advancing non-medical prescribing level 7 practice

ADVANCING NON-MEDICAL PRESCRIBING

LEVEL 7

PRACTICE PORTFOLIO

SEPTEMBER 2021

MODULE CODE CCH4034-N MODULE LEADER: DEBBIE OSBORNE

School of Health & Life Sciences

PRACTICE PORTFOLIO DOCUMENT GUIDELINES FOR COMPLETION OF YOUR PORTFOLIO The purpose of your Portfolio is to provide a framework through which you can record and demonstrate your progress and achievements whilst studying Advancing Non-Medical Prescribing. In order to demonstrate achievement of the module, you are required to present a Portfolio of Evidence that provides a documentary record of your learning and how this relates to the module outcomes. The portfolio-keeping process includes:

• Formulation and completion of a Learning Contract which identifies strategies to meet individual learning needs in relation to the module outcomes.

• Agreed and verified dates of supervised practice.

• A practice logs that records practice experiences.

• Practice Supervisor Feedback Forms

• Three episodes of care with inclusion of a prescription,

• A fully completed 360-degree service user or carer feedback tool – three sets of service user or carer feedback must be submitted alongside your episodes of care.

• Evidence of completing a formative and summative SCEP assessment.

• A critical reflection and evaluation of an episode of care demonstrating systematic and critical appraisal skills and informed decision-making (3,000 words).

• Completion of three P-Formulary work sheets which include evidence of a comprehensive and critical understanding of the pharmacodynamics, pharmacokinetics, legal aspects, and application to practice of drugs which you may prescribe in practice.

• Three Clinical Management Plans drawn up whilst in supervised practice.

• Clinical Management Plans completed within the workshop with peers and peer review feedback sheet.

• Evidence of achievement in a two-hour written examination. To gain pass grade, you must achieve a minimum of 80% in the 20-question pharmacological element and 100% in the five-question numerical element. Undertaken in Week 13.

• Evidence of satisfactory completion of a period of supervised practice experience. Must be a minimum of 78 hours for NMC registrants, 90 hours for HCPC registrants.

• Evidence of gaining consent and maintaining confidentiality.

• Presentation of the Portfolio at the end of the module week 18.

How to Compile your Portfolio Stage 1 - Identifying Your Learning Needs The first step is to look at the practice outcomes and consider what you need to learn to achieve each one. You must have time aside with your NMP Practice Assessor or DPP at the beginning of the practice placement and review the practice outcomes, consider how these can be achieved and consider your own self-assessment and how your learning needs can be met. A Learning Contract will be developed to show how these outcomes can be achieved. This contract can also be used as a framework for your critical reflection of learning. This meeting must be documented by both you and your NMP Practice Assessor or DPP on the initial meeting form. The Learning Contract template can be found in in the Portfolio document section. Stage 2 - Feedback You must both set aside time to review progress and provide written feedback on progress. This should be undertaken regularly and should involve discussing cases from practice experiences and reflecting upon and critically analysing. It is important that you consider how theoretical concepts are used to inform these discussions. This stage also includes assessment of your progress towards competence in relation to practice outcomes, formative assessment of an Episode Care and SCEP and you and your NMP Practice Assessor or DPP must document this using the midpoint meeting form. There must be documented evidence of a structured meeting at an initial, midpoint and final point in your practice placement. Feedback can be given from practice supervisors to support your progress. Stage 3 – Final Sign Off At the end of the module, you will submit your portfolio for verification of the award. Your PA or DPP must sign and date the practice outcomes have been met. It is important that you provide a short statement on how you have achieved each outcome on the table of practice outcomes in the Portfolio. You should both also provide evidence of a final meeting using the final meeting form and final sign-off point. Completion of Final Summative Assessment with your PA and Academic assessor is required. Please remember the information detailed above relating to any delayed submission/interruption/ referral at first attempt and the need to have your NMP Practice Assessor or DPP verify that you have maintained competence in all practice outcomes. Your Portfolio must include the following:

• Formulation and completion of a Learning Contract which identifies strategies to meet your individual learning needs in relation to the module outcomes.

• Personal development goals.

• Recommendations for service development.

• Agreed and verified dates of supervised practice.

• Practice Supervisor Feedback Forms

• A practice Learning Log that records practice experiences.

• Completion of Three episodes of care with inclusion of a prescription,

• Reflective analysis of episodes from your practice Learning Logs demonstrating critical appraisal skills and informed decision-making.

• Completion of three P-Formulary work sheets.

• Three Clinical Management Plans (CMP) drawn up whilst in supervised practice – this should be undertaken in consultation with your NMP Practice Assessor or DPP and they must be signed by your NMP Practice Assessor or DPP or another doctor you work alongside – on successful completion of the module if you are a nurse, physiotherapist or podiatrist you will be able to prescribe independently and on a supplementary basis. Dietetic students can currently only undertake this module to prescribe on a supplementary basis.

• Clinical Management Plans completed within the classroom workshop with peers and peer review feedback sheet.

• Evidence of achievement of the written examination – your assessment feedback sheet which can be found on the Student Intranet (unratified feedback).

• Evidence of satisfactory completion of a period of supervised practice experience. Must be a minimum of 78 hours for nurses and midwives or 90 hours for allied health professionals. Your NMP Practice Assessor or DPP must document progress on at least three occasions during the practice learning and provide a final sign-off your competence.

• Your manager must sign the declaration which is detailed at the end of the practice outcomes document. This may be your DPP if you work in a GP practice for example. If you work in a Trust this will be the person who confirmed your clinical capability at application to the module. The person who signs this must be a clinician.

• Completion of the consent and maintaining confidentiality student declaration form. You have a professional responsibility to ensure that consent has been agreed, and that confidentiality is maintained. Please read this document carefully.

• A fully completed 360-degree service user or carer feedback tool – three sets of service user or carer feedback must be submitted alongside your episodes of care.

• Verification of your DBS status – this must be in date at the point of us informing your professional body that you have successfully completed the module.

• Map the RPS Competency Prescribing Framework to the module learning outcomes and practice outcomes- please see the documentation for this in the section of the VLE entitled Royal Pharmaceutical Society (RPS, 2016) Prescribing Competency Framework.

All the practice outcomes must be achieved by the end of the module and the portfolio will be submitted directly to the programme team on the final day of the module for verification. If you are referred on one or more of the practice outcomes you must demonstrate achievement of this outcome at the designated point of negotiated re-assessment which will be agreed by the assessment board. If this is the case you must devise a Learning Contract and Action Plan with your NMP Practice Assessor or DPP and your academic supervisor to address the outcomes involved. The decision regarding whether you have achieved this Learning Contract and can be declared competent will be made by your NMP Practice Assessor or DPP The practice Learning Logs can also be used as a tool to guide reflection on practice. By recording experiences, in particular those that create uncertainty and conflict, an opportunity for reflection on action can be created. Such reflection articulates the factors that underpin decision-making and facilitates the identification of alternative

approaches. However, it is also essential that sustained observation in the practice environment is used to provide evidence of competence in practice. It is important that you should collect evidence in your portfolio on an on-going basis to demonstrate achievement of the practice outcomes. All portfolio components must be submitted. Your portfolio will be submitted to the module team at the end of the module. You will electronically submit your portfolio and critical reflection via the blackboard site. 12 PORTFOLIO DOCUMENTS 1. Record of Supervised Practice Meetings 2. Record of Achievement of Practice Outcomes 3. Learning Logs 4. Three episodes of care 5. Practice Placement Prescribing Support Information 6. Signature Sheet 7. Agreed Supervised Practice Hours 8. Learning Contract 9. Practice Supervisor Feedback Forms 10. P-Formulary Worksheet Framework – complete 3 11. Clinical Management Plan Template – complete 3 12. Peer review sheet for CMP workshop 13. Evidence of completing a formative and summative SCEP assessment. 14. A fully completed 360-degree service user or carer feedback tool – three sets

of service user or carer feedback must be submitted alongside your episodes of care.

15. Consent and Confidentiality Documentation Appendix A 16. Personal Development Plan 17. DBS Verification 18. Final Summative Report form

You can only prescribe once you have received notification from the NMC that your V300 prescribing qualification has been recorded on the NMC register. You must record your prescribing qualification within five years of completing your programme. Failure to do so will result in you having to retake and successfully complete the module in order to qualify and register as a prescriber

RECORD OF SUPERVISED PRACTICE MEETINGS

Initial Meeting

Practice Assessor or Designated Prescribing Practitioner comments:

Signature: HCPC/NMC/GMC number:

Date:

Student comments:

Signature: HCPC/NMC Number:

Date:

Mid Point Meeting

Practice Assessor or Designated Prescribing Practitioner comments:

Signature: HCPC/NMC/GMC number:

Date:

Student comments:

Signature: HCPC/NMC Number :

Date:

FINAL ASSESSMENT SIGN-OFF

Final Meeting

Practice Assessor or Designated Prescribing Practitioner comments: I am satisfied/not satisfied (please delete as appropriate) that the student has met the outcomes of the module. This has been evidenced through observation, question and answer discussion throughout the practice experience

Signature: HCPC/NMC/GMC Reference number:

Date:

Student comments: Signature: HCPC/NMC Number Date:

RECORD OF ACHIEVEMENT OF PRACTICE OUTCOMES Assessment of your prescribing within your area of clinical practice

Learning Outcomes By the end of the module the student will be able to:

Evidence (to be completed by the student)

PA/DPP Signature &

Date

Student Signature

Demonstrate a systematic and critical understanding of drug actions in prescribing practice (pharmacodynamics and pharmacokinetics).

Demonstrate a systematic and critical understanding of the factors influencing safe and ethical prescribing practice at individual, local and national levels within own scope of practice.

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

Have a critical awareness of the need to identify and deliver service improvement within prescribing practice.

Demonstrate the ability to manage the implications of ethical dilemmas whilst recognising the contributions of the roles and relationships of others involved in prescribing, supplying and administering medicines.



PA/DPP Signature &

Date

Student Signature

Demonstrate and have a systematic and critical understanding of the need for effective consultation/assessment skills including: Ability to communicate effectively with patient/clients, clients, parents and carers. Ability to conduct a relevant physical assessment/examination of patients with those conditions for which they may prescribe. Ability to undertake a thorough history, including medication history and current medication (including over the counter, alternative and complementary health therapies) to inform decision-making. Ability to engage in the process of effective clinical decision-making. Ability to assess patients’ needs for medicine taking account of their wishes, values, ethnicity, and the choices they may wish to make.

Demonstrate and have a comprehensive and critical understanding of the need prescribe safely, appropriately and cost effectively.

Practice within a framework of professional accountability and responsibility.

Incorporate patients' choice into the decision-making process.



PA/DPP Signature &

Date

Student Signature

Develop and document a Clinical Management Plan within legislative requirements and within the context of a prescribing partnership.

Demonstrate the ability to monitor response to medicines and modify treatment or refer the patient as appropriate.

Demonstrate and have systematic and critical understanding of the importance of record-keeping in the context of medicines management including:

• Accurate recording in patient notes

• Reporting of near misses

• Adverse reactions

• Ability to access patient records and Clinical Management Plans

Demonstrate effective and collaborative partnership working with independent prescribers and the wider care team to influence and enhance prescribing practice.

Demonstrate an understanding of considerations to be taken when working with children and young people, including age specific holistic assessment alongside the relevant legal frameworks.

Recognise the need to implement a response to potential risks associated with independent prescribing of unlicensed medicines.

Employer endorsement of the student’s competence to prescribe in their defined area of practice. Signature……………………………………………………………… Name ……………………………………………………………………. Position.…………………………………………….................Date ……………………………… NMC/HCPC /GMC number ………………………………………………………

Final Summative Assessment

The final summative assessment should be completed by the Practice and Academic Assessors prior to the commencement of consolidated practice. Student progress should be documented, based on formative observation of adequate performance of relevant benchmarks/annexes and qualitative feedback from Practice Supervisors across the placement period.

Practice Assessor Academic Assessor

General feedback on student progress To include comments about conduct, proficiency and overall achievement.

General feedback on student progress

To include comments about conduct, proficiency and overall achievement.

Areas of strength: Areas of strength:

Areas for development: Areas for development:

Feedback on proficiency outcomes:

Feedback on proficiency outcomes:

The student has adequately demonstrated the necessary knowledge, skills, attitudes and values to meet the Standards of Proficiency: Yes- progress to consolidated practice. No- A period of reassessment is required.

PRACTICE ASSESSOR

Signature: Date:

ACADEMIC ASSESSOR

Signature: Date:

STUDENT Signature: Date:

LEARNING LOGS

Date Service user/Learning

Experience

Description of Event Module Outcome

Number Met 1-19

Significant Learning

Prescribing Episode of Care - Formative. This assessment must be completed by the second review under the direct supervision of the student’s Practice Assessor or DPP during a

specific episode of care.

Participate in a prescribing intervention which includes consultation, shared decision making and the formulation of a prescription. The aim of this assessment is to demonstrate the student’s progression in developing safe and effective prescribing skills. Along with the ability to demonstrate application of the Royal Pharmaceutical Society (RPS) Competency Framework (2016).

Assessment Learning Outcomes

The student is able to:

• Contribute to assessment/history taking skills when undertaking a prescribing consultation. (RPS Competencies 1-6).

• Demonstrate effective verbal, non-verbal communication and interpersonal skills throughout the consultation to facilitate

shared decision making. (RPS Competencies 1-6).

• Critically evaluates the evidence base informing the clinical decisions made within the prescribing episode of care. (RPS

Competencies 7-10).

• Demonstrate awareness of local and national professional frameworks which support prescribing practice. (RPS

Competencies 7-10).

• Write a sample prescription following the intervention relevant to the episode of care demonstrating the development safe

and effective prescription writing skills. (RPS Competencies 7-10).

Student reflection on the episode of care. Within your reflection, describe the episode of care and how you prepared for the prescribing episode of care.

What did you do well? What would you do differently?

What learning from this episode of care will support the continued development of your prescribing knowledge and skills?

Practice Assessor or DPP feedback

Based on the student’s reflection, your observation and discussion of the episode of care, please assess and comment on the

following:

Yes= Achieved, No= Not achieved.

Learning Outcome to achieve Yes/No Comments

Contribute to assessment/history taking skills

when undertaking a prescribing intervention. (RPS

Competencies 1-6).

Demonstrate effective verbal, non-verbal

communication and interpersonal skills and

promotion of shared decision making. (RPS

Competencies 1-6).

Critically evaluates the evidence base informing

the clinical decisions made within the prescribing

episode of care. (RPS Competencies 7-10).

Demonstrate awareness of local and national

professional frameworks which support prescribing

practice (RPS Competencies 7-10).

Produces a sample prescription following the

intervention relevant to the episode of care

demonstrating the development safe and effective

prescription writing skills. (RPS Competencies 7-

10).

If any standard is not achieved a reassessment will be required

Student Name: Signature: Date:

Practice Assessor or DPP Name: Signature: Date:

Prescribing Episode of Care - Summative This assessment must be completed by the second review under the direct supervision of the student’s Practice Assessor or DPP during a

specific episode of care.

Participate in a prescribing intervention which includes consultation, shared decision making and the formulation of a prescription. The aim of this assessment is to demonstrate the student’s progression in developing safe and effective prescribing skills. Along with the ability to demonstrate application of the Royal Pharmaceutical Society (RPS) Competency Framework (2016).

Assessment Learning Outcomes

The student is able to:

• Contribute to assessment/history taking skills when undertaking a prescribing consultation. (RPS Competencies 1-6).

• Demonstrate effective verbal, non-verbal communication and interpersonal skills throughout the consultation to facilitate

shared decision making. (RPS Competencies 1-6).

• Critically evaluates the evidence base informing the clinical decisions made within the prescribing episode of care(RPS

Competencies 7-10).

• Demonstrate awareness of local and national professional frameworks which support prescribing practice. (RPS

Competencies 7-10).

• Write a sample prescription following the intervention relevant to the episode of care demonstrating the development safe

and effective prescription writing skills. (RPS Competencies 7-10).

Student reflection on the episode of care. Within your reflection, describe the episode of care and how you prepared for the prescribing episode of care.

What did you do well? What would you do differently?

What learning from this episode of care will support the continued development of your prescribing knowledge and skills?

Practice Assessor or DPP feedback

Based on the student’s reflection, your observation and discussion of the episode of care, please assess and comment on the

following:

Yes= Achieved, No= Not achieved.

Learning Outcome to achieve Yes/No Comments

Contribute to assessment/history taking skills

when undertaking a prescribing intervention. (RPS

Competencies 1-6).

Demonstrate effective verbal, non-verbal

communication and interpersonal skills and

promotion of shared decision making. (RPS

Competencies 1-6).

Critically evaluates the evidence base informing

the clinical decisions made within the prescribing

episode of care. (RPS Competencies 7-10)

Demonstrate awareness of local and national professional frameworks which support prescribing practice (RPS Competencies 7-10)

Produces a sample prescription following the intervention relevant to the episode of care demonstrating the development safe and effective prescription writing skills. Prescription to be included (RPS Competencies 7-10)

If any standard is not achieved a reassessment will be required

Student Name: Signature: Date:

Practice Assessor/DPP Name: Signature: Date:

SCEP SUMMARY SHEET

Date of first formative assessment

Date of further formative assessment (if required)

Date of summative assessment Indicate: Pass (P) Refer (R)

PA or DPP Date and Signature for Summative assessment

Student Signature and Date

Phase One : Initial Consultation and History taking

Phase two: Clinical Assessment and Working Diagnosis

Phase Three: Development of treatment management plan

Phase Four: Reaching a shared decision

Phase Five: Prescription

Prescribing for Children (if appropriate)

RPS Competencies discussed

Phase One : Consultation and History Taking FORMATIVE RPS (2016) Competency 1 : Assess the Patient Expected outcomes: Demonstrate the ability to take a thorough history of patient and presenting symptoms

Assessment criteria Pass

Refer Comments

Greets patient in an appropriate and friendly manner and introduces self Clarifies reason for the client’s/patient’s visit and his/her expectations Is skilful at acquiring information about the patient , allowing patient to express own ideas and concerns

Uses good listening techniques – eye contact, open attentive posture Is sensitive to patient’s needs and feelings, e.g. privacy Ascertains history of present problem/illness Ascertains general medical history Ascertains any relevant allergies Ascertains family and social history and lifestyle information Questioning indicates that student is approaching the situation systematically covering the body systems (as appropriate) Cardio- vascular Respiratory Gastrointestinal Endocrine Neurological Musculoskeletal Genitourinary Mental Health Other( please specify)

Questioning indicates that student is beginning to formulate the possible causes of the problem/illness

Discusses and agrees the need for a further examination with the patient Appropriately documents findings

Instructions to assessor: Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred PASS REFER Please circle the appropriate criteria above. Signature of Practice Assessor or Designed Prescribing Practitioner: Date of Assessment

Phase One : Consultation and History Taking SUMMATIVE RPS (2016) Competency 1 : Assess the Patient Expected outcomes: Demonstrate the ability to take a thorough history of patient and presenting symptoms


Refer Comments

Greets patient in an appropriate and friendly manner and introduces self Clarifies reason for the client’s/patient’s visit and his/her expectations Is skilful at acquiring information about the patient , allowing patient to express own ideas and concerns

Uses good listening techniques – eye contact, open attentive posture Is sensitive to patient’s needs and feelings, e.g. privacy Ascertains history of present problem/illness Ascertains general medical history Ascertains any relevant allergies Ascertains family and social history and lifestyle information Questioning indicates that student is approaching the situation systematically covering the body systems (as appropriate) Cardio- vascular Respiratory Gastrointestinal Endocrine Neurological Musculoskeletal Genitourinary Mental Health Other( please specify)

Questioning indicates that student is beginning to formulate the possible causes of the problem/illness

Discusses and agrees the need for a further examination with the patient Appropriately documents findings

Instructions to assessor: Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred PASS REFER Please circle the appropriate criteria above. Signature of Practice Assessor or Designed Prescribing Practitioner: Date of Assessment

Phase Two: Clinical Assessment & Working/Differential Diagnosis FORMATIVE RPS (2016) Competency 1 Assess the Patient Expected Skills: Demonstrate competence in relevant clinical assessment skills & methodology to inform a working diagnosis


Refer

Comments

Undertakes an appropriate clinical examination applying a systematic approach and observes patient for signs of discomfort throughout

Conducts the examination selectively and thoroughly reflecting the history established

Identify presenting problems and related pathophysiology Applies a systematic approach to gathering further information Requests and interprets relevant diagnostic tests

Assesses the relationship between multiple pathologies Correctly identifies key information Makes, confirms or understands, the working or final diagnosis by systematically considering the various possibilities

Refers to or seeks guidance from another member of the team, a specialist or a prescribing information source when necessary.

Reviews adherence to and effectiveness of current medicines. Appropriately documents findings Appropriate closure of the examination process

Instructions to assessor: Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred Please circle the appropriate criteria PASS REFER Signature of Practice Assessor or Designed Prescribing Practitioner: Date of Assessment

Phase Two: Clinical Assessment & Working/Differential Diagnosis SUMMATIVE RPS (2016) Competency 1 Assess the Patient Expected Skills: Demonstrate competence in relevant clinical assessment skills & methodology to inform a working diagnosis


Refer

Comments

Undertakes an appropriate clinical examination applying a systematic approach and observes patient for signs of discomfort throughout

Conducts the examination selectively and thoroughly reflecting the history established

Identify presenting problems and related pathophysiology Applies a systematic approach to gathering further information Requests and interprets relevant diagnostic tests

Assesses the relationship between multiple pathologies Correctly identifies key information Makes, confirms or understands, the working or final diagnosis by systematically considering the various possibilities


Reviews adherence to and effectiveness of current medicines. Appropriately documents findings Appropriate closure of the examination process

Instructions to assessor: Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred Please circle the appropriate criteria. PASS REFER Signature of Practice Assessor or Designed Prescribing Practitioner: Date of Assessment

Phase Three: Development of a treatment management plan FORMATIVE RPS (2016 ) Competency 2 : Consider the options Expected outcomes: the student should be able to correctly diagnose and develop a treatment plan in partnership using underlying principles of safe effective prescribing.


Refer

Comments

Considers both non-pharmacological (including no treatment) and pharmacological approaches to modifying disease and promoting health.

Considers all pharmacological treatment options including optimising doses as well as stopping treatment (appropriate polypharmacy, de-prescribing).

Assesses how co-morbidities, existing medication, allergies, contraindications and quality of life impact on management options.

Takes into account any relevant patient factors (e.g. ability to swallow, religion) and the potential impact on route of administration and formulation of medicines.

Appropriately explains the treatment plan to the patient and negotiates an agreed course of action including risks and benefits of taking or not taking a medicine or treatment. Advises patient on management of common side effects

Stays up-to-date in own area of practice and applies the principles of evidence-based practice, including clinical and cost-effectiveness. .Prescribes according to local formulary, national guidelines etc and considers public health issues relating to medicines

Identifies, accesses, and uses reliable and validated sources of information and critically evaluates other information.

Understands antimicrobial resistance and the roles of infection prevention, control and antimicrobial stewardship measures.

Outlines appropriate plans to monitor the effects of medications using appropriate investigations

Indicates appropriate plans to observe and respond to drug interactions, adverse reactions and use appropriate reporting mechanisms

Identifies any legal or ethical issues relevant to the treatment planned. Document all actions appropriately

Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred Please circle the appropriate criteria . PASS REFER Signature of Practice Assessor or Designed Prescribing Practitioner: Date of Assessment

Phase Three: Development of a treatment management plan SUMMATIVE RPS (2016 ) Competency 2 : Consider the options Expected outcomes: the student should be able to correctly diagnose and develop a treatment plan in partnership using underlying principles of safe effective prescribing.


Refer

Comments





Appropriately explains the treatment plan to the patient and negotiates an agreed course of action including risks and benefits of taking or not taking a medicine or treatment. Advises patient on management of common side effects

Stays up-to-date in own area of practice and applies the principles of evidence-based practice, including clinical and cost-effectiveness. .Prescribes according to local formulary, national guidelines etc and considers public health issues relating to medicines



Outlines appropriate plans to monitor the effects of medications using appropriate investigations

Indicates appropriate plans to observe and respond to drug interactions, adverse reactions and use appropriate reporting mechanisms

Identifies any legal or ethical issues relevant to the treatment planned. Document all actions appropriately

Instructions to assessor: Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred Please circle the appropriate criteria . PASS REFER Signature of Practice Assessor or Designed Prescribing Practitioner: Date of Assessment

Phase Four: Reaching a shared decision FORMATIVE RPS (2016) Competency 3 Reach a shared decision : Competency 5: Provide information Expected outcome: The Student demonstrates an ability to work in partnership with the patient providing them with an informed choice


Refer

Comments

Gives the patient/carer clear, understandable and accessible information about their medicines (e.g. what it is for, how to use it, possible unwanted effects and how to report them, expected duration of treatment).

Works with the patient/carer in partnership to make informed choices, agreeing a plan that respects patient preferences including their right to refuse or limit treatment

Builds a relationship which encourages appropriate prescribing and not the expectation that a prescription will be supplied.

Explains how to take medicines/use device e.g. after food etc Explains dose and frequency

Explains what to do if misses dose or takes too many Informs the patient when the medication is likely to start working Informs the patient the likely side effects and advises on what to do about side effects.

Explains the rationale behind and the potential risks and benefits of management options in a way the patient/carer understands.

Explains about the monitoring that is required for medication Advises the patient on how to obtain further supplies Answers question clearly, avoiding jargon Guides patients/carers on how to identify reliable sources of information about their medicines and treatments. Provides written information if available

Explores the patient/carers understanding of a consultation and aims for a satisfactory outcome for the patient/carer and prescriber.

Routinely assesses adherence in a non-judgemental way and understands the different reasons non-adherence can occur (intentional or non-intentional) and how best to support patients/carers

Ensures the patient knows when to have their next appointment Ensures that the patient/carer knows what to do if there are any concerns about the management of their condition, if the condition deteriorates or if there is no improvement in a specific time frame. Informs the patient the duration of treatment

Documents appropriately Instructions to assessor: Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred Please circle the appropriate criteria . PASS REFER Signature of Practice Assessor or Designed Prescribing Practitioner: Date of Assessment

Phase Four: Reaching a shared decision SUMMATIVE RPS (2016) Competency 3 Reach a shared decision : Competency 5: Provide information Expected outcome: The Student demonstrates an ability to work in partnership with the patient providing them with an informed choice


Refer

Comments


Works with the patient/carer in partnership to make informed choices, agreeing a plan that respects patient preferences including their right to refuse or limit treatment


Explains how to take medicines/use device e.g. after food etc Explains dose and frequency

Explains what to do if misses dose or takes too many Informs the patient when the medication is likely to start working Informs the patient the likely side effects and advises on what to do about side effects.


Explains about the monitoring that is required for medication Advises the patient on how to obtain further supplies Answers question clearly, avoiding jargon Guides patients/carers on how to identify reliable sources of information about their medicines and treatments. Provides written information if available


Routinely assesses adherence in a non-judgemental way and understands the different reasons non-adherence can occur (intentional or non-intentional) and how best to support patients/carers

Ensures the patient knows when to have their next appointment Ensures that the patient/carer knows what to do if there are any concerns about the management of their condition, if the condition deteriorates or if there is no improvement in a specific time frame. Informs the patient the duration of treatment

Documents appropriately Instructions to assessor: Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred Please circle the appropriate criteria. PASS REFER Signature of Practice Assessor or Designed Prescribing Practitioner: Date of Assessment

Phase Five: Prescription FORMATIVE RPS (2016) Competency 4 Prescribe : Competency 8 Prescribe professionally Scenario Write the prescription for the initial/new medication. Demonstrate use of electronically generated or legibly written unambiguous and complete prescriptions which meet legal requirements and provide a prescription to support the SCEP


Refer

Comments

Accepts personal responsibility for prescribing and understands the legal and ethical implications.

Knows and works within legal and regulatory frameworks affecting prescribing practice (e.g. controlled drugs, prescribing of unlicensed/off label medicines, regulators guidance, supplementary prescribing).

Is able to complete and provide an anonymised copy of a prescription completed by the student which needs to demonstrate the legal requirements

Makes prescribing decisions based on the needs of patients and not the prescriber’s personal considerations.

Prescribes a medicine only with adequate, up-to-date awareness of its actions, indications, dose, contraindications, interactions, cautions, and side effects.

Recognises and deals with factors that might unduly influence prescribing (e.g. pharmaceutical industry, media, patient, colleagues

Understands the potential for adverse effects and takes steps to avoid/minimise, recognise and manage them.

Prescribes within relevant frameworks for medicines use as appropriate (e.g. local formularies, care pathways, protocols and guidelines).

Prescribes generic medicines where practical and safe for the patient and knows when medicines should be prescribed by branded product.

Understands and applies relevant national frameworks for medicines use (e.g. NICE and medicines management/optimisation) to own prescribing practice.

Uses up-to-date information about prescribed medicines (e.g. availability, pack sizes, storage conditions, excipients, costs).

Accurately completes and routinely checks calculations relevant to prescribing and practical dosing.

Communicates information about medicines and what they are being used for when sharing or transferring prescribing responsibilities/ information

If CDs, appropriate legal requirements (see BNF) and considers the potential for misuse of medicines.

Makes accurate legible and contemporaneous records and clinical notes of prescribing decisions.


Phase Five: Prescription SUMMATIVE RPS (2016) Competency 4 Prescribe : Competency 8 Prescribe professionally Scenario Write the prescription for the initial/new medication. Demonstrate use of electronically generated or legibly written unambiguous and complete prescriptions which meet legal requirements and provide a prescription to support the SCEP


Refer

Comments



Is able to complete and provide an anonymised copy of a prescription completed by the student which needs to demonstrate the legal requirements


Prescribes a medicine only with adequate, up-to-date awareness of its actions, indications, dose, contraindications, interactions, cautions, and side effects.

Recognises and deals with factors that might unduly influence prescribing (e.g. pharmaceutical industry, media, patient, colleagues




Understands and applies relevant national frameworks for medicines use (e.g. NICE and medicines management/optimisation) to own prescribing practice.


Accurately completes and routinely checks calculations relevant to prescribing and practical dosing.

Communicates information about medicines and what they are being used for when sharing or transferring prescribing responsibilities/ information

If CDs, appropriate legal requirements (see BNF) and considers the potential for misuse of medicines.



PRESCRIBING FOR CHLDREN AND YOUNG PEOPLE SUMMATIVE Additional competencies to be achieved by those who will be prescribing for this group. (Those prescribing only for adults may leave this competency area out).

INFORMATION IN CONTEXT Is aware of the differences of prescribing for children and young people, especially considering; clinical assessment, appropriate diagnosis, legal issues, cognitive and emotional

Pass

Refer

Comments

Takes a comprehensive medical history and undertakes an appropriate physical examination in relation to the child’s developmental stage

Understands the medical conditions being treated, their natural progress and how to assess the severity of disease

Approaches the consultation in a structured way

Requests, and interprets, relevant diagnostic tests. Views and assesses the patient’s needs holistically (e.g. psychosocial, physical).

Adapts the consultation to meet the needs of different patients (e.g. for age, level of understanding

Deals sensitively with patients’ and carers’ emotions and concerns.

Knows the limits of own knowledge and skill, and works within them.

Understands national NHS frameworks for medicines use, (e.g. National Institute for Clinical Excellence [NICE], National Service Frameworks [NSFs], medicines management, clinical governance, IT strategy) relevant to children

Understands how current legislation affects prescribing practice for children

Instructions to assessor: Tick the appropriate box during interaction or just afterwards. Please state whether the student has passed or been referred Please circle the appropriate criteria PASS REFER Signature of Practice Assessor or Designed Prescribing Practitioner: Date of Assessment

Advancing Non-Medical Prescribing

Practice Experience Verification Signature list

Please sign and print your name in the table below if you are involved in supervising the practice education of the Non-Medical prescribing student or provide any written information within this portfolio. Signature required for one instance only. Do not identify a placement directly by name

Date Type of Placement Name Signature

AGREED DATES FOR SUPERVISED PRACTICE – excluding breaks Date 1 2 3 4 5 6 7 8 9 10 11 12 Total number of hours AGREED: Student’s signature: HCPC/NMC number: PA/ DPP’s signature: HCPC/NMC/GMC number:

LEARNING CONTRACT Student Name: Practice Assessor or Designated Prescribing Practitioner Name: Negotiated Learning Outcomes: Strategies: Resources: Date of Contract: Date to be completed by: Signature of Student: HCPC/NMC number: Signature of PA or DPP: HCPC/NMC/ GMC number:

Practice Supervisor Feedback Form

The formative end of supervision period feedback should be completed by a Practice Supervisor. Student progress towards the agreed Learning Plan and goals identified in the initial interview should be documented. This feedback form must be given to the Practice Assessor

Overall feedback on student conduct, proficiency and achievement. Areas of strength:

Areas of development:

Signature:

NMC/HCPC/GMC Pin:

Date:

Student comments:

Signature:

NMC Pin:

Date:

P-FORMULARY WORKSHEET FRAMEWORK Choose three drugs that you will prescribe regularly when qualified as a non-medical prescriber and complete the following worksheet using each heading in relation to all three drugs. You should, where relevant, demonstrate application of each drug to your practice. Follow and use these headings in your work. For each drug ensure that you fully understand:

• Approved or generic name

• Drug class to which the drug belongs

• Its application to your practice Basic Pharmacology

• The general mechanism of action of the drug at a molecular, cellular, tissue and organ level

• The ways in which these actions produce therapeutic and adverse effects Clinical Pharmacokinetics

• How the drug is absorbed, distributed, metabolised and excreted

• Cautions, contra-indications, and side effects

• The half-life of the drug

• The optimal route, dose and frequency of administration Therapeutic Drug Monitoring

• How drug therapy can be monitored

• The drugs therapeutic window Adverse Drug Reactions

• How to recognise adverse drug reactions and how these can be minimised Drug Interactions

• The potential for drugs to interact and to cause beneficial and harmful side effects

• The ways in which interactions can be predicted and avoided Legal Aspects

• Legal category of the drug

• License implications Altered Physiology Special measures to be taken when prescribing drug to individuals including:

• Elderly patients

• Children

• Women of child bearing potential

• Pregnant and breastfeeding women

• Patients with renal disease

• Patients with liver disease

CLINICAL MANAGEMENT PLAN TEMPLATE

Name of Patient:

Patient medication sensitivities/allergies:

Patient identification e.g. ID number, date of birth:

Independent Prescriber(s):

Supplementary Prescriber(s):

Condition(s) to be treated:

Aim of treatment:

Medicines that may be prescribed by SP:

∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕ Preparation

Indication Dose schedule .

Specific indications for referral back to the IP .

Guidelines or protocols supporting Clinical Management Plan:

Frequency of review and monitoring by:

∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕ Supplementary prescriber: Supplementary prescriber and independent prescriber:

Process for reporting ADRs:

Shared record to be used by IP and SP:

Agreed by independent prescriber(s)

Date Agreed by supplementary prescriber(s)

Date Date agreed with patient/carer

Supplementary Prescribing Workshop

Peer review feedback sheet completed in class

1. Understands the importance of the need to formulate a

comprehensive case study on which to base Clinical Management Plan (CMP).

2. The team understands the importance of the need to build a complete patient history which needs to be clearly structured.

3. Your team CMP clearly identifies scope for prescribing.

4. Your team understands the need to utilise contemporary

evidence/protocols to support development of CMP.

5. The team understands the importance of applying appropriate

pharmacological and pharmacokinetic knowledge when developing plan.

Confidentiality and Informed Consent Guidelines for Students Consent and confidentiality must be adhered to and in line with Teesside University School of Health and Life sciences and a copy included in the portfolio of evidence. This can be accessed on the Blackboard site at [email protected].

CONFIDENTIAL

NON-MEDICAL PRESCRIBING PRACTICE-BASED 360° INTERPERSONAL SKILLS ASSESSMENT TOOL

TO BE COMPLETED BY SERVICE USER/and/or CARER/PARENT

Teesside University greatly values the involvement of service users/patients and carers in the learning and development of registered health professionals undertaking a non-medical prescribing qualification. This form helps us to assess their learning. These students must demonstrate a safe and competent approach to non-medical prescribing which reflects their understanding of your needs as a service user/patient and as a person and that they have prioritised these preferences where at all possible. It is important to all service users and carers or parents that health professionals are skilled in communication and by completing this questionnaire you are adding your contribution to the assessment process of the student. If you consent to completing this form, the person who has given it to you will write their name and sign in the box below to indicate that you have given your informed consent.

Thank you for agreeing to help assess the student’s progress in managing your prescribing needs. If you wish, please ask the PA or DPP/Supervising Health Professional (the person who gave you this form) or your family to help you complete this form. All questions are optional, and the student will not know who has been asked to complete the form. The student will see your comments, however, please be assured that your identity will remain confidential.

The health professional who has given this form to you should explain the purpose of this request with you before you complete it. It is essential that your informed consent is given freely.

I confirm that informed consent has been obtained from the service user/carer/parent (delete as appropriate) completing this form. Name of Practice Assessor (PA) or Designated Prescribing Practitioner (DPP) or Supervising Health Professional: ……..................................................................................................... Signature of Practice Assessor (PA) or Designated Prescribing Practitioner (DPP) or Supervising Health Professional: …….........................................................................................

http://www.tees.ac.uk/

Please see the next page

Please rate how effective you/and /or your carer/parent felt the student was in relation to the following areas by ticking one box for each statement:

Poor

OK

Good

Excellent

N/A

1. You were greeted in a friendly manner which you felt was appropriate, the student’s whole approach made you feel at ease.

2. You felt you were included and able to engage in the process of your prescribing consultation.

3. You felt you were listened to and that your carer/parent were included and involved in discussion and decision making.

4. You were given the opportunity to explain your thoughts and feelings about your treatment and any way this maybe affecting you and what was important to you.

5. You were given clear, understandable and accessible information about your medicines (e.g. what it is for, how to use it, possible unwanted effects and how to report them, expected duration of treatment) and these were where possible in a format you preferred.

6. The words and language used ensured you understood and made you feel valued, empowered to be involved in, and in control of, your treatment with medicines.

7. The student guided you on how to identify reliable sources of information about your medicines and treatments.

8. You were given the opportunity to ensure that you understood and could re-cap what had been agreed. The student checked your understanding of and commitment to managing, monitoring and any follow-up treatment/assessment. This may have included referral to another prescriber.

9. You felt supported and empowered in your decisions and made to feel that your views and choices were respected.

10. If appropriate, you felt the student encouraged and supported you to take responsibility for your medicines and self-manage your condition.

11. You had confidence in the student’s overall ability to meet your treatment with medicines with dignity and compassion.

Is there anything the non-medical prescribing student did particularly well?

Are there any areas where you feel the student could develop?

Thank you for your help in supporting the learning of this student - it is greatly

appreciated


To be completed by Practice Assessor (PA or Designated Prescribing Practitioner (DPP) or

Supervising Health Professional

This tool should facilitate assessment of the student non-medical prescriber’s ability to communicate with the service users/and/or carers/parents in their care. Underpinning evidence to support the areas assessed include:

• NMC (2018) Standards

• DH (2015) NHS Constitution

• HCPC (2013) Standards for Prescribing

• NMC (2006) Standards of Proficiency for Nurse and Midwife Prescribers

• RPS (2016) A Competency Framework for all Prescribers Please use the table below to provide an assessment of the student’s abilities in the areas identified. You can reflect on either one individual interaction or a combination of interactions by the student non-medical prescriber. Please ensure that you assess them towards the time of their intermediate meeting so that discussion of this form within that meeting reflects their performance at that time. You must ensure that there is service user or carer feedback is collected on three occasions. Name of Student Non-medical prescriber: ………………………………………………... Module being studied: ……………………………………………………………………… Date of completion of form: …………………………………………………………………

http://www.tees.ac.uk/

Please rate how effective you felt the student was in relation to the following areas by ticking one box for each statement:

Poor

OK

Good

Excellent

N/A

1. The student introduced themselves appropriately and professionally.

2. They conducted themselves appropriately and professionally.

3. The student used language appropriate for the setting and made the service user/carer/parent feel valued.

4. The student’s non-verbal communication was effective in establishing a therapeutic relationship

5. Explored the service user’s/carer’s/parent’s understanding of the consultation and aims for a satisfactory outcome for the individual and prescriber.

6. Worked with the service user/carer/parent in partnership to empower them to make informed choices, agreeing a plan that respects individual preferences including the right to refuse or limit treatment.

7. The student identified and respected the service user/carer/parent thoughts in relation to diversity, values, beliefs and expectations about their health and treatment with medicines.

8. Explained the rationale behind and the potential risks and benefits of management options in a way the service user/carer/parent understood. This may include referral to another prescriber.

9. If appropriate assessed adherence in a non-judgemental way and demonstrated understanding of the different reasons non-adherence can occur (intentional or non-intentional) and how best to support individuals.

10. The student appropriately guided the service user/carer/parent on how to identify reliable sources of information about their medicines and treatments and demonstrated knowledge of these sources.

11. The student sought feedback on the prescribing decision that was agreed and provided.

12. The student demonstrated sound working in partnership with the service user/carer/parent.

13. The student demonstrated compassion in all aspects of the consultation and treatment advice given.

14. The core values of dignity and respect were upheld at all times.

Please give a summary of areas on which the student needs to focus in order to develop their practice and also of the areas in which they are demonstrating good practice: Name of Practice Assessor (PA) or Designated Prescribing Practitioner (DPP)

or Supervising Health Professional:

………………………………………………………………………………

Signature of Practice Assessor (PA) or Designated Prescribing Practitioner

(DPP) or Supervising Health Professional:

………………………...............................................................

NMC/HCPC/ GMC number


To be completed by Student

This tool should facilitate assessment of your ability to communicate with the service users/carers/parents in your prescribing treatment. Underpinning evidence to support the areas assessed include:




• NMC (2006) Standards of Proficiency for Nurse and Midwife Prescribers

• RPS (2016) A Competency Framework for all Prescribers Please use the table below to provide a self-assessment of your abilities in the areas identified. You can reflect on either one individual interaction or a combination of interactions you have had with service users/carers and parents. Please undertake this self-assessment towards the time of your intermediate meeting so that discussion of this form within that meeting reflects your performance at that time. You must ensure that there is service user or carer feedback is collected on three occasions.

Name of Student: …………………………………………………………………………… Module being studied: ………………………………………………………………………. Date of completion of form: …………………………………………………………………

Please give a summary of areas on which you feel you need to focus in order to develop your practice and also of the areas in which you feel you are demonstrating good practice: …………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

Signature of Student: …………………......................................................................

Please rate how effective you felt you were in relation to the following areas by ticking one box for each statement:

Poor

OK

Good

Excellent

N/A

You introduced yourself appropriately and professionally. You conducted yourself appropriately and professionally. You used language appropriate for the setting and made the service user/carer/parent feel valued

Your non-verbal communication was effective in establishing a therapeutic relationship

You explored the service user’s/carer’s/parent’s understanding of the consultation and aims for a satisfactory outcome for the individual and for you as the prescriber.

You worked with the service user/carer/parent in partnership to empower them to make informed choices, agreeing a plan that respected individual preferences including the right to refuse or limit treatment.

You identified and respected the service user’s/carer’s/parent’s thoughts in relation to diversity, values, beliefs and expectations about their health and treatment with medicines.

If appropriate you assessed adherence in a non-judgemental way and demonstrated understanding of the different reasons non-adherence can occur (intentional or non-intentional) and how best to support individuals.

You took a partnership approach to the prescribing decisions made, this may have included referral to another prescriber.

The service user’s or carer’s decisions were respected and valued.

You sought feedback on the prescribing decision that was agreed and provided.

You appropriately guided the service user/carer/parent on how to identify reliable sources of information about their medicines and treatments and demonstrated knowledge of these sources.

Your approach was inclusive of all those significant in the service users care and the carer’s/parent’s support.

The core values of dignity and respect were upheld at all times. You demonstrated compassion in all care given.


SUMMARY REFLECTION

To be completed by Student

Please use this form to reflect on your communication skills and demonstration of professional attitudes and values in clinical practice. You will need the following in order to do this: Practice-based assessment of communication skills by:

• Service user/and/or Carer/Parent

• Practice Assessor (PA) or Designated Prescribing Practitioner (DPP) or Supervising Health Professional

• Self-assessment

You may also want to draw upon the standards upon which this assessment has been developed. These are:




• NMC (2006) Standards of Proficiency for Nurse & Midwife Prescribers

• RPS (2016) A Competency Framework for all Prescribers This form must be completed in advance of the final meeting with your PA or DPP and brought to that meeting for discussion. Name of Student: ……………………………………………………………. Module studied: …………………………………………………………………………. Date form completed: ………………………………………………………………………..

1. Discuss the common themes which are evident across the assessment form, including any discrepancies in the way you have been perceived by others and by yourself.

2. What factors may have affected your assessment by the different people?

3. Why are the issues which have been identified in this tool important in prescribing practice?

Signature of Student: ……………………………………………………

This assessment tool has been developed with service users/carers at Teesside University and with the following resources: Department of Health (2015) The NHS Constitution – the NHS belongs to us all. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/480482/NHS_Constitution_WEB.pdf The Nursing & Midwifery Council (2015) The Code. https://www.nmc.org.uk/standards/code/ The Nursing & Midwifery Council (2019) Standards for prescribers. https://www.nmc.org.uk/standards/standards-for-post-registration/standards-for-prescribers/ The Royal Pharmaceutical Society (2016) Prescribing competency framework. http://www.rpharms.com/unsecure-support-resources/prescribing-competency-

framework.asp

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/480482/NHS_Constitution_WEB.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/480482/NHS_Constitution_WEB.pdf

https://www.nmc.org.uk/standards/code/

https://www.nmc.org.uk/standards/standards-for-post-registration/standards-for-prescribers/

https://www.nmc.org.uk/standards/standards-for-post-registration/standards-for-prescribers/

http://www.rpharms.com/unsecure-support-resources/prescribing-competency-framework.asp

http://www.rpharms.com/unsecure-support-resources/prescribing-competency-framework.asp

Personal Development Plan Summary of identified learning needs (as you start the module) Personal development goals (as you start the module) Recommendations for service improvement (on completion of the module)

Disclosure and Barring (DBS) Status Verification I confirm that there have been no changes to my DBS Status for the duration of the module. Name Signature HCPC/NMC PIN Date DBS Certificate Number DBS date of certificate

Appendix A STUDENT DECLARATION FORM Please complete the below in full

Student name (please print)

Student Number

Date

Cohort

Undergraduate / Postgraduate (delete as appropriate)

Course

As a student I am aware that there are certain procedures and policies I must adhere to: Please read this form carefully and complete the required information. This information will be treated as confidential and will be in accordance with the University Data Protection Policy. 1. Confidentiality and Informed Consent I have read and understood the School Guidelines for Consent & Confidentiality and understand the importance of maintaining confidentiality and gaining informed consent. I also understand the consequences of failing to do so. In addition, I am aware that the recording of lectures/discussions may not be permitted, to protect student confidentiality. Signature…………………………………………………..……… Date ………………… 2. Fitness to Practise I agree to abide by the relevant professional code of conduct and to work within the professional standards as described by the relevant Professional/Statutory/ Regulatory Bodies such as the NMC or HCPC or other relevant body for the duration of my studies. I am fully aware that failure to:

• Comply with the relevant professional guidelines

• Meet the expected professional standards may result in my discontinuation from the course Signature…………………………………………………..……… Date ………………… 3. Progression and achievement record. I consent to the processing of confidential data identified on my ongoing achievement record, and agree that this information can be shared between

successive Assessors, and with relevant education providers, as part of the process of assessing fitness to practice. Signature…………………………………………………..……… Date ………………… 4. Consent for Practical and Classroom Experiential Activities As part of your course you may be expected to take part in some practical based sessions and some classroom experiential activities, which will develop your professional knowledge and understanding. As these sessions are an important component of your learning you will normally be expected to fully participate in these sessions. You may also have practical assessments where you demonstrate your professional and practical skills. These assessments may be recorded to ensure that they are available for external scrutiny. During these assessments you may also be expected to act as a model for your peers. 1. I confirm that; a. I am willing to participate in activities as a volunteer subject. b. I will behave in a professional manner in accordance with the relevant

discipline specific Professional Code of Conduct throughout any activity. c. I will act in accordance to the instructions given to me by the module tutor. d. I will inform the module tutor of concerns that I have about a particular

session. e. I will terminate any tests or activities if the module tutor deems it advisable to

do so. 2. I understand that; a. The module tutor will explain the nature and purpose of the activity and will

inform me of any potential risk to my health as a result of my participation. b. I am free to withdraw from an activity at any time after discussion with the

module tutor. c. It will be my responsibility to report any adverse reactions and to act upon

advice given. d. The module tutor could advise me to see my general practitioner or

occupational health as a result of any concerns that an activity could identify. e. I have a responsibility to seek medical advice if advised to do so. f. In order to ensure my well-being it is in my interest to discuss in confidence

with my module tutor any health issues or prior experiences which may impact upon my ability to participate in an activity.

g. It is my responsibility to inform the module tutor of any personal physical or psychological issues which may mean that it is unsafe for me to participate in an activity.

h. Module tutors may relate any issues of concern in confidence to the relevant Principal Lecturer for Programmes or Collaborative Partner Director as appropriate.

i. Practical assessments may be recorded and made available to other tutors, University academic staff and external examiners to ensure rigour in the assessment process.

Signature…………………………………………………..……… Date …………………

62

Royal Pharmaceutical Society ((RPS) 2016) Prescribing Competency Framework Please map how you think you have met each of the competences of the RPS Framework to your module learning outcomes (1-19)

ASSESS THE PATIENT Module outcomes 1-19

Takes an appropriate medical, social and medication history including allergies and intolerances.

Undertakes an appropriate clinical assessment.

Accesses and interprets all available and relevant patient records to ensure knowledge of the patient’s management to date.

Requests and interprets relevant investigations necessary to inform treatment options.

Makes, confirms or understands, the working or final diagnosis by systematically considering the various possibilities (differential diagnosis).

Understands the condition(s) being treated, their natural progression and how to assess their severity, deterioration and anticipated response to treatment.

Reviews adherence to and effectiveness of current medicines.


63

Royal Pharmaceutical Society ((RPS) 2016) Prescribing Competency Framework

CONSIDER THE OPTIONS Module outcomes 1-19



Assesses the risks and benefits to the patient of taking or not taking a medicine or treatment.

Applies understanding of the mode of action and pharmacokinetics of medicines and how these may be altered (e.g. by genetics, age, renal impairment, pregnancy).




Stays up-to-date in own area of practice and applies the principles of evidence-based practice, including clinical and cost-effectiveness.

Takes into account the wider perspective including the public health issues related to medicines and their use and promoting health.


64

Royal Pharmaceutical Society ((RPS) 2016) Prescribing Competency Framework

REACH A SHARED DECISION Module outcomes 1-19

Works with the patient/carer3 in partnership to make informed choices, agreeing a plan that respects patient preferences including their right to refuse or limit treatment.

Identifies and respects the patient in relation to diversity, values, beliefs and expectations about their health and treatment with medicines.


Routinely assesses adherence in a non-judgemental way and understands the different reasons non-adherence can occur (intentional or non-intentional) and how best to support patients/carers.



65

In the following section some of the competencies require the you to ‘prescribe’; legally at this point you are not able to prescribe. For the purposes of these competencies you will be practising your prescription writing using example prescriptions (in whatever format is applicable to your practice).

PRESCRIBE Module outcomes 1-19

Prescribes a medicine only with adequate, up-to-date awareness of its actions, indications, dose, contraindications, interactions, cautions, and unwanted effects.




Understands and applies relevant national frameworks for medicines use (e.g. NICE, SMC, AWMSG5 and medicines management/optimisation) to own prescribing practice.

Accurately completes and routinely checks calculations relevant to prescribing and practical dosing

Considers the potential for misuse of medicines.


Electronically generates or writes legible unambiguous and complete prescriptions which meet legal requirements.

Effectively uses the systems necessary to prescribe medicines (e.g. medicine charts, electronic prescribing, decision support).

Only prescribes medicines that are unlicensed, ‘off-label’, or outside standard practice if satisfied that an alternative licensed medicine would not meet the patient’s clinical needs.


Communicates information about medicines and what they are being used for when sharing or transferring prescribing responsibilities/ information.

66

PROVIDE INFORMATION Module outcomes 1-19

Checks the patient/carer’s understanding of and commitment to the patient’s management, monitoring and follow-up.


Guides patients/carers on how to identify reliable sources of information about their medicines and treatments.

Ensures that the patient/carer knows what to do if there are any concerns about the management of their condition, if the condition deteriorates or if there is no improvement in a specific time frame.

When possible, encourages and supports patients/carers to take responsibility for their medicines and self-manage their conditions.

MONITOR AND REVIEW Module outcomes 1-19

Establishes and maintains a plan for reviewing the patient’s treatment.

Ensures that the effectiveness of treatment and potential unwanted effects are monitored.

Detects and reports suspected adverse drug reactions using appropriate reporting systems.

Adapts the management plan in response to on-going monitoring and review of the patient’s condition and preferences.

67

PRESCRIBE SAFELY Module outcomes 1-19

Prescribes within own scope of practice and recognises the limits of own knowledge and skill.

Knows about common types and causes of medication errors and how to prevent, avoid and detect them.

Identifies the potential risks associated with prescribing via remote media (telephone, email or through a third party) and takes steps to minimise them.

Minimises risks to patients by using or developing processes that support safe prescribing particularly in areas of high risk (e.g. transfer of information about medicines, prescribing of repeat medicines).

Keeps up to date with emerging safety concerns related to prescribing.

Reports prescribing errors, near misses and critical incidents, and reviews practice to prevent recurrence.

PRESCRIBE PROFESSIONALLY Module outcomes 1-19

Ensures confidence and competence to prescribe are maintained.




Recognises and deals with factors that might unduly influence prescribing (e.g. pharmaceutical industry, media, patient, colleagues).

Works within the NHS/organisational/regulatory and other codes of conduct when interacting with the pharmaceutical industry.

68

IMPROVE PRESCRIBING PRACTICE Module outcomes 1-19

Reflects on own and others prescribing practice, and acts upon feedback and discussion.

Acts upon colleagues’ inappropriate or unsafe prescribing practice using appropriate mechanisms.

Understands and uses available tools to improve prescribing (e.g. patient and peer review feedback, prescribing data analysis and audit).

PRESCRIBE AS PART OF A TEAM Module outcomes 1-19

Acts as part of a multidisciplinary team to ensure that continuity of care across care settings is developed and not compromised.

Establishes relationships with other professionals based on understanding, trust and respect for each other’s roles in relation to prescribing.

Negotiates the appropriate level of support and supervision for role as a prescriber.

Provides support and advice to other prescribers or those involved in administration of medicines where appropriate.