PMMIPP: Independent Prescribing for Pharmacists

Module code: PMMIPP

Module provider: Pharmacy; School of Chemistry, Food and Pharmacy

Credits: 60

Level: Postgraduate Masters

When you'll be taught: Double Presentation: Semester 1 / 2

Module convenor: Mrs Jill Merewood, email: jill.merewood@reading.ac.uk

Module co-convenor: Mrs Jan Glaze, email: j.e.glaze@reading.ac.uk

Pre-requisite module(s): Before taking this module, you must meet the General Pharmaceutical Council (GPhC) entry criteria for enrolment on this module and demonstrate the ability to study at level 7. (Open)Although there are no requisite modules an Advanced History taking module will be an advantage. (Open)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 12 September 2024

Overview

Module aims and purpose

Successful completion of this module meets the standards set by the General Pharmaceutical Council (GPhC), which will enable the student to apply for annotation to the register to practise as an independent prescriber. 

The module can be studied as part of the Postgraduate Diploma in Pharmacy Practice & Prescribing, the MSc in Advancing Healthcare Practice or MSc in Advanced Clinical Practice.  

Practitioners will be supported to reflect on their experiences by developing a professional portfolio of their learning which is mapped to the Royal Pharmaceutical Society (RPS) Competency Framework for all Prescribers. 

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Demonstrate competence in the use of consultation models to gather information and make collaborative, safe and appropriate patient centred treatment plans.   
2. Demonstrate the ability to work in accordance with the RPS ‘Competency Framework for all Prescribers’ and the GPhC ‘Standards for Pharmacy Professionals’ to make safe and appropriate prescribing decisions in the context of current legal and ethical frameworks and National policy standards.   
3. Demonstrate the ability to use reflection and reflexivity in your approach to continuing professional development (CPD) of your prescribing practice. 
4. Demonstrate sound evidence-based knowledge of disease pathophysiology and diagnosis in the chosen scope, and critically apply this knowledge to clinical decision making. 
5. Describe and demonstrate knowledge of the roles and relationships of patients, carers, other prescribers and members of the health care teamand when it is appropriate to refer to another health care professional. 
6. Demonstrate knowledge of the legal and professional framework for accountability and responsibility in relation to clinical decision making and prescribing, including the importance of record keeping in the context of medicines management. 

Students are required to meet the learning outcomes specified by the GPhC Standards for the Education and Training of Pharmacist Independent Prescribers.

Module content

This module will focus on supporting practitioners to apply a range of clinical and scientific knowledge to develop as autonomous prescribing practitioners. The content will also include clinical decision making, evidence-based practice, influences on (and the psychology of) prescribing, clinical governance, legal and ethical aspects to prescribing and public health. 

Workplace-based learning will focus on the practitioner’s individual scope of practice, applying the taught content to their own context and patient population. 

Structure

Teaching and learning methods

This module will use a range of teaching and learning methods. The University teaching is based around face-to-face workshops using a mixture of presentations, problem-based learning and case-based learning that is facilitated by the programme team and other specialist healthcare professionals. The workshops are underpinned by directed learning via Blackboard and self-directed learning where practitioners are required to use a range of sources to gain information to support the development of their knowledge and skills. 

A minimum of 90 hours of supervised workplace-based learning is required, where practitioners will undertake activities to develop their knowledge, skills and behaviours. This will be guided by the professional portfolio of learning. 

This module is taught twice to two different cohorts of students - first in Semester 1 and then repeated in Semester 2. The 600 study hours are listed for the first iteration of teaching in Semester 1, and these same study hours are repeated for the second iteration of teaching in Semester 2. 

Study hours

At least 56 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve all of the following to pass this module:

1. A mark of 50% in the written examination
2. A mark of 50% in the case study with all essential criteria met
3. Each OSCE station must be passed with all essential criteria met
4. The professional portfolio of learning must contain all mandatory content, and each individual component must be passed to achieve a pass
5. The professional portfolio must contain a statement of competence and completion signed by the approved workplace-based supervisor
6. An overall module mark of 50%

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

1.  Workplace-based assessments during workplace-based learning 
2. Feedback on workplace-based learning from supervisors 
3. Mock OSCE stations 
4. Mock written examination papers 
5. Feedback from programme team and peers during workshops 
6. Formative feedback on draft case study 
7. Formative feedback on reflective account in portfolio  

Reassessment

Additional costs