Nurse Independent Prescribing

Designated Prescribing Practitioner (DPP) information

At Aston University, we are keen to promote the use of Designated Prescribing Practitioners (DPPs) and encourage those from non-medical professions to take on this role for our students. Regulatory changes in 2019 allow experienced non-medical prescribers from any professional background to be responsible for a trainee prescriber's period of in-practice learning, similar to the role of Designated Medical Practitioners (DMPs).

For pharmacist independent prescriber trainees at Aston, the DPP role can be undertaken by a registered independent prescriber or medical practitioner who meets the criteria and can demonstrate competence in the Royal Pharmaceutical Society (RPS) DPP competency framework (see link below). While many students may still prefer to have a medical practitioner as their DPP, we anticipate a transition to non-medical staff in the coming years and are here to support all suitably qualified DPPs in the role.

The Royal Pharmaceutical Society has produced a key document with guidance that includes the roles of all those responsible for assessing practice outcomes and confirming competency. We suggest that all potential DPPs use the framework to self-assess their experience and eligibility. You can find out more about the Designated Prescribing Practitioner Competency Framework on the Royal Pharmaceutical Society website.

The information below provides an overview of the DPP role and eligibility requirements. Should you have any questions, please contact Moortooza Puttaroo (Programme Director) at m.puttaroo@aston.ac.uk.

Prerequisites

To meet the criteria set by the GPhC and Aston University, DPPs must have:

• Active prescribing competence applicable to the area in which they will be supervising, with 3 years of recent prescribing experience.
• Appropriate patient-facing clinical and diagnostic skills.
• Experience supporting and supervising other healthcare professionals.
• The ability to assess patient-facing clinical and diagnostic skills.
• The ability to demonstrate they meet all the competencies within the RPS competence framework for prescribers.
• No more than two trainee prescribing students under their supervision at any one time.
• Support from their organisation to act in the role of the DPP.
• Completed or be willing to complete DPP welcome event training and Equality and Diversity training.

Self-assessment

The information below can be used as a self-assessment guide for those interested in taking on the DPP role.

Personal characteristics:

• Recognises the value and responsibility of the DPP role.
• Demonstrates clinical leadership through their practice.

Professional skills and knowledge:

• Works in line with legal, regulatory, professional, and organisational standards.
• Is an experienced prescriber* in a patient-facing role.
• Is an active prescriber** in a patient-facing role, with appropriate knowledge and experience relevant to the trainee's area of clinical practice.
• Has up-to-date patient-facing, clinical, and diagnostic skills, with evidence of demonstrating competence in an area of practice relevant to the trainee.
• Has knowledge of the scope and legal remit of non-medical prescribing for the NMP trainee's profession.
• Demonstrates a commitment to supporting trainees.
• Displays professional integrity and is objective in supervision and/or assessment.
• Is open, approachable, and empathetic.
• Creates a positive learning culture through their practice.

*An experienced prescriber is defined as an active prescriber who would normally have at least 3 years of recent prescribing experience.

**An active prescriber consults with patients and makes prescribing decisions based on clinical assessment with sufficient frequency to maintain competence. Reflects and audits prescribing practice to identify developmental needs.

Teaching and training skills:

• Has experience or training in teaching and/or supervision in practice.
• Has knowledge, either experiential or through formal training, of different teaching methods to facilitate learning in practice and adapt to individual student needs.
• Articulates decision-making processes and justifies the rationale for decisions when teaching or training others.
• Has knowledge of a range of assessment methods and experience in conducting assessments of trainees in clinical practice.
• Delivers timely and regular constructive feedback.
• Facilitates learning by encouraging critical thinking and reflection.

Working in partnership:

• Works with the trainee to establish their baseline knowledge and skills, and jointly creates a development plan for meeting learning outcomes.
• Regularly assesses the trainee at appropriate intervals to guide the gradual handover of elements of the process that lead to a prescribing decision.
• Works in partnership with the trainee, other practitioners, and the programme provider to confirm the competence of the trainee.
• Recognises own limits in capacity, knowledge, and skills and identifies areas of practice where other practitioners may be better placed to support learning.
• Advocates and facilitates a multidisciplinary team (MDT) approach to training by encouraging the trainee to learn from other appropriate practitioners.

Prioritising patient care:

• Ensures that safe and effective patient care remains central to practice through effective clinical supervision.
• Ensures patients are informed of and consent to the trainee's presence at consultations.
• Identifies and responds appropriately to concerns regarding the trainee's practice or behaviour.
• Acts in the interest of patient and public safety when making decisions on trainee competence.

Developing the role:

• Is open to learning and being challenged, and uses feedback from trainees and others to improve their clinical and supervisory practice.
• Regularly reflects on their role as a DPP and the potential for improvement.
• Identifies when help is required in the DPP role and when, and where, to seek support.
• Undertakes and records continuing professional development (CPD) encompassing knowledge and skills that are applicable to the DPP role.
• Negotiates sufficient time to support the trainee throughout their period of learning in practice.
• Encourages an environment that promotes equality, inclusivity, and diversity.
• Creates a safe learning culture that encourages participation and open discussion to support learning.

Governance:

• Acknowledges their role and responsibilities within the wider governance structure, including the programme provider, employing organisation, professional regulator, and others.
• Ensures familiarity with the process of escalating concerns about a trainee, and, where appropriate, engages with this process.
• Engages with the employing organisation (or equivalent) to ensure support and resources are available to undertake the DPP role.