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Assessing students' confidence in prescribing: contributing facilitators and constraints.

There is a growing number of non-medical prescribers in the UK. Practitioners working in advanced and specialist roles access university-based non-medical prescribing programmes to enhance their clinical practice. Despite this clinical and cultural shift, there is a paucity of literature and evidenc...

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Published in:British Journal of Community Nursing Vol. 29; no. 11; pp. 520 - 527
Main Author: Timlett, Andrew Stephen
Format: research tables/charts Journal Article
Published: Mark Allen Holdings Limited Nov2024
Online Access:View this record in EBSCOhost
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      dt: Nov2024
      vid: 29
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      pub: Mark Allen Holdings Limited
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        10.12968/bjcn.2024.0056
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        atl: Assessing students' confidence in prescribing: contributing facilitators and constraints.
      aug:
        au: Timlett, Andrew Stephen
        affil: Lecturer and Programme Lead for Independent Prescribing at the University of Brighton
      sug:
        subj:
          Non-Medical Prescribing Education
          Students, Nursing
          Professional Competence
          Confidence Evaluation
          Professional Role
          Student Attitudes
          Student Supervision
          Human
          Multimethod Studies
          Focus Groups
          Summated Rating Scaling
          Student Placement
          Decision Support Techniques
          Patient Safety
          Professional Autonomy
      ab: There is a growing number of non-medical prescribers in the UK. Practitioners working in advanced and specialist roles access university-based non-medical prescribing programmes to enhance their clinical practice. Despite this clinical and cultural shift, there is a paucity of literature and evidence on this issue. Using a mixed-methods approach of a focus group and the Likert survey, this study explored the experiences of specialist practice district nursing students undertaking non-medical prescribing. The findings of the study suggested that while the students felt supported by their teams, university and peers, there were limitations to the supervisors available and supervised prescribing opportunities, with a variance in the experiences of prescribing supervision. Further exploration into the experiences of prescribing supervision is warranted, as is the experience of prescribing students across multiple care settings.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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