Questioning Student Learning: an exploration of student's views on learning to become independent nurse prescribers

Abstract

This illuminative evaluation study gives insights into attitudes to learning, interaction and the perceived roles of theory, evidence, reading and previous experience. These insights lead us to question some aspects of the course as currently presented. Students indicated that they found the course material stimulating but prior guidance on the areas to read before commencing learning would have been helpful. Students were desperate to learn and to be successful, but many were apprehensive about the intensity of the pharmacological content and diagnostic skills that are required to make a clinical diagnosis. Sadly, some students felt that the restriction of the extended nurse formulary, while valuable to their professional development and credibility as a nurse, would not enhance the care that could be provided to patients. This limitation was not realized until the course had commenced. This may have been avoided if an information day had been provided before commencing the course. For many students, a positive ®nding was the realization of the relevance to practice and the contribution that could be made to everyday nursing care. Future independent nurse prescribing students would bene®t from the provision of pre-course reading, guided studies in pharmacology, normal physiology and physical examination skills before commencing the course of study. The use of a theoretical self-assessment tool would allow potential students to assess their suitability for the programme. Aspects of student learning need to be discussed early in the programme.

Measures that can be used to instill critical thinking skills in nurse prescribers

“…Nurses on this programme were clinically experienced professionals but many were academically immature learners and had limited comprehension of applied pharmacology and therapeutics. Due to these problems, nurse prescribers required more focused teaching to help develop comprehension of the complex nature of medication management (Banning, 2004b). In addition, many nurses were academically weak and relatively inexperienced in literature searching, literature retrieval and critiquing skills which are fundamental to inquiry-based learning.…”