SPECIALIST PRACTICE PORTFOLIO WITH V100 - 2020/1

Module Overview

his module supports the development of the theoretical understanding, knowledge and skills required to practice effectively as a specialist practitioner within the primary and community care environment. This module integrates theory learned in this module and all core programme modules and enables students to develop skills in practice using the appropriate evidence base.
The V100 content is incorporated within this module and therefore students will achieve the Community Nurse Prescribing qualification on successful completion of the module and additional examinations and successful completion of the specialist practice programme.
On successful completion of all aspects of the module and the programme, the University will inform the NMC that the student is eligible to register their qualification, including the V100. This must be done within 5 years from the identified start of the programme. If there is a need for interrupt, the student’s acquired knowledge and skills need to remain valid in order to allow them to achieve the proficiencies set by the NMC, so where necessary, a repeat of some, or all, of the prescribing preparation and assessment may need to be repeated. It is only after the V100 is recorded in the NMC resister that a registrant may prescribe

Module provider

School of Health Sciences

Module Leader

OOZAGEER GUNOWA Neesha (Health Sci.)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 6

Module cap (Maximum number of students): N/A

Module Availability

Year long

Prerequisites / Co-requisites

Students must be currently undertaking a specialist practice SPQ or SCPHN programme Students must be sponsored by an Organisation who will provide a practice placement with an allocated Practice Teacher and where appropriate a Mentor to support and assess the student in practice

Module content

The content is iterative to reflect changes in clinical practice. Sessions change periodically to reflect innovative and current research. Students have input into the module content if there is something specific to their role that they require. Examples of indicative content include:
Specialist Practice content

• Micro teaching
• Immunisations across the lifespan
• Ethical dilemmas/safeguarding/risk
• Advanced communication
• Innovations in wound care practice
• Diabetes update
• Chemotherapy update
• Palliative care
• Nutrition
• CHD risk post cancer treatment
• Public health and practice profiling
• Clinical decision making
• Medicines management

V100 content:
Consultation, decision making and therapy, including referral
• Influences on and psychology of prescribing
• Prescribing in a team context
• Clinical pharmacology, including the effects of co-morbidity
• Evidence-based practice and clinical governance in relation to nurse prescribing
• Legal, Policy and ethical aspects
• Personal accountability and responsibility
• Prescribing in the public health context

Assessment pattern

Alternative Assessment

None

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate the integration of evidence based theory with the acquisition of practice skills.

If there is either evidence of unsafe practice or any breach of confidentiality it will result in
an automatic referral for the assessment of this module.

Failure to answer correctly any question which may result in direct harm to a patient/client
will result in referral of V100 (NMC 2006:27).

In the portfolio, students will identify the strengths, challenges, opportunities and barriers (SCOB) to their learning at three key points in their learning journey. This will enable them to set their learning objectives/agreements, agree a plan for achieving them with their Practice Teacher and evaluate their progress.

Thus, the summative assessment for this module consists of two components:

Portfolio
A portfolio of evidence of competence to demonstrate achievement of the Specialist Practice outcomes, specific to the students NMC pathway. The selection of the material for the portfolio should contextualise the student’s learning and show development and growth of understanding. It provides evidence of the student’s range of learning in practice whilst also provides the student with an evidence based record of achievement of competencies in the NMC Standards for Specialist Practice (2001) and Standards for Proficiency for nurses and midwife prescribers (2006). All learning outcomes must achieve competent status to achieve a pass. Evidence to support practice development should include:

• Logged hours of practice activity within identified setting and related domain of NMC proficiency will be verified by the Practice Teacher or other appropriate signatory. This should include the required Nurse Prescribing Hours (18 hours). By the time the student enters consolidated practice it is expected that the students will normally have completed a minimum of 63 days of practice, which will be logged within the portfolio. This includes 5 days of alternative practice (a day in practice is calculated as 7.5 hours).

• Assessment in practice of the student’s stage of development as measured against the NMC Standards for Specialist Practice. This formative assessment will be managed by the Practice Teacher and supported by the Specialist Tutor/Pathway Lead. Levels of proficiency will be reviewed at each of the three programmed visits to practice, made by the Specialist Tutor.

• SCOB analysis x 3 to demonstrate change and development of the student’s progress

• Learning agreements and evaluation of learning agreements

• Evidence of appropriate assessment skills

• Evidence of appropriate decision making in relation to patient management for example a complex care plan (referenced)

• Evidence to demonstrate multi-agency, multi/inter-disciplinary working to demonstrate delivery of safe and effective care.

• Teaching plan, delivery and evaluation of session to include assessment by Practice Teacher

• A reflective discussion on an observed prescribing event signed by the Practice Teacher and two prescriptions of items prescribable by a nurse prescriber

• A comparison of the practice placement and the alternative practice placement using windshield surveys

• Achievement of NMC Specialist pathway competencies. Normally students will have been assessed as competent for all NMC outcomes by the time they enter consolidated practice. Completion of the Summative Assessment Form by the PT. Where this has not been achieved, there must be evidence of a time bounded action plan agreed by Practice Teacher, student and Specialist Tutor.

• Completion of consolidated practice form. This form must be submitted separately to the university on the last day of the student’s programme and will confirm achievement of the remaining 50 days practice requirement and consolidation of learning from the programme.

Pass/Fail

Reflective Essay

A personal reflection of the student’s development as a specialist practitioner drawing on the knowledge and evidence base gained throughout your journey. There should be a demonstration of a clear understanding of the field of expertise in relation to the NMC Specialist Practice learning outcomes.

Reflection of the learning journey – to be submitted at the same time as the portfolio in July of final year. This will be submitted and marked as per the university regulations by the Practice Teacher and Specialist Tutor.

The reflection is submitted via SurreyLearn and one hard copy submitted to the Practice Teacher

2500 words (100% of the module marks)

Additional qualifications

An online examination lasting an hour and a half consisting of two parts:
Part A: V100 calculation paper (100% pass mark) Pass/Fail
Part B: V100 mcq paper (80% pass mark) Pass/Fail


Formative assessment and feedback
Students are encouraged to keep reflective diaries throughout the year. Student progress will be reviewed at tripartite meetings in practice between the student, Practice Teacher and University Specialist Tutor. Each student will receive a minimum of 3 visits at strategic points in the programme. Students will develop their portfolio of evidence and complete a SCOB and reflection of their progress to be discussed at each visit. Practice Teachers will review the student’s practice on a regular basis and raise any concerns with the student and their Specialist Tutor at an early stage.

Module aims

• This module aims to enable district nursing, general practice nursing and community children’s nursing students to develop evidence based practice and achieve competency in all the NMC standards of proficiency for Specialist Practice. Students are supported in practice by a Practice Teacher and where appropriate a mentor to progress to a stage of competency in the NMC standards for specialist practice.
  
  Integrating the V100 outcomes and competencies within this module will help to equip eligible nurses with the principles of prescribing to enable them to be safe, effective and cost-effective prescribers, in a primary care setting
  It will also enable students to understand the principles of good prescribing, the law relating to prescribing, accountability in prescribing and the pharmacokinetics and pharmacodynamics of drugs that are listed in the Nurse Prescribers Formulary
  

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to bring together all elements of learning in University and practice settings building on their existing professional skills to achieve the knowledge and skills required to ensure that students are adequately prepared for their role as a Specialist Practitioner. Where appropriate students will be taught in their specific pathway groups or together for common core elements of the module.

The learning and teaching methods include:
• Lectures, seminars, workshops, discussions, case studies, presentations from specialist practitioners/pathway leads in University, role play, external speakers with speciality knowledge from practice
• Observation, participation and demonstration of skills in practice, professional conversation and reflection, clinical supervision, contribution to inter-professional forums in practice.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: NUR3323

Other information

This module also has practice hours as an essential element

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2020/1 academic year.