Styles, Michelle;
(2024)
Navigating the prescribing landscape: a qualitative exploration of the learning needs of designated prescribing practitioners.
Doctoral thesis (Ed.D), UCL (University College London).
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Abstract
Increasing numbers of healthcare professionals are training to become non-medical prescribers as part of the government’s strategy to improve patient access to medicines and address workforce shortages in the UK National Health Service (NHS). The aim of this study was to explore whether those who supervise trainee non-medical prescribers during workplace learning (designated prescribing practitioners) perceive the need for additional training for the role. This study used a broad interpretivist approach to explore the learning needs of designated prescribing practitioners. Semi-structured interviews gathered experiences and perspectives from 21 study participants (10 nurses, 10 pharmacists, one doctor) who had supervised or were preparing to supervise trainee non-medical prescribers in the workplace. Interview data were transcribed, coded and analysed abductively through the theoretical lens of Wenger-Trayner and Wenger-Trayner’s (2015) landscapes of practice which links learning and professional identity. The thesis analyses how study participants navigate the prescribing landscape using three modes of identification – engagement, imagination and alignment – and provides insight into participants’ lived experiences of becoming designated prescribing practitioners. Study participants were experienced in workplace supervision and replicated or adapted techniques used when supervising other learners in the workplace. No specific learning needs were identified for the designated prescribing practitioner role and regulatory requirements for Higher Education Institutions to provide training was perceived to be a barrier to participation. However, the need for peer support and awareness of other practices and practitioners in the landscape were identified as being important. Overall, this study found that becoming a designated prescribing practitioner is not simply a matter of attending training or providing evidence to meet a set of competencies. Instead, it is a more complex process whereby practitioners navigate the complex prescribing landscape using different modes of identification to develop a professional identity that is shaped by both the journey and the landscape.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ed.D |
| Title: | Navigating the prescribing landscape: a qualitative exploration of the learning needs of designated prescribing practitioners |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2024. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| Keywords: | Pharmacy, DPP, Pharmacist, non-medical prescribing |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10199866 |
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