1. Blended approaches to postgraduate teaching for non-medical prescribers.
- Author
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Porter, Sally
- Subjects
SATISFACTION ,EMERGENCY medical technicians ,HOSPITAL nursing staff ,CINAHL database ,MIDWIVES ,HEALTH occupations students ,SOCIOECONOMIC factors ,TEACHING methods ,NON-medical prescribing ,DESCRIPTIVE statistics ,STUDENTS ,SYSTEMATIC reviews ,MEDLINE ,NURSE practitioners ,ACADEMIC achievement ,LITERATURE reviews ,CONCEPTUAL structures ,CURRICULUM planning ,ALTERNATIVE education ,INTERPERSONAL relations ,DRUG prescribing ,COLLEGE students ,QUALITY assurance ,COVID-19 pandemic ,NURSING students - Abstract
A broad range of health professionals can obtain the authority to prescribe in the UK upon successful completion of an accredited non-medical prescribing programme. Since the Covid-19 pandemic, many approved education institutions have adopted more permanent blended approaches to their programmes. This literature review aims to explore blended approaches to delivering postgraduate education to health professionals, with a view to improving the performance and satisfaction of students undertaking non-medical prescribing programmes. Seven papers were selected from a database search; five were research literature and two practice literature. The results suggest that social constructivism and laying a 'foundation' for effective study are key to student satisfaction. Advising students to engage with the provider's Virtual Learning Environment before a programme commences, dividing students into small groups that are designed to create communities of practice, scheduling face-to-face activities to provide early opportunities for social interaction and further research are recommended to enhance education for non-medical prescribers. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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