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Evidence-based Knowledge Synthesis and Hypothesis Validation: Navigating Biomedical Knowledge Bases via Explainable AI and Agentic Systems

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Embedding knowledge into non-medical prescribing education.

¹Senior Lecturer, Northumbria University, Newcastle upon Tyne.

British Journal of Nursing (Mark Allen Publishing)

|May 23, 2019

Summary

This study explores enhancing non-medical prescribing (NMP) education for community nurses. Implementing technology-enhanced learning (TEL) improves student engagement and confidence in prescribing practices.

Keywords:

Confidence to prescribe Continued professional development Non-medical prescribing Student participation Technology-enhanced learning

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Published on: June 29, 2019

Area of Science:

Nursing Education
Healthcare Professional Development
Pharmacology

Background:

Non-medical prescribing (NMP) is crucial for community nurses.
Higher education institutions (HEIs) offer NMP modules for registered nurses (RNs).
Evolving competency frameworks necessitate updated teaching strategies.

Purpose of the Study:

To discuss pedagogical changes in NMP modules for community prescribers.
To explore the impact of technology-enhanced learning (TEL) on student experience.
To improve student learning, confidence, and success in NMP.

Main Methods:

Review of curriculum adjustments in response to the Royal Pharmaceutical Society (RPS) competency framework.
Integration of technology-enhanced learning (TEL) strategies.
Focus on enhancing student participation and engagement.

Main Results:

Revised teaching strategies can improve student learning in NMP modules.
TEL integration aligns with national recommendations for enhanced student experience.
Adaptations facilitate greater student confidence and success in community prescribing.

Conclusions:

Educational institutions should adopt innovative teaching methods for NMP.
Technology-enhanced learning is key to modernizing nurse prescribing education.
Updated NMP training supports confident and competent community nurse prescribers.