Abuzour, A. S.

Lewis, Penny J

Tully, Mary P

English

The University of Manchester - Institutional Repository

The University of Manchester ResearchPractice makes perfect: applying the theory of expertisedevelopment on nonmedical prescribers’ competenciesLink to publication record in Manchester Research ExplorerCitation for published version (APA):Abuzour, A. S., Lewis, P. J., & Tully, M. P. (2015). Practice makes perfect: applying the theory of expertisedevelopment on nonmedical prescribers’ competencies. In host publication The University of Manchester Library.Published in:host publicationCiting this paperPlease note that where the full-text provided on Manchester Research Explorer is the Author Accepted Manuscriptor Proof version this may differ from the final Published version. If citing, it is advised that you check and use thepublisher's definitive version.General rightsCopyright and moral rights for the publications made accessible in the Research Explorer are retained by theauthors and/or other copyright owners and it is a condition of accessing publications that users recognise andabide by the legal requirements associated with these rights.Takedown policyIf you believe that this document breaches copyright please refer to the University of Manchester’s TakedownProcedures [http://man.ac.uk/04Y6Bo] or contact uml.scholarlycommunications@manchester.ac.uk providingrelevant details, so we can investigate your claim.Download date:08. Jun. 2022Practice makes perfect: applying the theory of expe rtise development on non-medical prescribers’ competencies  Authors: Abuzour, A. S.; Lewis, P. J.; Tully, M. P.  Manchester Pharmacy School, University of Manchester.    Background: Assessment of competencies, established through competency-based education, underpins the postgraduate independent prescribing courses. The theory of expertise model ("the model") was originally developed to assess the literature on medical students learning to prescribe and proposes individuals deliberately engage their knowledge, skills and attitudes within a social context(1). A systematic review was conducted exploring whether the model is also applicable to literature on non-medical prescribing.    Method: Six electronic databases (EMBASE, Medline, AMED, CINAHL, IPA and PsychInfo) were searched for 2006-2014. Papers reporting empirical data related to the model’s themes/competencies in relation to non-medical prescribing education/practice were included. Data were extracted using predefined themes from the model and coded using framework analysis.  Results:  Twenty-nine studies met the inclusion criteria. Influences on prescribing practice were multifactorial; those applicable to the model were knowledge, undergraduate education, experience, support and confidence. Lack of knowledge in pharmacology and bioscience was attributed to undergraduate rather than postgraduate education or practice. Interventions using experiential learning in comparison to re-enforcing knowledge were seen as more useful with long-term benefits. All studies demonstrated how engaging knowledge and skills affected the individual’s attitude by e.g. increasing professional dignity, which is central to the model. With support from colleagues and adherence to guidelines, non-medical prescribers were able to integrate their competencies within a social context and develop their expertise.   Conclusion: The model demonstrates how knowledge, skills and attitudes are an integral part of learning and prescribing within a complex social context. However, there is a need for stronger foundations in sound scientific knowledge amongst non-medical prescribers, where continuous practice can be made within context to improve skills and strengthen attitudes. This could facilitate a smoother transfer of learnt theory to practice in order for such prescribers to be experts within their fields and not merely adequately competent.   1. McLellan L, Tully MP, Dornan T. How could undergraduate education prepare new graduates to be safer prescribers? British journal of clinical pharmacology. 2012;74(4):605-13.   

Practice makes perfect: applying the theory of expertise development on nonmedical prescribers’ competencies

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Practice makes perfect: applying the theory of expertise development on nonmedical prescribers’ competencies

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