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Journal Article

A Nurse Prescribing Programme Incorporating e‑Learning  pp251-260

Joan Burgess

© Aug 2010 Volume 5 Issue 4, e-Learning in Health Care, Editor: Pam Moule, pp251 - 304

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Abstract

In order to become a UK Nurse Prescriber, a First Level Registered Nurse must undergo an approved University based educational programme, which consists of theory, and a period of practice supervised by doctors. The Nursing and Midwifery Council (NMC) requires nurses undertaking this programme to have some formal university attendance and to be assessed in practice. Successful students are recorded on the national NMC register. Since October 2004, the University of Winchester has used blended learning incorporating e‑learning for the delivery of the Nurse Prescribing Programme using online material developed by Emap Publishing in conjunction with the University of Stirling. This paper discusses the effectiveness of the programme and the evaluation of the initial six cohorts students).

 

Keywords: Nurse prescribing, evaluation, e-learning, designated medical practitioner

 

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Journal Issue

Volume 5 Issue 4, e-Learning in Health Care / Dec 2007  pp251‑304

Editor: Pam Moule

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Editorial

E‑learning is viewed as one way to support the development of healthcare professionals, offering flexible access to materials which enable practitioners to meet life‑long learning agendas. As a consequence a number of health professionals and health care institutions are looking to technology to provide necessary education, training materials and opportunities for personal and professional development and growth. The growing impetus to develop and embrace e‑learning in health care led to the convening of a mini‑track at the 6th European Conference on E‑Learning (ECEL) held in Denmark in 2007 and to invitations to support this Special Edition of the journal.

The papers present current international developments in the sector and capture the range of engagement in e‑learning from the instructivist provision of information through to engaging students in constructivist learning online. A range of health care professions is also represented in the discussions, as are differing education levels, from undergraduate to post graduate students and practitioners. Mohammed, Waddington and Donnan describe the use of an Internet broadband link to stream a ‘real time’ workshop to physiotherapists, whilst Burgess presents the use of e‑learning in a Nurse Prescribing Programme as part of a blended learning approach. Learner engagement through interactive online packages is described by Gilchrist and Lockyer et al. The paper by Lockyer et al additionally explores issues of transferring e‑learning into practice and the potential effects on patient care, a much under‑researched area. Pulman presents the benefits and limitations of project Virtual Europe, case scenarios that encourage learners to construct their learning through evaluating different approaches to health care across Europe. The final paper by Courtney focuses on the use of e‑learning by lecturing staff in health care. The use of an online Community of Practice to support lecturers developing Learning Objects (LOs) is considered and discussions developed to consider the role of LOs in practice education.

 

Keywords: Box and whisker plot, Boxplots, cancer care, clinical education, Communities of Practice, community development support, Designated Medical Practitioner, educators, e-learning, evaluation, face-to-face, health education, interactions, intercultural, international, internet broadband, Interprofessional learning, interprofessional Learning Objects, Interprofessional Practice, Learning Objects, nurse prescribing, nursing education, qualitative research, real-time, Reified Objects, Reusable learning object, simulated community, telemedicine, videoconferencing, Virtual Europe, workplace learning

 

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