SPECIALIST PRACTICE PORTFOLIO WITH V100 - 2022/3
Module code: NURM189
This 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 assessments 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.
School of Health Sciences
OOZAGEER GUNOWA Neesha (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: B700
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 90
Lecture Hours: 45
Seminar Hours: 5
Tutorial Hours: 5
Captured Content: 5
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
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
• CHD risk post cancer treatment
• Public health and practice profiling
• Clinical decision making
• Medicines management
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 type||Unit of assessment||Weighting|
|Examination Online||Additional qualification V100 (100% pass mark)||Pass/Fail|
|Examination Online||Additional qualification V100 mcq (80% pass mark)||Pass/Fail|
|Coursework||Log of prescribing related practice||Pass/Fail|
|Practical based assessment||Medicines management reflective discussion||Pass/Fail|
|Coursework||Two written prescriptions||Pass/Fail|
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. In the portfolio, students will identify the strengths, challenges, opportunities and barriers 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 providing 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 approximately 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 Leader. 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 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 critical reflection of your development as a specialist practitioner drawing on the knowledge and evidence base gained throughout your journey. There should be a demonstration of a deep and systematic 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 3000 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 - 30 minutes, Part B: V100 mcq paper (80% pass mark) Pass/Fail - 90 minutes.
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. 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).
- 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. 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.
|001||Demonstrate knowledge and an in-depth understanding of the social, political and economic factors which influence patient/client care and the impact on health and social care resources||KCT|
|002||Deliver high quality client/patient care utilising professional judgement and clinical decision making skills within acceptable ethical and legal parameters||KCP|
|003||Initiate and contribute to strategies designed to promote and improve health and prevent disease in individuals, groups and communities||KCPT|
|004||Engage effectively with the relevant agendas and develop appropriate strategies for innovative practice||KCPT|
|005||Act professionally and communicate appropriately working in collaboration with members of the multi-agency, multi-disciplinary/interprofessional team/s to deliver safe and effective care||CPT|
|006||V100 Outcome - Assess and consult with patients / clients and parents / carers||PT|
|007||V100 Outcome - Undertake a thorough history, including medication history and current medication (including over-the-counter, alternative and complementary health therapies) to inform diagnosis||KCPT|
|008||V100 Outcome - Understand and apply the relevant legislation to the practice of nurse / midwife prescribing||KCP|
|009||V100 Outcome - Critically appraise, use sources of information / advice and decision support systems in prescribing practice||CPT|
|010||V100 Outcome - Understand the influences that can impact on prescribing practice and demonstrate an understanding of the ethical dimensions of prescribing||KP|
|011||V100 Outcome - Understand and apply knowledge of drug actions in prescribing practice||KP|
|012||V100 Outcome - Demonstrate an understanding of the roles and relationships of others involved in prescribing, supplying and administering medicines||KCPT|
|013||V100 Outcome - Prescribe safely, appropriately and cost effectively||CP|
|014||V100 Outcome - Practise within a framework of professional accountability and responsibility||KCP|
|015||V100 Outcome - Accurately completes and routinely checks calculations relevant to prescribing and practical dosing relevant to patient group/filed of practice||KCP|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
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 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.
Upon accessing the reading list, please search for the module using the module code: NURM189
This module is core module for students on the Specialist Practice pathway and will require students to pass every unit of academic and practice assessment. This module also has practice hours as an essential element
Programmes this module appears in
|Primary and Community Care (Community Children's Nursing) (SPQ) MSc(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 50% to pass the module|
|Primary and Community Care (District Nursing) (SPQ) MSc(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 50% to pass the module|
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 2022/3 academic year.