ABSTRACT
BACKGROUND: The United Kingdom (UK) is one of the least restrictive countries in terms of scope of prescribing practice for non-medical prescribers and is a rapidly expanding group of professionals. In the United Kingdom nurse prescribers are assessed in practice by Designated Medical Practitioners (DMP) (doctors) which is a unique approach. In light of proposals to permit nurses to assess each other the benefits and challenges associated with current approach to interprofessional assessment warranted further exploration. OBJECTIVE: The aim was to explore interprofessional competency assessment with nurse non-medical prescribing students and their DMPs. DESIGN: A descriptive qualitative research design was undertaken using semi-structured interviews and focus groups. SETTING: The study was completed in a Scottish University that provides non-medical prescribing education to nurses, midwives and allied health professionals. PARTICIPANTS AND METHODS: Students (n=6) participated in two focus groups at the start and end of their supervised learning and assessment in practice. DMPs (n=6) participated in semi structured telephone interviews on completion of supervision. Utilising Clark's theory of interprofessional education, a thematic analysis was conducted. FINDINGS: Professional identity influenced interpretation of prescribing competence with regards assessment and scope of practice. Students and DMPs learned with, from and about each other, and provided a platform for two-way learning and mutual professional respect. The interprofessional learning experience developed relationships and provided ratification for the prescribing role post qualification. CONCLUSIONS: Further exploration with key stakeholders and service users is recommended, prior to any changes to the designated professional group assigned to assessing non-medical prescribing competence.
