Supporting practice learning time for non-medical prescribing students: managers’ views
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Supporting practice learning time for non-medical prescribing students: managers’ views

Rachel Unwin Course leader, pre-registration nursing, Robert Gordon University, Nursing and Midwifery, Faculty of Health and Social Care, Aberdeen
Susan Redman Lecturer, School of Nursing and Health Sciences, University of Dundee
Heather Bain Senior lecturer, Postgraduate and CPD Education, Robert Gordon University
Michael Macphee Lecturer, University of Stirling
Evelyn McElhinney Lecturer in advanced practice, Glasgow Caledonian University
Frances Downer Lecturer, University of the West of Scotland
Ruth Paterson Lecturer, Edinburgh Napier University

Rachel Unwin and colleagues have conducted a study that explores managers’ roles in supporting staff enrolled on a non-medical prescribing programme, arguing that more assistance and resources are needed

Managers in healthcare services have ever-increasing demands to consider in relation to front line care, including the continuing professional education needs of qualified practitioners who are advancing their roles. One advancement is non-medical prescribing, and this article reports part of the findings from a survey undertaken in Scotland which explored managers’ views of the clinical support of staff enrolled on a non-medical prescribing programme. The article discusses how managers have an important role to play in supporting these learners in practice, and suggests all stakeholders should be aware of the pressure this adds to managers, and seek creative solutions to support the process of learning.

Nursing Management. 23, 3,25-29. doi: 10.7748/nm.23.3.25.s27

Correspondence

r.unwin@rgu.ac.uk

Peer review

This article has been subject to double-blind review and has been checked using antiplagiarism software

Conflict of interest

None declared

Received: 30 October 2015

Accepted: 18 April 2016