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Session: 2022/23
Last modified: 27/01/2023 08:45:15
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Title of Module: Community Nurse Prescribing V150 |
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Code: NURS09230 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Pamela
Young |
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| Summary of Module |
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This module is open to first level registered nurse or midwives who meet the entry criteria determined by the standards of Nursing and Midwifery Council (NMC 2018) wishing to undertake academic and professional qualifications as Community Nurse Prescribers without a Specialist Qualification (NMC code V150).
Applicants must have the support of the Prescribing Lead from their employing Health Board and have evidence of SCQF Level 9 study, or recognition of prior learning, that can be mapped to the Royal Pharmaceutical Society's Competency Framework for all Prescribers (2021).They must be numerate within their clinical role, have a sound knowledge of the main body systems and be competent in patient assessment and diagnosis within their clinical area.
The module is underpinned by the RPS Competency Framework for all Prescribers (2021) and will develop the theoretical and practical knowledge and skills required to prescribe a limited range of drugs and medicinal products from the Nurse Prescriber's Formulary (NPF).
A hybrid mode of delivery is used for this module, across one academic term and takes one term to complete. In addition to engagement in online learning activities, students are required to attend online core content delivery. In addition, students must complete 65 hours of clinical prescribing practice with the support of a nominated Designated Prescribing Practitioner (Practice Assessor) and a nominated Practice Supervisor (PS).
- Students will develop generic knowledge and skills in the following core areas of prescribing which can be contextualised to their area of clinical practice:
• Systematic assessment & consultation • Professional and legal frameworks of prescribing
• Pharmacology of drugs (i.e. pharmacokinetics and pharmacodynamics)
• Wider consideration of prescribing expertise and duty of care (i.e. concordance, safety netting, adverse drug reactions, inter-professional and multi-disciplinary working, realistic medicine etc.)
• Principles of prescribing practice including prescription writing.
- The module is delivered by Hybrid learning across one academic term. In addition to engagement in online learning activities, students are required to engage with online core content delivery. Students must complete 65 hours of clinical prescribing practice with the support of a nominated Designated Prescribing Practitioner ( Practice Assessor) and a nominated Practice Supervisor.
- The module is validated by the NMC and completion leads to eligibility to be recorded as a V150 Community Nurse or Midwife Prescriber. The prescribing qualification must be recorded with the NMC within 5 years of completion of the module. (Failing to do so will result in having to retake and successfully complete a module to qualify and register the award as a prescriber).
- Upon successful completion, students will demonstrate the competence to practice as a Community Nurse or Midwife Prescriber within their scope of clinical expertise and be eligible to be recorded as V150 Community Nurse or Midwife Prescriber.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Undertake a systematic holistic assessment to reach shared prescribing decisions
L2.
Demonstrate safe and professional prescribing practice based on current legislation, professional frameworks and national and local guidelines.
L3.
Apply critical understanding of the pharmacological effects of medicines within the NPF and consider options to ensure safe prescribing decisions
L4.
Demonstrate critical appraisal of wider prescribing expertise in the context of community role and the multidisciplinary team
L5.
Generate safe, cost-effective prescriptions within the scope of clinical competence. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Develop knowledge and understanding of pharmacodynamics and pharmacokinetics in relation to their current clinical role.
Identify and appraise the evidence that underpins prescribing decisions, including legislation, national and local policies and frameworks.
Understand the concept of prescribing expertise in their clinical context including: duty of care, safety netting, concordance, realistic medicine and the importance of multi-disciplinary team members in the context of prescribing
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Gain an understanding of assessment, diagnosis and prescribing within a clinical area.
Know and understand drug actions and reactions in relation to patients across the life span. Know and understand how to prescribe in complexity
Understand how to modify prescribing decisions and recognise when it is appropriate to refer to another practitioner.
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| Generic Cognitive skills |
SCQF Level 9.
Analyse the local and national guidelines and other relevant prescribing literature.
Recognise the principles of effective decision making and problem solving in prescribing.
Evaluate and reflect on the outcomes of prescribing practice and identify needs for continuing professional development
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Utilise appropriate record systems, either electronically or hard copy, engage in appropriate prescribing decisions.
Write a prescription.
Communicate verbally and through patient records with colleagues to with enhance patient outcomes.
Demonstrate accuracy in numeracy skills in medication calculations.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Understand the relevant legislation, professional and local frameworks to prescribing practice.
Understand the determining of one’s own competence in the context of prescribing
Understand how to create a partnership with service users and promote concordance with prescribed medication
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | Course entry is determined by the employer, UWS and NMC requirements. Pre-screening is carried out by the employer prior to acceptance onto the module. Applicants, managers and Designated Prescribing Practitioners (DPP) complete additional UWS module documentation to confirm all requirements have been met. |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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The theoretical components of the module are delivered using a Hybrid Learning approach, where teaching and learning strategies underpin the RPS (2021) prescribing competencies and NMC standards (2018). These include a blend of synchronous and asynchronous interactive learning activities via the VLE ,Interactive group work, case-based discussions, online learning activities and quizzes, which students will contextualise to their clinical area of practice.
Teaching will be delivered by a core module team of nurse and pharmacist lecturers with a range of clinical and prescribing expertise. Sessions will be supported by a variety of prescribing practitioners. Comprehensive formative feedback and feedforward is provided for assessments to support and encourage students to develop a deeper knowledge and understanding of pharmacology and the core principles of prescribing.
Within the practice component of the module, students must complete a minimum of 65 hours of supervised practice in their clinical area with a nominated Designated Prescribing Practitioner (DPP) and nominated Practice Supervisor (PS). [For NMC registrants, the DPP is referred to as the Practice Assessor].
Together with their DPP and PS, students will access opportunities for learning in practice and participate in prescribing decisions for service users who normally present in that clinical area. In addition, students are encouraged to learn from additional Practice Supervisors from a range of relevant clinical disciplines (i.e. pharmacists, NMPs, medical practitioners etc.).
Each student will be allocated an Academic Assessor (AA) from the module team who will provide academic support and guidance, and assess the components of assessment.
Learning and teaching will be achieved from working through the module learning outcomes, which have been cross referenced with the NMC standards (2018) and the RPS Competency Framework (2021), whilst recognising the SCQF and QAA benchmark statements for level 9.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Tutorial/Synchronous Support Activity | 42 |
| Asynchronous Class Activity | 40 |
| Independent Study | 53 |
| Practice Based Learning | 65 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Carrier, J. (2015) Manging long-term conditions and chronic illness in primary care: a guide to good practice. 2nd Edition. Abingdon: Routledge.
Davidson, D. (2020) Numeracy and Clinical Calculations for Nurses. 2nd Edition. Banbury: UK Lantern Publishing Limited.
McFadden, R. (2019) Introducing Pharmacology for Nursing and Healthcare. 3rd Edition. Abingdon: Routledge.
Nuttall, D. & Rutt-Howard, J. (eds) (2020) The Textbook of Non-Medical Prescribing. 3rd Edition. Chichester: Wiley-Blackwell.
Ritter, J., Flower, R., Henderson, G., Kong Loke, Y., MacEwan, D. & Rang, H. (2020) Rang and Dales Pharmacology. 9th Edition. Edinburgh: Elsevier.
Web Resources:
Electronic Medicines Compendium. Available at: https://www.medicines.org.uk/
Joint Formulary Committee. British National Formulary London: BMJ Group and Pharmaceutical Press. Available at: https://bnf.nice.org.uk/
National Institute for Care & Excellence. Clinical Knowledge Summaries: Drugs and Devices. Available at: https://cks.nice.org.uk/specialities/drugs-devices/
Nursing and Midwifery Council (2018) Standards for Prescribing Programmes. Available at : https://www.nmc.org.uk/standards/standards-for-post-registration/standards-for-prescribers/standards-for-prescribing-programmes/
Royal Pharmaceutical Society (2021) A Competency Framework for all Prescribers. Available at: https://www.rpharms.com/resources/frameworks/prescribers-competency-framework
Royal Pharmaceutical Society (2019) Designated Prescribing Practitioner Competency Framework. Available at : https://www.rpharms.com/resources/frameworks/designated-prescribing-practitioner-competency-framework
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Midwifery & Specialist Nursing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Midwifery&Specialist Nursing L9-11 |
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| Moderator | Gillian McTaggart |
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| External Examiner | R Sandhu |
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| Accreditation Details | HCPC |
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| Version Number | 1.10 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The Community Nurse Prescribing (V150) Module applies both academic and practical elements to meet learning outcomes and has several components of assessment. The academic elements consist of a written pharmacology exam, online numeracy class test and a written reflective case study. The practical/clinical elements consist of the successful achievement of RPS prescribing competencies which will be assessed by your DPP in communication and collaboration with your nominated Practice Supervisor, additional Practice Supervisors and Academic Assessor.
All 3 components of Assessment must be passed to achieve an overall module pass.
Component 1:
Pharmacology class test (students must achieve a minimum of 80% for a pass award)
and
Numeracy class test (students must achieve 100% for a pass award) (NMC 2018).
25% weighting of the final Module mark.
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Component 2:
Case Study: (2000 words)
75% weighting of the final Module mark.
A grade of 40% must be achieved in this component of assessment. |
Component 3:
Work Based Learning: Clinical Portfolio
This component of assessment is graded pass-fail, with 0% weighting.
A pass grade is required to achieve an overall module pass. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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The School of Health and Life Sciences believes that education and practitioner diversity are central to achieving quality of care.
Within the module, quality of care, inclusiveness and employability are achieved by:
• Provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to students and prospective students;
• Promotion of confidence and knowledge of their rights as a student and employee;
• Promotion of respect and knowledge of client diversity, their needs, rights and associated practitioner responsibilities.
The above aims, supported by staff belief in fairness and equal opportunities, guide content, teaching and learning, assessment and evaluation.
Disability disclosure is encouraged throughout recruitment, selection and throughout the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced.
Students coming on this course are already employed in the clinical area in which they will be prescribing on completion of the course. In line with the NMC criteria for admission, they will have been nominated by their employer to do the course, therefore any disability or employability issues will be managed within the student’s employment. The course team will work closely with the Enabling Support team within UWS and the student’s employer to facilitate learning and teaching.
To enable the module to be responsive to the demand for equality and diversity, procedures and processes have been subject to Equality Impact Screening and where appropriate Equality Impact Assessment. Evaluation by all key stakeholders through the life of the module is also central to meeting commitments.
In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical and/or laboratory based learning or assessment required to meet accrediting body requirements the University will make reasonable adjustment such as adjustable height benches or assistance of a ‘buddy’ or helper.
The UWS Equality and Diversity Policy can be found at the following link: UWS Equality and Diversity Policy
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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