for any reason are not permitted to engage with commissioned courses.

Information regarding your progress will be shared with your seconding authority and the commissioning body.

INTERRUPTION TO STUDIES

If the NMC registrant interrupts their studies whilst undertaking preparation for the Non-Medical Prescribing programme they must complete the programme in no more than two years from the identified start date of the programme. If a registrant has not completed all assessments within the allocated time, they must undertake the whole programme again, including all assessments, to ensure that competence has been maintained. For the purpose of the NMC requirement interruption means any absence from the programme of education other than annual leave, statutory and public holidays.

ASSESSMENT

Assessment methods mirror the variety of learning objectives. On-going formative assessment occurs in practice where students are encouraged to discuss their progress with their DMP throughout the course. The internal and external moderation framework safeguards validity, reliability and fairness. The University Conceptual Equivalents Framework is used for marking of coursework. Student performance and progression in modules are assessed through coursework and/or examination. Assessment is clearly linked to the learning outcomes of each of the modules and may be formative, summative or a combination of the two. Modules have a coursework element that is designed to test knowledge and understanding, integrate and apply information, and encourage the development of skills. Assessments will be used that reflect the course objectives.

It is imperative that students are safe and effective prescribers’. Any major failure to identify a serious problem or an answer that would cause a patient harm would result in overall failure of the module (NMC 2006), (e.g. Failure to ascertain medication history, allergies, over the counter medication or an incorrect dosage/strength) (NMC 2006 referral criteria).

The assessment methods employed for the programme include the following:

Assignments:
Assignments provide for the written development of the skills of clear articulation and argument.

Case studies:
Students will study and evaluate case studies in all modules, and will formulate their own case studies. Many skills that are important to professional prescribing, such as identification of issues, discrimination of evidence, selection of products and adherence to ethical codes of practice, are developed through this medium.

Multiple choice question examinations:
On line examination, feedback is available, immediately for practice tests.

Synoptic unseen written examination:
Written papers assess not only fundamental aspects of knowledge but also the student’s ability to write and articulate arguments, a key transferable skill. A synoptic examination is now a professional requirement for the NMC (20 MCQ and Short Answer Questions).

Objective Structured Clinical Examination (OSCE):
The Objective Structured Clinical Examination (OSCE) is an examination that is assessed in a number of simulated clinical scenarios.

Competency Portfolio:
The competency portfolio, which is maintained by students throughout the programme including their time on placement, provides students with the opportunity to demonstrate the acquisition of the competencies and skills. The DMP is ultimately responsible for assessing whether a student has achieved the competencies. Students are guided in the use of the competency portfolio to focus and tailor their learning experiences and to meet any deficits using learning contracts. The competency portfolio maps the student’s journey from novice to baseline competent prescribers.

Record of practice days:
Students complete a cumulative record of placement experience (at least 90 hours) and log this in their portfolio.

Designated Medical Practitioner’s Role:
The DMP participates from the outset and to the end of the programme in assisting students to meet their learning objectives, including the task of taking responsibility for signing off the successful student at the end of their course of study.

If a registrant fails to answer correctly any question that may result in direct harm to a patient/client they must be referred - Failed (NMC, 2006 p.5)

Assessment of Practice
The assessment of practice is the responsibility of the DMP who is providing support, teaching and supervision of the student with, (where possible), an experienced nurse prescriber who can ensure that learning is applied to specific areas of nursing practice. Each student will be assessed on their ability to apply prescribing principles to their own specialist area of practice. The competency portfolio is designed to allow the demonstration of the application of theory to practice, providing the rationale for prescribing decisions and reflective practice. It includes evidence of numeracy skills, writing prescriptions and prescribing activity in a range of scenarios.

Clinical Assessment
Assessment of the ability to undertake the role of Nurse Independent and Supplementary Prescriber is carried out by the DMP through completion of the Record of Competency Achievement and review of the evidence presented for achievement of each behavioural indicator. It is important to monitor the students’ development in the achievement of clinical skills in order to identify any difficulties and provide additional tuition as necessary. The DMP plays a crucial part in this aspect of learning, and the lecturer and DMP will liaise during the programme. The Statement of Competence as a Nurse Independent Supplementary Prescriber must be signed by the DMP and the employer as a final declaration of fitness for recording the qualification on the NMC Register.

The following methods are used to evaluate progress in practice:
The preparation and successful achievement of learning contracts will be monitored.
Records of patient consultations, diagnosis and treatment prescribed will be reviewed. (The student in negotiation will determine the numbers and variety of cases with the studies advisor or module co-ordinator, depending on the student’s needs).
The completion of the students’ log of details of drugs and other prescribed substances used within their practice will be reviewed.
The student’s progress in their development towards achieving the practice competencies will be regularly discussed with DMP
On two occasions during practice the DMP will obtain additional written evaluation from service users regarding the student supervised prescribing activity

The Competency Workbook contains guidance as to its use and includes a Competency Assessment Document (based upon the National Prescribing Centre’s Single Competency Framework for all Prescribers 2012) to facilitate the student and the Designated Medical Practitioner to fulfil the aims of the Portfolio.

Students with protected characteristics

This programme includes practical and clinical elements where patient safety must be the primary consideration.

Applications will be considered on an individual basis and in conjunction with professional guidelines, Occupational Health and Disability Services.

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

Yes
Fitness to Practise programmes are those which permit students to enter a profession which is itself subject to Fitness to Practise rules.

EDUCATIONAL AIMS OF PROGRAMME

The aim of this undergraduate Level 3 programme is to prepare nurses, midwives and specialist nurses to be able to incorporate safe, appropriate and cost-effective, person-centred prescribing into their practice.

Within this overall aim, the course is designed to enable students to:

Demonstrate understanding of the legislation regulating Non-Medical Prescribing;
Review the implications for their professional practice of undertaking the extended roles of prescribing and practice within a framework of professional accountability and responsibility;
Use diagnostic reasoning skills on the data acquired from the history and health assessment to achieve appropriate diagnoses;
Apply knowledge of pharmacology in prescribing appropriate drugs to achieve defined health outcomes;
Prepare to prescribe safely, appropriately and cost-effectively within the administrative arrangements in operation;
Evaluate and document the effectiveness of drug therapy;
Empower patients/clients and their carers and families through education for safe and effective self-management of drug therapy with recognition of their right to make their own decisions;
Collaborate with others in the health care team in prescribing, supplying, administering and disposing of medications;
Utilize up-to-date information from a range of sources in decision-making about prescribing.
Demonstrate theoretical knowledge relating to all aspects of non-medical prescribing including the genesis and development of non-medical prescribing in the United Kingdom;
Apply their existing and new knowledge of pharmacotherapeutics, legal and ethical issues and health assessment to the practice of person-centred non-medical prescribing;
Develop the academic skills to assimilate, synthesize and evaluate information at an appropriate level
Exercise sound judgement in the decision-making processes that are central to safe non-medical prescribing practice

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Safely apply the current relevant legislation to the practice of nurse/midwife prescribing

Teaching/Learning Methods and Strategies

The above outcomes are developed through classes and coursework, individual and group projects, and the study and integration of learning materials which allow students the opportunity to begin to demonstrate higher order intellectual qualities.

Methods of Assessment

These higher order qualities are assessed through the coursework and examinations and through the portfolio.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

Utilise sources of information/advice and decision support systems in prescribing practice.

Teaching/Learning Methods and Strategies

The development of skills is embedded within the curriculum where they are taught, practiced and assessed in a range of situations e.g. seminars, tutorials and practical sessions. The theoretical modules will provide the relevant knowledge underpinning these learning outcomes. Students will continue to develop their clinical skills with the support and guidance of their mentor, and through discussion with their Studies Advisor, continual reflection on practice to promote their development in these areas.

Methods of Assessment

These skills are assessed in conjunction with cognitive knowledge through a variety of strategies including: group work, discussion, problem solving activities and presentations. Where appropriate the learning outcomes will be assessed through supervised practice and by the completion of the clinical practice portfolio. Assessment methods will also require students to demonstrate their developing skills through case studies, essays, seminar papers and OSCE. A mix of formative and summative assessment will be used.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Demonstrate a working knowledge of the theoretical basis of non-medical prescribing

Teaching/Learning Methods and Strategies

Knowledge and the capacity to achieve the above outcomes is acquired through: lectures, guest lectures (e.g. prescribing advisor, BSO representatives), seminars, practical workshops, case studies, topic centred guided reading, tutorials and student centred learning (individual and group activities) and use of supporting online material. In all modules, ELearning is used to support the theoretical instruction and student centred-learning.

Methods of Assessment

Modules are assessed by a combination of coursework and examinations. The assessment methods used in each module are specified in the module outlines. Assessment methods require students to demonstrate the application of knowledge to practice through course work: for example, care planning or case studies, essays, seminar paper and OSCE where appropriate. A mix of formative and summative assessment is used. The learning outcomes will also be assessed in practice by the Designated Medical Practitioner (DMP) and through the completion of the portfolio. Each module adopts a unique assessment strategy and includes more than one of the following:
Assignments
Literature reviews/critical reports
Individual/group presentations,
Unseen written examinations
Multiple choice examinations
Short answer questions
Numeracy testing
Portfolio completion

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Reflect upon their knowledge of drug actions in prescribing practice

Teaching/Learning Methods and Strategies

The above outcomes are developed through classes and coursework, individual and group projects, and the study and integration of learning materials which allow students the opportunity to begin to demonstrate higher order intellectual qualities.

Methods of Assessment

These higher order qualities are assessed through the coursework and examinations and through the portfolio.

Prescribe safely, appropriately and cost effectively

Teaching/Learning Methods and Strategies

The above outcomes are developed through classes and coursework, individual and group projects, and the study and integration of learning materials which allow students the opportunity to begin to demonstrate higher order intellectual qualities.

Methods of Assessment

These higher order qualities are assessed through the coursework and examinations and through the portfolio.

Appreciate the dilemmas arising in decision-making for prescribing

Teaching/Learning Methods and Strategies

The above outcomes are developed through classes and coursework, individual and group projects, and the study and integration of learning materials which allow students the opportunity to begin to demonstrate higher order intellectual qualities.

Methods of Assessment

These higher order qualities are assessed through the coursework and examinations and through the portfolio.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

Demonstrate an appreciation of the roles and relationships of others involved in prescribing, supplying and administering medicines

Teaching/Learning Methods and Strategies

The development of skills is embedded within the curriculum where they are taught, practiced and assessed in a range of situations e.g. seminars, tutorials and practical sessions. The theoretical modules will provide the relevant knowledge underpinning these learning outcomes. Students will continue to develop their clinical skills with the support and guidance of their mentor, and through discussion with their Studies Advisor, continual reflection on practice to promote their development in these areas.

Methods of Assessment

These skills are assessed in conjunction with cognitive knowledge through a variety of strategies including: group work, discussion, problem solving activities and presentations. Where appropriate the learning outcomes will be assessed through supervised practice and by the completion of the clinical practice portfolio. Assessment methods will also require students to demonstrate their developing skills through case studies, essays, seminar papers and OSCE. A mix of formative and summative assessment will be used.

Demonstrate safe and effective clinical decision making

Teaching/Learning Methods and Strategies

The development of skills is embedded within the curriculum where they are taught, practiced and assessed in a range of situations e.g. seminars, tutorials and practical sessions. The theoretical modules will provide the relevant knowledge underpinning these learning outcomes. Students will continue to develop their clinical skills with the support and guidance of their mentor, and through discussion with their Studies Advisor, continual reflection on practice to promote their development in these areas.

Methods of Assessment

These skills are assessed in conjunction with cognitive knowledge through a variety of strategies including: group work, discussion, problem solving activities and presentations. Where appropriate the learning outcomes will be assessed through supervised practice and by the completion of the clinical practice portfolio. Assessment methods will also require students to demonstrate their developing skills through case studies, essays, seminar papers and OSCE. A mix of formative and summative assessment will be used.

Participation in practice development

Teaching/Learning Methods and Strategies

The development of skills is embedded within the curriculum where they are taught, practiced and assessed in a range of situations e.g. seminars, tutorials and practical sessions. The theoretical modules will provide the relevant knowledge underpinning these learning outcomes. Students will continue to develop their clinical skills with the support and guidance of their mentor, and through discussion with their Studies Advisor, continual reflection on practice to promote their development in these areas.

Methods of Assessment

These skills are assessed in conjunction with cognitive knowledge through a variety of strategies including: group work, discussion, problem solving activities and presentations. Where appropriate the learning outcomes will be assessed through supervised practice and by the completion of the clinical practice portfolio. Assessment methods will also require students to demonstrate their developing skills through case studies, essays, seminar papers and OSCE. A mix of formative and summative assessment will be used.

Engage in self-directed activity with guidance/evaluation

Teaching/Learning Methods and Strategies

The development of skills is embedded within the curriculum where they are taught, practiced and assessed in a range of situations e.g. seminars, tutorials and practical sessions. The theoretical modules will provide the relevant knowledge underpinning these learning outcomes. Students will continue to develop their clinical skills with the support and guidance of their mentor, and through discussion with their Studies Advisor, continual reflection on practice to promote their development in these areas.

Methods of Assessment

These skills are assessed in conjunction with cognitive knowledge through a variety of strategies including: group work, discussion, problem solving activities and presentations. Where appropriate the learning outcomes will be assessed through supervised practice and by the completion of the clinical practice portfolio. Assessment methods will also require students to demonstrate their developing skills through case studies, essays, seminar papers and OSCE. A mix of formative and summative assessment will be used.

Support colleagues through caring, education and supervision, encouraging reflection and role modelling

Teaching/Learning Methods and Strategies

The development of skills is embedded within the curriculum where they are taught, practiced and assessed in a range of situations e.g. seminars, tutorials and practical sessions. The theoretical modules will provide the relevant knowledge underpinning these learning outcomes. Students will continue to develop their clinical skills with the support and guidance of their mentor, and through discussion with their Studies Advisor, continual reflection on practice to promote their development in these areas.

Methods of Assessment

These skills are assessed in conjunction with cognitive knowledge through a variety of strategies including: group work, discussion, problem solving activities and presentations. Where appropriate the learning outcomes will be assessed through supervised practice and by the completion of the clinical practice portfolio. Assessment methods will also require students to demonstrate their developing skills through case studies, essays, seminar papers and OSCE. A mix of formative and summative assessment will be used.

Address the ethical and legal issues that arise in practice

Teaching/Learning Methods and Strategies

The development of skills is embedded within the curriculum where they are taught, practiced and assessed in a range of situations e.g. seminars, tutorials and practical sessions. The theoretical modules will provide the relevant knowledge underpinning these learning outcomes. Students will continue to develop their clinical skills with the support and guidance of their mentor, and through discussion with their Studies Advisor, continual reflection on practice to promote their development in these areas.

Methods of Assessment

These skills are assessed in conjunction with cognitive knowledge through a variety of strategies including: group work, discussion, problem solving activities and presentations. Where appropriate the learning outcomes will be assessed through supervised practice and by the completion of the clinical practice portfolio. Assessment methods will also require students to demonstrate their developing skills through case studies, essays, seminar papers and OSCE. A mix of formative and summative assessment will be used.

Demonstrate entrepreneurial flair in innovating in clinical practice

Teaching/Learning Methods and Strategies

The development of skills is embedded within the curriculum where they are taught, practiced and assessed in a range of situations e.g. seminars, tutorials and practical sessions. The theoretical modules will provide the relevant knowledge underpinning these learning outcomes. Students will continue to develop their clinical skills with the support and guidance of their mentor, and through discussion with their Studies Advisor, continual reflection on practice to promote their development in these areas.

Methods of Assessment

These skills are assessed in conjunction with cognitive knowledge through a variety of strategies including: group work, discussion, problem solving activities and presentations. Where appropriate the learning outcomes will be assessed through supervised practice and by the completion of the clinical practice portfolio. Assessment methods will also require students to demonstrate their developing skills through case studies, essays, seminar papers and OSCE. A mix of formative and summative assessment will be used.

Communicate effectively and professionally with people and their families/ carers through the use of verbal and written forms.

Teaching/Learning Methods and Strategies

The development of skills is embedded within the curriculum where they are taught, practiced and assessed in a range of situations e.g. seminars, tutorials and practical sessions. The theoretical modules will provide the relevant knowledge underpinning these learning outcomes. Students will continue to develop their clinical skills with the support and guidance of their mentor, and through discussion with their Studies Advisor, continual reflection on practice to promote their development in these areas.

Methods of Assessment

These skills are assessed in conjunction with cognitive knowledge through a variety of strategies including: group work, discussion, problem solving activities and presentations. Where appropriate the learning outcomes will be assessed through supervised practice and by the completion of the clinical practice portfolio. Assessment methods will also require students to demonstrate their developing skills through case studies, essays, seminar papers and OSCE. A mix of formative and summative assessment will be used.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Critically consider the historical foundations and evolution of non-medical prescribing

Teaching/Learning Methods and Strategies

Knowledge and the capacity to achieve the above outcomes is acquired through: lectures, guest lectures (e.g. prescribing advisor, BSO representatives), seminars, practical workshops, case studies, topic centred guided reading, tutorials and student centred learning (individual and group activities) and use of supporting online material. In all modules, ELearning is used to support the theoretical instruction and student centred-learning.

Methods of Assessment

Modules are assessed by a combination of coursework and examinations. The assessment methods used in each module are specified in the module outlines. Assessment methods require students to demonstrate the application of knowledge to practice through course work: for example, care planning or case studies, essays, seminar paper and OSCE where appropriate. A mix of formative and summative assessment is used. The learning outcomes will also be assessed in practice by the Designated Medical Practitioner (DMP) and through the completion of the portfolio. Each module adopts a unique assessment strategy and includes more than one of the following:
Assignments
Literature reviews/critical reports
Individual/group presentations,
Unseen written examinations
Multiple choice examinations
Short answer questions
Numeracy testing
Portfolio completion

Demonstrate an appreciation of the goals of professional and monitoring bodies and how they govern public protection in prescribing, regionally and nationally

Teaching/Learning Methods and Strategies

Knowledge and the capacity to achieve the above outcomes is acquired through: lectures, guest lectures (e.g. prescribing advisor, BSO representatives), seminars, practical workshops, case studies, topic centred guided reading, tutorials and student centred learning (individual and group activities) and use of supporting online material. In all modules, ELearning is used to support the theoretical instruction and student centred-learning.

Methods of Assessment

Modules are assessed by a combination of coursework and examinations. The assessment methods used in each module are specified in the module outlines. Assessment methods require students to demonstrate the application of knowledge to practice through course work: for example, care planning or case studies, essays, seminar paper and OSCE where appropriate. A mix of formative and summative assessment is used. The learning outcomes will also be assessed in practice by the Designated Medical Practitioner (DMP) and through the completion of the portfolio. Each module adopts a unique assessment strategy and includes more than one of the following:
Assignments
Literature reviews/critical reports
Individual/group presentations,
Unseen written examinations
Multiple choice examinations
Short answer questions
Numeracy testing
Portfolio completion

Demonstrate knowledge and understanding of research, theory and practice in relation to prescribing practice

Teaching/Learning Methods and Strategies

Knowledge and the capacity to achieve the above outcomes is acquired through: lectures, guest lectures (e.g. prescribing advisor, BSO representatives), seminars, practical workshops, case studies, topic centred guided reading, tutorials and student centred learning (individual and group activities) and use of supporting online material. In all modules, ELearning is used to support the theoretical instruction and student centred-learning.

Methods of Assessment

Modules are assessed by a combination of coursework and examinations. The assessment methods used in each module are specified in the module outlines. Assessment methods require students to demonstrate the application of knowledge to practice through course work: for example, care planning or case studies, essays, seminar paper and OSCE where appropriate. A mix of formative and summative assessment is used. The learning outcomes will also be assessed in practice by the Designated Medical Practitioner (DMP) and through the completion of the portfolio. Each module adopts a unique assessment strategy and includes more than one of the following:
Assignments
Literature reviews/critical reports
Individual/group presentations,
Unseen written examinations
Multiple choice examinations
Short answer questions
Numeracy testing
Portfolio completion

Be able to articulate the links between theory and evidence-based practice

Teaching/Learning Methods and Strategies

Knowledge and the capacity to achieve the above outcomes is acquired through: lectures, guest lectures (e.g. prescribing advisor, BSO representatives), seminars, practical workshops, case studies, topic centred guided reading, tutorials and student centred learning (individual and group activities) and use of supporting online material. In all modules, ELearning is used to support the theoretical instruction and student centred-learning.

Methods of Assessment

Modules are assessed by a combination of coursework and examinations. The assessment methods used in each module are specified in the module outlines. Assessment methods require students to demonstrate the application of knowledge to practice through course work: for example, care planning or case studies, essays, seminar paper and OSCE where appropriate. A mix of formative and summative assessment is used. The learning outcomes will also be assessed in practice by the Designated Medical Practitioner (DMP) and through the completion of the portfolio. Each module adopts a unique assessment strategy and includes more than one of the following:
Assignments
Literature reviews/critical reports
Individual/group presentations,
Unseen written examinations
Multiple choice examinations
Short answer questions
Numeracy testing
Portfolio completion

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Practice within a framework of professional accountability and responsibility

Teaching/Learning Methods and Strategies

The students ability to achieve the above outcomes is developed throughout the programme through directed study and practical workshops, debate and discussion, the use of learning contracts, development of the portfolio and independent learning building on previously acquired knowledge and skills. Students will continue to develop their clinical skills with the support and guidance of their mentor. In addition, through discussion with their Studies Advisor, reflection on practice and clinical supervision will promote their development in these areas.

Methods of Assessment

Professional and practical skills are assessed through a portfolio, the presentation of seminar work and an OSCE examination.

Undertake a thorough history, including medication history and current medication (including over- the-counter

Teaching/Learning Methods and Strategies

The students ability to achieve the above outcomes is developed throughout the programme through directed study and practical workshops, debate and discussion, the use of learning contracts, development of the portfolio and independent learning building on previously acquired knowledge and skills. Students will continue to develop their clinical skills with the support and guidance of their mentor. In addition, through discussion with their Studies Advisor, reflection on practice and clinical supervision will promote their development in these areas.

Methods of Assessment

Professional and practical skills are assessed through a portfolio, the presentation of seminar work and an OSCE examination.

Assess and consult with patients/clients, parents and carers

Teaching/Learning Methods and Strategies

The students ability to achieve the above outcomes is developed throughout the programme through directed study and practical workshops, debate and discussion, the use of learning contracts, development of the portfolio and independent learning building on previously acquired knowledge and skills. Students will continue to develop their clinical skills with the support and guidance of their mentor. In addition, through discussion with their Studies Advisor, reflection on practice and clinical supervision will promote their development in these areas.

Methods of Assessment

Professional and practical skills are assessed through a portfolio, the presentation of seminar work and an OSCE examination.

Demonstrate the ability to discriminate and evaluate the influences that can affect prescribing practice, and demonstrate understanding by managing prescribing practice in an ethical way

Teaching/Learning Methods and Strategies

The students ability to achieve the above outcomes is developed throughout the programme through directed study and practical workshops, debate and discussion, the use of learning contracts, development of the portfolio and independent learning building on previously acquired knowledge and skills. Students will continue to develop their clinical skills with the support and guidance of their mentor. In addition, through discussion with their Studies Advisor, reflection on practice and clinical supervision will promote their development in these areas.

Methods of Assessment

Professional and practical skills are assessed through a portfolio, the presentation of seminar work and an OSCE examination.

Develop a clinical management plan within legislative requirements (Supplementary prescribing only)

Teaching/Learning Methods and Strategies

The students ability to achieve the above outcomes is developed throughout the programme through directed study and practical workshops, debate and discussion, the use of learning contracts, development of the portfolio and independent learning building on previously acquired knowledge and skills. Students will continue to develop their clinical skills with the support and guidance of their mentor. In addition, through discussion with their Studies Advisor, reflection on practice and clinical supervision will promote their development in these areas.

Methods of Assessment

Professional and practical skills are assessed through a portfolio, the presentation of seminar work and an OSCE examination.

MODULE INFORMATION

Stages and Modules

Module Title Module Code Level/ stage Credits

Availability

 Duration Pre-requisite

Assessment
S1 S2 Core Option Coursework % Practical % Examination %
Prescribing in Practice NMP3000 3 20 YES YES 24 weeks N YES 100% 0% 0%
Pharmacotherapeutics in Prescribing NMP3001 3 20 YES YES 24 weeks N YES 80% 0% 20%
Health Assessment NMP3002 3 20 YES 12 weeks N YES 100% 0% 0%

Notes

Module NMP3002 is only compulsory for students who are not exempt from Health Assessment.

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