About the Project
Changes in patient and workforce demographics have resulted in changes in healthcare delivery and policy. This is particularly evidence in the field of non-medical prescribing. In twenty years, non-medical prescribing has gone from radical idea (Snowden, 2008) to everyday reality (McLeish & Snowden, 2017). Nurses, midwives, and allied health professionals have been assimilated into primary and secondary healthcare, undertaking consultation and prescribing duties previously the remit of medical staff. There is some evidence that non-medical prescribers listen to patients better, and patient satisfaction is generally high (Stenner, Courtenay, & Carey, 2011). At its best, non-medical prescribing appears to synthesise the diagnostic and prescribing knowledge of medics with the communication skills of the nurse, resulting in better patient care (Snowden, Martin, Mathers, & Donnell, 2014). Given recent substantial pressures on budgets in the NHS, and the findings that non-medical prescribers can provide comparable care to their medical colleagues at a fraction of the cost, the future of non-medical prescribing looks very bright indeed.
However, high quality contemporary research is limited, making workforce planning more difficult than it should be. Evidence about the safety, contribution and value of the non-medical prescriber within contemporary health services in both high-income and low-income countries. is missing. The purpose of this PhD is to fill this gap. The successful candidate will be expected to conduct a detailed examination of non-medical prescriber activity relevant to efficacy, competency and patient outcomes. The precise methodology will be for the successful candidate to determine in discussion with the supervisory team.
Applications from potential part-time students are welcomed.
Academic qualifications
A first degree (at least a 2.1) ideally in health professional, allied health professional or related discipline with a good fundamental knowledge of prescribing practice and policy.
English language requirement
IELTS score must be at least 6.5 (with not less than 6.0 in each of the four components). Other, equivalent qualifications will be accepted. Full details of the University’s policy are available online.
Essential attributes:
• Experience of fundamental research methodology
• Competent in systematic review
• Knowledge of non-medical prescribing
• Good written and oral communication skills
• Strong motivation, with evidence of independent research skills relevant to the project
• Good time management
When applying for this position please quote project code SHSC0001
References
Afseth, J., Paterson R.E. (2017) The views of non-medical prescribing students and medical mentors on interprofessional competency assessment, Nursing Education Today http://dx.doi.org/10.1016/j.nedt.2017.02.022
McLeish, L., & Snowden, A. (2017). Reflection on practice : consultation skills. Nurse Prescribing, 15(12), 405–408.
Snowden, A. (2008). The history of prescribing. Nurse Prescribing, 6(12), 530–7.
Snowden, A., Martin, C., Mathers, B., & Donnell, A. (2014). Concordance: a concept analysis. Journal of Advanced Nursing, 70(1), 46–59. http://doi.org/10.1111/jan.12147
Stenner, K. L., Courtenay, M., & Carey, N. (2011). Consultations between nurse prescribers and patients with diabetes in primary care: A qualitative study of patient views. International Journal of Nursing Studies, 48(1), 37–46. http://doi.org/10.1016/j.ijnurstu.2010.06.006
Weeks G, George J, Maclure K, Stewart D. Non-medical prescribing versus medical prescribing for acute and chronic disease management in primary and secondary care. Cochrane Database of Systematic Reviews 2016, Issue 11. Art. No.: CD011227. DOI: 10.1002/14651858.CD011227.pub2.
Continue with Facebook
