Level 6 - Independent and Supplementary Prescribing for Non- Medical Prescribers - Programme Specification 2024-25

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2024-25
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5	Programme Title			Independent and Supplementary Prescribing for Non- Medical Prescribers: Nurses, Midwives and Allied Health Professionals (AHP’s)
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7	This document applies to students who commenced the programme(s) in:			2024		Award type			NA
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9	What level is this qualification?			6		Length of programme			0.5 years
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11	Mode of study (Full / Part Time)			Part Time
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13	Will the programme use standard University semester dates?			No		For York Online programmes, will standard dates for such programmes be used?			NA
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15	Awarding institution			University of York		Board of Studies for the programme			Health Sciences.
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17	Lead department			Health Sciences		Other contributing departments			NA
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19	Language of study and assessment			English		Language(s) of assessment			English
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21	Is this a campus-based or online programme?			Campus		Mode of Delivery (day-release or block release; blended or non-blended)			NA
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23	Apprenticeship Standard Title and Reference Number Institute for Apprenticeships: Apprenticeship Standards			NA		Is this an Integrated or Non-Integrated Apprenticeship?			NA
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25	End Point Assessment Organisation (EPAO)
26	For an Integrated Degree Apprenticeship this will be University of York. For a Non-Integrated Degree Apprenticeship please specify the proposed external EPAO, which must be included on the EPA Register. (Note that the employer has responsibility for choosing the EPAO; however the University can advise on this).
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29	Employer Involvement
30	Please specify the employer(s) involved in the programme, and briefly summarise how they have been involved in the programme design and will continue to be involved in ongoing review of its design and delivery.
31	The students employer acts as placement providers for the practice element of this programme. Following discussion at Stakeholder events there are identified opportunities for some of our practice partners to contribute to teaching within the new programme.
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33	Other Partner Organisations
34	If there are any other partner organisations (beyond the employers) involved in the delivery of the programme, please outline the nature of their involvement. This should include any other organisations involved in the on-the-job delivery of the programme (e.g. learners employed by an NHS Trust undertaking a placement at a non-NHS organisation; any sub-contracted organisations). You may wish to refer to the Policy on Collaborative Provision - https://www.york.ac.uk/staff/teaching/quality-assurance/collaboration/
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38	Reference points
39	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
40	https://www.nmc.org.uk/globalassets/sitedocuments/education-standards/programme-standards-prescribing.pdf https://www.hcpc-uk.org/globalassets/standards/standards-for-prescribing/standards-for-prescribing2.pdf www.rpharms.com/Portals/0/RPS%20document%20library/Open%20access/Professional%20standards/Prescribing%20competency%20framework/prescribing-competency-framework.pdf?ver=2019-02-13-163215-030
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42	Credit Transfer and Recognition of Prior Learning
43	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
44	NA
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46	Exceptions to Regulations
47	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
48	NA
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50	Internal Transfers
51	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
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53		Transfers in:	NA			Transfers out:	NA
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56	Statement of Purpose
57	Please briefly outline the overall aims of the programme. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
58	This programme aims to prepare Registered Nurses, Midwives and Allied Health Professionals who meet the relevant PRSB entry requirements to prescribe safely, appropriately and cost effectively as an independent / supplementary prescriber. It will enable those who are successful to contribute to enhance patient care, benefiting the patient, the professions and the healthcare service. Learning in both theory and practice enables the development of a professional who is a proficient prescriber with the skills to continue their professional development.
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66	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
67	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?			Specify the module diet that the student will need to complete to obtain this exit award
68	NA
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72	Programme Learning Outcomes
73	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
74	1	Demonstrate competence in undertaking person-centered consultations, using diagnostic skills as required, leading to a prescribing decision.
75	2	Apply knowledge of pharmacology and medicines optimisation to prescribing practice.
76	3	Critically review the local, national and global influences on prescribing practice.
77	4	Plan safe and effective management, informed by a systematic understanding of the evidence base underpinning prescribing practice.
78	5	Critically appraise sources of information which informs and empowers the individual within shared decision making.
79	6	Demonstrate a critical appreciation of ethical, legal and professional frameworks which underpin prescribing practice.
80	7	Apply appropriate quality assurance tools, including audit, to improve prescribing practice.
81	8	Identify and evaluate the skills of colleagues and work collaboratively as part of a multidisciplinary team to enhance prescribing practice.
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83	Mapping of PLOs to Apprenticeship Standard
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85	Please confirm by ticking the box to the right that the PLOs align with the knowledge, skills and behaviours as articulated in the relevant Apprenticeship Standard.									NA
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88	Diverse entry routes
89	Detail how you would support students from diverse entry routes to transition into the programme. For example, in respect of disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
90	The programme development team work with the Equality and Diversity team to ensure these aspects are considered and embedded in the programme design and delivery. On commencing the course, students will be supported through direction to University resources focused on helping them to identify their current skills and develop academically. During the programme they will be supported through formative assessments to practice, reflect on and develop skills. Within this programme they will have opportunity to work in a variety of practice health care settings that, with support, will help them gain an understanding of the role of the reigstered midwife, the different health care cultures and become capable of working in these settings. The purpose of this will be to provide an experience for the students that supports their learning and participation in the university community that is accessible and recognises their indivduality, ensuring they are treated equitably in a way that helps them develop and become registered midwives, capable of work in a range of health care settings. The department also provides opportunity for students to participate in its governance functions through attendance at departmental meetings and opportunities to make their voice heard in influencing the development and delivery of programmes and support services.
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93	Detail how the programme supports students in the development of the knowledge, skills and behaviours required to pass the end-point assessment.
94	The programme has to explicitly meet the NMC requirements for Standards for Education (2018) and Standards for Prescribing Programmes and HCPC Standards for prescribing. Students are required to pass both academic and practice experience components by the University and NMC. The programme team work closely with the academic skills community to weave requisite skill development into the programme.
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97	Inclusion
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99	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.									Yes
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