Teaching and learning will be focused on the development of analytical thinking and critical reflection whilst educating the whole person. Ability in creativity, problem solving, questioning, reasoning and development of individual thought at a higher level will be central to the teaching and learning strategies whilst working together with organisations as partners in learning. The taught element of the programme will consist of a range of learning and teaching strategies to enable students to meet the programme learning outcomes. The education that is offered reflects the needs of the whole person learners who are, or are becoming, advanced practitioners. There will be an interactive approach to learning and teaching acknowledging students prior learning and expertise in clinical practice.
Workshops will be utilised to enable students to practice skills and gain experience in various aspects of prescribing practice. Workshops comprise a theoretical component by means of lecture or academic/student led activity and a practical element which will include role play.
Learning and teaching strategies will take account of the combining of level 6 and 7 students for classroom learning. Whilst studying together offers the potential for enhancing the learning experience careful and skilled facilitation is required to ensure the learning needs of both groups are met. Core material will be delivered to a mixed group in the form of lecture, case presentation and the use of video or audio materials. There will then be opportunity for academic facilitated break away seminars to enable differentiated activities to reflect the needs of each group of students. The level 7 specific group seminars will encourage and enable students to present knowledge through case presentation in a safe learning environment. Students will be encouraged to share opinions, give feedback and develop understanding of different points of view. These seminars contribute to others own learning through the processes of reviewing, summarising, questioning, and reasoning. This approach will enhance the students learning as the curriculum is designed for transformation and encourages the student to think about their graduate employability.
The use of reflection is well established within prescribing and so the programme aims to encourage students to critically analyse practice and consider strategies for development. A learning contract will be developed by the student in the practice setting with support from the DMP (practice assessor). The Personal Academic Tutor will arrange a practice visit which encourages a quality review of the learning environment whilst building a learning community that supports practice as well as the student. The structure of the individual tutorial will adopt a reflective approach further enhancing the integration of theory and practice. Students will also complete an electronic portfolio and a reflective journal as part of their development in reflective practice.
Students will be provided with appropriate guided reading throughout the programme. The programme will be delivered by a team of academic staff with particular expertise in prescribing and experience of current research, practice experience and topical issues will inform teaching and learning.
The programme will be utilising a blended learning/ flipped classroom approach to learning. This will enable students to have a flexible and manageable learning environment that fits with their work and life balance. Blending face-to-face and online activities has been selected to achieve the programme and module learning outcomes. This mixture of learning allows students to learn at their own pace as well as suiting different learning needs. The number of face-to-face classroom based days will normally be four 8 hour sessions per 20 credit module. This will be directed learning, which will provide meaningful debate around clinical cases, development of knowledge, reflection on learning activities and students will be able to share their learning and experiences in clinical practice.
The Virtual Learning Environment (VLE) will be used to support the programme providing essential programme documents, extracts of required reading material and lecture notes. The VLE provides an opportunity for students to communicate with each other, lecturers and their Personal Tutor during periods of non-attendance, via email and the discussion board. Students will have access to a wide range of exercises and additional material designed to guide their non-contact learning hours. The VLE provides a range of student study support and activities designed to facilitate graduate skills and the success of all students. Students will be encouraged to use the self-assessment tools in the planning and identification of strategies for their academic journey through the programme. Students will also have the additional benefit of access to all programme materials via VLE. An electronic portfolio will be used via Pebble pad for the student to record their reflective practice and submit an e portfolio of their reflections in practice.
The successful completion of the non-medical prescribing programme does not mean that you are able to work as a prescriber, you must meet your employer’s requirements and register your qualification with the NMC or other regulatory body and this will incur a cost.