Evaluation of practice learning portfolio in Prescribing programmes in the UK

Paterson, Ruth; Afseth, Janyne

Abstract

Background: In the United Kingdom, legislation, in response to both service and political drivers, has permitted nurses and allied health professionals to prescribe for patients within their care. Preparation for this role includes learning, teaching and assessment that is embedded in practice, supervised by a designated medical practitioner (DMP) and evidenced in a reflective portfolio. The portfolio has six components; achievement of clinical competencies, learning log, sample prescriptions, clinical management plans, critical reflective narratives and a systematic and detailed examination in practice with accompanying reflective summary of the consultation.
Aim: This qualitative study explored the role of the learning in practice experience and use of portfolio assessment in developing safe and effective prescribing practice
Methods: Online surveys were conducted with students (n=67), mentors (n=28) and line managers (n=22). Participants were invited to rank the six assessments in the portfolio of evidence in terms of achieving safe and effective prescribing practice. Follow up semi structured telephone interviews, carried out to explore in greater depth emergent themes from survey data were analysed thematically.
Results: 29% of students (n=17) ranked the 78 hours learning log as most valuable with 36% of DMPs (n=8) and 50% (n=7) of line managers ranking the systematic and detailed examination in practice as most valuable. Survey and follow up interview results suggested that the portfolio provided the opportunity to develop prescribing skills and knowledge relevant to their specific clinical speciality.

Conclusions: There was agreement amongst all stakeholders that the use of Learning in Practice Portfolios effectively enable Non-Medical Prescribing students to evidence prescribing competence in practice. The novel use of assessment in practice, which is academically ratified in the portfolio of evidence, offers a robust alternative to a observed simulated clinical examination (OSCE) and, along with a practice learning log are the most valued parts of the assessment strategy.

Citation

Paterson, R., & Afseth, J. (2014, October). Evaluation of practice learning portfolio in Prescribing programmes in the UK. Paper presented at Nurse Education Today conference, Oxford

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: Nurse Education Today conference
• Deposit Date: Apr 28, 2024
• Peer Reviewed: Peer Reviewed